Safe Schools Program Analysis

To begin making schools a safer environment, prevention measures should focus on educating children and parents about the

School should install high tech safety features around their school like cameras or alarm systems. Talking to my cousin Kamalpreet about school security was a must because she goes to school where there were lots of crime-related issues. She always talks about what happened at their school. Kamalpreet said she witnessed lots of crime happening around their school and that their school doesn’t have any type of security arrangements. Many people fight at their school and no one is there to stop them because of lack of security system. She said “no matter what type of school it is they should have security arrangements for their school safety.” Also she said “that as new technology is on the rise and they should make some type of detectors to keep schools safe.” Every school should have some type of security and it is not cheap to get security systems. The whole issue is about money because they are too expensive, so not every school can afford them. There are many ways to raise money if school tries and that money can help with security. Raising money is always an option when it comes down to children’s safety. Teachers should keep children on the right track then they will go into right direction and that will help school as a whole feel safer. If teachers don’t teach anything then children will fight with each other and school won’t feel safe, but that is also up to the students. The Department

The main focus with the school system is for each and everyone to feel safe.

The intention of this paper is to look at and present some issues and strategies that members of a school community think about when trying to create safer schools. Particularly when addressing an active shooter in a school setting. A major issue to consider when trying to keep all schools safe, is the simple fact that no two schools are the same. Understanding this can lead us to the conclusion that it is impossible to have one global plan or program that can be 100% effective in all schools. “Violence prevention programs work best when they incorporate multiple strategies and address the full range of possible acts of violence in schools. For any set of policies to work, it must be established and

Universal school-based violence prevention programs represent an important means of reducing violent and aggressive behavior as found by Hahn et al (2007) in their study about the United States. The findings by Durlak et al (2011) from a meta-analysis of school-based, universal social and emotional learning (SEL) programs involving pupils from kindergarten through high school, have also added to the growing empirical evidence regarding the positive impact of SEL programs on improved social and emotional skills, attitudes, and behavior.

gay, lesbian, bisexual, and transgender students; part-time and full-time students; students with and without disabilities; and students of different races and national origins," it says. The guidance goes on to say that schools are obligated to "respond appropriately" to complaints of

It was only in late Stage 3 that the topic of sexuality was approached – through intensive

Even though I do not agree with the main point of the McGrath article, he does make some points that we share the same beliefs or values on. In the back of every parents mind is the fear that their child may be in the next class that some maniac opens fire on. Schools do need to make sure that some type of system in place to help protect the lives of those trying to further their education. Another good point he makes in that students

Ethical concerns, such as making sure to get parental consent of the minor participants and making sure students were aware of voluntary participation, were addressed and helped to meet ethical guidelines as outlined in ACA (2014) ethical standards. The researchers addressed a cultural strategy by including a question about students’ sexual orientation instead of just their gender identification (Hinduja & Patchin, 2013). This could help the gay, lesbian, bisexual, or questioning students feel that they are being heard because they are represented in the data. Also, the researchers wanted to obtain a sample representative of the diverse population and utilized random sampling and a large

The implementation of positive behavior management systems in schools play a vital role in creating and maintaining a safe and supportive school environment. According to (safeschoolshub) “A safe school is one that takes action to promote and recognize positive student behavior, ensure student safety and minimize risk.”

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and

From the amount of school shootings that have occurred in the past 5 years, as well as a plethora of unpublicized acts of intimidation, threat, and simple assault occurring in the classroom, it is reasonable to conclude that for many young children, school is not the safe haven that it was once believed to be. Instead, it is a place of constant fear, where the possibility of harm is an undeniable threat.

In the United States today, millions of students’ attend public schools and face some sort of violence that is associated with that school. It can be gang related or just simply bullying in the school. Because of these rising issues, parents are being forced to pull their children out of public school and home school them for their safety. Is this the best action for the children? Will they be missing out on many life skills that are learned while attending schools with peers their own age? How can the schools make our children feel safe so that they are able to attend the public schools and so that schools don’t lose out on valuable funding from the state? The idea that many believe will fix the problems at school is by implementing

Unfortunately, Australian schools have been identified as a major setting of race-based discrimination (Lester, 2000, p.12). However, children and adolescents are at periods of substantial development in cognitive, social and emotional skills when they are at school (Aboud & Levy, 2000, p. 270) and schools are important contexts for shaping social norms (World Health Organization, 2003, p.3.6). This makes schools a primary setting for addressing the issue of discrimination and enforcing prevention strategies.

The reason the SOGI curriculum is so controversial is likely due to its broad scope. It seeks to incorporate topics of gender and sexuality across all disciplines, rather than confining it to specific health classes. Under the heading “Best Practices”, a document co-produced by SOGI 123 and the BC government, there are several recommended practices that suggest this intention: “Gender Integrated and Inclusive Activities – Schools will focus on integrated and inclusive activities” (SOGI 123). “Inclusive Learning – Classroom materials and activities contain positive images and accurate information about sexual and/or gender diversity” (SOGI 123).