Organizing For School Safety

Lesson No. 5: Safety problems are more likely to arise when school goals do not match the needs of students

Schools are expected to prepare young people to become productive adults. In the process of doing so, it is possible for educators to overlook the current needs of their students. The most pressing concerns in the lives of young people do not always revolve around academic work and future goals. Students contend with feelings of isolation and worries about being "different." They struggle to adjust to new environments, strive to develop an identity, try to make friends, assert their independence, and cope with fears and anxieties. When students sense that the concerns that matter most to them are not appreciated by their teachers, they can grow resentful and frustrated. Some are driven to harm themselves, and others strike out at the school, staff members, or classmates.

The first goal in preparing students to be productive adults is making certain they reach adulthood in a psychologically and physically healthy state. To accomplish this goal requires more than academic development. Schools must be designed in ways that encourage students to work together, develop constructive relationships with peers and adults, and acquire the skills necessary to handle various social interactions. Understanding the values and virtues on which a good society is based must be accorded as much importance as algebraic equations and good grammar. Research suggests that a key to reducing school violence is providing many opportunities for students to bond with their school and become actively involved in the educational process (Hawkins, Farrington, & Catalano, 1998, pp. 192–194).

Lesson No. 6: Safety problems are more likely to arise and intensify when communication channels fail to function effectively

A substantial portion of Section II dealt with the relationship between school safety and communications. Gottfredson (1997, pp. 5–14) reviewed various studies of school safety and found that schools "in which the administration and faculty communicate and work together to plan for change and solve problems have higher teacher morale and less disorder." School safety problems can be traced to expectations and rules that are not clearly conveyed to students, staff members who are too preoccupied to listen to the concerns of young people, and young people who are too upset to hear someone else's side of the story. It is an irony of many schools that communication goes on constantly, but it is often one-sided. Those who feel they are not heard develop negative feelings that can lead to withdrawal, resentment, and outbursts of anger.

Safe schools typically are characterized by a variety of opportunities for students, parents, and staff members to be heard. Good listening and regular feedback from all stakeholders are highly valued. Students are encouraged to share their fears, concerns, and suggestions for improving school safety. They receive training to enable them to resolve disputes peacefully and avoid saying things that could upset others. Staff members also receive such training so that they understand the connections between communication and safety.

Clear channels of communication are particularly critical during emergency situations.  Such times demand clear directions, ready access to critical information, rumor control, and the ability to convey calmness and the need for order. It is also vital that individuals know whom to contact to confirm that a crisis exists and to report injuries.

Lesson No. 7: Safety problems are less likely to occur when the well-being of students is considered to be every staff member's responsibility

Crucial elements of any organization are the designated roles that employees are expected to perform. Every role constitutes a set of expectations and responsibilities. Those who work in schools fill a variety of roles, including classroom teacher, guidance counselor, administrator, teacher aide, school nurse, school resource officer, secretary, custodian, and cafeteria worker. When every employee's role includes responsibility for safeguarding students, the likelihood of safe schools for all students is increased.

Experience demonstrates that administrators alone cannot ensure that schools are orderly and peaceful places. School safety requires teachers and other staff members to enforce school rules, report students and colleagues who are having problems, and intervene when trouble is brewing. When staff members ignore or overlook problems that do not occur in their primary sphere of responsibility, students lose respect for the school as a rule-governed organization. In safe schools, safety is everybody's business.