Encourages instruction about disposal of hazardous wastes in college chemistry laboratories as an integral part of experiments done by students. Discusses methods such as down-the-drain disposal, lab-pack disposal, precipitation and disposal, and precipitation and recovery. Suggests that faculty and students take more responsibility for waste…

The National Governors' Association Task Force on School Facilities termed $250 billion worth of underused and poorly maintained public school facilities a disgrace. The governors believe that no community should be hampered by state laws or regulations governing usage for community education purposes. States should act immediately to restore…

Discusses the need for more safety instruction in high school and college chemistry courses. Reports on a national survey of 2019 college and university chemistry departments. Includes survey results and the descriptions of 50 accidents which the institutions reported. (TW)

Describes the absorption and containment (AC) approach to laboratory chemical-spill cleanup. Discusses currently recommended chemical-spill cleanup procedures and evaluates commercially available cleanup materials. Promotes the use of the AC method in terms of its relative safety, availability of materials, and ease of instruction. (TW)

The report was issued as a statutory requirement of the Colorado State Board of Education. The report was directed to include, but not be limited to: (1) Whether student scores have improved since the accountability reports were issued in 2001; (2) Data on safety incidents involving students; (3) Whether the format of the School Accountability…

"Birth to Three Matters" is essential for all those involved in developing policy and providing care and education for children between birth and three. It carefully examines the structure and content of the recently published Birth to Three Matters materials and explores a range of "matters" that impact on the development of quality in early…

The Unsafe School Choice Option (USCO) (section 9532 of the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the No Child Left Behind Act of 2001) requires that each State receiving funds under the ESEA establish and implement a statewide policy requiring that students attending a persistently dangerous public elementary or…

Noting that investments in children are often the first casualties of lean state budgets, this advocacy "toolbox" offers information on the most pressing needs of New Hampshire children and on effective solutions. The toolbox begins with information on advocacy and characteristics of an effective child advocate; specifically, an…

This book discusses topics designed to assist school leaders and teachers in creating safe schools. It explains how to develop, implement, and evaluate an anti-bullying program and describes how to teach students to use three methods when dealing with bullies (social skills, assertiveness, and conflict resolution techniques). Seven chapters focus…

This book discusses the prevention of problems and the promotion of success for school children today. Chapters include: (1) "Preventing Aggression and Violence" (George G. Bear, Carolyn Webster-Stratton, Michael J. Furlong, and Sabrina Rhee); (2) "Promoting Social and Emotional Competence in Children" (Joseph E. Zins, Maurice J. Elias, Mark T.…

The law has developed extensive rights and procedural safeguards that allow for the removal of overly disruptive and dangerous students while also protecting students from arbitrary and wrongful disciplinary action. This report describes New Jersey legislation intended to support fairness in discipline. Part 1 examines: sources of authority for…

Based on a three-year study funded by the Office of Safe and Drug-Free Schools (OSDFS) in the U.S. Department of Education, "Safe and Sound" is a comprehensive and inclusive guide for social and emotional learning (SEL) programming. The guide provides a road map for schools and districts that are launching or adding social, emotional,…

Psychological research has demonstrated that violence is learned, and it has identified some factors that put children at risk of perpetrating or being victimized by violence. Because aggression is often learned at an early age, prevention programs that start early in childhood and continue throughout adolescence have the best chance for success.…

This digest presents a brief review of recent Fourth Amendment decisions that affect the rights of students and the parameters of schools' authority to maintain a crime-free environment. Although Federal decisions apply nationwide and do mark the boundaries of permissible state and local action, state and local laws and regulations must always be…

The conflict resolution curriculum presented in this teachers' guide is based on the belief that conflict is a natural part of life, although few people have the skills to deal with conflict creatively. This curriculum gives students the opportunity to practice skills related to dealing with conflict successfully in all areas of their lives. The…