School Safety Research Articles

A Discussion on the Research Methodology for Building a Gender-Responsive and Inclusive Education System in a Fragile and Conflict Affected Setting: A Case of the Democratic Republic of Congo

It is widely agreed that gender equality has a huge impact on sustainable economic growth. However, the gap in gender equality is getting larger because of global challenges we are facing creating room for more context-adapted research. Indeed, the fragile and conflicting settings are unique in the way that people perceive life and each other. Furthermore, most research made in this kind of setting is not specific to solving the problems related to the education sector in this context. The uniqueness of the D.R. Congo comes from the fact that the education system has been run by the private sector since its very beginning. Thus, the success of research for inclusive and safe schools for marginalized populations cannot be possible without including a variety of bodies, starting from government to religious organizations, and not leaving behind international organizations and other private entities. To cope with this singularity, the study must apply documentary, survey, longitudinal, cross-sectional, and trend methodology. This methodology will allow the study to dig deep into the beliefs, culture, and habits that make school inaccessible to marginalized people. The method used in writing the article is an analysis of the English and Polish literature on the subject. 

Disaster Management in Tanzanian Secondary Schools: An Assessment of Disaster Risk Preparedness and Mitigation Strategies

This study assessed the disaster risk preparedness in schools and mitigation strategies within school culture's quantitative and qualitative nature. Safety schools ensure high-quality management by implementing effective risk management strategies. To achieve quality education, schools must prioritise disaster risk mitigation strategies. In so doing, three objectives were employed, which include examining the influence of disaster-risk preparedness on school safety measures, assessing teachers' and students' emergency preparedness skills, and evaluating safety equipment availability in schools. The study utilised a mixed-methods approach, encompassing questionnaires, interviews, and physical observations. The research was conducted in the Dodoma region, focusing on five public secondary schools. A total of 152 participants were purposefully and randomly selected for the study. The quantitative data was analysed descriptively, while the qualitative data was thematically paraphrased and presented as quotes. The study further revealed that schools have insufficient safety equipment, leading to unpreparedness during emergencies. Additionally, it was found that teachers and students rarely receive emergency preparedness training, increasing crisis risk in schools. Furthermore, most schools lack essential safety equipment such as fire extinguishers, fire alarms, and fire exits, which puts them at potential disasters.

Sexual Minority Youth Reporting SOGIE-Based Harassment to Adults at School: The Roles of Experienced Harassment, Outness, Safety, and Adult Support at School.

Despite a proliferation of bullying prevention programs in recent time, limited work has investigated support-seeking behaviors in response to elevated bullying levels among sexual minority youth (SMY). To address this gap, the current study examined how harassment targeting SOGIE (sexual orientation, gender identity, and gender expression), sexual identity outness, school safety, and perceptions of teacher/staff support were associated with SMY talking to an adult at school about harassment. A large contemporary national sample of SMY (N = 5538) between the ages 13-18 (Mage = 15.53, SD = 1.33) who experienced at least one form of SOGIE-based harassment in the past year was leveraged for analyses. Hierarchical multivariable logistic regressions revealed more frequent SOGIE-based harassment was associated with greater odds of reporting harassment to school personnel, particularly among SMY who felt safe at school. Findings highlight the need for school-based interventions to foster school safety among SMY who experience peer harassment to promote their reporting of this behavior.

Investigation of Readiness of Pedagogical Teams for Implementation of an Innovative Educational Project «Organizational-Pedagogical Conditions For the Functioning and Development of а Safe School in Wartime/Post-War Period»

The article reveals the readiness of the administration, pedagogical teams of experimental institutions of general secondary education, and scientific-pedagogical workers of regional institutes of postgraduate pedagogical education for the implementation of innovative activities within the framework of the implementation of an innovative educational project at the national level on the topic «Organizational-pedagogical conditions for the functioning and development of a safe school in wartime/post-war period» (2023–2027). The study of the readiness of educators and researchers for innovative activities is considered as one of the important tools for obtaining more effective results in the implementation of the innovative educational project.
 The necessity of a comprehensive approach is substantiated, which positively influences the study of the readiness of project participants for innovative activities. Personal factors related to the competencies of the direct executors of the innovative educational project – teachers and scientific-pedagogical workers, heads of general secondary education institutions – are highlighted.
 The article reveals the content of the concepts «readiness», «innovative activity», «teacher's readiness for innovative activity». Criteria, indicators, and levels of teachers' readiness for innovative activities are determined. Attention is drawn to the fact that innovative activity in the modern educational environment requires not only high professional qualities from the teacher but also the ability to effectively use tools and resources to achieve specific pedagogical goals.

Sinergisitas Pendidikan Kewarganegaraan dalam Meminimalisir Tindakan Cyberbullying di Dunia Digital

This research aims to explore the synergy of civic education in minimizing cyberbullying actions in the digital world. The method used is a literature review approach, employing literature study techniques and distributing questionnaires to the general public. The main findings indicate that the majority of the population, around 77%, are involved in internet usage, with 65% actively participating in social media. WhatsApp and Instagram dominate as the most widely used platforms, reaching 92.1% and 86.5%, respectively. However, the negative impact of social media, particularly in the form of cyberbullying, cannot be ignored. The impacts of cyberbullying include psychological aspects, easily traceable digital footprints, and psychosocial effects involving feelings of isolation and social rejection. The conclusion emphasizes the importance of civic education in responding to and preventing cyberbullying, not only intellectually but also socially and emotionally adept. Netiquette, or internet etiquette, takes center stage in shaping positive characters in the digital world. A holistic approach involves community-based social education, the revolution of Generation Z's character, and active community participation to minimize cyberbullying. A safe school environment is also crucial. By understanding psychosocial aspects and moral values, civic education is expected to mold a generation that contributes positively to the digital society. Therefore, understanding citizenship and digital ethics is key to creating a safe online environment and supporting the positive development of individuals and society as a whole.

Ensuring Continuity of Health Professions Training Amid a Global Pandemic: Lessons From the Uganda Safe Schools Initiative.

Uganda experienced 2 COVID-19 waves that challenged health professional education. All health professions training institutions (HPTIs) in Uganda closed in March 2020. Cognizant of the threat to quality education and the frontline workforce, the National Council for Higher Education (NCHE) and Seed Global Health partnered to examine the risks and benefits of HPTI reopening through the Safe Schools Initiative (SSI). This article described the processes to unify stakeholders in health professions education and the outcomes from these discussions during the COVID-19 pandemic in Uganda.During the first COVID-19 wave, the SSI conducted consultative meetings with key stakeholders. The SSI developed guidelines around student welfare and issued standard operating procedures (SOPs) for HPTI reopening. The NCHE recommended in-person learning for final-year students and online learning for junior years, resulting in HPTIs being the first academic institutions to reopen in the country. During the second COVID-19 wave, schools closed again. The SSI utilized recently published literature and quantitative data to inform decision making in addition to expert consensus. The NCHE recommended immediate phased reopening for students in clinical years, blended learning for nonclinical years, and prioritizing health professions education in future lockdowns. Consequently, HPTIs reopened within a month of closure. The SSI demonstrated that national advocacy for health professions education can be effective when engaging stakeholders to build consensus around difficult decisions.Key lessons learned from the SSI include the following: (1) collaborating across sectors in health professions education can amplify change, (2) occupational health guidelines must include health professions students, (3) investing in online education and simulation has value in outbreak-prone areas, and (4) systemic inequities in health professions education will require persistence and advocacy to correct. Future pandemic preparedness must prioritize HPTIs to ensure quality education and continuity of a frontline workforce.

IMPLEMENTASI LANDASAN PENDIDIKAN DALAM MENGOPTIMALKAN PERAN GURU DAN MANAJEMEN SEKOLAH DALAM MENCEGAH PERILAKU BULLYING

The importance of an educational foundation in overcoming the problem of bullying in the entire learning process is the main key to creating a safe and comfortable school environment. The role of teachers and school management is very important in preventing bullying at school. This research aims to explain the implementation of educational foundations in optimizing the role of teachers and school management in preventing bullying behavior. By using a literature review approach, reviewing literature sources, especially journals, books and other sources that support research. This research method uses qualitative research to understand and explain phenomena and events in a broader social and cultural context. The research results show that the role of teachers and school management can help overcoming the problem of bullying by building cooperation and responsibility with all school components, including parents and other related parties, thereby creating a safe and inclusive school environment. It is hoped that this research can help teachers and school management in overcoming the problem of bullying.

Minority stressors, traumatic events, and associations with mental health and school climate among gender and sexuality diverse young people in Australia: Findings from a nationally representative cohort study.

Population-level, nationally representative data on the prevalence of minority stressors and traumatic events, mental ill-health effects, and the preventative utility of school climate, among gender and sexuality diverse young people in Australia, is significantly lacking. In this study, we estimated the prevalence and distribution of minority stressors and traumatic events among young people by sexuality identity (gay/lesbian, bisexual, other sexuality, heterosexual), sexuality diversity (sexuality diverse, not sexuality diverse), and gender identity (transgender, cisgender) and assessed associations with mental ill-health and the moderating role of school climate factors. Using Wave 8 (2018) follow-up data from a population-level, nationally representative longitudinal cohort study, the sample comprised 3037 young people aged 17-19 years in Australia. Prevalence ratios for minority stressors and traumatic events were calculated for gender and sexuality diverse categories using logistic regression models. Linear regression models were used to test associations between traumatic events and minority stressors, and mental ill-health. Multivariate linear regression tested school climate factors as effect modifier between minority stressors and mental ill-health among sexuality diverse young people. Rates of traumatic events and minority stressors were highest among bisexual and gay/lesbian young people and were significantly associated with mental ill-health among all gender and sexuality diverse young people. Highest mental ill-health effects were observed among trans young people. Among sexuality diverse young people, positive and negative feelings toward school climate were associated with decreased and increased mental ill-health, respectively. After accounting for sexuality diversity, positive overall school climate appeared protective of mental ill-health effects of sexuality-based discrimination. Minority stressors, traumatic events, and associated mental ill-health are prevalent among gender and sexuality diverse young people in Australia, especially trans, bisexual, and gay/lesbian young people. Promotion of affirmative, safe, and inclusive school climate demonstrates significant promise for the prevention and early intervention of mental ill-health among gender and sexuality diverse young people.

Protective factors for transgender and gender non-conforming youth’s high school experience: a systematic literature review

This systematic review provides an overview of the empirical research relating to protective experiences of transgender and gender non-conforming (TGNC) high school students. 22 studies were identified by online search which included protective high school experiences and TGNC youth. Results revealed an increasing trend of publication in this field after 2010, with the majority of these studies conducted in the U.S. The reviewed studies showed that interpersonal support from friends and educators played a critical role in shaping TGNC students’ affirming school experiences. In addition, TGNC students themselves demonstrated resilience to cope with hostile school experiences and even promoted a more inclusive environment. A safe school environment with accessible resources for TGNC students was also critical for both their mental and academic outcomes. Depending on the context and intersecting identities of TGNC youth, however, protective factors and affirming experiences continue to be rare. The review concludes with recommendations for research and practice.

The new Ukrainian school reform: Achievements, developments and challenges

AbstractThis article describes the New Ukrainian School reform and its conceptual framework. The reform builds on advanced pedagogical experience, best education practices, European competency frameworks and the promotion of national values. The system‐wide reform focuses on competency‐based content for teacher professional development, safe learning environments, inclusion and the digitalisation of education. Also, it addresses the internal and external quality assessment of education. The reform is financed through central government grants and the budgets of local governments. To test the newly developed content, the reform was piloted at 143 schools one year ahead of the nationwide roll‐out. The schools are a representative sample of schools in Ukraine. The pilot study involved monitoring student learning outcomes, teacher preparedness to implement the reform, and organisation of education environments. Methods used for the pilot study included a survey, test, pedagogical observations, and secondary analysis of statistics. The national implementation of the reform started in 2017 and is planned to be completed by 2030. Russia's full‐scale invasion of Ukraine in 2022 has contributed to obstacles and risks such as learning losses, lacking school safety, absence of funding for the development of schools and for printing textbooks. We describe measures undertaken in Ukraine to promote the reform and good results. A range of challenges remain, such as rebuilding destroyed schools, optimising the school network in line with demographic changes and organising shelters at schools. Additional challenges include the promotion of digital technologies at schools, closing learning gaps and the provision of psychological support at school.

School-based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review.

School-based law enforcement (SBLE) has become a common intervention. Although SBLE is meant to make schools safer, critics suggest it may not accomplish this purpose, and may have unintended negative consequences such as increasing students' exclusionary discipline or contact with the criminal justice system. There may also be secondary effects related to perceptions of the school or student learning. The purpose of this review is to synthesize the literature evaluating the use of SBLE, including outcomes related to (a) crime and behavior problems; (b) perceptions of safety; and (c) learning. We conducted a systematic literature search to identify studies that examined outcomes associated with SBLE use. Eligible studies used experimental or quasi-experimental designs; included samples of students, teachers/staff, schools, or school districts; reported on a policing strategy focused on crime prevention or school safety that did not involve officers teaching a curriculum; included a measure that reflects crime and behavior problems, perceptions of safety, or learning; and were in a primary or secondary school. Following a multi-stage screening process to identify studies eligible for inclusion, we estimated a series of meta-analytic models with robust variance estimation to calculate weighted mean effect sizes for each of three main categories of outcomes and commonly occurring subsets of these categories. We examined heterogeneity in these estimates across features of the primary studies' design. The search and screening process yielded 1002 effect sizes from 32 reports. There were no true experiments, and the quasi-experiments ranged from strictly correlational to permitting stronger causal inferences. SBLE use was associated with greater crime and behavior problems in studies that used schools as the unit of analysis. Within this category, SBLE use was associated with increased exclusionary discipline among studies that used both schools (g = 0.15, 95% confidence interval [CI] [0.02, 0.27]) and students (g = 0.003, 95% CI [0.002, 0.003]) as the unit of analysis. SBLE use was not associated with any measures of crime or violence in schools. SBLE use was associated with greater feelings of safety among studies that used schools as the unit of analysis (g = 0.18, 95% CI [0.13, 0.24]), although this estimate was based on only seven effect sizes from two correlational studies. All the other models, including those examining learning outcomes, yielded null results. None of the moderators tested showed meaningful relationships, indicating the findings were consistent across a variety of study design features. This study's findings provide no evidence that there is a safety-promoting component of SBLE, and support the criticism that SBLE criminalizes students and schools. Although we found no evidence of differences across methodological features, risk of bias in the primary studies limits our confidence in making causal inferences. To the extent that the findings are causal, schools that invest in strategies to improve safety will likely benefit from divesting from SBLE and instead investing in evidence-based strategies for enhancing school safety. Schools that continue to use SBLE should ensure that their model has no harmful effects and is providing safety benefits.

Measuring safety perceptions of students with behavioural problems in special education: A validation study of the safe at school questionnaire

AbstractAssessment and monitoring of safety in special education schools is imperative to establish and maintain a safe environment in which students can develop academic and social–emotional skills. The present study describes the development of a student self‐report measure, the Safe at School questionnaire. Factorial validity, reliability and concurrent validity was examined in a construction sample of 280 students (68.6% male, age M = 13.29, SD = 2.52) and a validation sample of 1572 students (77.4% male; age M = 14.33, SD = 2.04), representing 233 classes from 20 schools for special education in the Netherlands. Multilevel confirmatory factor analysis was used to examine the factor structure of the Safe at School questionnaire. A model with three correlating factors at the within‐ and between‐group level (Rules and Social Norms, Perceived Own Safety and Perceived Safety of Other Students) showed a satisfactory fit to the data. Reliabilities of the scales were good. Also, measurement invariance for gender was demonstrated, indicating no differences in latent means between boys and girls. Implications for practice and future research are discussed.

Factors Associated with COVID-19 Vaccine Hesitancy and Case Status among New Jersey Secondary Educational Professionals.

Vaccine hesitancy remains a societal problem, including during the COVID-19 pandemic. New Jersey (NJ) Safe Schools Program provides work-based learning training to supervisory-level career-technical-vocational education teachers and administrators who have to consider varied state and local mandates concerning COVID-19 vaccination and exemptions. In early 2022, we distributed an online survey via PsychData to individuals trained between 2014 and 2022 to understand NJ teachers' practices and concerns regarding COVID-19 vaccines. Overall, 269 completed the survey. We stratified data by vaccination status, number of doses, booster status, age, teaching experience, gender, race, county of work, and COVID-19 diagnosis status. Overall, results suggested differences in COVID-19-related concerns, including access to, perceptions of, and confidence in COVID-19 vaccines and COVID-19-related practices. About 90.7% received the initial vaccine; 77.7% received the booster. About half the participants had received a positive COVID-19 diagnosis by the time of the survey; they were less likely to get the vaccine or booster if they had received the initial vaccine. Data suggested differences in levels of COVID-19-related concerns and confidence in, or importance of, vaccines when comparing different demographic factors and vaccination practices. The data informs efforts to understand factors affecting vaccine hesitancy among educational professionals.

Implementasi Strategi Manajemen Konflik untuk Mencegah Kekerasan di Sekolah

This study aims to provide an understanding of the implementation of conflict management strategies to prevent violence in schools. The research method used is a literature study. The literature study approach requires a number of reading materials to be carried out by managing research materials, taking notes while reading, and gathering information from the library. This study found several things about the correlation between conflict and violence that occurred in the school environment. Conflicts that arise in schools can be reduced and even overcome by using conflict management techniques to the maximum extent possible. In addition, this study discusses effective conflict management in schools which is important for preventing violence. This involves taking proactive and reactive actions to resolve conflicts before they lead to violence. It also involves education and training for students, teachers and staff to resolve conflicts peacefully. Good conflict management can help create a safe and conducive school environment for learning. Therefore, good conflict management in schools is very important to prevent violence and ensure student safety.
 Keywords: Conflict, Conflict Managemen, Violence in Schools

School Security and Safety Challenges in Nigeria: Evaluating the Existential Threats of Domestic Terrorism in the North East Region


 Abstract
 
 The ubiquity of terrorism cannot be overemphasized as it has become a global common phenomenon. Schools are easy prey of terrorist attack since they lack the maximum security apparatuses that other state institutions possess. All over the world, terrorist attacks have taken place inside and beside school premises raising serious concern for government, security experts and school authorities. The recurring events of school shootings that keep taking place in the United States of America, Beslan Russia and even in Norway have proven that no school is totally immune from attacks by insiders, criminals, terrorists and non-state actors. Consequently, schools should be protected from these threats given the public emotion, sensitivity and global concerns about places of learning. In the last decade or so, Nigeria has gone through the harrowing experiences of terrorist attacks on schools especially in the Northern part of the country and the North East in particular by Boko Haram, ISWAP and currently armed bandits. This study therefore examines this ugly menace that has defied sustainable solutions to insecurity and safety threats in Schools. The study is descriptive in nature and gathered information from materials already available and questionnaires from individuals and schools authorities.

Mass shootings, firearm injuries, and mental health

IntroductionThe correlation between mass shootings, firearm injuries, and mental health is an ongoing polarized debate within the U.S., making it essential to develop public policy on mental illness and firearm injuries exacerbated by a significant increase in firearm sales in March 2020. Although many mass shooters are labeled “mentally ill,” mental illness is only present in a small minority of cases. Most mentally ill people are never violent but are more likely to be the victims of violence.Easy access to firearms and a triggering event deriving from social and economic inequalities are primary causes of mass shootings and growing online radicalization. Radicalization can easily lead to fatal firearm injuries, particularly for individuals with diagnosed or undiagnosed mental illness. RecommendationsProposed solutions include permits for firearms purchase, including a 25-year-old age limit, universal background checks, and banning large-capacity magazines. Additionally, a speedy and effective law enforcement response is the sole factor and the most reliable way to stop a mass shooting once it has started. The research identified several other recommendations, including expanding Medicare and mental health care access, expanding school safety and law enforcement training, and promoting public education about mental health and firearm safety.

Learner experiences of safety at public high schools in three South African townships: Baseline findings from the National School Safety Framework learner surveys.

Despite progressive policies and frameworks on school safety by the Department of Basic Education, safety remains a concern in South African schools. A cross-sectional descriptive design was employed using the National School Safety Framework (NSSF) 152-question learner survey, exploring perceptions and experiences pertaining to eight safety domains: dangerous objects, drugs and alcohol, bullying, verbal abuse, physical violence, discrimination, sexual violence, and journey to and from school. Grade 9-11 learners from 15 government-funded high schools in the Girls Achieve Power trial in Khayelitsha, Soweto, and Thembisa townships were surveyed (March 2018 - April 2019), sampling 10% of the school population. Data analysis included Principal Component Analysis (PCA), reducing correlated variables into fewer questions, then analysis on a scree plot by calculating eigenvalues; repeated PCA with those that had a minimum eigenvalue of 1 and Cronbach Alpha test for internal reliability. Eleven composite variables were included in the final analysis. In total, 1034 learners completed the NSSF learner survey; 52.9% were female and the mean age was 16 years (SD=1.36). Results show statistically significant associations between four of the 11 composite variables in relation to sex. Over half (55%) of males have experienced peer provocation and relational aggression (p<0.001). Fifty-eight percent of females reported feeling unsafe on their way to and from school (p<0.003). Over half of males reported that their school was not effective in enforcing discipline (p=0.002) while 58% of females noted they could comfortably report any form of experienced or witnessed violence at school, to their educators (p<0.000). Violence continues to be a concern in South African schools. Interventions should work across the ecological model to effectively prevent and reduce violence at school and community levels. Strengthened NSSF implementation is critical to achieving this. We recommend NSSF learner survey adaptations to increase utility and implementation.

Rates of crime decrease on campus — except for sexual assault

Overall, crimes on college campuses were generally less prevalent in 2020 than a decade earlier — but forcible sex offenses increased. That finding comes from the Report on Indicators of School Crimes and Safety: 2022, released by the U.S. Department of Justice, Bureau of Justice Statistics, National Center for Education Statistics, Institute of Education Sciences, and Department of Education.

Confronting school violence in Brazil: insights from social psychology for safer educational environments

School violence is a complex issue with significant implications for students, educators, and society as a whole. This article provides a comprehensive overview of the multifaceted nature of school violence in Brazil and proposes a multidimensional approach to address this pressing problem. Drawing upon social psychology and current empirical research, the paper explores the role of individual, interpersonal, and contextual factors in the occurrence of school violence. It highlights the importance of values education, ethical development, and creating safe and supportive school environments. Additionally, the article emphasizes the significance of evidence-based interventions, such as social-emotional learning programs and conflict resolution strategies, in preventing and reducing violence. Collaborative efforts involving educators, policymakers, parents, and the wider community are crucial for the successful implementation of these interventions. By integrating social psychology perspectives and evidence-based strategies, schools can foster a positive and inclusive environment that promotes the well-being and academic success of all students.

Virtual reality technology in the field of education

Virtual Reality (VR), the technology has been around for years, are now developing rapidly since 2010s, VR game facilities can often be seen in shopping malls and the conception. Metaverse are now mentioned and are put into practise. Moreover, from word-of-mouth through books, blackboards, and ultimately multimedia, the educational approach has consistently developed. But in the process of practice, it has been proved that conventional education is predicated on teacher-cantered instruction, and students frequently wind up being passive knowledge carriers who are unable to fully acquire, interpret, and apply knowledge. In this paper, the new form of education which combined with VR technology will be discussed, and the analysis of positive effect of applying VR on education will be find out. The education of VR is divided into three parts to discuss, school safety education, subject education and vocational education. This paper will conduct a targeted analysis based on the respective attributes of these three types of education. With the knowledge of VR on education, people can carry out more in-depth cooperation and development on future VR and education based on these advantages.