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"School safety"
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Tanya takes the school bus
\"Tanya gets to ride the bus to school this year! She waits with her dad at the bus stop, meets her bus driver, and learns how to be safe on and around the bus. She even gets to sit by a friend on the bus! Find out what else happens on the way to school.\"--Amazon.com.
Book
Homeroom security
Police officers, armed security guards, surveillance cameras, and metal detectors are common features of the disturbing new landscape at many of today's high schools. You will also find new and harsher disciplinary practices: zero-tolerance policies, random searches with drug-sniffing dogs, and mandatory suspensions, expulsions, and arrests, despite the fact that school crime and violence have been decreasing nationally for the past two decades. While most educators, students, and parents accept these harsh policing and punishment strategies based on the assumption that they keep children safe, Aaron Kupchik argues that we need to think more carefully about how we protect and punish students.In Homeroom Security, Kupchik shows that these policies lead schools to prioritize the rules instead of students, so that students' real problems - often the very reasons for their misbehavior - get ignored. Based on years of impressive field research, Kupchik demonstrates that the policies we have zealously adopted in schools across the country are the opposite of the strategies that are known to successfully reduce student misbehavior and violence. As a result, contemporary school discipline is often unhelpful, and can be hurtful to students in ways likely to make schools more violent places. Furthermore, those students who are most at-risk of problems in schools and dropping out are the ones who are most affected by these counterproductive policies. Our schools and our students can and should be safe, and Homeroom Security offers real strategies for making them so.
eBook
Earthquake Response for Students with Different Severe Degrees of Disabilities: An Investigation of the Special Education Classes in Primary Schools in Taipei
Taipei has been ranked as the most vulnerable city to a wider combination of risks. Although the Special Education Law addresses the consideration of disaster preparedness for students with disabilities enrolling in Special Education Schools, more attention needs to be given to the far larger number of students with disabilities enrolling in normal schools. These schools need to consider the care for students with different types and severe degrees of disabilities. The aim of the research is to investigate challenges of earthquake preparation and response for students with different severe degrees of disabilities who enrol in the special education classes in general primary schools. The objectives of the research include the following: (1) investigating the challenges and requirements for support of students with different severe degrees of disabilities; (2) examining the need and support for students with different degrees of disabilities during the earthquake response process; and (3) exploring the best practice in the curriculum building for students with different severity of disabilities. The purposive sampling was used to select four primary schools in Taipei as participant groups in the research. The research team used semi-structured interviews to interview eight participants: one special education class teacher and one administrator of each school were invited. Findings include the following: (1) ensuring the appropriate design of physical environment for earthquake response in schools, including rapid response, evacuation, and assembly points for students with different severe degrees of disabilities; (2) proposing suitable staff to student ratio to be planned for the response phase; (3) identifying the appropriate individualised curriculum and learning objectives to suit students with different severe degrees of disabilities.
Journal Article
Learner experiences of safety at public high schools in three South African townships: Baseline findings from the National School Safety Framework learner surveys
Background Despite progressive policies and frameworks on school safety by the Department of Basic Education, safety remains a concern in South African schools. Methods A cross-sectional descriptive design was employed using the National School Safety Framework (NSSF) 152-question learner survey, exploring perceptions and experiences pertaining to eight safety domains: dangerous objects, drugs and alcohol, bullying, verbal abuse, physical violence, discrimination, sexual violence, and journey to and from school. Grade 9-11 learners from 15 government-funded high schools in the Girls Achieve Power trial in Khayelitsha, Soweto, and Thembisa townships were surveyed (March 2018 - April 2019), sampling 10% of the school population. Data analysis included Principal Component Analysis (PCA), reducing correlated variables into fewer questions, then analysis on a scree plot by calculating eigenvalues; repeated PCA with those that had a minimum eigenvalue of 1 and Cronbach Alpha test for internal reliability. Eleven composite variables were included in the final analysis. Results In total, 1034 learners completed the NSSF learner survey; 52.9% were female and the mean age was 16 years (SD=1.36). Results show statistically significant associations between four of the 11 composite variables in relation to sex. Over half (55%) of males have experienced peer provocation and relational aggression (p<0.001). Fifty-eight percent of females reported feeling unsafe on their way to and from school (p<0.003). Over half of males reported that their school was not effective in enforcing discipline (p=0.002) while 58% of females noted they could comfortably report any form of experienced or witnessed violence at school, to their educators (p<0.000). Conclusions Violence continues to be a concern in South African schools. Interventions should work across the ecological model to effectively prevent and reduce violence at school and community levels. Strengthened NSSF implementation is critical to achieving this. We recommend NSSF learner survey adaptations to increase utility and implementation.
Journal Article
Horrible Harry and the hallway bully
\"Nearly every kid in Room 3B is trying to get picked for the South School Safety Patrol Squad--especially Harry. Harry wants a star badge just like his grandpa's, so he works extra hard to be the perfect student: hanging up his jacket neatly, organizing the crayons in rainbow order, and--his favorite part--cleaning up sticky noodles off the floor after lunch. But Doug thinks someone is taking the power of Safety Patrol too far, maybe even using it to cheat at the Spring Book Fair Raffle! This is Harry's chance to stop the horrible bully and prove that he deserves a special star. Can he do it?\"--Back cover.
Book
Schools’ Flood Emergency Preparedness in Khyber Pakhtunkhwa Province, Pakistan
Pakistan is highly exposed to climate-induced disasters, especially floods. Flooding history shows that educational establishments have been disproportionately hard-hit by flooding events. In Pakistan, school safety and preparedness is still a choice, rather than a mandatory requirement for all schools. But schools in Pakistan do have a responsibility to keep safe the students in their care, especially during and after the catastrophic events. This implies the need to maintain the environment in and around school property, so as to minimize the impacts of floods and to have the mechanisms in place to maximize a school’s resilience. This study examined the emergency preparedness activities of 20 schools in four districts of Khyber Pakhtunkhwa Province that had recently been severely affected by floods. Through face to face interviews and a structured questionnaire (n = 100) we collected data on the four pillars of emergency preparedness: emergency planning, preparation measures, safe school facilities, and hazard education and training. The study revealed that the majority of the sample schools had experienced more than one natural hazard-induced disaster, predominantly flooding, yet despite this had not undertaken adequate emergency preparedness activities. There are particular gaps with regard to plans for students with disabilities, the continuity of school operations after a disaster, the presence of maps to identify evacuation routes, the availability of emergency equipment and resources, disaster preparedness guidelines, and psychological first aid and crisis counseling. The strengths, weaknesses, opportunities, and threats analysis that our researchers carried out indicates that, although schools in the survey have taken many steps towards flood preparedness, many weaknesses still exist and there remain significant opportunities to strengthen the preparedness level of many schools. The goal of this study is to inform policy decisions that improve school safety in Pakistan and to suggest the priority areas for future school disaster preparedness and management efforts.
Journal Article
School safety
\"This title in the Opposing Viewpoint series examines the important topic of school safety, asking such questions as: Are schools safe? Can better gun policy make schools safer? Can security measures make schools safer? and What is the relationship between health care issues and student safety?\"--Publisher's website.
Book
Success, Challenges and Future Prospects of the Implementation of Comprehensive School Safety Framework (CSSF) in Indonesia (Case Study at CSSF Aceh and Sleman)
Different disasters between 2015-2019 had affected 12 million students and 62,687 educational institutions. Comprehensive School Safety Framework (CSSF) which in Indonesia is called the Satuan Pendidikan Aman Bencana (SPAB) of 2022-2030 supports the education sector policymakers, planners, school administrators, and their partners to promote child rights, sustainability, and resilience in the education sector. This article aims to examine the implementation of the CSSF/SPAB in Indonesia, including the successes that have been achieved, the challenges faced and prospects. The research method used is Narrative Literature Review (NLR). The data are collected through literature review study on 25 literature studies extracted to six studies discussing/studying SPAB in Indonesia. The data are analyzed used the stages in literature review including conducting a search, identifying keywords, reviewing abstracts and articles, and gaining document results. The narrative investigation shows that SPAB in Sleman and Aceh have been (1) succeed in several criteria including (a) Socialization dan (b) The curriculum and lesson integration. Several (2) challenges in SPAB include: (a) limited SPAB supporting facilities; (b) less optimum plan; (c) low budget. It is optimistic that the (3) future prospect is better and more comprehensive, that (a) The Improvement of Infrastructure/Facilities in facing disasters; (b) The increasing collaboration among schools, government, and non-governmental organization; (c) The development of instructional materials to be more specific and comprehensive; (d) The alignment to the National Standards by leading the disaster management to be in line with the national standards set by the Law No. 24 of 2007 on increasing readiness and response towards disasters; (e) The increasing cooperation among parties, including private sectors and local communities, can support the efforts in facing the challenges and strengthen the program in the future.
Journal Article