MHC402 Module 1.2 Scenario
Scenario 1.2: A teacher’s understanding, misunderstood – a story of school/classroom
Jack is a Year 11 student, diagnosed with depression. His diagnosis was made two years back,
however, Jack has been suffering the symptoms of the mental health condition for all his
secondary schooling. In year’s 7 through to 9, Jack was progressively reluctant to take part in
compulsory school activities. He circulated the grounds with only a few peers with whom he
felt comfortable, and his interaction with teachers was limited to just two or three. Although
a capable student, Jack’s lack of interaction with the more academic aspects of schooling was
always a concern to his teachers. This was acknowledged by Jack’s family, who worked
tirelessly with the school to investigate and integrate interventions and modifications to
support Jack’s learning.
Mrs Marks has been an educator for more years than she’d like to identify. She is currently a
teacher of a humanities subject, at the Victorian Certificate of Education (VCE) level. Mrs
Marks is passionate about her subject and equally passionate about her students succeeding.
Some of her students thoroughly enjoy and respect her ‘black and white’ approach to the
delivery of her VCE subject teachings. Others appreciate that Mrs Marks has their best
interest in mind, but at times confuse her straightforward approach for unnerving and
During the first year of his VCE studies, Jack’s mental health condition began to severely
impact his ability to attend school on a regular basis, let alone attend all his classes on the
days he did attend. With an interest in the humanities, Jack enrolled in Mrs Marks’ Unit 1 /
2, VCE class. Mrs Marks sought the assistance and expertise of senior staff, those who had
taught Jack previously and engaged with Jack’s family to better comprehend his specific wants
and needs, and formulate a plan to best support Jack. Jack and his family were most
appreciative of the lengths to which Mrs Marks and the school were taking to support Jack’s
transition into the study of a VCE subject.
Jack’s health began to spiral downward and affect his ability to attend school. When he could
make it into the school grounds, Jack found it increasingly difficult to honour his commitment
to classroom studies. Mrs Marks became increasingly worried about Jack’s ability to pass the
Unit 1 / 2 subject. She encouraged Jack in person, through contact with his family and via
electronic communication to attend classes, otherwise his ability to pass her subject would
be difficult. Mrs Marks did offer her own time to meet with Jack, out of classroom instruction
times for private tutoring. Jack could attend just a few of the arranged tutor sessions.
Mrs Marks cited, to Jack and his family the absolute need for Jack to be present in timetabled
classes, to successfully complete, in the least, the attendance required for a VCE subject.
Despite her acknowledgement of Jack’s condition, and the subsequent difficulty in attending
school, Mrs Marks could not ignore the VCE requirements for a student’s attendance, and
ability to demonstrate their level of study competency.
Jack withdrew from the study of Mrs Marks’ subject and is working with the school on the
investigation of alternative VCE, and other pathway options available.
- Assignment status: Already Solved By Our Experts
- (USA, AUS, UK & CA PhD. Writers)
- CLICK HERE TO GET A PROFESSIONAL WRITER TO WORK ON THIS PAPER AND OTHER SIMILAR PAPERS, GET A NON PLAGIARIZED PAPER FROM OUR EXPERTS