School Security Research Articles

Application of RFID internet of things for school empowerment towards smart school

State Vocational High School (SMK) 1 Perhentian Raja is a school located in Hangtuah village which is known as a catfish-producing village in Kampar Riau Regency, which has a major in Computer Network Engineering (TKJ) and Fisheries Cultivation. After making direct observations to the location of the Community Partnership Program (PKM), we found various forms of partner problems in education services, including student absenteeism which is still manual. The teacher will call the students one by one and then marked by the teacher on the attendance sheet. This will use teaching time in the classroom and laboratory, as a result learning activities will be less effective. This problem is also faced by librarians, with low student visits to the library. Meanwhile, other problems are parking services and school security. the condition of the school is still new, the condition of the school is still open will have an impact on the weakness of school security. especially with parking conditions that are still scattered and not neatly arranged, it will provoke crime in schools. 95 percent of students and teachers using motorized vehicles to school will make it difficult for school guards to maintain the vehicle. The solutions offered to achieve this PKM goal are Smart School Socialization, Internet of Things (IoT) training, Radio Frequency Identification (RFID) technology workshops, RFID Technology Training for Student Attendance and School Libraries, Parking RFID Assembly Training, and School CCTV Installation Training. , RFID and CCTV Maintenance Workshop. The output targets to be achieved from this PKM can be felt by students, teachers and schools. RFID and CCTV technology will provide educational services and school security. This PKM activity will have an impact on improving the quality of education and become one of the reference schools in the Perhentian Raja sub-district, Kampar district.

Swedish teachers’ views of security in schools: narratives disconnected from the national security discourse

ABSTRACT National security discourses have entered teacher’s classrooms. A strand of largely critical literature in education studies have noted that new security tasks clash with the roles of teachers. However, few studies have yet approached this audience about their views on security. This article analyses how Swedish teachers conceive of security in relation to the school system. Data consists of semi-structured interviews with teachers and principals, conducted in medium-sized municipalities in Sweden. The analysis finds that teachers maintain a conceptualisation of security that focuses on the individual. Simultaneously, teachers rarely adopt national security discourses (except regarding school violence) and several argue against emphasising the concept of security in relation to schools. The results offer an opportunity to analyse the views of teachers as audiences in relation to the extension of the security field into the educational domain.

Association of Child Race/Ethnicity With Parent and Guardian Feelings of Safety From School Security Practices

Association of Child Race/Ethnicity With Parent and Guardian Feelings of Safety From School Security Practices

Developing the School Safety Perception Scale: The Validity and Reliability of Study

The purpose of this research is to develop a scale to determine the perceptions of teachers working in secondary schools related to school safety. Alongside the social actors, the elements involved in achieving the goals of educational activities are important actors in the solution and implementation of the school security problems. Therefore, the actors performed in this way and were want teachers' perception of safety education activities in schools is critical. The research includes a scale development study. Certain steps in the scale of development for secondary teacher’s perceptions of school safety were monitored. Reliability and Validity Scale with work related to the development of exploratory and confirmatory factor analyzes were performed. Exploratory factor analysis of the obtained 40-item scale 54.233 discloses % of the total variance. Analyzes showed that reliability coefficients of scale factors ranged from .769 to .893. These values are enough to pass to the confirmatory factor analysis. Confirmatory factor analysis results showed that SSS is a valid tool to measure teachers’ perceptions about school safety. Structures of this study, data collected through school safety scale set Cronbach's alpha was calculated in order to determine the internal consistency. Application in terms of behavior and School Safety "Although low compared to other dimensions of size with .61, scale and reliability coefficients ranged between .80 and .93 for the dimensions have been determined to be highly reliable. İmplications for Research and Practice: With the help of the developed scale, relations between school safety perceptions and personal variables, organizational stress, school climate, use of security technologies, occupational burnout and organizational commitment can be examined. Effects of student perceptions of school safety on their academic success can be researched. Similar scales can be developed for parents, administrators, preschool, elementary school teachers, lecturers, and university students.

Restorative justice: a qualitative analysis of school security perspectives

ABSTRACT Grounded in Restorative Justice theory, the current study examines the perspectives of School Resource Officers (SROs) and other School Security Personnel (SSPs) during a professional development training on restorative-problem solving. Specifically, focusing on how school security staff are currently using restorative justice in their work, how they can use these practices in the future, and any variations in perspectives towards restorative justice based on their job title. A qualitative phenomenological methodology was used to analyze qualitative responses to training logs from SROs and SSPs (n = 99). Throughout the module, participants were asked to reflect on five different situations and provide examples of how they would address these issues using restorative justice. Codes and memos were used to summarize the themes across participants. Both SROs and SSPs are aware of restorative practices and use them to some capacity in their roles. However, additional training is needed to ensure that practices are used consistently and effectively across positions and schools. To abolish the U.S. school-to-prison pipeline, all school staff including security should receive mandatory, ongoing, evidence-based professional development for school-wide implementation of restorative justice as an alternative to punitive disciplinary strategies that disproportionately harm students of color and their families.

Bullying experience in urban adolescents: Prevalence and correlations with health-related quality of life and psychological issues.

This study examined the 3-month rate of bullying experience, associated factors, and measure the relationships between bullying experience with health-related quality of life and different mental disorders among secondary school students. We performed a cross-sectional study in four secondary schools in Hanoi, Vietnam. Bullying experience was evaluated by using questions about eighteen specific-bullying behaviors. EuroQol-5 dimensions-5 levels (EQ-5D-5L) and Depression, Anxiety, and Stress Scale– 21 items (DASS-21) were used to measure health-related quality of life (HRQOL) and mental health of participants, respectively. Among 712 secondary school students, the 3-month prevalence of physical, social aggression, verbal, and sexual bullying experience were 8.4%; 31.2%; 11.9%, and 2.7%, respectively. Being bullied were negatively associated with levels of classmates and family support, as well as levels of school security. Being overweight or obese was related to a higher likelihood of suffering social aggression compared to normal BMI. Being bullied was significantly associated with the decrement of HRQOL, and the increased risk of depression, anxiety, and stress among adolescents. Findings of this study suggested that holistic approaches involving family, peers, and schools, along with enhancing school security, are potential approaches to reduce the impact of bullying on adolescents’ life and well-being.

Family Socio-Economic Status, School Location and Students’ Eco-Friendly Knowledge, Attitude and Practices in Nigeria

The school system, regardless of the level of operation, is generally accepted as a major agent of education. It provides avenues for interaction between students and teachers on subject matters. However, the location of the school determines many students’ knowledge, attitude and practices. Also, there is an increasing awareness of the importance of the parents’ role in the progress and educational development of their children. Family background as an important and weighty factor in determining the academic performance attained by the student needs to be investigated. This study adopted a pre-test-post-test control group quasi-experimental design. Intact class of Junior Secondary School II Social Studies students in each of the six schools in Oyo state were randomly assigned to the experimental and control groups. Three validated instruments were used in this study, and they are the Environmental Education Knowledge Test (EEKT), Environmental Education Attitude Scale (EEAS) and Environmental Education Practice Questionnaire (EEPQ). The data were analyzed using Analysis of Covariance (ANCOVA) with the pretest scores used as covariates. All the null hypotheses were tested at a P < .05 level of significance. The study showed a significant two-way interaction effect of family socioeconomic status and school location on students’ eco-friendly knowledge, attitude and practices. It was recommended that schools should be kept safe and parents should develop more streams of income, as a single income source has become a great economic challenge in Nigeria.
 Keywords: family socioeconomic status, school location, students’ eco-friendly knowledge, students’ eco-friendly attitude, students’ eco-friendly practices, school security, alternative income

Research on the Impact of Computer Network on Campus Security Management of Universities

Computer network has been integrated into every aspect of our daily work, and the impact brought to the security work of colleges and universities should not be underestimated. It is important to know that the security work in colleges and universities concerns the safety of life and property of teachers and students, the general situation of education reform, development and stability, and the happiness and harmony of hundreds of millions of families. In order to do a good job of school security and stability, maintain the good image of education system and build a safe campus, it is the purpose of this paper to discuss the influence of computer network on the campus security management of colleges and universities and to minimize the negative influence.

The Effective Ways Of Entrepreneurial Opportunities For Small And Medium Enterprise Scheme (SMEs) In Borno State

The study investigated effects of insurgency on educational development in Borno State. Basic education is the first level of education for children at primary 1 level to basic 9 which is the junior secondary school level in Nigeria. However, achieving education for all Nigerian children, Borno state need a secured teaching and learning environment. The study examined the effect of insurgent activities such as abduction of pupils and attacks on teachers in basic schools of Borno State and its effect to the development of the education in the state. The sample for the study was 270 teachers of basic schools, selected on the basis of 10 teachers from each of the 27 local government area that constitute Borno State. The instrument for data collection was a 20 items questionnaire title: Boko Haram Insurgency and educational development Questionnaires (HIEDQ). Two research questions were formulated, data collected were converted to mean, standard deviation and used to answer the research questions. It was therefore recommended that the Nigerian government should provide security to the state. The government should show higher commitment in mobilizing the armed forces to end the insurgency in the State and provide adequate security in schools. It was further recommended that the religious leaders should preach against violence act in their respective communities.

Prototype Smart Home Pengendali Lampu Dan Gerbang Otomatis Berbasis IoT Pada Sekolah Islam Pelita Insan Menggunakan Microcontroller Nodemcu V3

Current technological developments have penetrated into human life, such as the development of a smart home called a smart home, that can provide convenience, comfort, safety and efficiency for users. Internet of Things (IoT) can be used in smart homes to control electronic equipment such as lights and home gates. This research designed an automatic controller and light gate based IoT (Internet of Things) smart home system using a NodeMCU microcontroller with a prototype method that aims to save electricity, make it effective and efficient, and make it easier for schoolkeepers to turn on lights and control the gate automatically through the Google assistant. The results of this study are in the form of an automatic light and gate control system using the Google assistant application based on the Internet of Things Using a NodeMCU v3 microcontroller. Can be concluded with the automatic light and gate control system using the google assistant application by giving commands to the google assistant connected to the NodeMCU V3 microcontroller, it can make it easier for school administrators to make efficient and efficient lights or gates using the google assistant application and can facilitate school administrators to maintain the security of the Internet-based school of Things.

Trauma-Informed Care in Schools: Perspectives From School Resource Officers and School Security Professionals During Professional Development Training

School resource officers (SROs) and school security professionals (SSPs) have increased presence in schools, yet little is known about how they view the importance of their relationships with students and the broader school climate. This article is part of a larger study of an online professional development module on trauma-informed care and is focused on the qualitative reflection responses from 95 participants from three large school districts in the southeast United States. Informed by the levels of ecological systems theory, three salient themes were identified by the researchers: how SSPs and SROs describe school climate, how they respond to students with traumatic experiences, and how their perspectives may be affected by their differing roles. Findings indicate that SROs and SSPs benefited from this training on trauma-informed care because they expressed learning new strategies and feeling better equipped to serve and support students with known or unknown adverse childhood experiences. Impact Statement Qualitative responses from this group of engaged school security professionals and school resource officers show the importance of intentional training on how to effectively create schools that are physically and psychologically safe spaces for all students. We learned that trauma-informed approaches are often not explicitly taught to school security professionals, despite their close work with students in schools. School security professionals believe that being empowered with this knowledge has the potential to influence how they will work with students in the future. It is ethically important to train school staff to work with students in an equitable and informed manner. Supplemental data for this article can be accessed online at http://dx.doi.org/10.1080/2372966X.2020.1832863.

Impact of School Resource Officer and/or Security Guard Presence on Native American Referrals and Arrests in Montana’s Schools

Native Americans experience disproportionate referrals to law enforcement and arrests in public schools in Montana. The study uses U.S. Office of Civil Rights data reported at the school level ( n = 822) for the 2015–2016 school year, which is aggregated by race and gender. All students in schools with school resource officers (SROs) and/or security guards (SGs) present have higher total numbers and rates of referrals and arrests. Native American female students are twice as likely to be referred to law enforcement ( p < .001) and 2.5 times more likely to be arrested when SROs and/or SGs are present at the school ( p < .05). Native American male students are 2.2 times more likely to be referred to law enforcement ( p < .001) and 1.7 times more likely to be arrested when SROs and/or SGs are present at the school ( p < .001). Native American mean rates of referrals and arrest are higher in urban and reservation contexts ( p < .05). Native American student disparities in referrals and arrests mirror disproportionate percentage of Native American female and male adults incarcerated in Montana. Native American students are more likely to experience the school-to-prison pipeline unless SROs and SGs are removed from Montana schools.

On the Threshold: The Story of School Security Guards in Israel

The global spread of neoliberalism has brought with it an increase in practices of outsourcing and subcontracting, and, consequently, the flourishing of private security services which rely on them. In Israel, these trends, combined with the unique security climate, have encouraged the development of a distinct sub-sector of private security in the form of school security. The rise of private security services has generated research interest. Most studies, however, focus on socio-economical aspects rather than on security guards' personal perspectives. This tendency is even more pronounced regarding school security guards and, to date, no studies have been carried out in Israel examining their viewpoint. This study aimed to address this lacuna by bringing in school security guards’ voice in order to learn from and about them. The study’s approach was qualitative, and the main tool was semi-structured interviews, accompanied by observations and document analysis. The study's findings reveal that the world of Israeli school security guards is informed by one fundamental quality. This quality is liminality, and it colors their experiences, perceptions, and professional relations. Israeli school security guards are always on the threshold: between belonging and not-belonging to their workplace; between commitment to and alienation from their work; between being needed yet disrespected. The paper suggests that this liminality is connected to the global socio-economical changes, and furthermore, it expresses a central aspect of Israeli society, which swings between two incompatible ethe: the security ethos and the neoliberal ethos.
 
 Received: 18 October 2020 / Accepted: 5 December 2020 / Published: 17 January 2021

An apple in one hand, a gun in the other: Public support for arming our nation's schools

Research summaryIn the wake of repeated school shootings, today's youth have acquired the label of the “mass shooting generation.” Another fitting label would be the “armed school generation.” Most states now permit school security officers to carry firearms, and at least 466 school districts in 19 states allow teachers or staff members to be armed. In this context, understanding public opinion about guns in schools is essential. Using a 2018 national survey of 1,100 American adults, we examined public support for arming our nation's schools. Although consensus exists for school resource officers carrying weapons, respondents are divided about arming teachers and nonteaching staff. Those who believe in gun defensive effectiveness, lean right politically, are racially resentful, older, and have children are more likely to endorse arming nonlaw enforcement school personnel. National Rifle Association membership and altruistic fear are associated with support for arming teachers, while a belief in the moral wrongness of harming others predicts opposition to teachers having a gun in one hand and an apple in the other.Policy implicationsThe controversy around arming teachers will likely be ongoing. With decisions made locally, public opinion will continue to play an influential role in this debate. Our study provides important new evidence about the extent and correlates of public opinion on guns in schools. The next step is to examine how public attitudes change in response to information about the policy issues associated with arming schools. Future polls should examine the impact being armed has on the teaching profession and localized variations in support for arming the school.

Effectiveness Of Traffic Operations On Increasing Helmet Use In Gorontalo City

This study aims to determine the effectiveness of the implementation of traffic operations to increase compliance with helmet use for motorcyclists in the city of Gorontalo. The type of research used in this research is empirical legal research. This research is located at the Gorontalo City Police Traffic Unit. The data used in this study were obtained using observation and interview techniques. The results of this study indicate that there are still many violations of the use of helmets so that the implementation of traffic operations to increase compliance with using helmets for motorbike riders in the city of Gorontalo has not been effective, other efforts need to be made by the Satlantas Polres Gorontalo City, namely: Police friends of children, school security patrols , Provide socialization and traffic education, Install billboards containing the rules and the importance of helmets, Cooperate with agencies.

Pistol Packing Teachers: What Do Students Think?

ABSTRACT The Federal Commission on School Safety has proposed a number of school security measures, including that trained teachers be allowed to carry concealed weapons at school. Prior to implementing such a policy, legislators and school administrators would be well advised to understand the potential effects of the policy on students. The current study draws on data from high school students and finds that most students oppose the policy and anticipate feeling less safe if teachers are armed. The level of opposition varies across demographic characteristics and victimization experiences: nonwhite and female students anticipate greater decreases in safety if teachers are armed, as do those with higher levels of bullying victimization and perceived risk of school victimization.

Pilot Evaluation of K-12 School Security Professionals Online Training: Understanding Trauma and Social–Emotional Learning

School resource officers and other school security professionals (SSPs) (e.g., security specialists, guardians, campus monitors) have become increasingly common in schools; however, most states do not require that these professionals receive training related to understanding trauma and how it may affect students’ behavior and how to promote social–emotional learning competencies among students. The current project evaluated an online professional development program for SSPs that provides education on two topics related to best practices in working with youth in K-12 school settings: trauma-informed care (TIC) and social–emotional learning. This study used a posttest-only design of 96 SSPs from a county in the southeastern United States. Participants self-selected into two trainings: Cohort 1 (immediate intervention, May 2019) or Cohort 2 (delayed intervention–control group, August 2019). A linear regression model indicated that Cohort 1 (immediate intervention) scored significantly higher on TIC knowledge (b = .36, p < .01) and competencies (b = .31, p < .01) than Cohort 2 (delayed intervention–control group). More studies are needed to assess how training for SSPs directly impacts school climate and school safety.

Protecting the Flock or Policing the Sheep? Differences in School Resource Officers’ Perceptions of Threats by School Racial Composition

AbstractLaw enforcement officers (often called school resource officers or SROs) are an increasingly common feature in schools across the United States. Although SROs’ roles vary across school contexts, there has been little examination of why. One possible explanation is that SROs perceive threats differently in different school contexts and that the racial composition of schools may motivate these differences. To investigate this possibility, this study analyzes interviews with 73 SROs from two different school districts that encompass schools with a variety of racial compositions. Across both districts, SROs perceived three major categories of threats: student-based, intruder-based, and environment-based threats. However, the focus and perceived severity of the threats varied across districts such that SROs in the district with a larger proportion of White students were primarily concerned about external threats (i.e., intruder-based and environment-based) that might harm the students, whereas SROs in the district with a larger proportion of Black students were primarily concerned with students themselves as threats. We consider how these results relate to understandings of school security, inequality among students, racially disparate experiences with school policing, and school and policing policy.

FACTORS AND SOLUTIONS OF STUDENTS’ BULLYING BEHAVIOR

This study aims to analyze the factors that cause bullying behavior among students and how to solve it. This study was employed a qualitative method with a case study approach. Sources of data were taken through in-depth interviews with twenty informants consisting of elementary school students, junior high schools, senior high schools, principals, teachers, school security guards, education observers and parents of students. All interview data were then analyzed thematically using NVivo 10 quality analysis software. Overall, the study found nine important themes. Four themes related to the factors causing bullying behavior, namely: i) entrenched beliefs among students, ii) physical differences between the perpetrator and the victim, iii) discipline by seniors to juniors and iv) the condition of the victim's physical disability and weakness. Five themes related to solutions to tackling the problem of bullying, namely i) giving firm action to the perpetrator, ii) eliminating television shows related to violence, iii) equipping children with martial arts, iv) providing continuous education about the dangers of bullying, and v) instilling mutual respect in children.

Educational Strategic Plans in Nigeria: Challenges of Implementation and Ways Forwards

The article discusses the challenges facing implementation of educational strategic plans in Nigeria. Secondary data was used to support the points raised in the article. The secondary data were sourced from print material and online publication by recognized institutions and individual author. The article identified inadequate funding, poor planning, poor relationship between planners and implementer, weak administrators, inadequate infrastructural facilities, lack of political will, institutional corruption, inadequate personnel and insecurity. To address, the following measures were suggested: adequate funding, sound planning, positive relationship between planners and implementers, appointment of qualified administrators, provision of adequate infrastructural facilities, development of positive political will, fight institutional corruption in the education sector, ensure security of schools and employment of more professional teachers