Coach: Mister Wesley asked Jules how she would feel about different resource options. She knows options are available and feels supported in choosing to pursue any of them if she decides to.
Mister Wesley decides to Show Support and says, "As an option, there are anonymous resources like text lines you can consider, especially as a starting place."
Jules: I'd, um, that might make me more comfortable. I just want a little time to think about it, if that's okay?
Mister Wesley: Of course.
Mister Wesley decides to Share Responsibilities and says, "Sort of like we've been talking about, I want to be honest with you about how I have to report to guidance. As a teacher here, I have a responsibility to keep students, all students, as safe as I can. That means when someone shares something with me that sounds concerning, I have an obligation to make sure the right people know, so our students know their options and can get connected to support. If a student shares something about sexual assault, relationship violence, stalking, or sexual harassment, I have to share that information with the guidance office so they can check in on the student, share options, and connect them to any other resources. The goal is, I want to do whatever I can to connect the student I'm helping to resources. Help them understand their options. Before I say anything else, I want to give you a chance to ask, to share, whatever you want."
Jules: Yeah, yeah, okay. That's, yeah. What would you say to other people at the school?
Mister Wesley decides to Answer Question and says, "We want to share your name with guidance so they can connect you with resources. From there, what happens is up to you. Sort of like we already said, a lot of the next steps are up to you. You decide if there's someone you want to talk with about it, or if you want to explore some additional support, like counseling, for yourself. Like I said, you make the choices here."
Jules: Uh, okay. Do you have to tell someone?
Mister Wesley: If the situation involves interpersonal violence, yes. I do.
Jules: Okay.
Mister Wesley: Like I was saying though, the guidance office will reach out, and you'll talk with them from there.
Jules: Okay. Got it.
Mister Wesley decides to Get Info and says, "What other questions do you have about the report I have to make?"
Jules: I guess, um, who do you tell, exactly? Like, how many people get the info?
Mister Wesley: I can check and see who receives the report once I submit it. In general we consider this private information and share on a need to know basis.
Jules: Okay. Um, got it. Anyway, I think I'm going to head out.
Mister Wesley: So, maybe you can give me a list of a few people you're okay being around? And then I can make sure you're only with them.
Jules: Yeah, I can email you that list.
Coach: If you ask a student to provide a list of other students they want to work with, consider asking for a certain number that makes it so the student doesn't just pick their friends, and not so many people that it could reveal the person's identity.
Jules: Thanks. For everything.
Mister Wesley: Of course. And I'm here any time you want to talk.
Jules: I'll definitely take you up on that. For now, this is, uh, I feel a weight off of me. Really, so, thank you.
Mister Wesley: Of course.
Mister Wesley supported Jules well. She knows he's there for her, and knows about other resources that are available if she chooses to use them. Jules understands Mister Wesley's role as a mandatory reporter and how he will report information she discloses to him.
Mister Wesley showed Jules he was there for her. He said, "You don't have to tell me more if you don't want to. Only what you want to share."
There were also moments when Mister Wesley only repeated back what Jules said rather than showing he was listening closely and drawing connections between what she shared and how she was feeling. She didn't feel like he fully understood where she was coming from.
Mister Wesley said, "We want to share your name with guidance so they can connect you with resources. From there, what happens is up to you."
Mister Wesley gave Jules the space to tell her story her way. She felt he was listening to her without judgment or agenda. He said, "What other questions do you have about the report I have to make?"
Mister Wesley discussed options and next steps with Jules, allowing her to make choices she was comfortable with. He said, "As an option, there are anonymous resources like text lines you can consider, especially as a starting place."