Integrated Systems Approaches: Creative applications for working with disengaged youth

Abstract

Acknowledging the central role secondary schools can play in establishing socially inclusive cultures, this article proposes an Integrated Systems Approach (ISA) as a salient model of practice. This model emerges from a secondary school specialising in engaging students with a range of complex challenges including learning difficulties, family dysfunction, risk of homelessness and substance misuse. To address these psychosocial complexities educator-researchers prioritise relationship development, personal accountability and self-reflection within a broad, creative education that engages students in transformative learning experiences. Utilising the ISA model, practitioners aim to increase students’ resilience and engage them in their own continued growth. This is done through revitalising family connections, connecting students with appropriate services, fostering positive peer associations, and capitalising on staff guidance. While acknowledging the limitations of many conventional Australian education contexts, a closing case study illustrates how the ISA embodies inclusive education, with applications to secondary schools.