Enacting a child safety education programme in special education contexts

Abstract

BackgroundThe teaching of personal safety and abuse prevention skills in schools is a feature of robust child protection systems across the world. In Ireland, the Stay Safe programme is mandatory for all primary schools and aims to equip children with the skills and knowledge necessary to reduce their susceptibility to abuse. The mandatory nature of the programme presents a challenge to schools catering for children with special educational needs and disabilities, due to a lack of clarity for teachers over the extent to which it can be adapted. AimThe aim of this study was to probe how teachers in special schools balance the mandatory requirement to teach the designated safety programme, with the practical reality that many of their children may not be able to process the intended learning, in the way it is prescribed. In a broad sense, the study aimed to showcase how teachers increase the accessibility of the programme for children with various special educational needs and disabilities. Methods and ProceduresThe study adopted a mixed-methods approach to data-gathering. Phase 1 consisted of a questionnaire distributed via Qualtrics to every special school principal in Ireland (n = 133). Phase 2 consisted of a three-site embedded case study with three special schools. Data from both phases of research were merged, using a three-part iterative framework, to arrive at a nuanced understanding of how the designated safety programme was enacted in special schools. Outcomes and ResultsThe results indicated that teachers in special schools enact the designated safety programme with varying degrees of systematicity, despite its mandatory status. Aspects of the programme were frequently skipped, supplementary material was introduced and content was generally changed depending on child need. The greater the learning difficulty, the more modification engaged in by teachers in special schools. Conclusions and ImplicationsThis article concludes by proposing that greater flexibility be provided to teachers in special education contexts to modify mandatory child safety education programmes. To support this flexibility and boost teacher expertise in undertaking programme modifications effectively, the article highlights teacher professional learning as a key priority. Prioritising the ongoing development of teacher expertise goes some way towards reducing an over-reliance on past teaching experiences guiding provision, at the expense of expert, evidence-based approaches.