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NCJRS Abstract

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NCJ Number: 199872 Find in a Library
Title: Creating a Safe and Connected School Climate
Journal: Campus Safety Journal  Volume:11  Issue:4  Dated:April 2003  Pages:24-27
Editor(s): Tom Nelson
Date Published: April 2003
Page Count: 4
Publisher: http://www.campusjournal.com 
Type: Instructional Material
Format: Article
Language: English
Country: United States of America
Annotation: This article explains the major components and tasks that are the key to creating a safe and connected school climate.
Abstract: First, assess the school's emotional climate. The findings of climate surveys can inform efforts to plan ways to enhance safety and respect within the educational environment. Second, emphasize the importance of listening among students and staff. Communications between teachers and students should include listening to feelings, especially those of hurt and pain. Assisting students in learning how to articulate their feelings and experiences provides them with critical skills that can contribute to preventing and reducing violent behavior. Related to listening is another component of a healthy school climate. Third, taking a strong but caring stance against the code of silence. Violence thrives in a climate of noncommunication. Fourth, work to change the perception that talking to an adult about a student contemplating violence involves "snitching." Students must appreciate that telling a caring adult about another student who may violently act out inner pain can save lives. Fifth, find ways to stop bullying. Bullying behavior, whether done by students or teachers, creates a climate conducive to retaliatory violence. Sixth, empower students by involving them in planning, creating, and sustaining a school culture of safety and respect. Seventh, ensure that every student feels that he/she has a trusting relationship with at least one adult at school. Remaining components of a safe school climate are the creation of mechanisms for developing and sustaining safe school climates; being aware of physical environments and their effects on creating comfort zones; emphasizing an integrated systems model; and being aware that all climates of safety are ultimately "local."
Main Term(s): Juvenile delinquency prevention
Index Term(s): School delinquency programs; School influences on crime; School maladjustment; School security; Violence prevention
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=199872

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