Careful planning, practice, and effective response, saves lives, prevents injuries and minimizes property

damage. Exercising, reviewing and revising both school and district emergency plans is crucial to keeping
plans current and aligned with best practices. The goal of the Comprehensive School Safety Guide is to
assist schools in the planning process and provide practical guidance and examples of proven best
practice. The Comprehensive School Safety Guide provides a variety of examples, tools, procedures,
resources, and guidance that serves as a model for emergency planning. Each school and district is
encouraged to tailor the examples to meet their specific local needs. School emergency planning:
Authorities and responsibilities The local district has the authority and responsibility to: • Develop a plan
for school emergencies and crises • Obtain legal advice on recommended policies and procedures •
Execute agreements with local governments regarding the use of district equipment and personnel
during a disaster • Coordinate with other agencies in developing general standards for local school
system emergency plans • Establish a district school emergency/crisis plan review committee to
approve and coordinate all school disaster plans. The review committee should include:

o The local emergency manager o A school system emergency coordinator o Individual school and
building representatives o Parents, students, teachers, and association representatives • Require all
students participate in emergency preparedness training, drills and exercises • Review school
construction, renovation projects and general operations for safety

Superintendent and other administrative staff should: • Recommend school safety, violence prevention
(including bullying/cyber bullying programs) and emergency preparedness programs to the local school
board • Assign selected faculty members to be a part of the District Response Team • Appoint an
emergency coordinator to assist with planning, monitoring and implementation of the plan • Consult
with local emergency managers to analyze system needs for school safety and emergency preparedness,
planning, training and coordination of school and community plans • Develop competency and
coordinate in-service exercises, drills, and trainings for all school personnel • Implement change in
school emergency plans based on evaluation of local policies, needs and experiences • Initiate,
administer, participate and evaluate school safety and emergency preparedness programs to ensure
coordinated response for all district schools and other buildings/programs including Community
Education or Early Childhood • Be informed of neighboring school system emergency management
polices and make mutual aid agreements • Identify suitable school facilities for use as community
emergency facilities and coordinate related activities with local emergency managers • Arrange
notification systems for staff and families

Principals should: • Appoint designee or act as the school emergency coordinator • Assign selected staff
to be a part of the Building Response Team • Ensure the building emergency plan coordinates with the
district’s mission/vision • Assign school emergency responsibilities to staff as required • Monitor staff
participation in training and competencies • Encourage incorporation of school safety, violence
prevention, and emergency preparedness into curriculum • Conduct drills and initiate needed plan
revisions based on drill evaluations • Arrange for procurement, storage and maintenance of emergency
supplies and equipment • Keep parents informed of the emergency notification system • Supervise
periodic safety checks of school facilities and transportation vehicles • Provide copies of the school
emergency plan to the district superintendent and local emergency manager • Keep the district
superintendent informed of actions taken and resources needed

Teaching staff should: • Participate in developing the school emergency plan • Participate in the
execution of school emergency plan exercises, drills and trainings • Provide instruction and practice in
universal emergency response procedures • Help students develop confidence in their ability to care for
themselves and help others • Provide leadership and activities for students during a period of enforced
emergency confinement • Be familiar with the psychological needs of children in the stress of an
emergency situation Nursing staff should: • Participate in the development and implementation of the
school emergency plan and training • Render first aid, treat injuries and prepare victims for transport to
hospitals • Supervise and train first aid teams and medical emergency response teams • Advise students
and teachers of emergency health and sanitation measures • Inform the principal of needed emergency
supplies and equipment • Coordinate school health services with community health services • Advise on
necessary accommodations for persons with special needs during all types of emergencies

Physical plant staff should: • Inspect facilities for structural safety and report areas of concern • Identify
shutoff valves and switches for gas, oil, water, electric, etc., and post charts for reference in an
emergency • Provide emergency protocol for ventilation systems (HVAC) • Post location of all protective
equipment • Maintain an inventory of tools and equipment needed for emergency response • Advise
the building response teams of hazardous and shelter areas of school facilities, available emergency
equipment and alternate power sources Transportation staff should: • Instruct children and practice
emergency bus evacuation procedures • Be prepared to render aid in an emergency • Inform school and
district administration of changing route conditions, road construction projects, etc. which may be
potentially hazardous or alter emergency transportation plans • Follow district policies to ensure
students’ safe arrival at home (e.g. unscheduled releases) • Keep emergency equipment, procedures
and telephone numbers in the bus • Be aware of emergency shelter facilities along transportation
routes and within the local community • Service vehicles regularly and be ready to transport evacuees in
an emergency

Food service staff should: • Maintain adequate supplies of food and water for emergency use • Contract
or prepare with a local supplier for times of extended emergencies that may require large amounts of
needed water and nutrients • Rotate supplies to ensure freshness • Plan for mass feeding under
emergency conditions • Practice kitchen health and safety laws, rules and regulations at all times

Media center staff should: • Collaborate with teachers and administrative staff to research, evaluate and
make recommendations for the acquisition of teaching aids and literature relevant to school safety,
violence prevention and emergency preparedness programs Parents should: • Encourage and support
school safety, violence prevention and emergency preparedness programs within the schools • Provide
volunteer services for school emergency preparedness • Provide the school with requested information
concerning emergency situations, early and late dismissals, and other related release information •
Practice emergency preparedness in the home to reinforce school training and ensure family safety
Students should: • Cooperate during emergency drills and exercises • Be responsible for themselves and
others in an emergency • Understand the importance of reporting situations of concern • Develop an
awareness of natural and technological hazards • Take an active part in school emergency response, as
age appropriate

Indicators or Symptoms of Distress in Children As a result of traumatic experiences, children may exhibit
a variety of symptoms of distress. Knowing a child’s baseline or typical behavior is critical to identifying
unusual or problematic behaviors in the child. The following symptoms, if uncharacteristic, may indicate
a child is experiencing distress. Symptoms: • Unusual complaints of illness • Isolation from the rest of
the group • Acting out • Changes in behavior and/or appearance • Refusing to open up; no eye contact
• Difficulty concentrating and focusing in class • Emotional displays • Lack of emotional expression •
Poorer performance • Lethargic or apathetic • Easily startled, jumpy

How Teachers Can Assist Students Children may have difficulty understanding that certain events cannot
be controlled or predicted and the adults in their lives cannot always “fix” problems or keep them from
happening again. Listed below are some ways teachers and other school staff can help students deal
with trauma and the distress or difficult emotions that may result. • Cope with your own feelings of
helplessness, fear, and anger • Learn to recognize signs and symptoms of distress in children • Give
children opportunities to talk—then listen to them • Help children put the emergency or disaster in
context. Provide a perspective • Communicate a positive “I’m not helpless” attitude • Help children to
feel safe and secure • Identify children who seem particularly distressed—those who don’t seem to be
progressing emotionally after a few weeks. Refer them to school support staff for follow up From
Kentucky Center for School Safety’s “Emergency Management Resource Guide: Revision 2008”

1. BY Ekeke Roseline obiageriroseline@yahoo.com 080 33210968

2. 2. By the end of the session, the participants should be able to:  Define the terms safety and
security  Outline the differences between Safety and Security.  Discuss the roles of staff,
students & parents in school safety & security.  List the requirements for effective
implementation of safety and security in school.
3. 3.  Simply defined, safety means protection from accidents, danger, risk, hazards or injury.
Safety is related to the health and well-being of people at work and in other activities.
4. 4.  Security is a condition of being protected against planned, malicious and criminal
incidents.  Today security covers everything from personal to national security, including
financial crime, information protection, burglary among others.
5. 5. SAFETY SECURITY Safety is protection against accidental incidents, damages or events
Security is protection against intentional threats ,damages, incidents, etc It is the condition of
being protected from danger, risk, hazards or injury. It is the state of being free from danger
or threats Safety incidents happen by accident or are unplanned. Security incidents happen
on purpose or are planned action. Safety specifically protects human lives and Health.
Security specifically protects against crime. Safety incident is most often a result of human
behaviour in combination with the environment Security incident is most often a result of one
person or a group’s will Safety accidents are seldom, if ever, malicious, but they can be
criminal as they often are violations against regulations. Security incidents are mainly
malicious and criminal acts (e.g. Espionage, theft, terrorism). Safety measures are created to
protect people and property from injury or loss by circumstance, accident, or negligence.
Security measures are created to protect people and property from injury or loss by
deliberate actions taken by people.
6. 6.  From the table above, it can be seen that the differences between safety and security
are not remarkable. Both are conditions where one is well protected and without risks. The
 basic idea of both is protecting people and assets from hazards/threats and creating
safe/secure conditions.
7. 7.  The condition safety is about being protected, while the condition security is about being
free from danger. The differences between being protected and being free from danger or
threat are not easily seen. Being protected leads to a condition of being free from danger or
threat, and being free from danger or threat might well imply protection. Thus, the basic idea
is the same for both, making it unnecessary to distinguish them.
8. 8.  Safety in schools is of paramount importance and necessary to support the all-round
development – affective, cognitive, psychological - of each child, giving him/her the
opportunity to learn and achieve in a safe and nurturing environment.
9. 9.  There is the need to inculcate a culture of safety and security in all schools. The ultimate
objective is to provide safe and secure school environments which will better enable
teachers to fulfill their main duty of delivering the curriculum and students to concentrate on
learning.
10. 10.  A Safe & secured school is one which has a welcoming and pleasant climate. It is a
place of learning where students, teachers and ancillary staff, work and learn without the fear
or threat of violence. They are all aware of the expected course of action in the event of
emergencies.
11. 11.  What are the safety and security issues in your school and how do you handle them? 
Who are the stakeholders to Safety & Security in your school?  What are their roles in
ensuring safety and security?
12. 12. These include  Location  Environment  ICT  Type of School Operated
13. 13.  Rural Area  Urban Area
14. 14. External/Internal External  Political Unrest  Social Issues  Economic crises  Internal 
Fire  Swimming  Staff issues
15. 15. ICT  Social media  Phone
16. 16. Type of School Operated  Crèche  Nursery  Primary  Secondary
17. 17. The stakeholders to Safety & Security in School are:  The School Administrator (Head
Teacher/Principal)  The School Staff  The Students  The Parents/Guardians  The Police
/ Fire Service/Emergence Response Agencies
18. 18.  The school Head has as one of his/her duties the provision of a safe, secure, and
peaceful environment in which learning can occur. Thus the Head Teacher is accountable for
safety and security in the school. His/her role includes planning for and administering the
day-to-day security and safety arrangements at the school.
19. 19. Some of the functions of the Head Teacher in maintaining such an environment are as
follows:  Establishing Security and Safety Committee  Assessing the Safety of the School 
Establishing Tracking and Recording Systems  Communicating Strategies
20. 20.  The Head Teacher should establish a Security and Safety Committee comprising staff
members and members of the Parent Teachers Association/ School Boards to aid in
formulating, executing, monitoring and appraising the security and safety operations of the
school. The Committee must forge links with relevant stakeholders. Security and Safety must
be on the agenda of all Staff Meetings.
21. 21.  The Head Teacher should conduct a detailed school safety assessment to determine
the state of safety within the school. This assessment is an essential step in developing a
safe school plan. It includes a survey of school facilities, staff availability for supervision, a
survey of staff, parents, and students to determine their views and recommendations
regarding school violence.  After analyzing the collected data, school administrators can
verify and enrich the information through discussions with the teachers, parents, students
and interested parties.
22. 22.  Head Teachers should establish tracking and recording systems of
inappropriate/negative behaviours along with procedures for teachers and other staff to
immediately report all incidents to the Department of Education.  Received information
 should be categorized according to the name of the violator, the type of violation, the time
and place the incident occurred, and the school's response to it.
23. 23.  All information must also be documented in the Misdemeanour Book and Log Book.
Information should be periodically shared with all concerned parties.  This system will
enable school personnel to identify students who have demonstrated various forms of
inappropriate behaviours, and to respond with an appropriate intervention or referral. It will
also enable school personnel to identify times and places where such incidents are most
likely to occur.
24. 24.  Head Teachers should provide opportunities, e.g. through Staff Development Sessions,
for all staff to acquire the knowledge, skills and values necessary to develop and maintain a
violence-free school environment. Therefore, regular sessions on problem solving/conflict
resolution, the importance of student/teacher communication, substance use prevention and
tips on identifying potential problematic students who may exhibit negative behaviours.
25. 25.  Head Teachers should work with all school personnel to create a climate of school
ownership and pride. Students, parents, staff members, and members of cooperating
community agencies will feel that they are important parts of the school community. This
feeling of inclusion will be accomplished by their involvement in the development and
implementation of the safe-school plan.
26. 26.  Teachers and ancillary staff are expected to keep accurate misdemeanor records and
always inform the Headteacher of observed disruptive behaviour.  The entire staff of the
school must be sensitized in recognizing the signs of anti-social behaviour.
27. 27. Teachers must  Provide consistent and firm guidelines and rules regarding student
behaviour.  Teach and model pro-social behaviour since these are important as the
teaching of academic subjects.  Display diligent and impartial behaviour when supervising
students. They should be consistent and prompt whenever the need arises to sanction
unacceptable behaviour.  Participate in the development of a school safety plan. They must
also play a responsible part in the implementation of such policies by promptly and
consistently reporting incidents of negative behaviour.
28. 28.  Make use of teaching methods such as, simulation and field trips to emphasize that
negative behaviour does not benefit the individual.  Create a warm and nurturing classroom
climate.  Develop a daily routine but remain flexible. Students often misbehave if they do
not know what they should do and when.  Cater for the different learning styles of students.
 It is expected that all staff members and students will interact with each other with mutual
respect.
29. 29.  The Head Teacher should engage students in a security and safety campaign in the
school. The campaign should promote students’ alertness in relation to matters of security
and encourage them to convey pertinent information about security and safety risks to school
personnel.  Students must be informed and consulted about the security and safety rules,
their rights and responsibilities and the consequences associated with the non-compliance of
these rules.
30. 30.  Students should be made to develop a sense of responsibility for contributing to the
improvement of school order and safety.  They should participate actively in the planning,
implementation, and enforcement of disciplinary policy and programmes.
31. 31.  Parents are critical stakeholders in attaining a secure and safe school environment.
The Headteacher is expected to involve parents in drafting and reviewing the security and
safety procedures of the school.  Security and Safety must be on the agenda of all Parent
Teachers Association Meetings.
32. 32. Parents should:  be familiar with the School Safety Plan, Code of Conduct and the
Disciplinary Policy of the school.  recognize that they too are responsible for monitoring the
behavior of their sons, daughters and neighbours.
33. 33.  The Headteachers should establish and maintain a good working relationship and
collaborate with all national and local government agencies that can assist the school with
 security and safety issues.  They should establish a protocol for co- operation with the
officers-in charge of the nearest police, fire stations and emergency response agencies.
34. 34.  They should organize regular educational programmes where they will have
enlightening and motivational discussion sessions with students.  HeadtTeachers should
specifically network with emergency response agencies to establish co- ordinated
emergency management plan.
35. 35. The school should have the following plans, policy and procedures for effective
implementation of safety and security in school:  School Safety Plan  Emergency
Management Plan  Emergency Drills and Preparation Plans  Designation of Emergency
Points and Procedures  Misdemeanour Book  Log Book  Child Development Index Card 
School Access Policy  Off-limit Areas
36. 36.  The Head Teacher should plan and execute emergency drills on quarterly basis, (i.e.
fire drills and evacuation procedures). These procedures must be well-documented and
published. The entire school (all teachers, students and ancillary staff) must be involved in
each drill and lockdown.  The entire school should be aware of these procedures with signs
conspicuously displayed at various points within the school. Each drill must be recorded.
37. 37.  The HeadTeacher should establish assembly points and exits to be used in the event
of an emergency.  Teachers, students and ancillary staff should be familiar with the
assembly point and the manner and order in which they should vacate the premises. The
effectiveness of this would only be realised through constant practice.
38. 38.  This record reflects wrongdoings by students which warrant disciplinary action by the
school administration. Such offences must be reported to the Headteacher designate who
would rule on the type of disciplinary action to be administered. The disciplinary action to be
administered must be informed by the provisions in the Disciplinary Policy of the school. 
Entries must be made immediately after disciplinary action is administered or meted out.
Such entries must include time, date, site and names of witness(es).
39. 39.  This is a permanent record which reflects the daily activities within the school.  It is the
Headteacher’s responsibility to ensure that the Log Book is maintained. Any serious act of
indiscipline on the part of students, teachers and/or member(s) of the public must be entered
in the School’s Log Book.
40. 40.  The card reflects a student’s progress in relation to academic performance, conduct
and behaviour, among other things. It forms part of the system of continuous assessment in
each school. A card must be kept for each child.
41. 41.  The Headteacher should develop and implement policies in relation to accessing the
school’s compound and the operations of entry and exit points. Operating hours, prohibited
items, dress code, manner of behaviour, vending, visitors’ access and searches should be
taken into consideration when drafting the policy.  The public should be made aware of the
policy and staff members, parents and students should be notified through sensitization
sessions throughout the school year.
42. 42.  The Headteacher should designate off-limits or restricted zones/areas to students.
These zones/areas must be easily identifiable by clear markings.  Some such areas
include, staff rooms, isolated or unsupervised areas of the school plant, maintenance and
storage areas. Toxic materials (e.g. toxic markers, agricultural, laboratory and cleaning
chemicals) must be kept inaccessible to students at all times.
43. 43.  Areas where students are allowed to gather freely should also be subjected to some
limits. Therefore, the Headteacher is directed to set clear rules and sanctions in relation to
where, when and how students gather. The Headteacher is also encouraged to establish and
mark the following zones/areas:  Quiet zones  No assembling zones  No loitering zones 
No sitting zone
44. 44.  Schools need to control access to the learning environment if security and safety are to
be realised. School safety efforts should take into account the features of the school and the
 surrounding community.  Safety measures should include maintaining a strong school
visitor policy and limiting school entry points.
45. 45.  Define the terms safety and security?  Write at least two roles each of staff, students &
parents in school safety & security.  List the requirements for effective implementation of
safety and security in school.

11 Ways Schools Can Help Students

Feel Safe in Challenging Times
 For Educators

In recent years, we have seen alarming images and biased language in schools and
universities: name-calling, hate-filled taunts, vandalism, racial slurs and epithets,
offensive graffiti on desks and bathroom walls. In addition, many young people—
especially those whose identities were targeted during the campaign—are fearful about
their futures. Teachers have had to work overtime to console those students and provide
resources to get help. Schools must be places where students feel safe, supported and
respected, especially in these challenging times. Below are prevention, intervention and
education strategies in order to promote inclusive school environments where young
people can learn, thrive and become their best selves.

1. Establish clear school policies and reinforce goals

Make sure your school’s anti-bullying, harassment and non-discrimination policies are
current, reflect district and state guidelines and include clear definitions and
consequences. Establish technology use guidelines and have students/families sign
acceptable use agreements. Publicize policies and guidelines in multiple ways. Develop
and/or reinforce your school community's goals around respect, civility, regard and care
for others, equity and inclusion. If and when incidences of bias occur, make sure you
acknowledge publicly that this is unacceptable, taking care not to "out" people engaged
in it.

2. Assess your school, classroom and self

This might be a good time to assess yourself and your school by reflecting on the current
and historical influences that shape your school's culture. Consider the following: school
mission and policies, how students interact with one another, the racial and gender
dynamics among students, the extent to which parents and families are involved and
engaged, how celebrations are approached, the curriculum and instruction materials,
etc. From there, develop meaningful action plans that maximize existing strengths,
address areas of improvement and develop goals to create positive change by applying
principles of anti-bias education. Further, encourage individual staff to do their own
self-assessments of their anti-bias approach and principles.

3. Be public and purposeful about being inclusive

Find ways to let everyone in the school community know that school is a safe place, all
are welcome and that biased words and actions are unacceptable. Being intentional,
public and loud about it sends a strong message that this is a priority for your
community. Some examples include: a clear sign/statement at the entrance to the
building, a public letter to the school community, a wall mural featuring the diversity of
your student body and/or language about being inclusive, an updated mission
statement, social media posts, announcements on the public address system, and
school-wide events celebrating diversity. Involve the school community in coming up
with these ideas and think about ways to do different activities throughout the year.

4. Encourage reporting

Many bias and bullying incidents go unreported. In fact, as children get older, they are
less likely to report to adults in their lives—parents, teachers, family and friends.
Establish safe and confidential reporting mechanisms for bullying incidents and clear
procedures for investigation and response. Make sure students are aware of these
procedures and encourage them to tell a trusted adult about threatening or harassing
behavior that they experience or observe. Find ways for adults to be more approachable
(see #5).

5. Be more approachable

Students often suffer in silence and don’t tell anyone about the bias, harassment or
bullying they experience. They often believe it won't help and may even make things
worse. One way to increase their openness to talking with adults is to be more
approachable by taking the issue seriously, investing the time and space to listen before
moving into problem-solving mode, not harping on the past, and being a role model by
not engaging in stereotyping, name-calling and bullying.

6. Teach about bias

What happens in the classroom is valued and important. At the onset, teachers should
engage students in a process to create an anti-bias learning environment. Take the time
to teach about bias, either by doing direct instruction or by integrating anti-bias
education into the curriculum. Use current events, literature, social studies and other
subjects to address bias, diversity, bullying and social justice. You may also want to talk
about the presidential election, the bias and bigotry that characterized the campaign,
and what students can do about it. Also, address the critical issue of identity-based
bullying so that students are not targeted based on core aspects of their identity.

7. Involve parents, family and community members

Parents and family members are vital members of the school community. If everyone
conveys the same message about bias, hate and discrimination, young people will get
that message. Work with the school's PA/PTA to host a parent education workshop. Get
everyone on the same page about school policies, goals, language and how to be an ally.
In addition, partner with local youth organizations such as Boys and Girls Clubs to
organize events that promote respect for differences.

8. Provide support to targets

Ensure that the crisis intervention team, school counselors and social workers have the
skills and knowledge to support students who have been targeted. Assist the target and
the target's family in coping with the impact of the bullying and building skills for
dealing with such problems in the future. Make sure not to inadvertently make the
target feel responsible for the bullying in any way, or to unintentionally punish the
target by limiting access to activities or technology. In addition, make sure counselors
understand the fears that many children have as a result of the election, particularly
children whose identities were targeted during the campaign, and provide comfort and
resources they may need.

9. Teach civics

Now more than ever, teaching young people what it means to be a citizen is critical.
Helping students understand the First Amendment, their rights and freedoms,
government, how legislation works and their role in it, the rule of law, current events,
advocacy and activism are all components of being engaged citizens. While civics
education has generally become less of a priority in schools, it needs to be brought to the
forefront as much as possible.

10. Inspire ally behavior

One of the most effective tools we can give young people is how to be an allywhen faced
with bias and bullying. It can be as simple as encouraging them to reach out to someone
targeted by sending them a supportive text message or saying hello to them. They can
also learn how to safely stand up and tell aggressors to stop; for example challenging
bigoted and offensive words. In addition, reporting the behavior to an adult and actively
not participating are good ways to be an ally. Being an ally helps the target and also
helps the person engaging in allyship feel more powerful by doing something to make a
difference.

11. Encourage students to be active

Activism is another way that young people can do something about the bias,
discrimination and hate they see in their schools, online community, neighborhood and
world—and pro-actively make it a better place. Activismcan take many forms: teaching
others, advocating for school or legislative policies, demonstrating, creating an online
public awareness campaign, writing letters, volunteering, raising money, organizing or
signing a petition, etc. Activism is a powerful antidote to feelings of powerlessness and
an important part of citizenship.

School safety

1. Learn the school's emergency procedures. Emergency plans and

phone numbers are usually included in school handbooks and posted in
classrooms. Taking a few extra minutes to familiarize yourself and your
child with emergency information can give him the confidence he needs to
act quickly in emergency situations.

2. Know travel routes to and from the school. Make sure you and your
child know both primary and alternate routes. In an emergency, roads can
be blocked and it's important to have a backup plan.

3. Know and follow school security and safety measures. These might
include signing in when visiting the school, being escorted when walking
through the building, or wearing a visitor pass. Following these procedures
also sets a great example for your kids.

4. Talk with your child about safety. Be specific. Talk about instinct and
paying attention to funny feelings of fear. Explain what to do if she doesn't
feel safe (find a teacher, call 911, etc.). Make sure she knows how to
contact you or a trusted neighbor who is likely to be at home.

5. Inform school staff about health and emotional concerns. Whether

your child has a food allergy, a physical disability, or has been subject
to bullying, make sure to keep your child's teachers and principal in the
loop.
 6. Get involved. Talk with the principal about what you can do to increase
school safety, such as organizing parents to form a neighborhood watch
before and after school. Sometimes parent groups are highly successful in
making improvements in traffic safety during drop off and pick up times.

7. The Importance of School Safety

According to Maslow’s Hierarchy of Needs, safety is a foundational need that must be met before
ascending to higher levels of performance. This is especially true in schools. Students and staff must feel
safe before they can focus their energy on learning. As we seek to improve the academic performance of
struggling schools, we must make sure we are providing a physically and emotionally safe environment for
students – and for staff.

Physical safety

We must begin our task of providing a safe environment by addressing the physical safety of all the people
within the school building.

Safety Plans:

A recent national report cited about 25% of schools do not have a written safety plan (the national report is
attached to this post). Creating a written plan for fire, bad weather and lock down drills is a good place to
begin the plan. An aspiring administrator can begin this task, getting a map of the building, planning exit
routes, and scheduling drills. Part of any evacuation or lock down plan should include a way to account for
missing or extra students. Gather an emergency response team that includes the front office staff,
counselors, school nurse, administrators, and any security personnel. Review the plan with them and
revise. This plan should be revised after each drill. It should also be expanded to include responses to
suicides, bullying, bomb threats, fights, and any other emergencies. Scripts for phone messages to parents
can be included.

Safety Drills:

When an emergency happens is not the time to realize that no one has read the emergency plan. Practicing
drills helps provide a reassurance to staff and students that they are prepared for an emergency. A schedule
for drills should be set before school starts, making sure that drills occur at different times of the day so
students know various routines and routes for safety. As the drills become more routine, try blocking an
exit so students must be re-routed. Another twist on the drill is to remove a student from the drill and see if
he is listed as missing.

Review Data:

Look at your discipline data, where do most of the more serious infractions occur? Cafeteria? Bathrooms?
Hallways? Post extra personnel in those places or assign an administrator to stand in that area during
passing periods. Make it a school expectation that teachers stand in their doorways during passing periods
and those that have the following period off, stand a bit longer as classes begin. Classrooms that generate
more referrals should be examined for assistance with classroom management or relationship building.

Look at which children are having the most discipline issues. Create counselor groups to support social
skill development. Recruit mentors for struggling students. Rearrange schedules so students are not in
classes where they have conflicts with another student. Invite parents to shadow a student for a day. Hall
security should be aware and monitor these children during passing periods. Administrators should do
random checks in classes to get a understanding of how the student interacts with teachers and peers. Does
the student have issues in one class or many – in the morning or afternoon? Dig deep into the individual
data to try to find the underlying issue for the discipline problem.

Emotional Safety

Eric Jensen (Teaching with Poverty in Mind, 2009) tells us that children naturally have only 5 emotions –
the remainder are learned from their environment. As we encounter our struggling students, it is apparent
that many of them lack the social skills to interact with others and participate in society in an acceptable
manner. It is crucial that school personnel realize that they must teach the behaviors they want to see in
their students. An advisory or seminar period during the day, even for half an hour can provide a venue to
teaching character traits and other social skills. There needs to be a backwards design of these skills in our
schools, just as we do for math, science, and reading skills. What do we believe a graduating senior must
demonstrate? We must decide when we will teach these skills – when will they be introduced? mastered?
reinforced? – a curriculum map for social, emotional, and behavior skills must be created.

Procedures must be created to deal with social conflict, including bullying, threats, and suicide. These
procedures should be published and staff must be educated in how to identify, report, and handle student
social issues.

Relationships Matter:

There is a saying: “It takes three positives to counteract one negative.” When dealing with struggling
students, it is important that the entire school community adopt a “growth mindset” regarding student
behavior. They must believe that each student can learn and grow in their social emotional skills, just as
they grow in their academic achievement. They must be intentional in their approach to staying positive
wiall students – even the “hard to love.”

Get Pro-active
The traditional, reactive discipline model does not work in poverty schools or
with struggling students. Removing a student from the educational
environment through expulsion or suspension only works to remove the
student from their opportunity to learn – placing them farther behind their
peers (which may lead to further discipline issues). It can be a vicious circle
as struggling students who lag academic skills act out in classes to avoid
revealing their discrepancies and are then excluded from classes causing them
to fall further behind. Identifying students who struggle and providing them
with the skills they need socially and academically for success in the
mainstream classroom is a first step. Finding a way to provide after school
tutoring time or study hall in lieu of a suspension may provide the
consequence for behavior and also help close the achievement gap.
Middle School is Critical
As students move from the one teacher school day in elementary school
toward the anonymity of large high schools, the middle school period provides
a critical time to develop the necessary social, emotional, and behavior skills
required for success in mainstream classrooms.
Leaders must assure the physical safety of their students and staff by creating
policies and practicing drills with fidelity. They must also pay attention to the
social-emotional safety of their school community. They must identify the
skills needed for success and make sure their school provides a venue to
develop these skills in each of their students.
th challenging students and work to establish caring re

Safety at school allows children to look forward to being in an encouraging

environment, promoting social and creative learning. If by any chance, their safety is
not met, children are at constant risk and may stop showing up. Promoting school
safety creates an open space for kids to learn and explore many new things.

Students of all ages require a safe learning environment for their better education and
development. Research continues to illustrate children who feel unsafe at school
perform worse academically and are more at risk for getting indulged in drugs and
delinquency.

Both government and private school are faced by the major crisis of safety and
security. The school boards meet with teachers and parents to listen and suggest
solution about their children’s issue. State and federal governments should take steps
to improve school safety and law enforcement as the nation realizes the importance of
the issue and how its impacting children’s future.

Increased Violence In School

Increased violence in schools is a major concern for the education sectors. Violent
acts in schools occur at all educational level with 8% of students involved in at least
one physical fight at school and 6% missing school at least once in a month because
of security fault.

Witnessing acts of violence can also cause intense fear in students as well as staff
members, making the school environment a distressing place.

Recently Maharashtra school education department issued guidelines on school safety

stating, “Every school and junior college should install CCTV’s at the main entrance,
campus and exit gates. Every child’s attendance should be marked thrice a day while
sending messages to parents if their wards are absent. Even no child should be
punished in such a way that could cause mental or physical trauma.”

Digital Safety
With a higher number of teachers using technology to educate their students, the need
to understand and promote safe internet usage is critical. Online, children are at risk of
being bullied by peers and being taken advantage of by adults preying on younger
folks. Exposure to inappropriate content and disturbing images and language should
also be considered when using computers or tablets in the classroom.

According to a report, 55% of LGBT students report being cyberbullied, and 15 % of

high school students have experienced this as well. Kids who are in an environment
where bullying takes place are more at risk for suicidal behaviors compared to
students who are not exposed to bullying.

Encouraging Healthy Environment

Safety in schools is necessary to support the academic success of each child. It
provides them the opportunity to learn and achieve their dreams. A policy on school
safety promotes learning and feeling of school unity with a decreased level of
violence.

Schools are meant to be a safe place for children. They are an essential part of their lives and are
meant to raise them to be the best version they can be. Unfortunately, there are still many issues
that disrupt school security and bring parents new worries.
Starting a new school year, we all plan to buy necessary equipment, books, uniform, get a haircut,
and stuff kids with vitamins to give them enough energy for studying. But what about security? Why
isn’t it on our lists as well? In an ideal world, parents and educators work together to ensure top
safety for kids in schools and outside of them. In our world, it remains neglected and our negligence
harms the lives of our precious children.

Ensuring school safety means creating a friendly environment for them to learn and practice their
skills. But what happens when a student doesn’t feel safe? The wish to attend classes disappears, a
child feels unwelcome and discouraged, new fears are rooted in the subconscious leading to
anxiety, depression, etc. We must understand that the safety schools have can help children both
physically and mentally.

While bullying has always been a problem of schools, new issues are rising these days. The U.S.A.
is the most affected by school shootings, for example. In some states, it’s dangerous to even come
to school, not to mention competing with your peers or quarreling with somebody.

Since 2013, 35 children and 6 adults have died in school shootings around the country, as well as 92
children and 12 adults have been injured. These statistics are offered by the EveryTown registers.
The New York Times, however, mentions 138 deaths since 2014. Anyway, the numbers are too big
and we should consider school safe.

We should get responsible and ask questions about school safety that we’ve never even thought
about.
Are Schools Really That Unsafe?
The increasing worries about children safety touch not only playgrounds and streets but also
schools. Bullying, fighting, and shootings have become a constant reminder that child safety requires
our attention. While most schools are focused on the recent sick “trend” of shootings, other aspects
of safety remain neglected.

First of all, school authorities have to update their understanding of security and implement new
policies and strategies. The world we are living in today is quite different from the one of decades
ago when most policies have been written. These changes have to be done for we cannot abandon
schools and keep our kids safely tucked at home.

Why is school important? Disregarding the most obvious answer of studying, we could tell that
socializing is the most important aspect of attending the establishment. Just books and study
materials are not enough for kids to develop. They need to get life experience and where can we find
such a variety of situations other than at school? There, kids improve their personality and learn how
to behave in society. The latest trends of creative and social learning prove the importance of the
institution to the well-rounded development of students.

The increasing interest in these variations of pedagogy is caused by the need for critical thinkers and
numerous studies claiming positive results of encouraging differentness. This type of studying
includes problem-solving challenges that develop kids’ creativity and critical thinking. Social learning,
in its turn, promotes the theory that studying is largely influenced by the social context.

While standardized learning has proved to be effective for the decades of our ancestors, the modern
age demands divergent thinking, as well as being open and accepting.
By promoting new approaches to pedagogy, we can actually make schools safer for our kids. The
idea of personal approach and diversity is a great tool to decrease the amount of bullying and
violence at schools.

There are a few school safety issues that demand our attention. Let’s take a closer look.
School Dangers
The first issue we’ll talk about has been around for years but never as strong and destructive as
now—bullying. The victims are 2-9 times more likely to consider suicide. In fact, suicide is the
second-ranking cause of death for teens and young adults. Moreover, according to the Megan Meier
Foundation, the number of suicide attempts has doubled since 2008. Such whopping numbers are
mostly caused by the addition of fresh cyberbullying that is, at times, even more aggressive.

No school would admit neglecting bullying. Yet, that’s exactly what some of them do. When the
statistics say that every third student admits suffering from this kind of violence, we cannot even
imagine that there’s an establishment not affected by this “disease.”

Another issue is connected to schools but doesn’t happen within its walls. The walk to school and
back home is a safety hazard that cannot be overrated. Once you decide that your kids are old
enough to go home by themselves, you call upon another danger. Pedestrian injuries are only a part
of troubles a child can get on his or her way to school.

Then, comes a massive issue of high school shootings. The terrifying stories of recent years are only
growing in numbers. Gun sales are something that should be severely controlled, but kids still
manage to get them. The lack of strict laws in some states leads to catastrophic results with young
unsuspecting victims. (I know that if my children were to go to a school where something similar is
possible, I’d keep them on homeschooling as long as I could).

School violence is also at its peak. When bullying transitions into something more physical, youth is
always hurt. Seeing kids come home with injuries is an unpleasant experience that many parents let
go unnoticed thinking that it’s a one-time thing. Don’t hope for it, for schools should know that
they’ve failed to keep children safe.

There are so many types of violence at schools that it’s hard to regulate all aspects, especially when
the walk from school may turn out to be disastrous. Unfortunately, sexual violence is something
young girls experience as well.

Health hazards face children at any corner. Physical education classes are often too demanding for
kids without the consideration of their strengths and weaknesses. The hallways and playgrounds are
also filled with danger.

Another type of safety we have to worry about in modern schools is the digital one. With more and
more technologies used in classes, children are exposed to a yet new kind of hazards. In addition to
the abovementioned cyberbullying, kids face dangers or explicit content, disturbing images, and
others. Today, online safety is just as important as physical. However, considering that this issue is
new, schools still have no universal policy as on how to provide this kind of security.

Unfortunately, due to the spread of school shooters around the country, other safety issues are
viewed as minor and thought not to be destructive. That’s why such problems as bullying and digital
safety are often neglected or passed on to teachers alone to control. However, the reality tells us
that there are not enough teachers to fully control the situation, especially those who know what to
do in such situations. The lack of respect for school authorities among kids and teens also makes
the task harder when even teachers can get assaulted at any time.

Zero tolerance and violence prevention policies have to be implemented to take the problem under
control before it ruins a school as an institution. Home studies would sound alluring but we should
not forget about the importance of the social aspect of education.

Considering the variety of school hazards, it’s safe to say that schools are no longer secure. Yet,
were they ever? It may have been expressed in milder forms and be sparse, but dangers have
always been a part of our life. It seems that the authorities cannot decide on how to face the issue
with an effective solution. Whether it is complete negligence or strict rules, nothing has been 100%
effective so far. The system has to be changed and new rules that would focus on all kinds of safety
implemented.

Parents are an important link to schools. Each parent should responsibly check the security of a
school and bring to attention any problem they find within. In addition, teaching a child on how to
look out for themselves is a must. A responsible kid who knows what is safe and what is not can
avoid half of the problems a carefree one wouldn’t even notice.
What are your safety measures when it comes to your child? Do you take everything in the hands of
your kid and yourself or do you count on schools to keep them safe? Speaking of the establishment,
do you think the school you’ve attended or the one you’ve sent your child to can be considered safe
in general? Tell us your thoughts on the importance of school safety and whether social learning is
worth the trouble of constantly worrying about your children.

Safe schools promotes the protection of students from violence, exposure to weapons and
threats, theft, bullying, and the sale or use of illegal substances on school grounds. School
safety is linked to improved student and school outcomes. In particular, emotional and
physical safety in school are related to academic performance. At the same time, students
who are victims of physical or emotional harassment or who are involved in the sale or use
of illegal substances on school grounds are at risk for poor attendance, course failure and
dropout.