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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Environment; Well Being; Caring; School Security; Fear; Foreign Countries; School Safety; Student Needs; Mental Health; School Health Services; Social Development; Emotional Development; Student Behavior; Interpersonal Relationship
Abstract:
In the aftermath of the school shootings in Newtown, Connecticut this past December, people experienced the world around them as less safe--understandably so. In response to such a tragic event, there is a degree of fear instilled in all people that for many was at its peak in the New Year as they prepared to send their children back to school. School Boards across the United States and Canada reacted to the threat to school safety by investing in increased security strategies such as surveillance cameras, on-site police officers and security guards, enhanced lockdown procedures (all school entrances and classroom doors are locked at all times), and regular lockdown drills much like the fire drill practices. In the wake of recent events it is not surprising that there are increased calls for enhanced safety measures in schools. However, these calls have diverted attention away from attending to student needs and safety issues that occur in schools in the day-to-day every day. Many children and youth require (sometimes intensive) school-based supports for social, emotional, behavioral, and relationship problems. Children's Mental Health Ontario determined that over half a million children in the province grapple with mental health problems. The consequences of leaving such problems unattended or untreated are well known and include school failure, substance abuse, violence and suicide. All young people need trusting relationships and effective support services and initiatives throughout their school experience. Children and youth need and have the right to social, emotional, behavioral and relational support services provided by highly skilled caring professionals. However, the politics of fear are being used to substantiate increased funding for school security measures. To create a safe school environment in which young people are treated fairly and with dignity and respect there is a need to ensure that the voices of children and youth are included in developing solutions, implementing change and evaluating the results of school support services and safety measures. It is incumbent upon schools to purposefully attend to the complex needs of all students and provide skilled support services within a caring school environment. The well-being--the lives--of children and youth depends on it.
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Author(s): |
Beck, Terence A. |
Source: |
Theory and Research in Social Education, v41 n1 p1-32 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
School Safety; Homosexuality; Discourse Analysis; Marriage; Group Discussion; Social Theories; High Schools; School Culture; Social Attitudes; Social Bias; Discussion (Teaching Technique); High School Students; Gender Issues
Abstract:
Scholars have called for discussions of same-sex marriage in schools as one way of ending the curricular silence around lesbian, gay, bisexual, transgender, and questioning (LGBTQ) people. Yet, concerns about how students might talk about LGBTQ people can contribute to teachers' reluctance to initiate such discussions. Queer theory suggests that discussions of same-sex marriage require students to negotiate high school cultures that often assume and enforce heterosexuality. Further, students are likely to draw on the larger societal debate, a debate that often characterizes LGBTQ people very differently (and often stereotypically). Informed by discourse analysis, the author examined one discussion of same-sex marriage in a high school classroom and considered the ways students managed both their arguments and their identities. He also examined students' arguments to see how they contest what it means to be LGBTQ. Results of the analysis suggest that the assumption of heterosexuality pervaded the same-sex marriage discussion and that student arguments tended to focus squarely on the nature of LGBTQ people. These findings suggest that romantic notions of classroom safety might be inadequate when discussing same-sex marriage and that teachers need to carefully consider issues of student identity and the discourses available to students before they introduce same-sex marriage as a controversial political issue discussion topic.
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Author(s): |
Young, Abe Louise |
Source: |
Educational Horizons, v91 n2 p8-10 Dec 2012-Jan 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Homosexuality; Advocacy; Teacher Role; Attitude Change; Behavior Change; Social Change; Social Bias; Social Justice; Adolescent Attitudes; School Safety; Educational Environment; Change Strategies
Abstract:
In a school of 1,000 students, up to 100 will be gay, lesbian, or bisexual; 10 will be transgender; and one will be intersex (biologically neither male nor female). If their lives are average, 87 of them will be verbally harassed, 40 of them will be physically harassed, and 19 will be physically assaulted in the next year because of their sexual orientation or gender expression. The youth make clear that it is not being lesbian, gay, bisexual, and transgender (LGBT) that causes these problems. The problems are the outcome of intolerant actions and speech by peers, parents, teachers, clergy, and strangers. Changing a school's climate can seem as impossible as changing the direction of the tides, but educators must take the temperature of a school climate, map a route, establish rules, and hand out safety gear. For over four months, the author interviewed 30 youth and learned while listening to them that educators need to enter the conversations of students. Not just listen in or overhear the lunchroom roar--but position themselves as eager learners and conversation partners inside and outside of classrooms. In this article, the author shares four ideas that resulted from some inside talk from middle, junior high, and high school LGBT students on how educators can protect and respect them.
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Pub Date: |
2013-04-08 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Suspension; Secondary School Students; Disadvantaged Youth; Dress Codes; High Schools; Graduation Rate; Discipline; Middle Schools; Student Behavior; Delinquency; Crime; School Safety; Behavior Problems; Attendance; Student Rights; Disproportionate Representation
Abstract:
In this first of a kind breakdown of data from over 26,000 U.S. middle and high schools, the authors estimate that well over two million students were suspended during the 2009-2010 academic year. This means that one out of every nine secondary school students was suspended at least once during that year. As other studies demonstrate, the vast majority of suspensions are for minor infractions of school rules, such as disrupting class, tardiness, and dress code violations, rather than for serious violent or criminal behavior. The authors are publishing this report because of the serious academic implications these statistics have for students who attend schools with high suspension rates. They believe greater awareness will help produce more effective approaches that create safe, healthy, and productive learning environments, which research indicates is best accomplished without resorting to frequent out-of-school suspensions. Done well, efforts to reduce suspensions should also improve graduation rates, achievement scores, and life outcomes, while also decreasing the rate of incarceration for juveniles and adults. The findings of this report also highlight critical civil rights concerns related to the high frequency of secondary school suspensions. They focus on secondary schools because children of color and students from other historically disadvantaged groups are far more likely than other students to be suspended out of school at this level. (Contains 1 figure and 6 endnotes.) [For the full report, "Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools," see ED541735.]
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Author(s): |
Munniksma, Anke; Juvonen, Jaana |
Source: |
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v58 n4 Article 4 p489-506 Oct 2012 |
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Student Attitudes; Ethnic Groups; Minority Group Students; School Safety; Friendship; Hispanic American Students; White Students; Correlation; Middle School Students
Abstract:
This exploratory study examined whether cross-ethnic friendships are related to students' sense of social-emotional safety in a multiethnic middle school. The analysis sample (n = 227) consisted of Latino (57%) and White (43%) sixth- and seventh-grade students. Although a strong preference for same-ethnic friendships was found for both ethnic groups, Latino students felt safer than their White schoolmates. Even though the two groups did not differ in the number of cross-ethnic friendships, a greater number of cross-ethnic friendships were associated with a stronger sense of safety only among Latino students both concurrently and over time. The implications of current findings are discussed in terms of improving sense of school safety for ethnic minority students. (Contains 3 tables, 1 figure and 1 footnote.)
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
School Safety; Educational Environment; Altruism; School Culture; Interpersonal Relationship; Guides; Social Justice; School Security; Individual Characteristics; Prosocial Behavior; Vocational Education; Career Development
Abstract:
In today's high-stakes educational environment, students need to see more than standards, bubble sheets, rules, and regulations. It is possible for teachers and schools to build positive, productive relationships with students while maintaining a culture of excellence. Students of all ages need to learn from someone who is not only an expert in their content area, but also from someone who is not afraid to build positive, productive, and professional relationships with students. The authors believe nine areas provide the framework for building successful student relationships at Moore Norman Technology Center in Oklahoma. These nine areas include building traits of excellence, simplicity, consistency, humility, fairness, openness, security, and kindness, and stopping bad behaviors before they start in classrooms and school culture. These traits can allow students to experience a school that definitely has their best interest at heart, while at the same time pushing them to high academic standards. In their experience, the authors have found that each area can impact student success inside and outside the classroom. By becoming aware of how they interact with students and by readjusting their actions, the authors move from being the "sage on the stage" to a place where students can have a constructive, safe place to grow and learn.
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