safe schools
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2022 ◽  
pp. 1-14
Author(s):  
Monica Bixby Radu ◽  
Kristen N. Sobba ◽  
Sarah A. Kuborn ◽  
Brenda Prochaska

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.


2021 ◽  
Vol 25 ◽  
pp. 552-566
Author(s):  
Jazmi Adlan Bohari ◽  
I Dewa Ketut Kerta Widana ◽  
Fauzi Bahar ◽  
Nrangwesthi Widyaningrum

The Sunda Strait tsunami disaster in 2018 claimed the lives of more than 430 people and caused various damage to infrastructure in coastal areas. This disaster also had an impact on the education sector. Schools located in disaster-prone areas are vulnerable to building damage that causes casualties and psychological problems for students. The west coast of Pandeglang Regency is a tsunami-prone area and is home to hundreds of elementary and high school schools in the area. The aim of this study is to analyze of the structural framework for schools affected by the sunda strait tsunami. The research locus was determined by purposive sampling in three locations: MTs Masyariqul Anwar in Labuan, SDN Mekarjaya 3 in Panimbang, and SDN Tamanjaya 2 in Sumur. This research data analysis uses qualitative data analysis techniques by Miles, Huberman and Saldana (2014). This research used disaster school survey form issued by National Disaster Management Agency (BNPB) which regulated in Head of BNPB Regulation No. 4 of 2012 on Implementation Guidelines of Disaster Safe Schools. The research finding that MTs Masyariqul Anwar, SDN Mekarjaya 3, and SDN Tamanjaya 2 can be concluded that MTs Masyariqul Anwar and SDN Tamanjaya 2 have a good level of school security with some notes that need to be improved. Meanwhile, SDN Mekarjaya 3 has a sufficient level of school security with several factors that are so inadequate that they must be repaired and improved immediately.


INYI Journal ◽  
2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Hellen Gateri ◽  
Donna Richards

In February 2008, Bill 212 (Progressive Discipline and School Safety) replaced Bill 81, the Safe Schools Act of June 2000 with regards to the behaviour, discipline, and safety of students. However, since Bill 212 has been in effect, suspensions and expulsions have been unfairly implemented against Black secondary students. Using anti-Black racism (ABR) framework, this commentary paper explores the effects of sections 306–311 of the Bill on Black students within Ontario's secondary school system. Based on this exploration, we will critically examine the way suspensions and expulsions have been employed through Bill 212 and the consequences of these disciplinary measures for Black students. We recommend alternative practices such as restorative justice and the integration of ABR framework to address students’ inappropriate behaviours in the educational system.


2021 ◽  
Vol 12 ◽  
Author(s):  
Sahin Akdag ◽  
Zehra Altinay

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.


2021 ◽  
pp. 002205742110319
Author(s):  
Asmaa Abusamra ◽  
Suyanto ◽  
Sutrisna Wibawa

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.


2021 ◽  
Vol 6 ◽  
Author(s):  
Mark Vicars ◽  
Samara Van Toledo

Sexual culture(s) are an active presence in the shaping of school relations, and LGBTQ issues have long been recognized as a dangerous form of knowledge in school settings. Queer issues in educational domains quickly attract surveillance and have historically often been aggressively prosecuted and silence enforced. This paper examines the intersections of straight allies in promoting an LGBTQ visibility and agency in Australian secondary schools. Drawing on interviews with “straight”-identified secondary students, a narrative methodology was utilized to explore the presence of student allies for making safe schools. Drawing on straight secondary students' responses to LGBTQ issues in their schools, firsthand accounts of intervening in heteronorming school cultures focus on experiences of being an ally to address LGBTQ inclusivity in Australian secondary schools.


2021 ◽  
Vol 20 ◽  
pp. 961-969
Author(s):  
I Dewa Ketut Kerta Widana ◽  
Fetty Asmaniati ◽  
Sundring Pantja Djati ◽  
Rahmat Ingkadijaya

Natural disasters are detrimental to many sectors, including the education sector. Schools located in disaster-prone areas are vulnerable to building damages, causing fatalities and psychological problems for students. Pandeglang Regency, especially on its west coast, is a tsunami-prone area and is home to hundreds of elementary to high schools in the area. The purpose of this study is to analyze the implementation of disaster safe schools in three schools with high vulnerability to tsunami: MTs Masyariqul Anwar, SDN Tamanjaya 2, and SD Mekarjaya 3. This research used disaster school survey form issued by National Disaster Management Agency (BNPB) which regulated in Head of BNPB Regulation No. 4 of 2012 on Implementation Guidelines of Disaster Safe Schools. The research findings are MTs Masyariqul Anwar and SDN Tamanjaya 2 have a sufficient safe school level but needs improvement in integrating disaster risk reduction curriculum and strengthening SOPs for safe schools, while SDN Mekarjaya 3 has a poor safe school level which lacking in both structural and non-structural frameworks. This study suggests that efforts to implement disaster safe schools are hampered due to the absence of a curriculum based on disaster risk reduction and poor infrastructure conditions. Thus, cooperation between local government, private sector, civic organizations, and the community is strongly needed in realizing a disaster safe school in Pandeglang Regency.


2021 ◽  
Vol 7 (1) ◽  
pp. 29
Author(s):  
Nanang Suparman

West java is an area that has the potential for very complex disasters. Based on the data release  the regional disaster management agency there have 6,607 disasters in the period 2015-2019, natural disasters in west jawa including earthquakes, tsunami, landslide, flash floods, and so forth. So that, a guidelines for disaster-preparedeness schools is important to avoid school from any kind of disasters. This study  aims to find out and analysis model disaster-preparedeness schools in west java province and relation of disasters handling. This research using a qualitative method. Data collection, interviews with informants and collection of documents related to the policy guidelines for safe schools from disasters. Data analysis teachniques used are from the miles and Huberman models which include data reduction, data presentation, verification and conclusion. The results of this research indicate that the implementation model of disaster preparedness school policy as a whole has fulfilled the rules of disaster mitigation management by implementing regulations and procedures from both the central and regional levels. However, judging from the basic measures, objectives, policy resources and communication between organizations have not gone well so it has not been able to cope with the negative impacts of disasters in the school environment.


2021 ◽  
Author(s):  
Sofiya Kovalenko

It is recognized that racialized youth are significantly over-represented in the Canadian Criminal Justice System relative to their population percentages. Research also determined that similar disproportion exists with respect to school discipline. Similar to US research, a number of Canadian studies found that racialized youth are being disproportionately affected by zero-tolerance school disciplinary policies, such as the Ontario Safe Schools Act. Such research also hypothesized about a "school-to-prison pipeline" for minority youth. This MRP explores the link between immigration, policing, and school disciplinary policies in Ontario, Canada. In particular, the MRP investigates the racialization of school disciplinary procedures that largely affect immigrant youth, and the criminalization of certain behaviors that may lead visible minority youth, including immigrant youth, to having disproportionate police contact. The findings suggest that there is a relation between racial disproportion of school suspensions and expulsions and the racial disproportion in the likelihood of youth- police contact.


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