Violence in Public Schools: HEW's Safe School Study

1978 ◽  
Vol 62 (416) ◽  
pp. 75-83 ◽  
Author(s):  
Robert J. Rubel
Keyword(s):  
Public Schools ◽  
Safe School ◽  
School Study

Violent Schools--Safe Schools: The Safe School Study Report to Congress.

1981 ◽  
Vol 10 (2) ◽  
pp. 233 ◽  
Author(s):  
Gary D. Gottfredson ◽  
National Institute of Education
Keyword(s):  
Safe Schools ◽  
Safe School ◽  
Study Report ◽  
School Study

Keeping Rural Schools Safe

2019 ◽  
pp. 401-417
Author(s):  
Rudy Prine ◽  
Chet Ballard
Keyword(s):  
Public Schools ◽  
School Safety ◽  
Longitudinal Research ◽  
School Superintendents ◽  
Safe School ◽  
Security Technologies ◽  
Policies And Procedures ◽  
And Shifts ◽  
The Impact ◽  
Soft Targets

The authors examine school safety and violence prevention among school superintendents in Georgia's rural public schools spanning three decades. Survey data from 1995, 2005, and 2015 provide points of comparison and contrast regarding efforts by school superintendents to keep schools safe. School superintendents are in positions with the best vantage point to know the strategies and techniques being used to protect students, faculty, staff, administrators, and visitors from crime and violence on school grounds. The longitudinal research design provides a means to sort out changes in school security technologies and shifts in policies and procedures implemented to keep students safe from harm. The authors find that rural public schools have been safe and remain so. The impact of globalization and social media present new challenges for rural school superintendents who recognize that schools are soft targets for those motivated to bring violence to school.

scholarly journals A pre-COVID-19 assessment of aspects of the school health programme in some selected Nigerian primary schools: implications for school re-opening during the COVID-19 pandemic in developing country contexts

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Usman A. Sanni ◽  
Uduak M. Offiong ◽  
Emmanuel A. Anigilaje ◽  
Kareem I. Airede ◽  
Abdulazeez Imam
Keyword(s):  
Public Schools ◽  
Developing Country ◽  
Private Schools ◽  
Primary Schools ◽  
School Health ◽  
Communicable Disease ◽  
Global Public Health ◽  
Cross Sectional Survey ◽  
Public Health Response ◽  
Safe School

Abstract Background Following the COVID-19 pandemic, school closures were part of the global public health response to limit community spread of the virus. In recent times, there has been an emphasis on safe school re-opening. This concept is likely to differ between developed and developing country settings. There are however no published studies on barriers hindering safe school re-opening within developing country contexts. This study evaluates aspects of the school health program (SHP) in some selected Nigerian schools that might relate to the pandemic control during school re-opening. Methods In 2017, we conducted a cross-sectional survey of the SHP of 146 registered primary schools in Gwagwalada Area Council in Abuja, Nigeria. These schools provided services to about 54,562 students. We used direct observational methods and interviewer-administered questionnaires to assess the SHP of each school. We compare SHP characteristics that might relate to COVID-19 control in schools across government-owned (public) and privately-owned (private) schools using a pre-defined framework. Results Public school to pupil ratios was more than six times that of private schools. Only 6.9% of all surveyed schools employed qualified health personnel. Although 8 in every 10 schools conducted health talks for communicable disease control, the use of temporary isolation and school-based immunization were low at 1.4 and 2.7% respectively. Pipe-borne water access was present in 4 of 10 schools, with public schools having more limited access than private schools (p = 0.009). Similarly, less proportion of public schools had access to soap for handwashing (p < 0.001). Adequate classroom ventilation was present in 63% of surveyed schools, with private schools having more limited ventilation (p < 0.001). Conclusions Overcrowding and infrastructural deficits within developing country contexts represent barriers to safe school re-opening during the COVID-19 pandemic. In these settings, there needs to be tailored and innovative strategies which consider local practical realities when designing the COVID-19 control programs during school re-opening.

scholarly journals Role of School Administration in Providing an Attractive and Safe School Environment to Students under Vision 2030

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Thikryat Jibril Obied Qaralleh
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Local Community ◽  
School Administration ◽  
Mean Values ◽  
Safe School ◽  
Community Institutions ◽  
Vision 2030 ◽  
The Mean

This study aimed to identify the role of school administration in providing an attractive and safe school environment for students as one of the requirements to achieve Vision 2030 in public schools in Al-Kharj. A random sample of (16%) of the study population was selected. The questionnaire was distributed to all the study sample. The study has reached several results including: the average response was much higher when asked about the role of school administration in providing an attractive and safe school environment for students. Statistically significant differences between the mean values were observed from the samples towards educational stage in favor of the primary and secondary levels. The results also showed that there were statistically significant differences between the mean values of the respondents according to the gender variable in the tool as a whole in favor of females. The researcher suggested several recommendations such as improving the level of students to be creative individuals in their community, encouraging educational initiatives that contribute to creating an attractive and safe school environment, and encouraging local community institutions to make donations to the schools and involve them in developing the students psychological, cognitive and physical health.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

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