The School of Alternative Learning Settings (SALS) provides short-term, individualised education programs for Western Australian students who have been excluded, or are at high risk of exclusion, from their school.
Our program supports young people to reconnect with learning, strengthen their social and emotional development, and identify meaningful pathways for the future. Working in partnership with students, families, schools and community agencies, we create safe, supportive and engaging learning environments where every student is encouraged to discover their strengths and achieve their goals.
Click image to enlarge
SALS is guided by Reclaiming Youth at Risk (RYAR), a strengths-based Positive Youth Development philosophy developed by Dr Larry Brendtro, Dr Martin Brokenleg and Dr Steve Van Bockern. RYAR recognises young people as capable of growth and success and encourages us to understand behaviour through a developmental lens, rather than as a deficit within the child.
At the heart of the RYAR philosophy is the Circle of Courage, a developmental framework based on four universal growth needs:
- Belonging – building positive relationships and connection.
- Mastery – developing confidence through success and achievement.
- Independence – self-regulation, strengthening responsibility, and decision-making.
- Generosity – contributing positively to others and the community.
These needs are supported through the additional dimensions of Safety and Adventure. At SALS, we work to create physically, emotionally and culturally safe environments, while providing opportunities for young people to experience challenge, take positive risks, explore new experiences and discover their strengths.
To support this philosophy in practice, SALS uses Therapeutic Crisis Intervention for Schools (TCIS). TCIS helps staff create safe and supportive learning environments and respond therapeutically when students experience distress or crisis, recognising that crisis can also become an opportunity for learning, growth and the development of emotional competence.
Culture, Identity and Belonging
At SALS, we recognise that every young person's sense of identity, belonging and wellbeing is shaped by their relationships, culture, family, community and lived experiences. These influence how students experience learning, develop relationships and engage with school.
We are committed to creating culturally responsive learning environments where every student feels respected, valued and supported to achieve success. By working in partnership with students, families and communities, we seek to understand each young person's strengths, aspirations and unique context.
Our practice is guided by the Department of Education's Aboriginal Cultural Standards Framework and Social and Emotional Wellbeing (SEWB) model, reflecting our commitment to high expectations, strong relationships and culturally responsive practice for all students.
Learning at SALS
Learning at SALS is personalised, engaging and designed to support personal growth.
Students may participate in:
- Explicit Social and Emotional Learning (SEL)
- Project-Based Learning
- Literacy and numeracy support
- Experiential learning and excursions
- Two-way learning
- Vocational and transition planning
- Community-based learning opportunities
Learning experiences are designed to build confidence, strengthen relationships and support students to successfully transition beyond SALS.
Successful Transitions
SALS is a short-term program focused on preparing students for long-term success.
We work collaboratively with students, families, schools and partner agencies to plan for successful transition into education, training or employment pathways that best meet their individual strengths, needs and aspirations.
Our goal is for every young person to leave SALS with greater confidence, stronger skills and a positive pathway for the future.
Reclaiming Youth at Risk - https://reclaimingyouthatrisk.org/
Therapeutic Crisis Intervention – Schools – developed by Cornell University - https://rccp.cornell.edu/TCI_LevelOne.html