Reading, Writing, Responding: Educators’ Perceptions of Safety, Preparedness, and Lockdown Drills

2021 ◽  
pp. 089590482110156
Author(s):  
Jaclyn Schildkraut ◽  
Amanda B. Nickerson ◽  
Kirsten R. Klingaman
Keyword(s):  
Emergency Preparedness ◽  
School Safety ◽  
Urban School District ◽  
Perceived Safety ◽  
Staff Members ◽  
School Based ◽  
Student Safety ◽  
The Impact ◽  
And Training ◽  
Made In

Lockdown drills are routinely conducted in schools across the U.S., yet little is known about the impact of such practices on participants—particularly for the faculty, staff, and administrators charged with student safety. The present study considers the effects of lockdown drills and associated emergency response training on perceived safety and preparedness at school for a sample of 3,000 school-based personnel in a large urban school district. After participating in drills and training, significant gains were made in perceived emergency preparedness, particularly among faculty and staff members, while perceived school safety—which already was particularly high—remained unaffected compared to ratings at baseline. Additionally, significant differences were found based upon respondent demographics, highlighting the importance in assessing subgroups’ needs during planning and implementation. Implications for school administration and relevant policymakers related to lockdown drills and training are considered within the context of creating a culture of preparedness.

scholarly journals School safety and emergency preparedness in Saudi Arabia: a call for effective action

2017 ◽  
Vol 5 (4) ◽  
pp. 1176
Author(s):  
Ali S. R. Alsubaie
Keyword(s):  
Health Care ◽  
Saudi Arabia ◽  
Emergency Preparedness ◽  
School Safety ◽  
Disaster Response ◽  
Public Health Problem ◽  
School Personnel ◽  
Medical Emergency ◽  
Global Public Health ◽  
The Impact

Accidents and injuries are a growing global public health problem. Both accidents and injuries can happen anytime and anywhere. Children and school personnel might experience medical emergency situations because of injuries, complications of chronic health conditions, or unexpected major accidents that occur in schools. A safe learning environment is essential for students, and without it they are unable to focus on learning the skills needed for a successful education and future development. There are about 6 million children younger than 18 years living in the kingdom of Saudi Arabia. Regrettably, many accidental tragedies occurred during the few last years in schools in Saudi Arabia which caused many forms of injuries and death among children and school teachers. Unfortunately, most schools lack a health care professional to respond to school medical emergencies. It is essential to believe that there is a fundamental link between emergency preparedness and disaster response. Therefore, schools that are prepared for an emergency are more likely to be prepared for complex events such as major fire, injury related accidents and natural disaster. The quality of schools about safety management and emergency preparedness is far worrying in Saudi Arabia. Thus, there is a need in creating a ‘‘culture of safety’’ and realize that injuries prevention and safety promotion are everybody’s business. The time has come to develop effective injury prevention strategies and promote safety that can help reduce the impact of injuries on the health of the Saudi population, economy and health care system. The issue of school safety must be a major concern at all levels of government. Efforts should be made to increase the education of school personnel in the assessment and management of safety and life-threatening emergencies, particularly head injury, cardiac arrest, suffocation and fire events.

School Security in the Post-Columbine Era: Trends, Consequences, and Future Directions

2019 ◽  
Vol 35 (3) ◽  
pp. 274-295 ◽  
Author(s):  
Sanna King ◽  
Nicole L. Bracy
Keyword(s):  
Emergency Preparedness ◽  
School Safety ◽  
Behavioral Interventions ◽  
Empirical Support ◽  
Threat Assessment ◽  
School Security ◽  
Security Measures ◽  
Future Directions ◽  
Promising Alternative ◽  
The Impact

Harsh and reactionary school security measures, including policing, surveillance technology, and emergency preparedness strategies increased substantially in the two decades following the mass shooting at Columbine High School in 1999. These strategies have limited empirical support for preventing violence in general and mass shootings, in particular. Instead, they have proven to be problematic, often doing more harm than good by criminalizing student misbehavior, contributing to negative school climate, and having psychological impacts on students’ perceptions of safety. In recent years, many schools have started to explore promising alternative approaches, including threat assessment, positive behavioral interventions, restorative practices, and improving relationships between students and adults. This article reviews the trends in school security from the 1990s through the present, drawing on national data from the U.S. Department of Education and scholarly research on school security. Our specific focus will be on the changes in school security that have been made to prevent or minimize the impact of potential school shooters. We also discuss the consequences of the school security boom and the future directions to ensure school safety.

The Impact of Art Therapy on the Development of Emotional Sphere of the Older Pre-Schoolchildren

2016 ◽  
Vol 5 (3) ◽  
pp. 29-33
Author(s):  
Николаева ◽  
Viktoriya Nikolaeva ◽  
Байкенова ◽  
A. Baykenova
Keyword(s):  
Art Therapy ◽  
Emotional State ◽  
Individual Characteristics ◽  
Preschool Age ◽  
Social Progress ◽  
Stage Of Development ◽  
The Republic ◽  
The Impact ◽  
And Training ◽  
Made In

This article is devoted to the issue of development of the emotional sphere of the pre-schoolchildren. Pre-school education and training is the first level of continuing education, it creates developing environment for the full formation of the child´s personality, taking into account age and individual characteristics. At the present stage of development of the Republic of Kazakhstan there is a great task to educate fully developed personality to society. An important role in this is the development of emotional sphere of preschool children. The authors examine the art therapy as a means of correcting the emotional state of children of the senior preschool age. The article presents the experimental work on the problem of research, including: states and forming a control experiment. In order to try to make changes in the emotional state of children preventive and developmental program on the use of art therapy was drawn up. The end, the authors come to the conclusion that in the conditions of a single art - a qualitatively new and higher educational and social progress has been made in aesthetic environment.

scholarly journals Maintaining Preparedness to Severe Though Infrequent Threats—Can It Be Done?

2020 ◽  
Vol 17 (7) ◽  
pp. 2385
Author(s):  
Maya Siman-Tov ◽  
Benny Davidson ◽  
Bruria Adini
Keyword(s):  
Emergency Preparedness ◽  
Geographical Location ◽  
Evaluation Process ◽  
Mass Casualty Incident ◽  
Mass Casualty ◽  
Medical Facilities ◽  
Potential Risks ◽  
The Impact ◽  
And Training ◽  
Secondary Contamination

Background: A mass casualty incident (MCI) caused by toxicological/chemical materials constitutes a potential though uncommon risk that may cause great devastation. Presentation of casualties exposed to such materials in hospitals, if not immediately identified, may cause secondary contamination resulting in dysfunction of the emergency department. The study examined the impact of a longitudinal evaluation process on the ongoing emergency preparedness of hospitals for toxicological MCIs, over a decade. Methods: Emergency preparedness for toxicological incidents of all Israeli hospitals were periodically evaluated, over ten years. The evaluation was based on a structured tool developed to encourage ongoing preparedness of Standard Operating Procedures (SOPs), equipment and infrastructure, knowledge of personnel, and training and exercises. The benchmarks were distributed to all hospitals, to be used as a foundation to build and improve emergency preparedness. Scores were compared within and between hospitals. Results: Overall mean scores of emergency preparedness increased over the five measurements from 88 to 95. A significant increase between T1 (first evaluation) and T5 (last evaluation) occurred in SOPs (p = 0.006), training and exercises (p = 0.003), and in the overall score (p = 0.004). No significant changes were found concerning equipment and infrastructure and knowledge; their scores were consistently very high throughout the decade. An interaction effect was found between the cycles of evaluation and the hospitals’ geographical location (F (1,20) = 3.0, p = 0.056), proximity to other medical facilities (F (1,20) = 10.0 p = 0.005), and type of area (Urban vs. Periphery) (F (1,20) = 13.1, p = 0.002). At T5, all hospitals achieved similar high scores of emergency preparedness. Conclusions: Use of accessible benchmarks, which clearly delineate what needs to be continually implemented, facilitates an ongoing sustenance of effective levels of emergency preparedness. As this was demonstrated for a risk that does not frequently occur, it may be assumed that it is possible and practical to achieve and maintain emergency preparedness for other potential risks.

scholarly journals Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness

2017 ◽  
Vol 132 (2_suppl) ◽  
pp. 81S-87S ◽  
Author(s):  
Shannon L. Barrett-Williams ◽  
Padra Franks ◽  
Christi Kay ◽  
Adria Meyer ◽  
Kelly Cornett ◽  
...  
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Elementary Schools ◽  
After School ◽  
Baseline Survey ◽  
Staff Members ◽  
School Based ◽  
Public Elementary Schools ◽  
Physical Activity Programs ◽  
The Impact

Objective: Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. Methods: A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Results: Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity–related professional development time (42% [136 of 323] vs 14% [48 of 341]). Conclusions: The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity opportunities and to improve student fitness.

Structural school safety measures, SROs, and school-related delinquent behavior and perceptions of safety

2016 ◽  
Vol 39 (3) ◽  
pp. 438-454 ◽  
Author(s):  
Jennifer M. Reingle Gonzalez ◽  
Katelyn K. Jetelina ◽  
Wesley G. Jennings
Keyword(s):  
School Safety ◽  
Control Measures ◽  
Future Research ◽  
Security Measures ◽  
Safety Measures ◽  
Content Type ◽  
Perceived Safety ◽  
Resource Officers ◽  
Metal Detectors ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of school safety measures, including SROs and safety personnel, on school-related delinquency and perceived safety. Design/methodology/approach Specifically, a comprehensive search of the literature was performed to identify studies published between January 1, 1998 and July 1, 2016 that focussed on structural school safety measures such as metal detectors, cameras, closed circuit television systems, and access control measures and/or school resource officers in primary and secondary schools. Only studies that relied on randomized controlled trials and pre-test/post-test designs evaluating the impact of at least one school safety measure in reference to a control condition were eligible for inclusion. Findings The results of this exhaustive search revealed 32 unique study samples that met the inclusion criteria. Results from the studies suggest that implementation of more security measures may not be an effective policy. More safety measures often result in a decline of student-perceived safety. Study limitations and directions for future research are also discussed. Originality/value Results from this meta-review can provide educational administrators, superintendents, and school safety policymakers with a synthesis of only the most rigorous and valid studies that evaluate the impact of school safety measures on both actual and perceived school-related delinquency and safety. This information will provide school safety decision makers with a state-of-the-art synthesis of how school safety measures impact school-related delinquency problems and safety, and which measures appear to be most effective for informing the allocation of scarce resources.

Nursing Home Staff Members Attitudes and Knowledge about Urinary Incontinence: The Impact of Technology and Training

2012 ◽  
Vol 2012 (4) ◽  
pp. 205 ◽  
Author(s):  
Katie Ehlman ◽  
Amy Wilson ◽  
Renee Dugger ◽  
Brandon Eggleston ◽  
Nadine Coudret ◽  
...  
Keyword(s):  
Urinary Incontinence ◽  
Nursing Home ◽  
Nursing Home Staff ◽  
Staff Members ◽  
Attitudes And Knowledge ◽  
Impact Of Technology ◽  
The Impact ◽  
And Training

scholarly journals PENGARUH OTONOMI DAERAH DAN MANAJEMEN BERBASIS SEKOLAH TERHADAP PENINGKATAN MUTU PENDIDIKAN MENENGAH ATAS DI KAB. TANGERANG

2016 ◽  
Vol 14 (3) ◽  
Author(s):  
Deden Saeful Ridhwan ◽  
Leni Nurmiyanti
Keyword(s):  
Quality Improvement ◽  
Management Program ◽  
Educational Quality ◽  
Correct Interpretation ◽  
Regional Autonomy ◽  
School Based ◽  
Data Collection Technique ◽  
The Impact ◽  
Made In

The School Based Management Program (MBS) can assist in supporting the quality improvement of education in each region, so each region can empower participation and role of community in managing education. In order to find out significance of the impact of Regional Autonomy (OTDA) and MBS on Quality Improvement of Secondary High Education, then a research is made in Pangedagan SubDistrict. Methods used in the research are survey and quantitative method namely a method describing and analyzing a certain phenomenon or object researched and observed with correct interpretation. The use of this method is aimed to problem solving. Data collection technique uses questionnaire and literature research. Based on the performed research, the Impact of Regional Autonomy on Educational Quality Improvement is 0.582. The Impact of MBS on Educational Quality Improvement is 0.647 and the Impact of Regional Autonomy and MBS on Educational Quality Improvement is 0.706.Program manajemen Berbasis sekolah (mBs) dapat membantu dalam mendukung peningkatan mutu pendidikan ditiap daerah, sehingga masing-masing daerah dapat memberdayakan partisipasi serta peran masyarakat dalam mengelola pendidikan. Dalam rangka mengetahui sejauh mana pengaruh Otonomi Daerah dan mBs terhadap Peningkatan mutu Pendidikan menengah Atas maka di lakukan penelitian di wilayah Kecamatan Pagedangan. metode yang digunakan dalam penelitian ini adalah metode survey dan metode kuantitatif yaitu suatu metode yang didalamnya mendeskripsikan dan menganalisa suatu fenomena atau objek tertentu yang diteliti dan diamati dengan interpretasi yang tepat. Penggunaan metode ini tertuju pada pemecahan masalah. teknik pengumpulan data menggunakan angket dan penelitian kepustakaan. Berdasarkan hasil penelitian yang telah dilakukan, maka diperoleh hasil Pengaruh Otonomi Daerah terhadap Peniningkatan mutu Pendidikan adalah 0,582. Pengaruh mBs terhadap Peningkatan mutu Pendidikan adalah 0.647 dan Pengaruh Otonomi Daerah dan mBs terhadap Peningkatan mutu Pendidikan adalah 0,706.

School Safety and Connectedness Matter for More than Educational Outcomes

2016 ◽  
pp. 39-57 ◽  
Author(s):  
Elizabeth Saewyc ◽  
Yuko Homma
Keyword(s):  
Health Disparities ◽  
School Safety ◽  
School Connectedness ◽  
Health Inequities ◽  
The United States ◽  
Population Based ◽  
Lgbtq Youth ◽  
Perceived Safety ◽  
School Based ◽  
Significant Health

LGBTQ youth face significant health disparities compared to heterosexual peers. School-based victimization of LGBTQ youth, as well as lower levels of school connectedness and perceived safety at school, have been implicated in those health disparities. Drawing on multivariate and population-based studies throughout the United States and Canada, this chapter explores the evidence that school connectedness can lower the odds of health-compromising behaviors and disparities among different subpopulations of LGBTQ youth. The authors review strategies for fostering school connectedness among the general population and consider how these strategies might fit or might need to be adapted for LGBTQ populations. The authors highlight evidence for programs and policies that improve school connectedness among LGBTQ students that is already available, especially evidence that these programs actually work to reduce health inequities. Schools, as key environments for young people, are important contributors to health for LGBTQ youth.

Protecting Displaced Women and Girls

2018 ◽  
pp. 500-515
Author(s):  
Elizabeth Ferris
Keyword(s):  
Major Focus ◽  
Great Abundance ◽  
Refugee Women ◽  
The Past ◽  
Full Participation ◽  
Women And Girls ◽  
Women In Decision Making ◽  
The Impact ◽  
And Training ◽  
Made In

Over the past fifteen years, the issue of protecting displaced women and girls has been a major focus of attention throughout the humanitarian community. Policies, guidelines, toolkits and training manuals have all been produced in great abundance. This chapter considers the impact of these policies on the protection of refugee and displaced women and girls, with particular reference to the case of Syria. The humanitarian community has taken important steps to address the needs of refugee women more effectively and certainly there is much greater awareness of the importance of gender in humanitarian responses. As the Syrian refugee and IDP case demonstrates, however, where the humanitarian community falls short is in encouraging the full participation of refugee and IDP women in decision-making, as well as in their relief and recovery. This chapter argues, therefore, that unless progress is made in all four of the WPS pillars—participation, conflict-resolution, protection, and relief and recovery—efforts by humanitarian actors to protect displaced women will always be limited.

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