Schools are accountable for providing all students a safe and caring learning environment. When a child feels unsafe at school, personal relationships, mental health, and academics are negatively affected. The entire school community -- staff, parents, and students -- must work together to develop an effective safe school program. A carefully…

Schools should be safe places for young people, educators, school staff, and community members, and policies and practices can help create learning environments where kids thrive. Gun violence in U.S. schools has prompted calls for increased school safety measures; however, which policies contribute to safe school environments is often a topic of…

Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been…

School safety measures have become a significant concern in school districts, with efforts ranging from proactive strategies to reactive responses. This abstract delves into the contrasting approaches of proactive and reactive measures and examines their respective impacts on the culture and climate within schools. Proactive safety measures…

The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009-2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United…

The author, director of UCLA's Institute for Democracy, Education, and Access, shares results of a study he led exploring how principals in U.S. high schools are responding to five specific societal challenges; he highlights what principals said about the challenge of gun violence in their schools. More school leaders reported their school being…

A general consensus exists among Member States that gaining academic knowledge on its own is not enough for young people to play a role as active citizens and face the socioeconomic realities in their lives, in order to avoid inequity, poverty, discrimination, marginalisation and exclusion. In the 21st century, education needs to go beyond narrow…

Since March of 2020, educational communities have largely been in survival mode with little attention, time, or resources allocated to the ongoing work of school safety and violence prevention. Planning and implementing initiatives for a return to school cannot just focus on a return to "normal" because of significant increases in other…

During the last decades, a significant increase in empirical studies concerning school violence is observed. Evidence-based interventions that promote positive school climate have been found to improve social competence, resilience, and students' well-being in schools, resulting in team bonding, feelings of acceptance, respect, and a sense of…

Nearly 1 in 5 U.S. students attend rural schools. After a two-year pandemic, issues related to funding, teacher recruitment and retention, and serving disadvantaged students have become more severe in rural school districts. In the five-part report series, "Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the…

The overarching goal of schools is to create a safe, supportive environment where students can thrive and learn. This begins with a dedication to students' social and emotional well-being, and effective policies and programs that create a culture of trust. Such a culture provides an optimal learning environment, and is also a proactive step…

Good practice notes offer practical advice and examples of good practice to guide operations in regard to specific, higher education issues. The good practice notes are intended to support and promote the quality assurance approaches of providers. This Good Practice Note is intended to support higher education providers to better understand,…

The UK's world-leading universities transform lives, enrich local communities, drive regional and national economic growth, and improve society and social justice. As the UK begins to recover from the disruption of the global coronavirus (Covid-19) pandemic, it is imperative that its universities can emerge from lockdown safely and in line with…

This publication provides non-statutory guidance from the Department for Education in England. It provides operational level advice and guidance to the Further Education (FE) and Skills sector in England on how to meet the requirements referred to as the Prevent Statutory Duty. It focuses in particular on those organisations that provide learning…

Each year, students in elementary and secondary education fall victim to unacceptable behaviors with sexual overtones, ranging from inappropriate touching and online conversations to physical sexual assault. Most schools have policies and procedures for keeping children safe from a range of threats and hazards, such as natural disasters, flu…