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

The Principals’ Role in Creating Safe Schools in War Zones: Gaza Strip as a Case Study

2021 ◽  
pp. 002205742110319
Author(s):  
Asmaa Abusamra ◽  
Suyanto ◽  
Sutrisna Wibawa
Keyword(s):  
School Safety ◽  
School Principals ◽  
Gaza Strip ◽  
Point Of View ◽  
Safe Schools ◽  
Mixed Method Research ◽  
Safe School ◽  
War Zone ◽  
The Gaza Strip

This study aims to identify the extent of the Palestinian principals’ role in creating safe schools in the Gaza Strip as a war zone. A mixed-method research design was employed. The study indicates the school principals’ awareness in creating school safety. The study also concludes that there are no statistically significant differences between the average estimates of the principals’ role in creating a safe school in the Gaza Strip from their point of view according to the variables of gender and the educational provinces; however, there are statistically significant differences according to the variable of years of experience.

Building Stronger Connections Among Students, Families, and Schools to Promote School Safety

2022 ◽  
pp. 1-14
Author(s):  
Monica Bixby Radu ◽  
Kristen N. Sobba ◽  
Sarah A. Kuborn ◽  
Brenda Prochaska
Keyword(s):  
Social Capital ◽  
Behavioral Problems ◽  
School Safety ◽  
School Shootings ◽  
Safe Schools ◽  
Public Attention ◽  
Safe School ◽  
The Public ◽  
Bridging Social Capital ◽  
Prior Literature

Safe schools help promote positive social, academic, and educational outcomes. Research consistently suggests that students tend to be most successful in schools where they feel safe. For example, prior literature establishes that when students attend safe schools, they are more likely to graduate from high school compared to students who attend schools with behavioral problems or safety concerns. Over the last three decades, school shootings have garnered increased public attention, and the public has a heightened awareness that not all schools are safe environments for students. Drawing from ecological systems theory, this chapter will examine how the bonds between students and their schools are important for creating a school culture that is safe, inclusive, and supports the success of all students. Bridging social capital between families and schools also helps foster a safe school atmosphere, where students can focus on their academic and social development.

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

scholarly journals National Safe Schools Framework: Policy and practice to reduce bullying in Australian schools

2011 ◽  
Vol 35 (5) ◽  
pp. 398-404 ◽  
Author(s):  
Donna Cross ◽  
Melanie Epstein ◽  
Lydia Hearn ◽  
Phillip Slee ◽  
Therese Shaw ◽  
...  
Keyword(s):  
National Policy ◽  
Safe Schools ◽  
Aggressive Behaviors ◽  
Methodological Issues ◽  
Policy And Practice ◽  
Cross Sectional ◽  
Safe School ◽  
School Practices ◽  
Teachers Perceptions

In 2003 Australia was one of the first countries to develop an integrated national policy, called the National Safe Schools Framework (NSSF), for the prevention and management of violence, bullying, and other aggressive behaviors. The effectiveness of this framework has not yet been formally evaluated. Cross-sectional data collected in 2007 from 7,418 students aged 9 to 14 years old and 453 teachers from 106 representative Australian schools were analyzed to determine teachers’ perceptions about the extent of implementation of the NSSF, teachers’ capacity to address student bullying, and students’ reports of bullying in their school, 4 years following the framework’s dissemination. While methodological issues limit the findings, schools appear not to have widely implemented the recommended safe school practices, teachers appear to need more training to address bullying, especially covert bullying, and bullying prevalence among students seems relatively unchanged compared to Australian data collected 4 years prior to the launch of the NSSF.

scholarly journals IMPLEMENTASI PROGRAM SEKOLAH AMAN BENCANA DI SEKOLAH MENENGAH KEJURUAN NEGERI 4 BALIKPAPAN KALIMANTAN TIMUR

JIPSINDO ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 102-118
Author(s):  
Rizkia Mutiara Ramadhani ◽  
Fitri Andrianti Indah Gustaman ◽  
Muhammad Sarip Kodar ◽  
IDK Kerta Widanaha
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Local Area ◽  
Safe Schools ◽  
Children And Young People ◽  
Safe School ◽  
Vice Principals ◽  
East Kalimantan ◽  
School Preparedness ◽  
High Threat

Penelitian ini bertujuan untuk mengetahui bagaimana implementasi Sekolah Aman Bencana terhadap sekolah yang terletak di Kalimantan Timur. Sekolah merupakan area publik yang menjadi tempat berkumpulnya masyarakat terutama anak-anak. Sekolah Aman Bencana merupakan salah satu cara untuk melindungi anak-anak dan generasi muda dalam menciptakan kegiatan belajar mengajar yang kondusif serta aman dari ancaman bahaya yang tidak dapat terhindarkan. Pengajaran terkait pengetahuan terhadap bencana dan simulasi evakuasi merupakan hal yang penting sebagai modal kesiapsiagaan yang harus dimiliki seluruh warga sekolah. Sarana dan prasarana yang memadai juga tidak kalah penting sebagai penunjang kesiapsiagaan sekolah. Kesiapsiagaan sekolah menjadi suatu keharusan mengingat Indonesia merupakan negara yang memiliki ancaman bahaya yang tinggi. Penelitian ini menggunakan metode kualitatif dengan penyajian analisis secara deskriptif. Data penelitian dikumpulkan dari komponen sekolah seperti wakil kepala sekolah, guru praktik, serta staff untuk meninjau kesiapsiagaan warga sekolah dalam menghadapi ancaman bahaya di daerah setempat. Hasil dari penelitian ini menunjukkan bahwa Implementasi Sekolah Aman Bencana di SMKN 4 Balikpapan sudah cukup baik karena didukung oleh tingkat kesiapsiagaan yang baik dari warga sekolahIMPLEMENTATION OF DISASTER SAFE SCHOOLS PROGRAMS IN VOCATIONAL SCHOOLS 4 BALIKPAPAN, EAST KALIMANTAN BALIKPAPAN, EAST KALIMANTANThis study aims to determine the implementation of the school of Disaster Safe School in East Borneo. School is a public area where people gather, especially children. Safe Disaster Schools are one way to protect children and young people in creating conducive teaching and learning activities and safe from the inevitable threat of danger. Teaching related to knowledge about disasters and evacuation simulations is important as preparedness for all school members. Adequate facilities and infrastructure are no less important to support school preparedness. School preparedness is a must given that Indonesia is a country that has a high threat of danger. This study uses a qualitative method with the presentation of a descriptive analysis. Research data were collected from school components such as vice principals, practical teachers, and staff to review the preparedness of school residents in facing hazard threats in the local area. The results of this study indicate that the implementation of Disaster Safe Schools at SMKN 4 Balikpapan is good enough because it is supported by a good level of preparedness from the school community.

scholarly journals Learning Through Digital Stories for Safe School Environment

2021 ◽  
Vol 12 ◽  
Author(s):  
Sahin Akdag ◽  
Zehra Altinay
Keyword(s):  
Prospective Teachers ◽  
Special Education Teachers ◽  
School Environment ◽  
Safe Schools ◽  
Special Educational Needs ◽  
School Environments ◽  
Safe School ◽  
Raising Awareness ◽  
Digital Stories ◽  
The Impact

This study aimed to evaluate the impact of digital stories in the learning-based themes of safe schools and to examine the perceptions of special educational needs in safe school environments. Training were carried out with informative videos created through the Distance Education and Information Technology Center (UZEBIM) for principals and teachers-in-charge, and the effectiveness of this process was evaluated through reflective opinion forms. In addition to this, an evaluation form was presented to the prospective special education teachers to obtain their opinions and evaluate the effectiveness of digital stories at safe schools. A total of 100 prospective teachers participated in the evaluation of the impact of digital stories on their learning about safe school environments. Digital stories regarding safe schools become an important source of information in creating a safe school environment more rapidly and efficiently. In line with the interviews, it was observed that the awareness of safe school environments was increased and the digital dimensions of safe school environments were internalized through digital stories. Due to the raising awareness in the COVID-19 process, it was revealed that the schools did not have sufficient safe school characteristics and all stakeholders should take preventive measures in coordination to establish a safe school environment.

scholarly journals School climate in creating safe school: A conceptual analysis

2011 ◽  
Vol 1 (4) ◽  
pp. 73-84 ◽  
Author(s):  
Temel Çalık ◽  
Türker Kurt ◽  
Cemal Çalık
Keyword(s):  
School Climate ◽  
School Environment ◽  
Safe Schools ◽  
Negative Consequences ◽  
School Life ◽  
Safe School ◽  
School Concept ◽  
Teaching Learning ◽  
Support Students

In this study, they have been dealt with safe school and school climate concept as an important factor to improvement of safe school. When the researches and projects aimed at preventing violence at schools and creating a safe school environment are examined, the short term projects and precautions directly related to violence do not present the desired results, and in addition, they cause some negative consequences in school environment. In this respect, it is indicated that violence prevention projects and programs need to pervade the school's and education programs' every part, and to be handled using a more general approach. School climate is one of the most prominent concepts, in this sense. In this research, first of all, safe school concept was defined and information was given about research and other studies related to safe school subject. Afterwards, school climate concept was introduced and it was examined how school climate affect creating safe schools. It was determined that studies carried out to create safe school environment should handle school holistically, support students goodness at school, ensure students to have positive behavior, and be long term. Also, prevention activities should integrate all areas, primarily teaching-learning process, of school life. It is stated that, in this respect, the most related and mostly emphasized concept is school climate. Therefore, it can be asserted that the prior condition of a safe school is making school climate more positive.

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