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Programs

The school offers a junior program for students aged between 12-15 years and a senior vocational program for students aged between 15-18 years. Typically the programs run for six to twelve months, after which time students are supported through a transition period when they return to their former mainstream school, other appropriate setting or vocational pathway.

Results

A key indicator of the success of the school has been the level of student attendance in our programs. In the last twelve months attendance is averaged at over 80%. This figure includes students who have not previously attended a school for many years and other students whose attendance in mainstream schooling was less than 50%.

Community

The school community continues its commitment to support students as they make better choices and changes to their lives that enhance them as individuals. Each student at the school has faced different problems and circumstances that have influenced their experience of school, their learning capabilities and their emotional and physical health. Students who have suffered trauma or drug and alcohol abuse, depression and anxiety find school very difficult and challenging. We have continued to provide a safe and encouraging place of learning for all these students in the regional community.

“Doxa lets me be myself and they don’t judge.”

“Doxa listens to what  I want and helps me achieve it.”

Case Study

Ed is a 15 year old boy who presents significant behavioural, emotional and social issues. His family come from a low socio-economic background and he has experienced significant physical violence. Prior to coming to Doxa he had transitioned through four schools due to relocation, eviction and the breakdown of the family unit. He has used marijuana since he was 11 years old after being introduced to it by a family member.
Ed had refused to attend school and spent a large percentage of his time socialising with older people who participated in anti-social behaviour, along with considerable police involvement. He had a limited connection with his peers at the school where he was enrolled, primarily due to the lack of attendance. This lack of connection also extended to the broader school community and significantly impacted upon his ability to learn.
With support from youth work outreach staff at Doxa he is working on his underlying issues that drive his need to use illicit substances. He is starting to talk about the piece inside him that is "damaged” and his desire to seek help to mend it. He knows his traumatic past can’t be taken away and that it is now part of who he is, however he doesn't want it to control his future life choices. He wants to take control.
Over his past six months at Doxa Ed has learned that the school is a safe environment for him to slowly take control of his life. Having one class teacher, clear expectations and boundaries, he has thrived in the classroom. Academically he has achieved and has positively engaged in his learning process. His family is also connected to the school and is involved in the development and ongoing monitoring of his Independent Learning Plan.
With the support of youth work outreach staff, the future is becoming clearer for Ed – he will be supported as he continues on his learning journey. Ed is working towards getting an apprenticeship in the building industry and to do this he would like to continue his involvement with Doxa and transition into VCAL at the Doxa School Bendigo next year.