Regulating safe school communities: being responsive and restorative

2003 ◽  
Vol 41 (6) ◽  
pp. 690-704 ◽  
Author(s):  
Brenda E. Morrison
Keyword(s):  
Restorative Justice ◽  
Secondary Level ◽  
School Community ◽  
Emotional Competencies ◽  
Safe School ◽  
Primary Level ◽  
School Communities ◽  
Social And Emotional ◽  
Whole School ◽  
Whole School Approach

This paper will introduce a whole‐school approach to regulating safe school communities, based on principles of restorative justice. The idea is to move beyond regulatory formalism to a stance of response regulation, whereby the needs of the school community can be better met. The approach will incorporate a continuum of practices across three levels of regulation. The primary level of intervention targets all students, with an aim to develop students’ social and emotional competencies, particularly in the area of conflict resolution. This first stage aims to enable students to resolve their differences in caring and respectful ways. The secondary level of practices involves a larger number of participants in the resolution of the conflict or concern, as the problem has become protracted or has involved (and affected) a larger number of people. The tertiary level of intervention involves the participation of an even wider cross‐section of the school community, including parents, guardians, social workers, and others who have been affected. This intervention is typically used for serious incidents within the school, such as acts of serious violence. At each level, the processes involved are based on principles of restorative justice, such as inclusive and respectful dialogue. The aim is to build safe school communities through being more responsive and more restorative.

國際反校園欺凌之適切性

2005 ◽  
Vol 39 (01n02) ◽  
pp. 105-117
Author(s):  
炳傑 秦 ◽  
之灝 鄭 ◽  
沃聰 陳
Keyword(s):  
Hong Kong ◽  
Restorative Justice ◽  
Safe School ◽  
Successful Intervention ◽  
Whole School ◽  
Local Reference ◽  
Whole School Approach ◽  
Mixed Approach ◽  
Bullying In Schools

Both local and overseas studies affirm that bullying in schools is very prevalent. The overseas experiences in response to bullying are invaluable for local reference. There is a consensus that a whole-school approach and a live policy against bullying are essential for successful intervention. There are different strategies in responses to cases of bullying including the No Blame Approach, the Method of Shared Concern, the Restorative Justice Approach and the Use of Logical Consequences. The authors argue for a mixed approach. Special issues in tackling bullying in Hong Kong are raised. Finally, it is advocated that a safe school is a prerequisite for a harmonious school. 海外和香港的調查研究都說明校園欺凌是一個十分普遍的問題。海外回應欺凌的經驗極具參考價值。“全校參與方法”和反欺凌政策的貫徹和執行是有效介入的必要條件。根據海外的經驗，處理欺凌個案策略有“不責難方法”，“共同關注方法”，“復和公義方式”和“邏輯後果方法”。作者支持使用“混合方法”，認爲更可因時制宜，取長補短。本文同時提出在香港處理欺凌時所需要注意的地方。最後，並認爲建立安全校園是達到和諧校園的先決條件。.

Strategies to Enhance the Most Effective Classroom Management Techniques and Practices

2020 ◽  
pp. 252-269
Author(s):  
Masello Hellen Phajane
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Plan ◽  
Social And Emotional ◽  
Whole School ◽  
Grade Levels ◽  
The Social ◽  
Management Techniques ◽  
Whole School Approach ◽  
Management Approaches

The purpose of this chapter is to explore and determine the most effective classroom management techniques and practices. This chapter includes a full review and critical analysis of research and literature associated with classroom discipline and ongoing management to promote positive learning. Owing to the diverse population of learners, changes in cultural behaviours, and the social and emotional pressure children experience, the classroom environment has become disorderly. Teachers need an effective classroom management plan that would help bring order and productive learning back into the classroom. As teachers learn more about a variety of classroom management approaches, they can sample techniques that would fit their needs. Not all classroom management programmes are geared to the same grade levels. Therefore, teachers can choose programmes that will best satisfy the needs of their own classroom's grade level. Teachers can choose between an approach for individual classrooms and a whole school approach to enhance learner behaviour.

scholarly journals The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

2021 ◽  
Author(s):  
Jessie Koh Sing Tnay ◽  
Shahren Ahmad Zaidi Adruce ◽  
Chuo Yew Ting ◽  
Omar Haji Mahli
Keyword(s):  
Primary Schools ◽  
Well Being ◽  
Rural Students ◽  
Factors Affecting ◽  
Electronic Survey ◽  
Social And Emotional ◽  
Whole School ◽  
The Social ◽  
Regular Teachers ◽  
Whole School Approach

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (<i>N</i> = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

scholarly journals Research priorities for mental health in schools in the wake of COVID-19

2021 ◽  
pp. jech-2021-217902
Author(s):  
Rhiannon Barker ◽  
Greg Hartwell ◽  
Chris Bonell ◽  
Matt Egan ◽  
Karen Lock ◽  
...  
Keyword(s):  
Mental Health ◽  
Research Priorities ◽  
Well Being ◽  
Screening Methods ◽  
Social And Emotional ◽  
Mental Health In Schools ◽  
Whole School ◽  
Attainment Gap ◽  
Mental Health Support ◽  
Whole School Approach

Children and young people (CYP) have suffered challenges to their mental health as a result of the COVID-19 pandemic; effects have been most pronounced on those already disadvantaged. Adopting a whole-school approach embracing changes to school environments, cultures and curricula is key to recovery, combining social and emotional skill building, mental health support and interventions to promote commitment and belonging. An evidence-based response must be put in place to support schools, which acknowledges that the mental health and well-being of CYP should not be forfeited in the drive to address the attainment gap. Schools provide an ideal setting for universal screening of mental well-being to help monitor and respond to the challenges facing CYP in the wake of the pandemic. Research is needed to support identification and implementation of suitable screening methods.

scholarly journals The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

2021 ◽  
Author(s):  
Jessie Koh Sing Tnay ◽  
Shahren Ahmad Zaidi Adruce ◽  
Chuo Yew Ting ◽  
Omar Haji Mahli
Keyword(s):  
Primary Schools ◽  
Well Being ◽  
Rural Students ◽  
Factors Affecting ◽  
Electronic Survey ◽  
Social And Emotional ◽  
Whole School ◽  
The Social ◽  
Regular Teachers ◽  
Whole School Approach

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (<i>N</i> = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

A Restorative Approach to Culturally Responsive Schools

2021 ◽  
pp. 456-478
Author(s):  
Dori A. Barnett
Keyword(s):  
Academic Achievement ◽  
Criminal Justice ◽  
Restorative Justice ◽  
Culturally Responsive ◽  
School Discipline ◽  
Community Schools ◽  
Healthy Relationships ◽  
Whole School ◽  
Building Community ◽  
Whole School Approach

Restorative practice is inspired by the restorative justice movement in the criminal justice system, which puts repairing harm and relationships over and above the need for dispensing blame and punishment. Restorative practice refers to a broad range of principles and processes with the aim of developing healthy relationships and building community. Schools report that whole school implementation of restorative practice can lead to positive outcomes including improved school climate, increased academic achievement, and reduced racial disparities in school discipline. This chapter will explore how a whole school approach to restorative practice can transform schools and classrooms and create an inclusive, safe, and culturally responsive school community.

scholarly journals Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis

2018 ◽  
Vol 34 (4) ◽  
pp. 755-782 ◽  
Author(s):  
Jochem M. Goldberg ◽  
Marcin Sklad ◽  
Teuntje R. Elfrink ◽  
Karlein M. G. Schreurs ◽  
Ernst T. Bohlmeijer ◽  
...  
Keyword(s):  
Emotional Development ◽  
Meta Analysis ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Whole School ◽  
Whole School Approach
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