Output Targets • Pupils, staff and visitors will feel welcomed to the site and will understand what is expected of them. • Pupils, staff and visitors will feel safe and secure on the site. • Access to (all/appropriate parts) of the premises will be open to people with impaired mobility. • All toilets will be suitable for the use of pupils, staff and visitors at all times. • Pupils and staff will feel safe from adults and young people intending them harm. • Pupils and staff will move safely and easily about the school site. Outcome Targets • Pupils and visitors will be stimulated by the school environment to work and/or behave appropriately. • Pupils will develop a sense of ownership over the school environment, encouraging appropriate and progressive usage.

2002 ◽  
pp. 75-75
Keyword(s):  
Young People ◽  
School Environment ◽  
School Site ◽  
Impaired Mobility ◽  
Sense Of Ownership ◽  
Site Access

Supporting Young People at School With High Mental Health Needs

2005 ◽  
Vol 15 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Debra Rickwood
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Primary Health Care ◽  
Young People ◽  
School Environment ◽  
Health Care Services ◽  
Mental Health Problems ◽  
School Setting ◽  
Care Services ◽  
Primary Health

AbstractFor young people still at school, the school setting is vital to their mental health and wellbeing. Not only does the school environment have a direct and indirect impact on mental health, it provides an opportunistic setting in which to identify and respond to emerging mental health problems. To do this effectively, schools and school staff must work in collaboration with the young people themselves, their families, and other support services within the community, particularly primary health care services, including general practice. The importance of developing effective partnerships and care pathways between schools and the primary health care sector is being increasingly acknowledged, and initiatives such as MindMatters Plus GP have advanced our understanding in this area.

scholarly journals Penanganan Permasalahan Kaum Muda dalam Budaya Populisme Masyarakat Urban

2019 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Linda Dwi Sholikhah ◽  
Saeful Hayat
Keyword(s):  
Young People ◽  
School Environment ◽  
Social Life ◽  
Active Role ◽  
Youth Activism ◽  
Modern Trend ◽  
Negative Direction ◽  
The People ◽  
City Culture ◽  
The City

<div><p class="ABSTRAKen">Young people are those who are so easily influenced by modern and primitive trends. They are a group of people who are quickly touched by change. The development felt fast in the city. Culture of young people who follow the modern trend needs supervision and guidance so as not to fall into the negative direction or even erode the identity of the nation. In its development the people should have opportunities in social life and an active role in government. However, in its development there are several problems that arise so that proper handling of self, family and school environment, and government is needed. This is done to improve the youth activism as the next generation of nation that is expected to bring this country more prosperous and prosperous.</p></div>

scholarly journals Sensory garden in the school area

2020 ◽  
Vol 16 (1) ◽  
pp. 87-93
Author(s):  
Margot Dudkiewicz ◽  
Patryk Krupiński ◽  
Magdalena Stefanek ◽  
Marcin Iwanek
Keyword(s):  
Young People ◽  
Primary School ◽  
Plant Development ◽  
School Environment ◽  
Land Development ◽  
Art Music ◽  
School Gardens ◽  
Children And Young People ◽  
Sport And Recreation ◽  
Recreation Zone

School gardens play a huge role in learning about nature by children and young people. Lessons conducted in the open air surrounded by greenery develop the natural interests of students who can observe individual stages of plant development and change of seasons. In school gardens, classes in biological and chemical subjects, art, music, Polish and English can be conducted. The study presents a study of a selected case – a concept of land development at the Primary School in Stasin (Lubelskie Voivodeship) changing the current school environment into a sensory garden. The new project will meet the diverse needs of children, allow them to develop properly mental and physical, and allow teachers to conduct creative classes. The project created zones of the senses, dividing them into the zone of sight, hearing, touch, smell and taste. In addition, a representative zone in front of the building, an educational, sport and recreation zone were distinguished. Consistency of the whole assumption is provided by attractive plantings and unified small architecture.

Do Jamaican Principals' Leadership Styles Correlate to Violence in School?

2017 ◽  
pp. 75-99
Author(s):  
Jerome Miller-Vaz
Keyword(s):  
High School ◽  
Young People ◽  
Secondary Schools ◽  
Leadership Styles ◽  
School Environment ◽  
Significant Positive Correlation ◽  
Democratic Leadership ◽  
Correlational Design ◽  
Autocratic Leadership ◽  
High School Environment

The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1170-1187
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Do Jamaican Principals' Leadership Styles Correlate to Violence in School?

2021 ◽  
pp. 396-415
Author(s):  
Jerome Miller-Vaz
Keyword(s):  
High School ◽  
Young People ◽  
Secondary Schools ◽  
Leadership Styles ◽  
School Environment ◽  
Significant Positive Correlation ◽  
Democratic Leadership ◽  
Correlational Design ◽  
Autocratic Leadership ◽  
High School Environment

The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1127-1142
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1100-1117
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Developing Operational and Safety Guidelines for School Sites in Texas

2005 ◽  
Vol 1922 (1) ◽  
pp. 90-97
Author(s):  
Scott A. Cooner
Keyword(s):  
Field Studies ◽  
Advisory Panel ◽  
Department Of Transportation ◽  
School Site ◽  
Texas Department ◽  
District Personnel ◽  
Site Access ◽  
School Sites ◽  
Site Planning ◽  
A Site

The objective of a two-year study was to recommend school site planning guidelines for transportation-related elements such as site selection, general site requirements and design, bus operations, parent drop-off and pickup zones, driveways, turn lanes, signing and marking, parking, and pedestrian and bicycle access. The research team based these guidelines on a comprehensive review of existing guidelines and the results of field studies at school sites in Texas. Examples are provided of good practices and of practices to avoid for three of the more prominent guidelines. The guidelines are focused on transportation design, operations, and safety within school sites—with a particular focus on the parent drop-off and pickup zones. A site plan review checklist based on the 21 consensus guidelines approved by the project advisory panel is provided. Texas Department of Transportation engineers, field crews, architects, and school district personnel can use this checklist to coordinate efforts and improve the safety and efficiency of school site access and traffic flow.

Future Tense: Harnessing Design Futures Methods to Facilitate Young People’s Exploration of Transformative Change for Sustainability

2019 ◽  
Vol 12 (1) ◽  
pp. 104-122 ◽  
Author(s):  
Corina Angheloiu ◽  
Leila Sheldrick ◽  
Mike Tennant ◽  
Goldie Chaudhuri
Keyword(s):  
Young People ◽  
Social Practice ◽  
Transformative Change ◽  
Futures Studies ◽  
Future Tense ◽  
Alternative Futures ◽  
Sense Of Ownership ◽  
The World ◽  
Ideal Approach ◽  
Emergent Change

The research starts from the premise that as the world is changing rapidly and in nonlinear ways, we are educating future practitioners for jobs and contexts that don’t yet exist. They instead need to be equipped to work for and with uncertainty to be able to grapple with the scale and pace of emergent change. The fields of design and futures studies bring significant insights to this challenge, including an array of methods, tools, and frameworks for prospective and systemic explorations of alternative futures. The emerging field of design futures can be framed as ways to develop and deploy prompts, artifacts, and narratives to critically interrogate tomorrow’s societal debates today; as such, it is intentional from the outset in its pursuit of preferable futures and therefore social and environmental justice. The process of imagining the future is an active, values-laden social practice, which requires a layered approach to a methodology to surface and challenge dominant patterns—making it an ideal approach for training the young people who will shape our future. This article reports on the design and delivery of participatory workshops that employ design futures methods to facilitate the exploration of transformative change for sustainability. These workshops were conducted with young people aged sixteen to seventeen to equip them to develop and explore alternative futures. The results suggest that design futures methods can facilitate participants from non-design backgrounds to develop alternative futures and artifacts that might sit within them. It was found that developing a sense of ownership was key to enabling participants to effectively reflect on alternative futures and their implications. Finally, the study highlights the potential for these methods to inform both design and sustainability pedagogy.

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