scholarly journals Understanding school staff members’ enforcement of school tobacco policies to achieve tobacco-free school: a realist review

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Anu Linnansaari ◽  
Michael Schreuders ◽  
Anton E. Kunst ◽  
Arja Rimpelä ◽  
Pirjo Lindfors
Keyword(s):  
Realist Review ◽  
School Staff ◽  
Free School ◽  
Staff Members ◽  
Tobacco Policies

scholarly journals Why staff at European schools abstain from enforcing smoke-free policies on persistent violators

2019 ◽  
Vol 35 (5) ◽  
pp. 1106-1115 ◽  
Author(s):  
Michael Schreuders ◽  
Anu Linnansaari ◽  
Pirjo Lindfors ◽  
Bas van den Putte ◽  
Anton E Kunst
Keyword(s):  
Secondary Schools ◽  
Thematic Analysis ◽  
Adolescent Smoking ◽  
European Countries ◽  
School Staff ◽  
Primary Role ◽  
School Policies ◽  
Free School ◽  
Staff Members ◽  
Main Challenge

Abstract Secondary schools in European countries increasingly implement comprehensive smoke-free school policies (SFSPs) that prohibit most or even all adolescents from smoking during school hours. Consistent enforcement of SFSPs is essential for realizing optimum effectiveness. A main challenge represents adolescents who persistently violate the rules. We studied how staff in European countries respond to these persistent violators and why they may turn a blind eye. We used interview transcripts from 69 staff members at 22 schools in 6 European countries to identify cases in which staff turned a blind eye. We then applied thematic analysis for identifying the considerations as to why they turn a blind eye. Turning a blind eye on persistent violators happened among school staff in all six countries. Three considerations were identified. First, staff believe their primary role and duty is to support all adolescents to develop into well-functioning adults, and sometimes it is best to accept smoking. Second, staff expect that applying stricter disciplinary measures will not stop persistent violators and is more likely to create more severe problems. Third, staff do not feel supported by relevant actors in society (e.g. parents) in influencing adolescent smoking. We conclude that staff’s considerations stress the need to support school staff in enforcing the increasingly comprehensive rules on the most persistent smokers.

O028 Recognition and treatment of food-induced anaphylaxis by school staff members

2016 ◽  
Vol 117 (5) ◽  
pp. S10
Author(s):  
A. Tsuang ◽  
H. Demain ◽  
K. Patrick ◽  
M. Pistiner ◽  
J. Wang
Keyword(s):  
School Staff ◽  
Staff Members

Do I Trust Sending My Kid Back to School?

2021 ◽  
Vol 24 (4) ◽  
pp. 16-29
Author(s):  
Jeremy D. Visone
Keyword(s):  
Elementary School ◽  
Staff Member ◽  
School Community ◽  
Emergency Evacuation ◽  
School Experiences ◽  
School Staff ◽  
Safety Concerns ◽  
Staff Members ◽  
Emergency Event ◽  
Trust In Schools

A suburban elementary school experiences an emergency evacuation. This evacuation event reveals trust and safety concerns. Some parents, staff members, and children express safety concerns, and a key school staff member questions the judgment of another staff member during the emergency event, exacerbating existing tensions between the two. The principal must move the school community forward, while re-establishing trust and addressing safety concerns. Frameworks for repairing trust and trust in schools are considered.

Behaviour: Promoting inclusion using a trauma-informed approach

2020 ◽  
Vol 1 (6) ◽  
pp. 292-294
Author(s):  
Pooky Knightsmith
Keyword(s):  
Young People ◽  
School Staff ◽  
Challenging Behaviour ◽  
Children And Young People ◽  
Practical Advice ◽  
Staff Members ◽  
Trauma Informed ◽  
Trauma Responses

Children and young people who have experienced trauma may exhibit challenging behaviour as a result of learned trauma responses. Pooky Knightsmith provides some practical advice for school staff members on providing a more inclusive trauma-informed approach.

scholarly journals Why Secondary Schools Do Not Implement Far-Reaching Smoke-Free Policies: Exploring Deep Core, Policy Core, and Secondary Beliefs of School Staff in the Netherlands

2019 ◽  
Vol 26 (6) ◽  
pp. 608-618 ◽  
Author(s):  
Michael Schreuders ◽  
◽  
Bas van den Putte ◽  
Anton E Kunst
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Personal Autonomy ◽  
Core Beliefs ◽  
Advocacy Coalition ◽  
Free School ◽  
Staff Members ◽  
Time Space ◽  
The Many ◽  
Secondary Beliefs

Abstract Background Secondary schools that implement smoke-free policies are confronted with students who start smoking outside their premises. One solution is to complement smoke-free policies with prohibitions for all students to leave the school area during school hours, technically making school hours a smoke-free period. However, there are strikingly few Dutch secondary schools that implement this approach. This study explores why staff members in the Netherlands decide not to implement smoke-free school hours for all students. Method We interviewed 13 staff members, with different functions, from four secondary schools. The analysis was informed by the Advocacy Coalition Framework (ACF) to delve into the values, rationales, and assumptions of staff with the aim to identify deep core, policy core, and secondary beliefs. Results We identified six beliefs. Two deep core beliefs are that schools should provide adolescents the freedom to learn how to responsibly use their personal autonomy and that schools should only interfere if adolescents endanger or bother others. Three policy core beliefs identified included the following: that smoking is not a pressing issue for schools to deal with; that schools should demarcate their jurisdiction to intervene in adolescents’ lives in time, space, and precise risk behavior; and that implementing smoke-free school hours would interfere with maintaining positive student-staff relationships. One secondary belief identified was that smoke-free school hours would be impossible to enforce consistently. Conclusion This paper was the first to demonstrate the many beliefs explaining why schools refrain from voluntary implementing far-reaching smoke-free policies.

scholarly journals Schools, Cultural Mobility, and Social Reproduction: The Case of Progressive Discipline

2015 ◽  
Vol 40 (1) ◽  
pp. 51-74
Author(s):  
Emily Milne ◽  
Janice Aurini
Keyword(s):  
Parent Involvement ◽  
Social Reproduction ◽  
Economic Status ◽  
Social Needs ◽  
School Staff ◽  
Capital Theory ◽  
Staff Members ◽  
Cultural Capital Theory ◽  
Cultural Mobility ◽  
Progressive Discipline

Abstract: Drawing on a case study of Progressive Discipline (PD), this paper asks: How does greater discretion, flexibility and parent involvement affect the application of school policy? What are the consequences of these conditions? PD is part of a suite of changes that caters to students’ individualized academic and social needs while formalizing increased parent involvement. Drawing on forty-four interviews with school staff members, we find that PD has the potential to enhance students’ social and behaviour literacy. And yet, educators are unable to fully tame higher-SES (Socio-Economic Status) parents. According to our interviewees, higher-SES parents are more likely to participate in disciplinary proceedings, confront and threaten school staff and negotiate more favourable disciplinary outcomes for their children. Our paper contributes to cultural capital theory by examining how higher-SES families exploit “discretionary spaces” (i.e., opportunities that allow parents to improve their child’s social, academic or disciplinary outcomes) in schooling organizations. Résumé : En s’appuyant sur une étude de cas de mesures disciplinaires progressives (MDP), cet article pose la question : Comment une plus grande discrétion, souplesse et participation des parents influent sur la mise en pratique de la politique scolaire ? Quelles sont les conséquences de ces mesures ? Les MDP font partie d’une série de changements qui répondent aux besoins scolaires et sociaux individualisés des élèves, tout en formalisant la participation accrue des parents. À partir de quarante-quatre entretiens avec des membres du personnel œuvrant dans des écoles, nous constatons que les MDP ont le potentiel d’améliorer les habiletés sociales et comportementales des élèves. Pourtant, les éducateurs sont incapables de composer de façon satisfaisante avec les parents jouissant d’un statut socio-économique plus élevé. Selon les membres du personnel interviewés, il est plus probable que les parents de statut socio-économique plus élevé participent plus activement au suivi disciplinaire, confrontent et menacent le personnel de l’école et négocient des solutions disciplinaires plus favorables pour leurs enfants. Notre article contribue à la théorie du capital culturel en observant comment les familles de statut socio-économique plus élevé exploitent des « espaces discrétionnaires » (c’est à dire, les possibilités qui permettent aux parents d’améliorer les résultats sociaux, académiques ou disciplinaires de leur enfant) dans les organisations scolaires.

Self-harm: A guide for schools on how to respond

2019 ◽  
Vol 14 (6) ◽  
pp. 295-297
Author(s):  
Charlie Waller
Keyword(s):  
At Risk ◽  
Young People ◽  
School Nurses ◽  
School Staff ◽  
Staff Members ◽  
University Of Oxford ◽  
Self Harm ◽  
The University

A guide from the University of Oxford and the Charlie Waller Memorial Trust offers practical ways in which schools can support young people at risk from self-harm, which school nurses can share with school staff members to help them respond.

Sign in / Sign up

Export Citation Format

Share Document