Healthy and Safe School Environment, Part I: Results from the School Health Policies and Programs Study 2006

ERIC Educational Resources Information Center

Jones, Sherry Everett; Fisher, Carolyn J.; Greene, Brenda Z.; Hertz, Marci F.; Pritzl, Jane

2007-01-01

Background: Policies set at the state, district, and school levels can support and enhance a healthy and safe school environment. Methods: The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer-assisted telephone interviews or self-administered mail questionnaires were…

Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response

ERIC Educational Resources Information Center

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to…

Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response

ERIC Educational Resources Information Center

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Teachers can play a central role in violence prevention, and they can also help…

School Counseling Programs as Spiritual and Religious Safe Zones

ERIC Educational Resources Information Center

Stloukal, Merit E.; Wickman, Scott A.

2011-01-01

The authors present a model for creating spiritual and religious safe zones in school counseling programs that implements the Association for Spiritual, Ethical and Religious Values in Counseling's (ASERVIC; 2009) "Competencies for Addressing Spiritual and Religious Issues in Counseling" in a school setting. The authors frame the model within the…

Bike Skills Training in PE Is Fun, Keeps Kids Safe

ERIC Educational Resources Information Center

Wallace, Judi Lawson; Sutton, Nancy P.

2015-01-01

Incorporating bike skills into the elementary- and middle-school physical education curriculum encourages students to be physically active in a fun way while also learning bike safety skills. Winston-Salem's (NC) Safe Routes to School program demonstrates how collaboration with the public schools' health and physical education program can…

West Virginia Safe and Supportive (S3) Schools Project: Year 2 Implementation Evaluation Report

ERIC Educational Resources Information Center

Whisman, Andy

2013-01-01

The 4-year federal Safe and Supportive Schools (S3) program supports targeted interventions to improve and measure conditions for learning at the high school level. For 2011-2012 (Year 2), two evaluation questions were investigated: (EQ1) To what extent do participating schools implement the program with fidelity relative to the WV Model for…

Toward Safe and Orderly Schools--The National Study of Delinquency Prevention in Schools. Research in Brief

ERIC Educational Resources Information Center

Gottfredson, Gary D.; Gottfredson, Denise C.; Czeh, Ellen R.; Cantor, David; Crosse, Scott B.; Hantman, Irene

2004-01-01

Schools are expected to provide a safe environment and to play an active role in socializing children for participation in a civil society. Most schools have programs to prevent problem behavior and serious misconduct such as drug use and violence. But how good are these programs? A recent national study surveyed principals, teachers, program…

Student-Parent-Teacher Partnerships: Creating Safe Classrooms and Communities

ERIC Educational Resources Information Center

Hall, Horace R.

2008-01-01

In this article, the author talks about "Safe Space," an after school program created by a parent-teacher advisory board which maintained that students needed a safe in-school environment where they could openly talk about their out-of-school lives. Being that the school's curriculum heavily focused on academic standards, students' affective…

When Stakeholders Rebel: Lessons from a Safe Schools Program

ERIC Educational Resources Information Center

Gastic, Billie; Irby, Decoteau J.; Zdanis, Maureen

2008-01-01

In this essay, we describe our experiences working with a rebellious primary stakeholder, Sylvia, as evaluators of a district-wide safe schools program. Given the breadth of the program and its multiple target constituencies, we were confronted with the challenges of managing a large number of stakeholders, or those individuals and groups that…

How To Create Safe Schools: Action Steps for the Community. A Workshop and Planning Guide To Help Communities Bring Security and Peace to Their Schools.

ERIC Educational Resources Information Center

National Educational Service, Bloomington, IN.

This workshop and planning guide is designed to help stakeholders create safe schools for students. The guide is intended to be used with three 20-minute videotape programs that feature an inside look at two schools that actively involved their communities in improving school safety. The three videos--"Building the Team,""The Safe School…

SCHOOL SAFETY EDUCATION CHECKLIST--ADMINISTRATION, INSTRUCTION, PROTECTION.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

THIS CHECKLIST IS AN EVALUATIVE TOOL FOR PLANNING PROGRAM IMPROVEMENT. PURPOSING TO STIMULATE THOUGHT AND ACTION ON PROBLEMS OF SAFETY EDUCATION IN SCHOOLS, IT IS DESIGNED TO ENCOURAGE INSPECTIONS OF SCHOOL BUILDINGS FOR (1) SAFE CONDITIONS OF STRUCTURES, GROUNDS, AND EQUIPMENT, (2) SAFE PRACTICES, AND (3) OPTIMUM USE OF THESE SAFE PRACTICES IN…

Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs. Illinois Edition

ERIC Educational Resources Information Center

Collaborative for Academic, Social, and Emotional Learning (NJ1), 2005

2005-01-01

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,…

An Introduction to the Safe Schools/Healthy Students Initiative

ERIC Educational Resources Information Center

Modzeleski, William; Mathews-Younes, Anne; Arroyo, Carmen G.; Mannix, Danyelle; Wells, Michael E.; Hill, Gary; Yu, Ping; Murray, Stephen

2012-01-01

The Safe Schools/Healthy Students (SS/HS) Initiative offers a unique opportunity to conduct large-scale, multisite, multilevel program evaluation in the context of a federal environment that places many requirements and constraints on how the grants are conducted and managed. Federal programs stress performance-based outcomes, valid and reliable…

Planning Safe Routes to School.

ERIC Educational Resources Information Center

Appleyard, Bruce S.

2003-01-01

Describes "Safe Routes to School" efforts in the United States and other countries to make walking and biking to school the transportation of choice. Offers a plan of action for formulating and carrying out such a program and information on funding sources. (EV)

The Food-Safe Schools Action Guide

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2007

2007-01-01

"The Food-Safe School Needs Assessment and Planning Guide" is a tool that can help schools assess their food safety policies, procedures, and programs and develop plans for improvement. This tool includes a simple, straightforward questionnaire, score card, and planning guide that give administrators, school staff, families, and students a chance…

75 FR 1611 - Office of Safe and Drug-Free Schools; Overview Information; Elementary and Secondary School...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-12

... Secondary School Counseling Programs; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010...: The purpose of the Elementary and Secondary School Counseling program is to support efforts by local educational agencies (LEAs) to establish or expand elementary school and secondary school counseling programs...

75 FR 6006 - Office of Safe and Drug-Free Schools; Cooperative Civic Education and Economic Education Exchange...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-05

... DEPARTMENT OF EDUCATION Office of Safe and Drug-Free Schools; Cooperative Civic Education and Economic Education Exchange Program Catalog of Federal Domestic Assistance (CFDA) Number: 84.304A. ACTION... the Cooperative Civic Education and Economic Education Exchange Program. The notice stated that a list...

Adherence to National Asthma Education and Prevention Program's "How Asthma-Friendly Is Your School?" Recommendations

ERIC Educational Resources Information Center

Jones, Sherry Everett; Wheeler, Lani S.; Smith, Alisa M.; McManus, Tim

2009-01-01

School health policies and programs provide the framework for a safe and supportive environment for students with asthma. School Health Policies and Programs Study 2006 data were examined to assess whether schools nationwide have policies and programs consistent with the "How Asthma-Friendly Is Your School?" checklist from the National Asthma…

Independent Statewide Evaluation of After School Programs: ASES and 21st CCLC Year 2 Annual Report. CRESST Report 789

ERIC Educational Resources Information Center

Huang, Denise; Silver, David; Cheung, Mandy; Duong, Nikki; Gualpa, Alice; Hodson, Cheri; La Torre Matrundola, Deborah; Obregon, Nora; Rickles, Jordan; Rivera, Gwendelyn; Sun, Yulin; Thomas, Larry; Vazquez, Vanessa

2011-01-01

After school programs offer an important avenue for supplementing educational opportunities. In California, the After School Education and Safety (ASES) program creates incentives for locally driven after school programs to partner with schools and communities in providing academic support and safe, constructive alternatives for elementary and…

Safe Schools: A Planning Guide for Action. 2002 Edition.

ERIC Educational Resources Information Center

Abbott, Carol

This publication summarizes research on the benefits of safe-school planning, provides examples of successful programs and strategies, and offers a step-by-step planning process that school teams can apply to their individual campuses and student populations. It also reflects new state and federal laws that established California's School Safety…

School-Based Drug Prevention Program: Quantitative Assessment of Life Skills Training Elementary School Program

ERIC Educational Resources Information Center

Kindle, Silverlene J.

2013-01-01

Since the 1960s long-term studies have documented nation-wide patterns of adolescent smoking, drinking and illicit drug use. The federal government responded by passing the Safe and Drug Free Schools and Communities Act, which funded school-based prevention programs. The problem for school counselors in a Georgia Public School District was…

Keeping the Peace and Controlling Crime: What School Resource Officers Want School Personnel to Know

ERIC Educational Resources Information Center

Barnes, Lynn M.

2016-01-01

School Resource Officer (SRO) programs have gained widespread popularity across the nation in response to concerns regarding safe schools. While much of the research concerning the program examines students' and school administrators' perceptions regarding the program, current research lacks an examination of the officer's assessment of the daily…

Improving Participation in After-School Programs

ERIC Educational Resources Information Center

Walker, Karen E.; Arbreton, Amy J. A.

2005-01-01

After-school programs attempt to provide safe havens that keep youth off the streets and offer them a variety of opportunities to enhance their experiences and skills, including educational outcomes such as grades. What the programs actually accomplish has been somewhat different. Major evaluations of after-school programs have shown that they do…

The safe routes to school program in California: an update.

PubMed

Chaufan, Claudia; Yeh, Jarmin; Fox, Patrick

2012-06-01

Despite efforts to combat increasing rates of childhood obesity, the problem is worsening. Safe Routes to School (SRTS), an international movement motivated by the childhood obesity epidemic, seeks to increase the number of children actively commuting (walking or biking) to school by funding projects that remove barriers preventing them from doing so. We summarize the evaluation of the first phase of an ongoing SRTS program in California and discuss ways to enhance data collection.

The Safe Routes to School Program in California: An Update

PubMed Central

Chaufan, Claudia; Fox, Patrick

2012-01-01

Despite efforts to combat increasing rates of childhood obesity, the problem is worsening. Safe Routes to School (SRTS), an international movement motivated by the childhood obesity epidemic, seeks to increase the number of children actively commuting (walking or biking) to school by funding projects that remove barriers preventing them from doing so. We summarize the evaluation of the first phase of an ongoing SRTS program in California and discuss ways to enhance data collection. PMID:22515862

The Role of School and Community-Based Programs in Aiding Latina/o High School Persistence

ERIC Educational Resources Information Center

Harris, Donna M.; Kiyama, Judy Marquez

2015-01-01

This study documents the important role school and community-based programs have for sustaining the persistence of Latina/o high school students in an urban, low achieving school district. Consensus among student participants revealed these programs provided a safe space where students were able to develop "confianza" (mutual trust) with…

Safe Cockroach Control: A Guide to Setting Up an Integrated Pest Management Program within a School System.

ERIC Educational Resources Information Center

Cowles, Kathleen Letcher; And Others

Integrated Pest Management (IPM) is a decision-making approach to pest control that has been used successfully on farms, city parks, offices, homes, and schools. IPM programs help individuals decide when treatments are necessary, where treatment would be most helpful, and what combinations of tactics would be most effective, safe, and inexpensive…

The effects of the evidence-based Safe Dates dating abuse prevention program on other youth violence outcomes.

PubMed

Foshee, Vangie A; Reyes, Luz McNaughton; Agnew-Brune, Christine B; Simon, Thomas R; Vagi, Kevin J; Lee, Rosalyn D; Suchindran, Chiravath

2014-12-01

In response to recent calls for programs that can prevent multiple types of youth violence, the current study examined whether Safe Dates, an evidence-based dating violence prevention program, was effective in preventing other forms of youth violence. Using data from the original Safe Dates randomized controlled trial, this study examined (1) the effectiveness of Safe Dates in preventing peer violence victimization and perpetration and school weapon carrying 1 year after the intervention phase was completed and (2) moderation of program effects by the sex or race/ethnicity of the adolescent. Ninety percent (n = 1,690) of the eighth and ninth graders who completed baseline questionnaires completed the 1-year follow-up assessment. The sample was 51 % female and 26 % minority (of whom 69 % was black and 31 % was of another minority race/ethnicity). There were no baseline treatment group differences in violence outcomes. Treatment condition was significantly associated with peer violence victimization and school weapon carrying at follow-up; there was 12 % less victimization and 31 % less weapon carrying among those exposed to Safe Dates than those among controls. Treatment condition was significantly associated with perpetration among the minority but not among white adolescents; there was 23 % less violence perpetration among minority adolescents exposed to Safe Dates than that among controls. The observed effect sizes were comparable with those of other universal school-based youth violence prevention programs. Implementing Safe Dates may be an efficient way of preventing multiple types of youth violence.

A Snapshot of After-School Program Research Literature. Research Watch. D&A Report No. 13.10

ERIC Educational Resources Information Center

Rhea, Anisa

2013-01-01

After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009;…

The Impacts of the Chicago Welcoming Schools' Safe Passage Program on Student Safety and Crime

ERIC Educational Resources Information Center

Curran, F. Chris

2014-01-01

Students' ability to succeed academically in the school setting depends heavily on factors that students face outside of the school walls. One such contributor is the presence of a safe environment for students to travel to and from school. Unfortunately, for many students in urban and economically depressed environments, the daily commute to and…

The Effect of the Missouri Safe School Act of 1997 on Alternative Education Students: A Qualitative Analysis

ERIC Educational Resources Information Center

Rhodes, Randall G.

2013-01-01

Because of a perceived increase in school related violence, a political reaction occurred in Missouri that led in 1997 to the Missouri Safe Schools Act. This new law significantly changed school disciplinary policy and allowed administrators to move large groups of students to alternative education programs, or expel them to the streets. The…

Aligning Comprehensive School Counseling Programs and Positive Behavioral Interventions and Supports to Maximize School Counselors' Efforts

ERIC Educational Resources Information Center

Goodman-Scott, Emily; Betters-Bubon, Jennifer; Donohue, Peg

2015-01-01

School counselors are tasked with contributing to a safe and preventative school climate serving students' academic, career, and social/emotional needs through comprehensive school counseling program implementation. Positive Behavioral Interventions and Supports (PBIS) prioritizes a positive school climate, is widely implemented in the United…

Feeding Students in School: Providing Guidelines and Information on Safe Feeding Practices for Special Students.

ERIC Educational Resources Information Center

Hall, Sandra; And Others

This manual provides guidelines for safe feeding practices for students with disabilities in Oregon schools. Stressed is the importance of distinguishing between feeding for the maintenance of health and feeding for the acquisition of skills. Individual sections cover: definitions of feeding programs; the school district responsibility; risks;…

75 FR 39504 - Office of Safe and Drug-Free Schools; Overview Information; Safe and Supportive Schools; Notice...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-09

... Education Statistics, Institute for Education Sciences, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, DC: U.S. Government Printing Office. \\2\\ U.S. Department of Education. National Center for Education Statistics. Indicators of School...

Data Analysis and Data-Driven Decision-Making Strategies Implemented by Elementary Teachers in Selected Exited Program Improvement Safe Harbor Schools in Southern California

ERIC Educational Resources Information Center

Senger, Karen

2012-01-01

Purpose: The purposes of this study were to investigate and describe how elementary teachers in exited Program Improvement-Safe Harbor schools acquire student achievement data through assessments, the strategies and reflections utilized to make sense of the data to improve student achievement, ensure curriculum and instructional goals are aligned,…

Walk, ride and learn: students' discovery of nature and other evironmental elements on their routes to school

Treesearch

Whitney Knollenberg; Jeamok Kwon; Christine Vogt

2010-01-01

America's youth face epidemic levels of childhood obesity and are suffering from a lack of exposure to the outdoors. The Safe Routes to School Program, sponsored by the U.S. Department of Transportation, National Highway Traffic Safety Administration, aims to improve access to safe routes to school for elementary and junior high school children. As a required...

76 FR 78250 - Final Priority; Safe and Healthy Students Discretionary Grant Programs

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-16

... abuse, and violence in their schools and that this priority would help address these problems... Students (OSHS): Grants to Reduce Alcohol Abuse (CFDA No. 84.184A). Grants for the Integration of Schools and Mental Health Systems (CFDA No. 84.215M). Safe Schools/Healthy Students (CFDA Nos. 84.184J, 84...

Adoption of Safe Routes to School in Canadian and the United States Contexts: Best Practices and Recommendations

ERIC Educational Resources Information Center

Macridis, Soultana; García Bengoechea, Enrique

2015-01-01

Background: Declines in physical activity (PA) in children and youth have contributed to increases in childhood overweight and obesity. The Safe Routes to School (SRTS) program was developed to promote school active transportation (AT) and reverse the trend. Methods: Adopting concepts of a realist approach, this article seeks to understand…

A Guide To Choosing an After-School Program. For Parents/about Parents.

ERIC Educational Resources Information Center

Schwartz, Wendy

It is important for children to have a safe way to spend time after school and to have the opportunity to bolster the education they receive during class with extra learning activities. This guide provides information about after-school programs so that parents can choose the best one for their children. There are good after-school programs in…

After-School Programs: Keeping Children Safe and Smart.

ERIC Educational Resources Information Center

Chung, An-Me

This guide provides information on the benefits of afterschool programs and the qualities of good after school programs. Afterschool programs reduce the risk of juvenile delinquency, substance use, and violent crime victimization. Children involved in quality programs decrease their chances of dropping out, earn higher grades, and develop better…

Safe routes to school (SRTS) statewide mobility assessment study : phase I report.

DOT National Transportation Integrated Search

2010-01-01

This report presents the results of phase one of a two phase study designed to support state-level management of the Federal Highway Administration Safe Routes to School (SRTS) program. The study aims to achieve three objectives: (1) identify and use...

Development and evaluation of a pedestrian safety training program for elementary school bus riders

DOT National Transportation Integrated Search

1994-12-01

The objective of this study was to develop and evaluate a comprehensive pedestrian safety program for elementary (kindergarten through grade 6) school bus riders. Existing materials, crash data and state laws/regulations on school bus pedestrian safe...

Youth Walking and Biking Rates Vary by Environments around 5 Louisiana Schools

ERIC Educational Resources Information Center

Gustat, Jeanette; Richards, Katherine; Rice, Janet; Andersen, Lori; Parker-Karst, Kathryn; Cole, Shalanda

2015-01-01

Background: The prevalence of obesity in children is high, and many do not meet physical activity recommendations. The Safe Routes to School (SRTS) program encourages school-aged children to walk and bike to school. We assessed the condition of the walking/biking environment around schools in Louisiana prior to the state's first SRTS program.…

77 FR 59407 - Fiscal Year (FY) 2012 Funding Opportunity

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-27

... of the Technical Assistance Center for Mental Health Promotion and Youth Violence Prevention Center (TA Center) is to support the federally funded Safe Schools/Healthy Students (SS/HS) and Linking Actions for Unmet Needs in Children's Health (Project LAUNCH) grant programs. The Safe Schools/Healthy...

How Principals Can Help to Ensure Safe Science Study.

ERIC Educational Resources Information Center

Kaufman, James A.

1995-01-01

Most schools inadequately protect the health and safety of students involved in science study. Echoing industry standards (and safety records), schools should have safety policies and committees, develop safety orientation programs, make working safely an employment condition, reward good safety performance, inspect and correct, and supply…

Validity of instruments to assess students' travel and pedestrian safety

USDA-ARS?s Scientific Manuscript database

Safe Routes to School (SRTS) programs are designed to make walking and bicycling to school,safe and accessible for children. Despite their growing popularity, few validated measures exist for assessing important outcomes such as type of student transport or pedestrian safety behaviors. This research...

School-based travel : a mobility assessment

DOT National Transportation Integrated Search

2011-02-01

This project contributes to developing a technical infrastructure to support the Safe Routes to School (SRTS) Program, : specifically to monitor its growth and to evaluate its effectiveness. Since its inception in 2005, the SRTS program : mandated by...

75 FR 21266 - Office of Safe and Drug-Free Schools; Overview Information; Building State Capacity for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-23

... DEPARTMENT OF EDUCATION Office of Safe and Drug-Free Schools; Overview Information; Building State Capacity for Preventing Youth Substance Use and Violence; Notice Inviting Applications for New Awards for... Program: Building State Capacity for Preventing Youth Substance Use and Violence provides competitive...

The Challenge. Volume 13, Number 3, Spring 2005

ERIC Educational Resources Information Center

US Department of Education, 2005

2005-01-01

"The Challenge", a publication of the US Department of Education's office of Safe and Drug-Free Schools, provides critical information and resources to assist schools in creating safe and healthy environments for young people. This issue addresses the following topics: (1) Prevention Programs with Staying Power: What Makes Good Prevention Programs…

76 FR 9562 - Safe Schools/Healthy Students Program; Catalog of Federal Domestic Assistance (CFDA) Numbers: 84...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-18

... projects resulted in-- Fewer students witnessing violence; Fewer students involved in violent incidents... related to the five comprehensive plan elements: Element One: Safe school environments and violence... related to early childhood social and emotional learning and development; drug, alcohol, and violence...

Why Teens are not Involved in Out-of-School Time Programs: The Youth Perspective. Research-to-Results Brief. Publication #2009-38

ERIC Educational Resources Information Center

Terzian, Mary; Giesen, Lindsay; Mbwana, Kassim

2009-01-01

Out-of-school time programs can provide valuable supports to the positive development of children and youth. These programs can help cultivate social and emotional skills, and further students' academic achievements. Furthermore, the safe environment provided by out-of-school time programs can offer children and youth, especially those living in…

Healthy and Safe School Environment, Part II, Physical School Environment: Results from the School Health Policies and Programs Study 2006

ERIC Educational Resources Information Center

Jones, Sherry Everett; Axelrad, Robert; Wattigney, Wendy A.

2007-01-01

Background: As society continues to focus on the importance of academic achievement, the physical environment of schools should be addressed as 1 of the critical factors that influence academic outcomes. The School Health Policies and Programs Study (SHPPS) 2006 provides, for the first time, a comprehensive look at the extent to which schools have…

Teacher and Staff Voices: Implementation of a Positive Behavior Bullying Prevention Program in an Urban School

ERIC Educational Resources Information Center

Letendre, Joan; Ostrander, Jason A.; Mickens, Alison

2016-01-01

Bullying is a problem that affects the academic, social, and emotional well-being of scores of children and youths daily in U.S. schools. Understanding how to influence the environment in which the bullying occurs is essential to creating safe schools. Whole-school intervention programs train teachers, school staff, and administrators to model and…

Custodians/Security Program Evaluation.

ERIC Educational Resources Information Center

Ennis, Bob

The Custodians/Security Department is a support service of the Des Moines (Iowa) Independent Community School District. Responsibilities of the department do not stop with the care of the facility, but extend to providing a clean, safe environment for all who use school facilities. Program evaluation in the 1993-94 school year reveals a total…

Girls Leading Outward

ERIC Educational Resources Information Center

Hamed, Heather; Reyes, Jazmin; Moceri, Dominic C.; Morana, Laura; Elias, Maurice J.

2011-01-01

The authors describe a program implemented in Red Bank Middle School in New Jersey to help at-risk, minority middle school girls realize their leadership potential. The GLO (Girls Leading Outward) program was developed by the Developing Safe and Civil Schools Project at Rutgers University and is facilitated by university students. Selected middle…

Community-level Moderators of a School-Based Childhood Sexual Assault Prevention Program

PubMed Central

Morris, Matthew C.; Kouros, Chrystyna D.; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

2016-01-01

Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Last program compared to a waitlist control condition. Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1,177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d’s ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children’s knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. PMID:27890344

Follow-up data on the effectiveness of New Zealand's national school based child protection program.

PubMed

Briggs, F; Hawkins, R M

1994-08-01

In 1987, in response to concerns relating to the high incidence of (reported) child sexual abuse, the Ministry of Education and New Zealand Policy jointly introduced a national school-based personal safety program, Keeping Ourselves Safe. In December 1990, 252 children were interviewed in eight primary schools, selected as representative of the ethnic, economic, and social diversity of New Zealand society (Briggs 1991). The interview schedule was designed on problem-solving lines to establish whether children could identify and respond safely to a wide range of potentially unsafe situations. One year later, 117 of the children were available for interview using the same questionnaire. Children exposed to Keeping Ourselves Safe had retained and increased their safety strategies during that time. The variables of gender, age, race, and academic level did not affect improvement but the number of initial gains by children with highly committed teachers was almost double the number achieved by teachers classified as having low levels of commitment. Prior to using the program, children from low socioeconomic groups had significantly lower knowledge and skill levels than their middle-class contemporaries. Middle-class children also gained more from the program. The difference in gains achieved is explained in terms of parental participation in the school program.

Safe Thinking and Affect Regulation (STAR): Human Immunodeficiency Virus Prevention in Alternative/Therapeutic Schools

ERIC Educational Resources Information Center

Brown, Larry K.; Nugent, Nicole R.; Houck, Christopher D.; Lescano, Celia M.; Whiteley, Laura B.; Barker, David; Viau, Lisa; Zlotnick, Caron

2011-01-01

Objective: To evaluate the effectiveness of Safe Thinking and Affect Regulation (STAR), a 14-session HIV-prevention program for adolescents at alternative/therapeutic schools. Because these youth frequently have difficulties with emotions and cognitions, it was designed to improve sexuality-specific affect management and cognitive monitoring, as…

School Violence, Role of the School Nurse in Prevention. Issue Brief

ERIC Educational Resources Information Center

Blout, JoAnn D.; Rose, Kathleen C.; Suessmann, Mary; Coleman, Kara; Selekman, Janice

2012-01-01

Registered professional school nurses (hereinafter referred to as school nurses) advance safe school environments by promoting the prevention and reduction of school violence. School nurses collaborate with school personnel, healthcare providers, parents, and community members to identify and implement evidence-based educational programs. The…

Assessing an Effort to Promote Safe Parks, Streets and Schools in Washington Heights/Inwood: Assessing Urban Infrastructure Conditions as Determinants of Physical Activity. Program Results

ERIC Educational Resources Information Center

Nakashian, Mary

2008-01-01

Researchers from the Mailman School of Public Health at Columbia University prepared a case study of CODES (Community Outreach and Development Efforts Save). CODES is a coalition of 35 people and organizations in northern Manhattan committed to promoting safe streets, parks and schools. The case study analyzed the factors that prompted CODES'…

Analysis of Refrigeration Equipment in School Nutrition Programs in the USDA/FNS Southwest Region

ERIC Educational Resources Information Center

Webb, Virginia Susan

2012-01-01

Equipment to store foods at proper temperatures is critical to serving safe and nutritious meals in schools yet little is known about the amount or the adequacy of refrigerated storage in school nutrition programs. The purposes of this study were to identify the types and capacity of refrigeration equipment used in schools, determine the perceived…

Physical Education and Sport Programs at an Inner City School: Exploring Possibilities for Positive Youth Development

ERIC Educational Resources Information Center

Holt, Nicholas L.; Sehn, Zoe L.; Spence, John C.; Newton, Amanda S.; Ball, Geoff D. C.

2012-01-01

Background: School-based recreational opportunities for youth from low-income inner-city neighbourhoods are often lacking. School programs represent an ideal location for promoting youth development in low-income areas because they can provide safe, supervised, and structured activities. Such activities should include not only physical education…

"Policing Schools" Strategies: A Review of the Evaluation Evidence

ERIC Educational Resources Information Center

Petrosino, Anthony; Guckenburg, Sarah; Fronius, Trevor

2012-01-01

Background: Schools experience a wide range of crime and disorder, victimizing students and staff, and undermining attempts to create a safe and orderly environment for student learning. Police have long established programs with schools, but there has been no systematic review of evaluations of these programs, outside of police-led prevention…

Out-of-School Time Programs in Rural Areas. Highlights from the Out-of-School Time Database. Research Update, No. 6

ERIC Educational Resources Information Center

Harris, Erin; Malone, Helen; Sunnanon, Tai

2011-01-01

Out-of-school time (OST) programming can be a crucial asset to families in rural areas where resources to support children's learning and development are often insufficient to meet the community's needs. OST programs that offer youth in rural communities a safe and supportive adult-supervised environment--along with various growth-enhancing…

Correlates of perceived effectiveness of the Safe Schools/Healthy Students Initiative.

PubMed

Ellis, Bruce; Alford, Aaron; Yu, Ping; Xiong, Sharon; Hill, Gary; Puckett, Marissa; Mannix, Danyelle; Wells, Michael E

2012-05-01

A three-level growth-curve model was applied to estimate perceived impact growth trajectories, using multi-year data from project and school surveys on outcome and program implementation collected from 59 sites and approximately 1165 participating schools in the Safe Schools and Healthy Students Initiative. Primary interest is to determine whether and how project-level and school-level correlates affect schools' perceptions of the Initiative's effectiveness over time when the effects of the pre-grant environmental conditions, grant operations, and near-term outcomes are considered. Coordination and service integration, comprehensive programs and activities for early childhood development, and change in school involvement were found to be significant predictors of school-perceived overall impact when the effect of poverty was considered. Partnership functioning, perceived importance of school resources, and school involvement were found to be significant predictors of school-perceived impact on substance use prevention when the effect of poverty was considered. Copyright © 2011 Elsevier Ltd. All rights reserved.

Community-level moderators of a school-based childhood sexual assault prevention program.

PubMed

Morris, Matthew C; Kouros, Chrystyna D; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

2017-01-01

Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Lastprogramcomparedtoawaitlistcontrolcondition.(*) Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d's ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children's knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. Copyright © 2016 Elsevier Ltd. All rights reserved.

Poetic Expressions: Students of Color Express Resiliency through Metaphors and Similes

ERIC Educational Resources Information Center

Hall, Horace R.

2007-01-01

The after-school City School Outreach youth program captured the attention of high school male students by offering them a physically and psychologically safe environment to talk about issues they faced. The students of color who attended the program used various forms of creative written expression (i.e., poetry, spoken word, and hip hop) to…

Keys to a Safe, Secure School.

ERIC Educational Resources Information Center

Kennedy, Mike

2002-01-01

Outlines 10 steps that school administrators can take to make their schools safer and more secure for students and staff. These steps encompass crime prevention through environmental design, crisis planning, entrances, lighting, police presence, prevention programs, rapport with students, smaller schools, technology implementation, and staff…

Implementing the "Teaching Students To Be Peacemakers Program"

ERIC Educational Resources Information Center

Johnson, David W.; Johnson, Roger T.

2004-01-01

The Teaching Students To Be Peacemakers Program trains every student in a school in the competencies they need to (a) resolve conflicts constructively and (b) make their schools safe places in which to learn. The program is directly based on the theory and research on constructive conflict resolution. More than 16 studies in 2 different countries…

Effects of "Safe School" Programs and Policies on the Social Climate for Sexual-Minority Youth: A Review of the Literature

ERIC Educational Resources Information Center

Black, Whitney W.; Fedewa, Alicia L.; Gonzalez, Kirsten A.

2012-01-01

Research indicates lesbian, gay, bisexual, and transgender (LGBT) youth are a vulnerable population--a status that can be attributed to a hostile social climate at school. Intervention strategies, such as educational policies, programs, and a supportive environment, improve the social climate for LGBT students in secondary schools and…

School Safety: A Collaborative Effort.

ERIC Educational Resources Information Center

ERIC Review, 2000

2000-01-01

The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme topic. This issue focuses on school safety and violence prevention. An introductory section includes two articles: "How Safe Is My Child's School?" (Kevin Mitchell) and "Making America's Schools Safer" (U.S.…

Chemicals in Schools: Solutions for Healthy School Environments. K-12 Schools

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2006

2006-01-01

School leaders play a pivotal role in keeping schools safe from chemical accidents. Readers of this brochure can help schools develop a chemical cleanout and prevention program and assemble a team of teachers, facilities staff, and administrators with technical expertise to assess chemical safety issues and set policy. Some important team roles…

Keeping Schools Safe through Threat Assessment

ERIC Educational Resources Information Center

Barton, Rhonda

2008-01-01

This article illustrates how effective a threat assessment program like the Mid-Valley Student Threat Assessment (STAT) program can be in dealing with violent and threatening students. STAT is a a regional system that draws together resources from schools, mental health agencies, law enforcement bureaus, and other youth-serving organizations in…

In Pursuit of Goal Six: A Statewide Initiative To Improve School Safety.

ERIC Educational Resources Information Center

Yap, Kim O.; And Others

National Education Goal Six calls for all schools to have safe environments conducive to teaching and learning by year 2000. In 1989, the Washington State Office of Superintendent of Public Instruction initiated the School Security Enhancement Program, which provides competitive grants to school districts to develop or improve school-based…

Keeping Schools Safe during Tight Budget Times

ERIC Educational Resources Information Center

Trump, Kenneth S.

2010-01-01

Tight budgets are no excuse for failing to be proactive with school safety. In fact, school leaders must be especially committed to prevention and security programs during times when economic woes are increasing stress on kids, their families and school staff. Parents will forgive educators if their school's test scores drop. But they are much…

Discipline for Democracy? School Districts' Management of Conflict and Social Exclusion

ERIC Educational Resources Information Center

Bickmore, Kathy

2004-01-01

An examination of six urban Canadian school districts' policies and co-curricular programs for safe and inclusive schools shows contrasting implicit patterns of citizenship education. Peacekeeping-oriented districts relied heavily on standardized control and exclusion to achieve school safety and allocated few resources to affirming diversity.…

Budget Eliminates Emergency Grants; Districts Regroup

ERIC Educational Resources Information Center

Shah, Nirvi

2011-01-01

Emergency training programs aimed to prepare schools for events like Columbine are losing their funding amid budget cuts. "Readiness and Emergency Management for Schools" grants from the federal office of safe and drug-free schools, has evaporated. After paying for hundreds of school districts to prepare for a Columbine-like event, the roughly…

How to Be Safe and Secure against School Vandalism.

ERIC Educational Resources Information Center

Stover, Del

1990-01-01

During 1990-91, vandals will cost the public schools $250 million. To battle vandalism, school executives are relying on numerous security techniques that police use to foil burglaries, including locks, alarms, electronic security systems, and antivandalism programs. Tips are provided for enlisting others' aid and checking a school's security…

More than Just Being There: Balancing the Participation Equation

ERIC Educational Resources Information Center

Weiss, Heather B.; Little, Priscilla M. D.; Bouffard, Suzanne M.

2005-01-01

The research and evaluation evidence is mounting: out-of-school-time (OST) programs can keep young people safe, support working families, and improve academic achievement and the civic and social development of young people. Indeed, according to recent polling data, 6.5 million children are enrolled in after-school programs nationwide and…

The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities

ERIC Educational Resources Information Center

Princiotta, Daniel; Fortune, Ayeola

2009-01-01

Extended learning opportunities (ELOs) provide safe, structured learning environments for students outside the traditional school day. ELOs include afterschool and summer learning programs as well as before-school, evening, and weekend programs. ELOs come in many forms and can include tutoring, volunteering, academic support, community service,…

Safe at Home

ERIC Educational Resources Information Center

O'Hanlon, Charlene

2009-01-01

Since laptop programs extend instruction beyond the campus, it is then a must for schools to try a variety of solutions to protect their machines--and their users. Combining high-tech safeguards with face-to-face user education is a must for schools whose laptop programs allow students to take the computers off-site. For a cautionary tale on the…

Empowering and protecting children by enhancing knowledge, skills and well-being: A randomized trial of Learn to BE SAFE with Emmy.

PubMed

Dale, Rebecca; Shanley, Dianne C; Zimmer-Gembeck, Melanie J; Lines, Katrina; Pickering, Kaye; White, Codi

2016-01-01

Australia needs effective programs to protect children and prevent abuse, but there is little information available for policymakers or families. Using a randomized controlled trial, Learn to BE SAFE with Emmy, a school-based protection program for young children designed by Act for Kids, was evaluated to determine its effectiveness for promoting young children's knowledge and skills. Grade one children (n=245) from 15 classrooms across 5 primary schools completed assessment measures. A subset of these children received the program (n=131) or acted as a comparison group (n=114). Parents (n=72) completed questionnaires about their child's participation in the program. When compared with children who had not received the program, children who completed Learn to BE SAFE with Emmy demonstrated increased knowledge of interpersonal safety and were more likely to choose a safe response option to hypothetical unsafe scenarios 6 months after participation than at both pre- and post-intervention. Parents reported their children who participated used more safety strategies immediately and 6 months after participation compared to pre-intervention. Outcomes can assist in guiding future policies around the prevention of child abuse and protect the well-being of Australian children. Copyright © 2015 Elsevier Ltd. All rights reserved.

Evaluation of safe performance secondary school driver education curriculum demonstration project

DOT National Transportation Integrated Search

1983-06-01

The primary objective of this Project was to determine the crash reduction potential of a quality, competency-based driver training program known as the Safe Performance Curriculum (SPC). The experimental design called for the random assignment of 18...

Out-of-School Time Is Critical for Children: Who Participates in Programs? Research-to-Results Fact Sheet. Publication #2006-20

ERIC Educational Resources Information Center

Theokas, Christina; Bloch, Margot

2006-01-01

School-age children and adolescents in the United States have a lot of discretionary time (6.5 to 8 hours per day). Participating in organized out-of-school time programs and activities is one constructive and safe way that children can spend their free time. These activities can provide supervision, fun, and opportunities to develop new skills…

Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools

ERIC Educational Resources Information Center

London, Rebecca A.; Westrich, Lisa; Stokes-Guinan, Katie; McLaughlin, Milbrey

2015-01-01

Background: Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy,…

School climate factors contributing to student and faculty perceptions of safety in select Arizona schools.

PubMed

Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

2011-04-01

To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders. © 2011, American School Health Association.

Evaluation of Project Students are Sun Safe (SASS): A University Student-Delivered Skin Cancer Prevention Program for Schools.

PubMed

Davis, Raeann; Loescher, Lois J; Rogers, Jillian; Spartonos, Denise; Snyder, Aimee; Koch, Stephanie; Harris, Robin B

2015-12-01

Skin cancer is the most common cancer in the USA and is increasing in children and young adults. Adolescents are an important target population for sun-safety interventions with ultraviolet radiation as the strongest risk factor for developing skin cancer. Schools are an ideal setting to intervene with adolescents. A novel Arizona skin cancer prevention in-class education-activity program, Project 'Students are Sun Safe' (SASS), was designed to be delivered by university students for middle school and high school students. Participant students completed the pre- and post-program tests and a satisfaction questionnaire; teachers completed reviews. The evaluation examined the program's influence on participants' sun-safety knowledge, perceptions, and behaviors; satisfaction with the program; and intent to change. After exposure to Project SASS, participants were more likely to perceive a high risk of skin cancer, report negative attitudes toward tanned skin, and answer knowledge-based questions correctly. There were minimal differences in self-reported sun-safety behaviors, though participants did report intent to change. Both participants and teachers were satisfied with the program. Project SASS appears to be an effective sun-safety program for middle school and high school students for knowledge and perceptions, and the results confirm that appropriately tailoring program components to the target population has strong potential to impact adolescent perceived susceptibility, knowledge, and behavioral intent. The strengths and weaknesses of Project SASS have many implications for public health practice, and Project SASS may hold promise to be a model for skin cancer prevention in adolescents.

The Implementation of the Bully Prevention Program: Bully Proofing Your School and Its Effect on Bullying and School Climate on Sixth Grade Suburban Students

ERIC Educational Resources Information Center

Toner, Barbara K.

2010-01-01

Almost 70 years after Abraham Harold Maslow suggested in his 1943 work, "A Theory of Human Emotion", a child's need to feel safe in order to thrive (Maslow, 1943), educational communities, still embracing his insight, find themselves continuing to grapple with how to keep children safe-from one another. The bulk of educational research focused on…

75 FR 3212 - Office of Safe and Drug-Free Schools; Overview Information; Grant Competition for the Cooperative...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-20

... such institutions; (B) Visits to school systems, institutions of higher education, and nonprofit...; (B) Visits to school systems, institutions of higher education, and organizations conducting... systems, institutions of higher education, and organizations conducting exemplary programs in economic...

Transporting Students with Special Needs: A Resource Manual for School District Administrators.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem.

As schools develop programs to serve students with increasingly complex conditions and as greater numbers of students with severe disabilities are mainstreamed into their neighborhood schools, requirements for safely transporting these students have become more complicated. This document provides special education administrators, transportation…

Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

ERIC Educational Resources Information Center

Metz, Rachel A.; Goldsmith, Julie; Arbreton, Amy J. A.

2008-01-01

Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunities such as high-quality after-school programs that could put them on a path to success. Funders, policymakers and…

The impact of state safe routes to school-related laws on active travel to school policies and practices in U.S. elementary schools.

PubMed

Chriqui, Jamie F; Taber, Daniel R; Slater, Sandy J; Turner, Lindsey; Lowrey, Kerri McGowan; Chaloupka, Frank J

2012-01-01

This study examined the relationship between state laws requiring minimum bussing distances, hazardous route exemptions, sidewalks, crossing guards, speed zones, and traffic control measures around schools and active travel to school (ATS) policies/practices in nationally representative samples of U.S. public elementary schools between 2007-2009. The state laws and school data were compiled through primary legal research and annual mail-back surveys of principals, respectively. Multivariate logistic and zero-inflated poisson regression indicated that all state law categories (except for sidewalks) relate to ATS. These laws should be considered in addition to formal safe routes to school programs as possible influences on ATS. Copyright © 2011 Elsevier Ltd. All rights reserved.

School Reform Efforts for Lesbian, Gay, Bisexual, and Transgendered Students

ERIC Educational Resources Information Center

Mayberry, Maralee

2006-01-01

Recent efforts of school personnel across the country to implement a variety of initiatives aimed at providing safe and tolerant learning environments for lesbian, gay, bisexual, and transgendered (LGBT) students have resulted in inclusion of homosexual identities in school curricula, identification of positive role models, counseling programs,…

Grounds Maintenance Evaluation.

ERIC Educational Resources Information Center

Chesapeake Public Schools, VA. Office of Program Evaluation.

The Grounds Shop of the Chesapeake Public School Division (Virginia) Department of School Plants was evaluated in 1995-96. The goals of the grounds maintenance program are to provide safe and attractive grounds for students, parents, and staff of the school district. The evaluation examined the extent to which these goals are being met by using…

School transportation safety.

PubMed

Agran, Phyllis F

2007-07-01

This policy statement replaces the previous version published in 1996. It provides new information, studies, regulations, and recommendations related to the safe transportation of children to and from school and school-related activities. Pediatricians can play an important role at the patient/family, community, state, and national levels as child advocates and consultants to schools and early education programs about transportation safety.

What Role for Middle School Sports?

ERIC Educational Resources Information Center

McEwin, C. Kenneth; Dickinson, Thomas S.

1998-01-01

Safe, developmentally appropriate play is difficult to achieve when middle schools move into the competitive interscholastic arena. Problems associated with middle-level sports programs include students' predisposition to physical injury, psychological unreadiness, high attrition rates, improper coaching, and liability issues. Improving…

45 CFR 2522.900 - What definitions apply to this subpart?

Code of Federal Regulations, 2010 CFR

2010-10-01

... safe place for children is not tutoring, even if some of the program activities focus on homework help. ... NATIONAL AND COMMUNITY SERVICE AMERICORPS PARTICIPANTS, PROGRAMS, AND APPLICANTS Program Management... someone engaged in other academic support activities, such as mentoring and after-school program support...

School safe driving climate: Theoretical and practical considerations for promoting teen driver safety in school settings.

PubMed

Mirman, Jessica H; Roche, Brianne; Higgins-D'Alessandro, Ann

2018-06-21

The aims of this study were to extend the current literature on school climate that is focused on understanding how teacher, administrator, and student perceptions about driving-focused aspects of the social, educational, and institutional climate of schools can affect students' achievement, behavior, and adjustment towards the development of the concept of school safe driving climate (SSDC) and initiate the development of tools and processes for assessing SSDC. A mixed-methods approach was used to develop an initial version of a survey-based measure of SSDC that involved self-report surveys (students) and in-depth interviews (teachers). Exploratory factor analytic procedures identified SSDC constructs and a regression framework was used to examine associations among SSDC constructs and self-reported driver behaviors. Qualitative data were subjected to inductive analysis, with a goal of elucidating teachers' perspectives on SSDC and an SSDC intervention. The study sample consisted of 947 adolescents (48% male) from one large high school and 44 teacher advisors. Participants were recruited from a school participating in a state-wide effort to promote transportation safety through peer-led programming. Two SSDC factors were identified: Administrative Contributions to School Safety and Value of School Safety, which were associated with adolescents' perceptions of their driving behaviors. Adolescents' perceived that the intervention affected administrative safety. Teacher interviews contextualized these results and provided guidance on program revisions. Safe driving climate may be an important, modifiable, and measurable aspect of school climate. Additional research is needed to refine the assessment tool and to use it in longitudinal and experimental studies.

The cycle of violence and victimization: a study of the school-based intervention of a multidisciplinary youth violence-prevention program.

PubMed

Nadel, H; Spellmann, M; Alvarez-Canino, T; Lausell-Bryant, L L; Landsberg, G

1996-01-01

This article reports on the school-based intervention component of a multidisciplinary program intended to reduce and prevent youth violence in the East New York neighborhood of Brooklyn. This intervention is based on three theories. The first theory posits that modifying beliefs, attitudes, and norms will help youths develop behaviors that support nonviolence. The second theoretical construct asserts that enhancing relationships with peers and family will buffer youths from the effects of exposure to violence. Finally, the third theory suggests that changing aspects of the setting and climate that contribute to violent behavior will prevent violence. The school-based intervention, the Safe Harbor, is a victim-assistance and violence-prevention program. The Safe Harbor offers activities including a 20-lesson violence-prevention and victim-assistance curriculum, counseling, parent involvement, teacher training, and school-change campaigns. The evaluation design is a panel study, with cohorts surveyed longitudinally at nonequivalent intervals. One hundred and fifteen seventh- and eighth-grade students who receive the curriculum and other services are the experimental group; the other 879 students in the seventh and eighth grades serve as the comparison group. Baseline data were collected through a survey of the entire school before the program's implementation in January 1995. Subsequent data collection will include interviews and focus groups; future analysis will address how participation in other parts of the Safe Harbor program or other programs in the school affects outcomes. The participation rate for the baseline survey in the experimental group was 86%, in the comparison group 76%. Responses to the survey questions were virtually identical between the two groups. Preliminary analyses reflect a climate of pervasive violence in the school, family, and community. More than half of the sample reported witnessing a severe beating in the school or their community within the past four months. Forty-four percent witnessed someone being attacked with a weapon in their neighborhood. The psychological consequences of exposure to violence were severe-51% of the sample reported post-traumatic stress disorder (PTSD) symptoms. A number of lessons have been learned from implementing and evaluating this project, including the importance of fostering community partnership and strong relationships with the school, and addressing both reactions to victimization and norms and beliefs about aggression.

Knowledge Gains Following a Child Sexual Abuse Prevention Program Among Urban Students: A Cluster-Randomized Evaluation

PubMed Central

Dauber, Sarah; Tully, Brenda A.; Hamilton, Paige; Smith, Michael J.; Freeman, Katherine

2015-01-01

Objectives. We evaluated a school-based child sexual abuse (CSA) prevention program, Safe Touches, in a low–socioeconomic status, racially diverse sample. Methods. Participants were 492 second- and third-grade students at 6 public elementary schools in New York City. The study period spanned fall 2012 through summer 2014. We cluster-randomized classrooms to the Safe Touches intervention or control groups and assessed outcomes with the Children’s Knowledge of Abuse Questionnaire. Hierarchical models tested change in children’s knowledge of inappropriate and appropriate touch. Results. The intervention group showed significantly greater improvement than the control group on knowledge of inappropriate touch. Children in second grade and children in schools with a greater proportion of students in general (vs special) education showed greater gains than other participants in knowledge of inappropriate touch. We observed no significant change in knowledge of appropriate touch among control or intervention groups. Conclusions. Young children benefited from a school-based, 1-time CSA prevention program. Future research should explore the efficacy of CSA prevention programs with children before the second grade to determine optimal age for participation. PMID:25973809

Walking school bus programs in U.S. public elementary schools.

PubMed

Turner, Lindsey; Chriqui, Jamie F; Chaloupka, Frank J

2013-07-01

Active transportation to school provides an important way for children to meet physical activity recommendations. The "walking school bus" (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws. School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008-2009 and 2009-2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained. Nationwide, 4.2% of schools organized a WSB program during 2008-2009, increasing to 6.2% by 2009-2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P < .05), or a state law requiring crossing guards around schools (OR = 2.72, P < .05). WSB programs are not common but district policies and state laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.

School Site Selection and Approval Guide.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Div. of School Facilities Planning.

This guide is designed to assist school districts in selecting school sites that provide both a safe and supportive environment for the instructional program and the learning process, and gain state approval for the selected sites. The guide includes a set of selection criteria that have proven helpful to site selection teams, information about…

75 FR 1041 - Office of Safe and Drug-Free Schools; Overview Information; Grants for the Integration of Schools...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-08

... received or receives a grant under the Department of Education's Readiness and Emergency Management for Schools (REMS) program (CFDA 84.184E), formerly known as the Emergency Response and Crisis Management... prevention, diagnosis, and treatment services to students. (2) Enhancing the availability of crisis...

The Relationship between Playworks Participation and Student Attendance in Two School Districts

ERIC Educational Resources Information Center

Leos-Urbel, Jacob; Sanchez, Monika

2015-01-01

Playworks is a program that aims to create "safe, inclusive school environments where kids can grow, lead, and thrive" (Playworks, 2013a). Through trained, full-time coaches focused on recess in low-income elementary schools across the country, Playworks provides opportunities for inclusive play, and physical activity. Based on prior…

Mercury and Chemical Management in Schools: Teachers and School Administrators Participant's Manual in Southeast Asia. EPA 747-R-08-001

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2008

2008-01-01

Designed as a "Participant's Manual" to be used as part of a "Chemical and Mercury Management in Schools Training," this document focuses on the policies and programs needed at the school and district level for safe and sustainable chemical and mercury management practices. This document is designed primarily for school…

Non-School Hours: Mobilizing School and Community Resources. Hearing on Examining Certain Initiatives To Mobilize School and Community Resources To Provide Quality Programs To Address the Needs of Students during Non-School Hours, Including the Administration's Proposed Expansion of the 21st Century Community Learning Centers Program Designed To Provide Funds to School-Community Partnerships To Start Up or Expand After-School, Extended Learning Programs for Schoolage Children of the Committee on Labor and Human Resources, United States Senate, One Hundred Fifth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This hearing explored ways in which to meet children's and families' needs during nonschool hours. It examined the nature of those needs, the barriers that various segments of the community face, how the Federal Government can help build coordinated school and community networks, and how to make nonschool hours safe for children. Testimony was…

Safe, Disciplined, Drug-Free Schools. A Background Paper for the Goals 2000: Educate America Satellite Town Meeting July 20, 1993.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

What can be done to solve the problem of crime in schools? "Project Freedom," in Wichita, Kansas, is creating programs to help children learn about dangers that come with joining gangs and becoming involved in drugs. A community program in Los Angeles, Community Youth Gang Services," is a crisis intervention team working with…

You Can Hide, Watch or Run but You Better Not Snitch: A Study of Student Perceptions of School Safety at an Urban High School

ERIC Educational Resources Information Center

Carbino, Vince

2010-01-01

This study addressed the gaps in the research about how schools are made safe for children. It brings students' perspectives forward to describe how they are experiencing school policies and procedures, programs, and practices regarding their safety. The incidence of criminal activity in school has been on the increase and there have been major…

3 CFR 8583 - Proclamation 8583 of October 8, 2010. National School Lunch Week, 2010

Code of Federal Regulations, 2011 CFR

2011-01-01

... people to have access to safe, balanced, and affordable meals at school. It has also supported their... serving meals that will contribute to the health and well-being of a new generation. With more than 31... quality in school food, participation in meal programs, physical activity, and nutrition education—all key...

Active transportation among elementary-aged students: walking or biking to and from school

Treesearch

Whitney Knollenberg; Pavlina Latkova; Christine Vogt; Ariel Rodriguez

2009-01-01

Heightened attention is being drawn to the health conditions linked to physical inactivity, particularly in children. Encouraging students to walk and bike to school encourages them to develop healthier lifestyles and to choose nonmotorized transportation at other times. The Safe Routes to School program, administered by the U.S. Department of Transportation National...

"Youth Saving Youth": The Impact of Training for Peer Resource Leaders

ERIC Educational Resources Information Center

Sharpe-Taylor, Linda; Tindall, Judith A.; Dargan, Wilistine

2008-01-01

The Kansas City Missouri Public Schools through Title IV, Safe and Drug-Free Schools and Communities Program was awarded a grant from the Missouri Department of Transportation to focus on the reduction of underage drinking and driving and seatbelt compliance and distracted driving. The grant focused on educating JROTC staff and School Resource…

Investing in Our Children's Future: Building Sustainable Environmental Health Programs in Our Schools

ERIC Educational Resources Information Center

Grevatt, Peter

2011-01-01

Providing safe and healthy learning environments for our children is a fundamental way to advance sustainability in our K-12 schools. However, according to reports by the Government Accountability Office, the U.S. Department of Education, the American Federation of Teachers and other organizations, many schools are in poor condition, and many have…

Group 3a: Special Education Teachers--Autism Program. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 14: Program Coordinators and Deans. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Active transportation to support diabetes prevention: Expanding school health promotion programming in an Indigenous community.

PubMed

Macridis, Soultana; Garcia Bengoechea, Enrique; McComber, Alex M; Jacobs, Judi; Macaulay, Ann C

2016-06-01

School-based physical activity (PA) interventions, including school active transportation (AT), provide opportunities to increase daily PA levels, improves fitness, and reduces risk of diseases, such as type 2 diabetes. Based on a community-identified need, the Kahnawake Schools Diabetes Prevention Project, within an Indigenous community, undertook school travel planning to contribute to PA programming for two elementary schools. Using community-based participatory research, the Active & Safe Routes to School's School Travel Planning (STP) process was undertaken in two schools with an STP-Committee comprised of community stakeholders and researchers. STP activities were adapted for local context including: school profile form, family survey, in-class travel survey, pedestrian-traffic observations, walkability checklist, and student mapping. STP data were jointly collected, analyzed and interpreted by researchers and community. Traffic-pedestrian observations, walkability and parent surveys identified key pedestrian-traffic locations, helped develop safe/direct routes, and traffic calming strategies. In-class travel and mapping surveys identified a need and student desire to increase school AT. The STP-Committee translated findings into STP-action plans for two schools, which were implemented in 2014-2015 school year. Combining CBPR with STP merges community and researcher expertise. This project offered evidence-informed practice for active living promotions. Experience and findings could benefit Indigenous and non-Indigenous communities. Copyright © 2016 Elsevier Ltd. All rights reserved.

A school-based mental health clinic for adolescent mothers.

PubMed

Kendall, J; Peterson, G

1996-01-01

The Department of Mental Health Nursing at Oregon Health Sciences University mental health program at an alternative high school for teenage mothers and their children. To provide direct mental health services to approximately 50% of the student population. Mental health concerns apparent with this population of young mothers and their children include issues of violence and abuse, depression, developmental delay, and conduct disorder. This paper describes the successes and failures of this mental health program in hopes of helping other schools of nursing establish similar school-based mental health programs in their communities. Teenage mothers need a safe haven where they can experience trust and acceptance. In the therapeutic atmosphere of this school-based program, young women were able to explore their feelings regarding past violence, learned to nurture their children, and gained an increased sense of self-efficacy.

75 FR 16623 - Emergency Management for Higher Education Grant Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-01

... Assistance (CFDA) Number: 84.184T. AGENCY: Office of Safe and Drug-Free Schools, Department of Education... Drug-Free Schools announces priorities and requirements for the Emergency Management for Higher... tragic shooting at Virginia Polytechnic Institute and State University in 2007. That and other past...

Timing and effect of a safe routes to school program on child pedestrian injury risk during school travel hours: Bayesian changepoint and difference-in-differences analysis.

PubMed

DiMaggio, Charles; Chen, Qixuan; Muennig, Peter A; Li, Guohua

2014-12-01

In 2005, the US Congress allocated $612 million for a national Safe Routes to School (SRTS) program to encourage walking and bicycling to schools. We evaluated the effectiveness of a SRTS in controlling pedestrian injuries among school-age children. Bayesian changepoint analysis was applied to model the quarterly counts of pedestrian injuries among 5- to 19-year old children in New York City between 2001 and 2010 during school-travel hours in census tracts with and without SRTS. Overdispersed Poisson model was used to estimate difference-in-differences in injury risk between census tracts with and without SRTS following the changepoint. In SRTS-intervention census tracts, a change point in the quarterly counts of injuries was identified in the second quarter of 2008, which was consistent with the timing of the implementation of SRTS interventions. In census tracts with SRTS interventions, the estimated quarterly rates of pedestrian injury per 10,000 population among school-age children during school-travel hours were 3.47 (95% Credible Interval [CrI] 2.67, 4.39) prior to the changepoint, and 0.74 (95% CrI 0.30, 1.50) after the changepoint. There was no change in the average number of quarterly injuries in non-SRTS census tracts. Overdispersed Poisson modeling revealed that SRTS implementation was associated with a 44% reduction (95% Confidence Interval [CI] 87% decrease to 130% increase) in school-age pedestrian injury risk during school-travel hours. Bayesian changepoint analysis of quarterly counts of school-age pedestrian injuries successfully identified the timing of SRTS intervention in New York City. Implementation of the SRTS program in New York City appears to be effective in reducing school-age pedestrian injuries during school-travel hours.

Critical factors for active transportation to school among low-income and minority students. Evidence from the 2001 National Household Travel Survey.

PubMed

McDonald, Noreen C

2008-04-01

Walking to school may be an important source of daily physical activity in children's lives, and government agencies are supporting programs to encourage walking to school (e.g., Safe Routes to School and the CDC's KidsWalk programs). However, little research has looked at differences in behavior across racial/ethnic and income groups. This cross-sectional study used data from the 2001 National Household Travel Survey to document rates of walking and biking to school among low-income and minority youth in the U.S. (N=14,553). Binary models of the decision to use active transport to school were developed to simultaneously adjust for trip, individual, household, and neighborhood correlates. All analyses were conducted in 2007. The data showed that low-income and minority groups, particularly blacks and Hispanics, use active travel modes to get to school at much higher rates than whites or higher-income students. However, racial variation in travel patterns is removed by controlling for household income, vehicle access, distance between home and school, and residential density. Active transportation to school may be an important strategy to increase and maintain physical activity levels for low-income and minority youth. Current policy interventions such as Safe Routes to School have the opportunity to provide benefits for low-income and minority students who are the most likely to walk to school.

School Safety and Security Best Practices Approved by the Commissioner of Education. Information Brief. Report.

ERIC Educational Resources Information Center

Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability.

The 2001 Florida Legislature passed Ch. 2001-125, Laws of Florida, Section 40, which is often referred to as the Safe Passage Act. It requires all school districts to conduct a self-assessment of their school safety and security using best practices developed by the Office of Program Policy Analysis and Government Accountability (OPPAGA). It also…

From Seat Belts to Safe Brakes, Here's the Latest School Bus News.

ERIC Educational Resources Information Center

Zakariya, Sally Banks

1985-01-01

Provides an update on emerging safety issues, new technological developments, and upcoming regulations that could affect school transportation programs. Two new sets of federal regulations to watch for will govern underground fuel storage tanks and hazardous materials, and restrict asbestos in vehicle brake linings. (MD)

Health Education Curriculum Guide, Grades 1-12.

ERIC Educational Resources Information Center

Massachusetts State Dept. of Education, Boston. Bureau of Elementary and Secondary Education.

This health education curriculum guide has been developed to assist local school districts develop stronger, more effective, school health programs. The guide is organized into four broad areas of health education: physical health, mental and social health, consumer and environmental health, and safe living. Each of these areas is divided into…

A Song of Faith...a Song of Hope: Nathan Goldblatt School.

ERIC Educational Resources Information Center

Nesslerodt, Pamela S.; Schaffer, Eugene C.

1999-01-01

This case study focuses on the ways an inner-city elementary school addresses the needs of students growing up in a "socially toxic" environment by providing a safe and orderly learning environment. Describes the implementation of the ideas of Mortimer Adler and the Paideia Program (1984). (SLD)

The Schools Transgender Students Need

ERIC Educational Resources Information Center

Kahn, Ellen

2016-01-01

In May 2016, the U.S. Department of Justice and the U.S. Department of Education issued guidance to schools intended to provide transgender students with safe and inclusive learning environments. On the heels of this guidance, Ellen Kahn, the Human Rights Campaign's director of Children, Youth, and Families Program, offers advice for educators…

Investigating Mental Fitness and School Connectedness in Prince Edward Island and New Brunswick, Canada

ERIC Educational Resources Information Center

Murnaghan, Donna; Morrison, William; Laurence, Courtney; Bell, Brandi

2014-01-01

Background: As youth struggle with anxiety and depression, promoting positive mental fitness is a primary concern. Canadian school-based mental health programs that focus on positive psychology and positive mental health initiatives emphasize safe and supportive environments, student engagement, resilience, and self-determination. This study…

Food Safety. Nourishing News. Volume 3, Issue 10

ERIC Educational Resources Information Center

Idaho State Department of Education, 2009

2009-01-01

Serving safe food is a critical responsibility for maintaining quality foodservice programs and healthy environments at schools and child care facilities. Child Nutrition Programs hopes you find this newsletter of assistance when reviewing the food safety program you have at each serving site. The articles contained in this issue are: (1) A…

Minnesota Youthbuild Program Overview, 1999.

ERIC Educational Resources Information Center

Minnesota State Dept. of Economic Security, St. Paul.

Minnesota's Youthbuild program helps at-risk youths gain useful job skills while building safe, affordable housing in their neighborhoods and working toward their high school diploma or General Educational Development (GED) certificate. In 1999, the Minnesota Legislature appropriated 751,000 dollars per year in Youthbuild funds. The program…

IPM Standards for Schools: A Program for Reducing Pest and Pesticide Risks in Schools and Other Sensitive Environments. Version 2.0.

ERIC Educational Resources Information Center

Green, Thomas A., Ed.

This guide presents Integrated Pest Management (IPM) practice standards for educational facilities to help schools become certified in providing effective and safe pest control. The guide is divided into two parts with three modules each for both buildings and grounds. The first module addresses building the IPM foundation to meet all legal…

Evaluation of Cognitive and Behavioral Effects of Peer Education Model-Based Intervention to Sun Safe in Children

PubMed Central

HU, Ping; HAN, Lingli; SHARMA, Manoj; ZENG, Huan; ZHANG, Yong; LI, Hui; ZHAO, Yong

2014-01-01

Abstract Background There have been many studies that evidence the health hazards of sunlight exposure, but less study on sun safe intervention model, especially in China. Our aim was to evaluate the cognitive and behavioral effects of a peer education model-based intervention to sun safe in children. Methods Cluster random control intervention was conducted in one district in Chongqing, China. Two primary schools, selected through stratified clustered sampling approach (two grades in each school, three classes in each grade) were designated as intervention (n=304) and control schools (n=305) randomly. 36 students, selected as peer educators in intervention group, were trained for one month. Educational activities such as discussions were organized by peer educator for one month. There was no sun safe education to participants in control school during the project period. The evaluation of changes of sun safe knowledge (the primary outcome), attitude and behavior (the secondary outcome measures) were conducted before intervention and at months of 0, 1 and 6 of the intervention to two groups using quantitative and qualitative methods. Results After the intervention, sun safe knowledge score which gained by the students from intervention group has been remarkably improved, compared to baseline survey (24.48±6.17 vs. 29.51±6.75) (P<0.001), and it kept this high level (29.02±7.96 and. 28.65±8.96), while control group students' scores have made no difference (P=0.410). Most of students have changed their sun safe behavior after the intervention. Conclusion Peer education program is somewhat effective in some dimensions for improving children's understanding of sun safe knowledge and behavior. PMID:25988089

School violence, role of the school nurse in prevention: position statement.

PubMed

2014-05-01

It is the position of the National Association of School Nurses (NASN) that registered professional school nurses (hereinafter referred to as school nurses) advance safe school environments by promoting the prevention and reduction of school violence. School nurses collaborate with school personnel, health care providers, parents, and community members to identify and implement evidence-based educational programs promoting violence prevention. The curriculum used should improve students' communication, behavior management, and conflict resolution skills. School nurses assess and refer at-risk students in need of evaluation and treatment for symptoms of aggression and victimization.

A New Model for Mix It Up

ERIC Educational Resources Information Center

Holladay, Jennifer

2009-01-01

Since 2002, Teaching Tolerance's Mix It Up at Lunch Day program has helped millions of students cross social boundaries and create more inclusive school communities. Its goal is to create a safe, purposeful opportunity for students to break down the patterns of social self-segregation that too often plague schools. Research conducted in 2006 by…

Shaping the Future through Character Education. Colorado State Conference on Character Education.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

With the decline in morality and values, character education is gaining considerable momentum. Public opinion polls show growing support for teaching it in schools. Evidence indicates that character education programs change the school culture for the better, allowing students to feel safe to concentrate on learning. In Colorado, character…

Safe and Secure

ERIC Educational Resources Information Center

Cavanagh, Sean

2004-01-01

Since the Sept. 11, 2001, terrorist attacks, student interest in school programs dealing with careers in law, public safety, and national security is on the rise. This article describes students' experiences at the Academy for Law and Public Safety at Butler High School in Butler, New Jersey. This vocational academy is one of a number of career…

Ready, Set, Respect! GLSEN's Elementary School Toolkit

ERIC Educational Resources Information Center

Gay, Lesbian and Straight Education Network (GLSEN), 2012

2012-01-01

"Ready, Set, Respect!" provides a set of tools to help elementary school educators ensure that all students feel safe and respected and develop respectful attitudes and behaviors. It is not a program to be followed but instead is designed to help educators prepare themselves for teaching about and modeling respect. The toolkit responds to…

Navy Personnel Survey (NPS) 1990 Survey Report, Graphical Representations. Volume 3. Enlisted Personnel.

DTIC Science & Technology

1991-08-01

family). 109. Navy Youth Programs (such as Before/After School programs, Sports and Fitness and Teen Programs) are very important to my family’s...safe in my residence (e.g., from vandals or burglars). 115. My present living conditions are having a positive effect on my job performance. 116. My

Preventing violence against children in schools: Contributions from the Be Safe program in Sri Lanka.

PubMed

Lam, Steven; Zwart, Christine; Chahal, Inem; Lane, David; Cummings, Harry

2018-02-01

Violence against children is a global public health issue with serious social, economic, physical, and emotional impacts. This study evaluates the effectiveness of a school-based program aimed to prevent and respond to physical, sexual, and psychological violence against children in Sri Lanka from the perspective of parents. A cross-sectional retrospective study design was used. A total of 835 parents of children who participated in the program were surveyed across seven districts in Sri Lanka. Dose-response analyses were conducted to assess for correlations between program exposure and perceived prevention of violence against children. Low to moderate correlations were found between exposure to the program and perceived child safety in schools, school policies, and in the community. The findings provide preliminary evidence of program effectiveness; however, more efforts are needed to validate and sustain outcomes. Implications for future violence prevention programming, along with the use of dose-response evaluations, are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

A feasibility study to assess the effectiveness of safe dates for teen mothers.

PubMed

Herrman, Judith W; Waterhouse, Julie K

2014-01-01

To determine the effectiveness of the adapted Safe Dates curriculum as an intervention for pregnant and/or parenting teens to prevent teen dating violence (TDV). This pre-/posttest, single-sample study provided a means to assess the effectiveness of an adapted Safe Dates curriculum for teen mothers. The adapted Safe Dates curriculum was implemented in three schools designed for the unique needs of teens who are pregnant and/or parenting. The final sample of 41 teen participants, with a mean age of 16.27, completed 80% of the curriculum and two of the three assessments. Most of the teens were pregnant during participation in the curriculum, and six had infants between age 1 and 3 months. The teen mothers completed the pretest, participated in the 10-session adapted Safe Dates curriculum, and completed the posttest at the end of the program and 1 month after program completion. The pre/posttest was adapted from the Safe Dates curriculum-specific evaluation instrument. Senior, undergraduate nursing students were trained in and implemented the curriculum. Participation in the adapted Safe Dates program yielded significant differences in the areas of responses to anger, gender stereotyping, awareness of resources for perpetrators and victims, and psychological violence perpetration. This adapted program may be effective in changing selected outcomes. The implementation of a larger scale, experimental/control group study may demonstrate the program's efficacy at reducing the incidence of TDV among teen mothers. © 2014 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

An Afterschool Director's Educational Leadership Strategies: A Case Study

ERIC Educational Resources Information Center

Marino, Tammy

2014-01-01

Afterschool programs linked to schools provide opportunities to keep children safe and engage them in enrichment activities that can support their growth and development. Often, these programs are led by afterschool directors with a background in youth development and no experience or education in leading in educational environments. These…

The Comfort Corner: Fostering Resiliency and Emotional Intelligence.

ERIC Educational Resources Information Center

Novick, Rebecca

1998-01-01

Describes a program at Helen Baller Elementary School in Camus, Washington, called the Comfort Corner, part of the Primary Intervention Program. It provides a safe, supportive place for children who may be experiencing difficulty in classroom, playground, or home situations, by helping them build friendship skills, communication skills, and…

An Analysis of Electronic Media to Prepare Children for Safe and Ethical Practices in Digital Environments

ERIC Educational Resources Information Center

Berson, Ilene R.; Berson, Michael J.; Desai, Shreya; Falls, Donald; Fenaughty, John

2008-01-01

A range of electronic resources, including video-based instruction, are used to promote cybersafety to young people at school. This evaluation analyzed seven distinct programs that use electronic media in Internet safety initiatives in schools. The findings highlight emerging evidence on successful approaches to engage children in assessing risky…

Lesbian, gay, bisexual, and transgender inclusion: Survey of campus climate in colleges and schools of pharmacy.

PubMed

Jacobson, Anita N; Matson, Kelly L; Mathews, Jennifer L; Parkhill, Amy L; Scartabello, Thomas A

To quantify the implementation of inclusive policies and benefits as well as institutional commitment to support LGBT faculty, staff, and students in pharmacy schools nationwide. An anonymous, electronic survey was sent to administrators at 130 pharmacy schools. Forty-four survey responses were received, indicating a 34% response rate. The survey included questions relating to campus climate, inclusive policies and benefits, and institutional commitments to the LGBT community. Approximately half of the survey respondents reported that their school has public written statements about diversity and multiculturalism that include sexual orientation and/or gender identity. About one-fifth of the respondents indicated that their school has inclusive materials for faculty, staff, and student information regarding sexual orientation and gender identity. Nearly one-fourth of schools of pharmacy had participated in a voluntary LGBT training program, such as Safe Zone, Safe Space, or Ally Program. Over half of the respondents reported having access to LGBT organizations on campus, with two schools reporting having pharmacy organizations that specifically focus on LGBT student pharmacists and allies. Less than one-tenth of schools reported offering gender-neutral/single-occupancy restrooms and no schools reported knowledge of LGBT-related scholarships. Room for improvement exists regarding the implementation of inclusive practices to improve campus climate for LGBT students, faculty, and staff. Areas with the largest room for improvement include accessible gender-neutral restrooms and availability of LGBT trainings, scholarships, and events. Copyright © 2016 Elsevier Inc. All rights reserved.

Medicine Ball for All: A Novel Program that Enhances Physical Fitness in School-Age Youths

ERIC Educational Resources Information Center

Faigenbaum, Avery; Mediate, Patrick

2006-01-01

This article provides an overview of medicine ball training. Specifically, it describes "Medicine Ball for All," a physical activity program designed to provide children and teenagers with a meaningful learning experience that is consistent with their developmental needs. The article focuses on developing a safe, successful, and inexpensive…

Roadmap to Afterschool for All: Examining Current Investments and Mapping Future Needs

ERIC Educational Resources Information Center

Earle, Alison

2009-01-01

Quality afterschool programs are improving and transforming the lives of children and youth across the nation. Research shows that afterschool programs keep kids safe, inspire them to learn and help working parents. They give children opportunities to see new worlds, put school lessons into practice, discover their talents and explore career…

Safety and You on the Job.

ERIC Educational Resources Information Center

West Virginia State Vocational Curriculum Lab., Cedar Lakes.

Designed to assist instructors to be consistent with the Fair Labor Standards Act, which requires schools to provide safety instruction to students involved in any type of work experience or on-the-job training program, this curriculum guide presents a program to prepare students to perform their job function in a safe and healthy fashion. There…

Cost of Treatment Procedures in the National Preventive Dentistry Demonstration Program.

ERIC Educational Resources Information Center

Foch, Craig B.; And Others

The National Preventive Dentistry Demonstration Program (NPDDP) delivered five different regimens of school based preventive dental care to groups of children in 10 American cities between 1977 and 1981. All clinical techniques employed had previously been demonstrated to be both safe and effective in clinical trials. The purpose of the NPDDP was…

Pennsylvania safe routes to school program.

DOT National Transportation Integrated Search

2010-10-21

In October 2007, the Center for Nutrition and Activity promotion at Penn State Hershey Children's Hospital (Center) began working under contract with the Pennsylvania Deaprtment of Transportation )PennDOT) to develop, coordinate, and administer the n...

Traffic safety program for school children through safe action and safe condition

NASA Astrophysics Data System (ADS)

Yulianto, Budi; Setiono, Mahmudah, Amirotul Musthofiah Hidayah; Santoso, Anjar Budi

2017-06-01

The facts indicate that the rights of pedestrians is on the wane. Many motorists are unwilling to provide a space for pedestrians, even when they want to cross the road at zebra-cross facility. The data of traffic accident in Surakarta City showed that 7.0% of accident victims in 2014 to 2015 were children aged 5-15 or the group of school-aged children. In general, the location of schools is on the edge of the road where a lot of vehicles run at high speed. Hence, it is very dangerous for the school children to cross the road. Pertaining to this issue, the Department of Transportation implements a program named School Safety Zone (ZoSS). ZoSS is a time-dependent speed control zone consisting of road markings, traffic signs, optional traffic signals, and rumble strips. The objective of this study was to evaluate the effectiveness of the ZoSS based on the perception of the users, including the students, teachers, parents, and community. This study was conducted through a series of activities including the distribution of questionnaire to obtain the road users' perceptions. The results showed that most of the respondents understood the meaning, aim, and benefit of ZoSS. However, it also found that traffic sign and method of cross the road (Four-T) was not recognized appropriately by the respondents. ZoSS program was generally ineffective since the pedestrians felt unsafe to cross the road due to the high-speed vehicles.

A Policy Analysis of the Federal Growth Model Pilot Program's Measures of School Performance: The Florida Case

ERIC Educational Resources Information Center

Weiss, Michael J.; May, Henry

2012-01-01

As test-based educational accountability has moved to the forefront of national and state education policy, so has the desire for better measures of school performance. No Child Left Behind's (NCLB) status and safe harbor measures have been criticized for being unfair and unreliable, respectively. In response to such criticism, in 2005 the federal…

Oregon School Bus Drivers Training Program. Students Handbook. Core Course.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem.

This student handbook is one of the publications used for the Oregon Bus Driver Training Core Course. Handbook content focuses on those aspects of driving a school bus that differ from driving an automobile and that are essential for the safe transporting of students. Designed to accompany the four classes (each two and one-half hours long), the…

Placing Students at the Center: The Whole School, Whole Community, Whole Child Model

ERIC Educational Resources Information Center

Morse, Linda L.; Allensworth, Diane D.

2015-01-01

Background: Students are the heart of the Whole School, Whole Community, Whole Child (WSCC) model. Students are the recipients of programs and services to ensure that they are healthy, safe, engaged, supported, and challenged and also serve as partners in the implementation and dissemination of the WSCC model. Methods: A review of the number of…

Course Guide for School Bus Driver Training in Texas. Revised.

ERIC Educational Resources Information Center

Texas State Dept. of Public Safety, Austin.

The safe and effective transportation of pupils to and from schol is an integral part of a sound educational program. This course guide is a study and reference tool for use in a training course designed to promote the competency of school bus drivers throughout the State of Texas. Unit 1 of the guide provides an overview of the transportation…

Hawai‘i's Opportunity for Active Living Advancement (HO‘ĀLA): Addressing Childhood Obesity through Safe Routes to School

PubMed Central

Dierenfield, Laura; Alexander, Daniel A; Prose, Marcia; Peterson, Ann C

2011-01-01

Increasing active transportation to and from school may reduce childhood obesity rates in Hawai‘i. A community partnership was formed to address this issue in Hawai‘i's Opportunity for Active Living Advancement (HO‘ĀLA), a quasi-experimental study of active transportation in Hawai‘i County. The purpose of this study was to determine baseline rates for active transportation rates to and from school and to track changes related to macro-level (statewide) policy, locally-based Safe Routes to School (SRTS) programs and bicycle and pedestrian planning initiatives expected to improve the safety, comfort and ease of walking and bicycling to and from school. Measures included parent surveys, student travel tallies, traffic counts and safety observations. Assessments of the walking and biking environment around each school were made using the Pedestrian Environment Data Scan. Complete Streets and SRTS policy implementation was tracked through the activities of a state transportation-led Task Force and an advocacy-led coalition, respectively. Planning initiatives were tracked through citizen-based advisory committees. Thirteen volunteer schools participated as the intervention (n=8) or comparison (n=5) schools. The majority of students were Asian, Native Hawaiian, and Pacific Islander in schools located in under-resourced communities. Overall, few children walked or biked to school. The majority of children were driven to and from school by their parents. With the influence of HO‘ĀLA staff members, two intervention schools were obligated SRTS project funding from the state, schools were identified as key areas in the pedestrian master plan, and one intervention school was slated for a bike plan priority project. As the SRTS programs are implemented in the next phase of the project, post-test data will be collected to ascertain if changes in active transportation rates occur. PMID:21886289

Perceived safety and teen risk taking in online chat sites.

PubMed

McCarty, Cheryl; Prawitz, Aimee D; Derscheid, Linda E; Montgomery, Bette

2011-03-01

Framed by theories of adolescent development, this study explored relationships among adolescents' perceptions of chat-site safety, time spent chatting, and risky online behaviors. Tenth graders (N = 139) in rural Midwestern U.S. schools completed surveys. Factor analysis produced three factors each for perception of safety and risk-taking behaviors. Regression analyses revealed that perception of safety factors were useful in predicting online risk-taking behaviors. Teens with more social discomfort and those who thought it was safe to reveal personal information and trust chat-site "friends" were more likely to take risks. As time spent in chat sites increased, so did risk-taking behaviors. Implications for educators and parents are discussed, such as initiation of conversations about safe Internet use, parental participation in chat sites as teens' invited "friends," and school programs to teach safe online practices.

The cost-effectiveness of New York City's Safe Routes to School Program.

PubMed

Muennig, Peter A; Epstein, Michael; Li, Guohua; DiMaggio, Charles

2014-07-01

We evaluated the cost-effectiveness of a package of roadway modifications in New York City funded under the Safe Routes to School (SRTS) program. We used a Markov model to estimate long-term impacts of SRTS on injury reduction and the associated savings in medical costs, lifelong disability, and death. Model inputs included societal costs (in 2013 US dollars) and observed spatiotemporal changes in injury rates associated with New York City's implementation of SRTS relative to control intersections. Structural changes to roadways were assumed to last 50 years before further investment is required. Therefore, costs were discounted over 50 consecutive cohorts of modified roadway users under SRTS. SRTS was associated with an overall net societal benefit of $230 million and 2055 quality-adjusted life years gained in New York City. SRTS reduces injuries and saves money over the long run.

How to Protect Kids from Child Molesters

ERIC Educational Resources Information Center

Ayers, Lauren

2007-01-01

When one mother was asked how often she worried about her child's safety, she replied, "Every time she goes out the door." Many parents rely on school abuse prevention programs to teach kids how to stay safe. But what if these programs actually increase the risk of sex crimes that target kids? What happens if parental efforts to safeguard kids…

LGBTQ Awareness and Allies: Building Capacity in a Bachelor of Education Program

ERIC Educational Resources Information Center

Kearns, Laura-Lee; Mitton-Kukner, Jennifer; Tompkins, Joanne

2014-01-01

This research describes the impact of an integrated training program (Positive Space I and Positive Space II) on pre-service teachers' understandings of and abilities to create safe spaces for lesbian, gay, bi-sexual, transgendered, two-spirited, queering and/or questioning (LGBTQ) youth and allies in schools. Our Bachelor of Education program…

Building LGBTQ Awareness and Allies in Our Teacher Education Community and Beyond

ERIC Educational Resources Information Center

Kearns, Laura-Lee; Kukner, Jennifer Mitton; Tompkins, Joanne

2014-01-01

In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers' understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated…

Violence in Adolescent Dating Relationships

ERIC Educational Resources Information Center

Jouriles, Ernest N.; Platt, Cora; McDonald, Renee

2009-01-01

Beginning with a definition of dating and dating violence among adolescents, this article explores the factors which impact such violence. It concludes with a review of two school-based prevention/intervention programs (Safe Dates and The Youth Relationships Project). (Contains 1 table.)

The walk-ride-walk : getting to school safely program

DOT National Transportation Integrated Search

1997-03-27

The National ITS Architecture Team reviewed the ITS Focus Task Force on System Architecture Report, dated May 1997. The comments collected during this review are documented in this summary. Overall, the ITS Focus report reflects a clear underst...

Youth walking and biking rates vary by environments around 5 Louisiana schools.

PubMed

Gustat, Jeanette; Richards, Katherine; Rice, Janet; Andersen, Lori; Parker-Karst, Kathryn; Cole, Shalanda

2015-01-01

The prevalence of obesity in children is high, and many do not meet physical activity recommendations. The Safe Routes to School (SRTS) program encourages school-aged children to walk and bike to school. We assessed the condition of the walking/biking environment around schools in Louisiana prior to the state's first SRTS program. Assessments were made at the neighborhood level with the Pedestrian Environmental Data Scan (PEDS) instrument, and at the school and individual levels using the National SRTS Center's teacher tallies and parent surveys. PEDS scores were developed to rate conduciveness to walking/bicycling of proposed SRTS routes. Sites' scores were compared with the percentage of students who walk/bike to school. Five schools in Louisiana were evaluated. Overall, more students walked (range: 2.4-17.4%) than biked (range: 0.3-4.5%) to school with more students walking home than to school. Predictors of walking/biking to school include distance from school, speed of traffic, school encouragement, and if a student asked permission. Sites with the highest PEDS score had the highest percentage of students who walked/biked to school. There is a role and a need for the SRTS program. The environment and other factors influence biking and walking to school. © 2014, American School Health Association.

Keeping Kids Safe and Supported in the Hours After School. MetLife Foundation Afterschool Alert. Issue Brief No. 65

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards,…

On the use of naturalistic methods to examine safety-relevant behaviours amongst children and evaluate a cycling education program.

PubMed

Hatfield, J; Dozza, M; Patton, D A; Maharaj, P; Boufous, S; Eveston, T

2017-11-01

School-based cycling education programs aim to improve cycling safety and participation amongst children. Available research suggests that typical programs, which focus on bicycle manoeuvring skills, have limited effects on behaviour observed on a track or planned route. The current study uses theoretically more valid, naturalistic cycling data, to evaluate Safe Cycle, a program that incorporates hazard and self-awareness training. Soon after Safe Cycle was delivered at treatment schools, research bicycles instrumented with a rearward- and a forward-facing camera were loaned to six children from treatment schools and six children from (waitlist) control schools. In each group half the children were in Year 6, and half were in Year 7/8. Each child was instructed to ride the research bicycle instead of their own bicycle for the 1-2 weeks that they had a research bicycle. Video data were reduced using a purpose-designed coding scheme that identified whether participants performed specific safety-relevant behaviours in appropriate circumstances. While the participants controlled their bicycles well, gave way appropriately to traffic at intersections, and stopped at red lights, participants frequently removed one or both hands from the handlebars, and seldom signalled turns, conducted over-shoulder-checks when changing lanes, or looked in multiple directions at intersections (except when crossing a road). While aspects of design and small sample sizes limited evaluation findings, this research demonstrated the feasibility and potential of naturalistic data to support cycling education program evaluation. Further, the study substantially extended available naturalistic study of children's cycling behaviour to highlight behaviours which might be targeted by cycling safety initiatives. Copyright © 2017 Elsevier Ltd. All rights reserved.

Safe2Tell® : an anonymous, 24/7 reporting system for preventing school violence.

PubMed

Payne, Susan R T; Elliott, Delbert S

2011-01-01

There is widespread agreement that many school shootings could be prevented if authorities were informed that a student was planning or preparing to carry out an attack. A universal problem is that young people are highly reluctant to report on their peers. This code of silence represents a major barrier to prevention efforts. In response to the Columbine shooting, the state of Colorado established the Safe2Tell® anonymous, 24/7 reporting system for receiving and forwarding threats of violence, bullying, and other concerns. This article describes how the program has grown to the point that it now receives more than 100 calls per month. A series of case examples illustrates its success in responding to threatening situations, including twenty-eight potential school attacks. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

Marketing active transportation to school to improve children's health: Utilizing parental perspectives from an inner-city environment.

PubMed

Royne, Marla B; Ivey, Stephanie S; Levy, Marian; Fox, Alexa K; Roakes, Susan L

2016-01-01

Thirty years ago, nearly half of the children in the United States walked or rode their bikes to school. Today, less than 15% of children actively commute to school. With the growing obesity epidemic, encouraging children to walk or bike to school has become a national priority. This research examines factors that influence parental decisions allowing their children to walk to school in an urban environment to identify effective marketing and communication strategies to reach those parents. Results indicate differences in parental perspectives across populations; suggestions for effectively marketing the Safe Routes to School program to minority populations are provided.

Personal protective equipment use among students with special health care needs reporting injuries in school-sponsored vocational, career, and technical education programs in New Jersey.

PubMed

Rubenstein, Eric; Shendell, Derek; Eggert, Brain C; Marcella, Stephen W

2014-01-01

Students with special health care needs (SHCNs) and individualized education plans (IEPs) may be injured more often in vocational, career, and technical education (CTE) programs. No research to date considers personal protective equipment (PPE) use among students with SHCNs in school-based programs reporting injuries to agencies. Data from 1999 to 2011 on PPE use among injured students in CTE programs in public schools and private secondary schools for the disabled were analyzed; students with SHCNs were distinguished by IEP status within New Jersey Safe Schools surveilance data. Among students with IEPs using PPE, 36% of injuries occurred to body parts PPE was meant to protect. Likely injury types were cuts-lacerations and burns for students with IEPs using PPE and cuts-lacerations and sprains for students with IEPs not using PPE. Females with IEPs using PPE were injured less often than males across ages. Results suggested students with SHCNs with IEPs need further job-related training with increased emphasis on properly selecting and fitting PPE.

An innovative program to address learning barriers in small schools: Washington State School Nurse Corps.

PubMed

Fast, Gail Ann; Gray, Lorali; Miles-Koehler, Mona

2013-01-01

While all schools in Washington State have had to deal with shrinking financial resources, small, rural school districts, with fewer than 2,000 students, face unique circumstances that further challenge their ability to meet rising student health needs. This article will explore how small districts utilize the services of the Washington State School Nurse Corps (SNC), an innovative program that supports student health and safety while reducing barriers to learning. Through direct registered nursing services and regional nurse administrative consultation and technical assistance, the SNC strengthens rural school districts' capacity to provide a safe and healthy learning environment. In addition, we will examine current research that links health and learning to discover how the SNC model is successful in addressing health risks as barriers to learning. Lastly, as resources continue to dwindle, partnerships between schools, the SNC, and state and local health and education organizations will be critical in maintaining health services and learning support to small, rural schools.

"Doing the heavy lifting: health care workers take back their backs".

PubMed

Morse, Tim; Fekieta, Renee; Rubenstein, Harriet; Warren, Nick; Alexander, Darryl; Wawzyniecki, Patricia

2008-01-01

Health care workers have the highest musculoskeletal disorder prevalence and incidence of any occupational/industry group, and patient handling tasks are so biomechanically demanding that they cannot be made safe through the commonly used, technique-oriented methods such as "back school" training programs. Although there is standard-setting activity for "no-lift" programs in some states, there is still no federal standard. Health care worker unions and nurses' associations have begun to take action through training members in equipment need, use, and acceptance in programs to encourage adoption of no-lifting programs. Acceptance of lifting equipment is increasing due to recognition of the high human and economic costs of MSD, consistent documentation of cost savings from no-lift programs, major improvements in lifting equipment, and shortages of health care staff. An action-oriented training program for health care workers is described that provides knowledge about the 1) Scope of the current problem of back injuries in health care, 2) Costs of injuries, both to workers and to the hospital, 3) Elements of a safe patient-handling program, and 4) Success stories. The program also builds skills through: 1) Hands-on experience with safe lifting equipment, and 2) Assessing organizational and union readiness and planning for action at the workplace.

To amend the Safe and Drug-Free Schools and Communities Act to include bullying and harassment prevention programs.

THOMAS, 111th Congress

Rep. Davis, Danny K. [D-IL-7

2010-04-29

House - 05/27/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Guidelines for Theatre Safety.

ERIC Educational Resources Information Center

Texas Education Agency, Austin. Div. of Curriculum Development.

Prepared to help school administrators and theatre arts teachers establish and maintain a safe environment for the actors, technicians, and audience members who participate in educational theatre programs, this guide is divided into two major sections. The first section presents administrative guidelines covering recommended procedures, teacher…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 6. November-December 2003

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Jensen, Susan, Ed.; Lucich, Mardi, Ed.

2003-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 2. March-April 2003

ERIC Educational Resources Information Center

Zamani, Rahman, Ed.; Guralnick, Eva, Ed.; Kunitz, Judith Ed.

2003-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 5. September-October 2004

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Lucich, Mardi, Ed.; Walsh, Eileen, Ed.

2004-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 19, Number 4, July-August 2006

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2006-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 19, Number 1. January-February 2006

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Gendell, Mara, Ed.

2006-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 4. July-August 2007

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2007-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 5. September-October 2005

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Walsh, Eileen, Ed.

2005-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 3. May-June 2005

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Walsh, Eileen, Ed.

2005-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 2, March-April 2009

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2009-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 3, May-June 2010

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2010-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of this newsletter are to promote and support a healthy and safe environment for all…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 2. March-April 2005

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Walsh, Eileen, Ed.

2005-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 1, January-February 2009

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.

2009-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 5, September-October 2009

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2009-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 19, Number 2, March-April 2006

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2006-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 19, Number 3, May-June 2006

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2006-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 4. July-August 2004

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Kunitz, Judith Ed.; Lucich, Mardi, Ed.; Walsh, Eileen, Ed.

2004-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 1. January-February 2007

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2007-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 4. July-August 2005

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Walsh, Eileen, Ed.

2005-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 5, September-October 2007

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2007-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 4, July-August 2009

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2009-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 6, November-December 2009

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2009-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 5. September-October 2003

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Jensen, Susan, Ed.; Lucich, Mardi, Ed.

2003-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 6, November-December 2007

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2007-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of this newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 4, July-August 2010

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2010-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 6. November-December 2005

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.

2005-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 3. May-June 2004

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Kunitz, Judith, Ed.; Lucich, Mardi, Ed.

2004-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 19, Number 6, November-December 2006

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2006-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of this newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 2, March-April 2010

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2010-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 4, July-August 2008

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.

2008-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 1. January-February 2008

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Turner, Debra, Ed.

2008-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 6. November-December 2008

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.

2008-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 2, March-April 2007

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2007-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 3, May-June 2009

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2009-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 20, Number 3, May-June 2007

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2007-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 1, January-February 2010

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Rose, Bobbie, Ed.; Calder, Judy, Ed.; Garakani, Tahereh, Ed.; Leonard, Victoria, Ed.

2010-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 1. January-February 2005

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Walsh, Eileen, Ed.

2005-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 4. July-August 2003

ERIC Educational Resources Information Center

Zamani, Rahman, Ed.; Guralnick, Eva, Ed.; Kunitz, Judith Ed.

2003-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 3, May-June 2008

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.

2008-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of this newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 21, Number 2. March-April 2008

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.

2008-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 1. January-February 2004

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Lucich, Mardi, Ed.

2004-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 2. March-April 2004

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Lucich, Mardi, Ed.

2004-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 19, Number 5, September-October 2006

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Rose, Bobbie, Ed.; Leonard, Victoria, Ed.; Gendell, Mara, Ed.

2006-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of this newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 3. May-June 2003

ERIC Educational Resources Information Center

Zamani, Rahman, Ed.; Guralnick, Eva, Ed.; Kunitz, Judith, Ed.

2003-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 6. November-December 2004

ERIC Educational Resources Information Center

Zamani, A. Rahman, Ed.; Guralnick, Eva, Ed.; Calder, Judy, Ed.; Lucich, Mardi, Ed.; Walsh, Eileen, Ed.

2004-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 1. January-February 2002

ERIC Educational Resources Information Center

Zamani, Rahman, Ed.; Guralnick, Eva, Ed.; Kunitz, Judith, Ed.

2002-01-01

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment…

Developing Safe Schools Partnerships with Law Enforcement

ERIC Educational Resources Information Center

Rosiak, John

2009-01-01

Safe schools are the concern of communities throughout the world. If a school is safe, and if children feel safe, students "are better able to learn. But what are the steps to make" this happen? First, it is important to understand the problem: What are the threats to school safety? These include crime-related behaviors that find their way to…

Bug Off

ERIC Educational Resources Information Center

Copps, Patrick T.

2007-01-01

Insects and rodents in education facilities can cause structural damage, and they carry diseases that threaten food safety and the health of students and employees. To effectively prevent infestations and manage pests in a safe and eco-sensitive manner, many schools turn to integrated pest management (IPM) programs that emphasize environmentally…

76 FR 19261 - National Child Abuse Prevention Month, 2011

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-06

... within families requires community members and leaders to partner with parents. From schools to local... the signs of violence and creating safe, stable, and nurturing environments that safeguard the promise... illness, and domestic violence. We are also supporting programs that expand coordination of early...

To reauthorize the matching grant program for school security in the Omnibus Crime Control and Safe Streets Act of 1968.

THOMAS, 113th Congress

Rep. Barrow, John [D-GA-12

2013-06-28

House - 07/15/2013 Referred to the Subcommittee on Crime, Terrorism, Homeland Security, and Investigations. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Proactive Thoughts on Creating Safe Schools.

ERIC Educational Resources Information Center

Perry, Constance M.

1999-01-01

Reactive measures such as metal detectors, I.D. badges, and zero-tolerance policies can reduce violence, but cultivating order is more effective than imposing it. Building a respectful, caring learning environment by enhancing students' sense of belonging, implementing a comprehensive character-education program, and teaching conflict-resolution…

Teaching Young Children about AIDS.

ERIC Educational Resources Information Center

Schonfeld, David J.; Quackenbush, Marcia

2000-01-01

AIDS is a genuine concern for young schoolchildren, as a significant number begin having unprotected sex before completing elementary school. The most effective sex-education programs stress delaying the age of first intercourse and adopting safe sexual practices. Principals' supportive behaviors and prevention education tips are discussed. (MLH)

Safe Schools, Safe Communities.

ERIC Educational Resources Information Center

Lewis, Julie E.; Pickett, Dean; Pulliam, Janet L.; Schwartz, Richard A.; St. Germaine, Anne-Marie; Underwood, Julie; Worona, Jay

Schools must work together with agencies, groups, and individuals to eliminate the forces leading children to violence. Chapter 1, "School Safety: Working Together to Keep Schools Safe," stresses the importance of community collaboration in violence prevention. Effective prevention requires sharing information about students, consistent…

A new curriculum for fitness education.

PubMed Central

Boone, J L

1983-01-01

Regular exercise is important in a preventive approach to health care because it exerts a beneficial effect on many risk factors in the development of coronary heart disease. However, many Americans lack the skills required to devise and carry out a safe and effective exercise program appropriate for a life-time of fitness. This inability is partly due to the lack of fitness education during their school years. School programs in physical education tend to neglect training in the health-related aspects of fitness. Therefore, a new curriculum for fitness education is proposed that would provide seventh, eighth, and ninth grade students with (a) a basic knowledge of their physiological response to exercise, (b) the means to develop their own safe and effective physical fitness program, and (c) the motivation to incorporate regular exercise into their lifestyle. This special 4-week segment of primarily academic study is designed to be inserted into the physical education curriculum. Daily lessons cover health-related fitness, cardiovascular fitness, body fitness, and care of the back. A final written examination covering major areas of information is given to emphasize this academic approach to exercise. Competition in athletic ability is deemphasized, and motivational awards are given based on health-related achievements. The public's present lack of knowledge about physical fitness, coupled with the numerous anatomical and physiological benefits derived from regular, vigorous exercise, mandate an intensified curriculum of fitness education for school children. PMID:6414039

How To Keep Your Schools Safe and Secure.

ERIC Educational Resources Information Center

Gilbert, Christopher B.

1996-01-01

Discusses unforeseen costs (including potential litigation expenses), benefits, and consequences of adopting security measures (such as metal detectors, drug dogs, security cameras, campus police, dress codes, crime watch programs, and communication devices) to counter on-campus violence and gang activity. High-tech gadgetry alone is insufficient.…

42 CFR 51d.6 - How will applications be evaluated and awarded?

Code of Federal Regulations, 2012 CFR

2012-10-01

... provided (e.g., outreach, crisis counseling, public education on stress management and crisis mental health... involved in addressing the precipitating event (e.g., emergency management agencies, law enforcement... Directorate within the Federal Emergency Management Agency (FEMA), the Safe and Drug Free Schools Program...

42 CFR 51d.6 - How will applications be evaluated and awarded?

Code of Federal Regulations, 2014 CFR

2014-10-01

... provided (e.g., outreach, crisis counseling, public education on stress management and crisis mental health... involved in addressing the precipitating event (e.g., emergency management agencies, law enforcement... Directorate within the Federal Emergency Management Agency (FEMA), the Safe and Drug Free Schools Program...

42 CFR 51d.6 - How will applications be evaluated and awarded?

Code of Federal Regulations, 2011 CFR

2011-10-01

... provided (e.g., outreach, crisis counseling, public education on stress management and crisis mental health... involved in addressing the precipitating event (e.g., emergency management agencies, law enforcement... Directorate within the Federal Emergency Management Agency (FEMA), the Safe and Drug Free Schools Program...

42 CFR 51d.6 - How will applications be evaluated and awarded?

Code of Federal Regulations, 2013 CFR

2013-10-01

... provided (e.g., outreach, crisis counseling, public education on stress management and crisis mental health... involved in addressing the precipitating event (e.g., emergency management agencies, law enforcement... Directorate within the Federal Emergency Management Agency (FEMA), the Safe and Drug Free Schools Program...

National Evaluation of Safe Start Promising Approaches: Assessing Program Implementation. Technical Report

ERIC Educational Resources Information Center

Schultz, Dana; Jaycox, Lisa H.; Hickman, Laura J.; Chandra, Anita; Barnes-Proby, Dionne; Acosta, Joie; Beckman, Alice; Francois, Taria; Honess-Morreale, Lauren

2010-01-01

Children's exposure to violence (CEV)--including direct child maltreatment, witnessing domestic violence, and witnessing community and school violence--can have serious consequences, including a variety of psychiatric disorders and behavioral problems, such as posttraumatic stress disorder, depression, and anxiety. Fortunately, research has shown…

Resistance Training for Elementary School Age Children

ERIC Educational Resources Information Center

Langford, George A.; McCurdy, Kevin W.

2005-01-01

It is essential for physical education teachers to utilize a foundation of physiological principles to design and monitor appropriate, safe, and effective exercise for their students. Adult training programs are not appropriate for children. Teachers should consider individual levels of maturation, motor skill ability, and affective needs when…

The Impact of Staffing on Program Efficiency.

ERIC Educational Resources Information Center

Farmer, Ernest

1988-01-01

Adequate staffing for pupil transportation provides for the following: (1) drivers are appropriately instructed; (2) school buses meet the highest standards of construction and maintenance; (3) discipline is uniformly administered; (4) instruction in safe riding practices is provided; and (5) salary and fringe benefits retain the best qualified…

[Safe school].

PubMed

Liberal, Edson Ferreira; Aires, Roberto Tschoepke; Aires, Mariana Tschoepke; Osório, Ana Carla de Albuquerque

2005-11-01

To review the strategies to make school a safe environment. The paper first addresses the social context of accidents and violence in the school environment, and makes recommendations, based on the literature data, for the implementation of safe schools. Articles published between 1993 and 2005 in the MEDLINE database. Brazilian epidemiological and literature data have also been searched. There is growing evidence that intervention has multiple components, focusing on health education practices, with the participation of the whole community. The aim of those interventions is to help students and community members to adopt healthy and safe behaviors. Schools are taking on an increasing role in health promotion, disease prevention, and injury prevention. In the context of prevention of external causes of morbidity and mortality, it is important to recognize a risky environment, places, and risk behaviors as favorable to injury and violence, as well as the concept of accident as something one can avoid. Implementation of safe schools represents a promising new direction for school-based preventive work. It is important to note that a safe school should intervene not only in its physical structure, but it should also make it as safe as possible by gathering the school community through health education, and mainly encouraging healthy behavior.

Overcoming Legal Liability Concerns for School-Based Physical Activity Promotion

PubMed Central

Zimmerman, Sara; Kramer, Karen

2013-01-01

Schools have been identified as a priority environment for physical activity promotion as a component of efforts to help prevent childhood obesity. A variety of school-based environmental and programmatic strategies have been proven effective in promoting physical activity both on-site and in the surrounding community. However, many schools are deterred by fears of increased risk of legal liability for personal injuries. We examine 3 school-based strategies for promoting physical activity—Safe Routes to School programs, joint use agreements, and playground enhancement—from a tort liability perspective, and describe how schools can substantially minimize any associated liability risk through injury prevention and other strategies. We also recommend approaches to help schools overcome their liability concerns and adopt these critically needed healthy school policies. PMID:24028226

Beating the Odds. An Educational Program Relating Safety Belt Use to Health Lifestyles for High School Students.

ERIC Educational Resources Information Center

Department of Transportation, Washington, DC. National Highway Safety Bureau.

This program module is designed to encourage the use of safety measures in driving, emphasizing the use of seat belts. The learning activities focus upon: (1) the importance of the use of safety belts as the most effective preventive measure in a safe and healthy lifestyle; (2) the reasons people cite for not wearing safety belts and the accuracy…

Validity of instruments to assess students' travel and pedestrian safety.

PubMed

Mendoza, Jason A; Watson, Kathy; Baranowski, Tom; Nicklas, Theresa A; Uscanga, Doris K; Hanfling, Marcus J

2010-05-18

Safe Routes to School (SRTS) programs are designed to make walking and bicycling to school safe and accessible for children. Despite their growing popularity, few validated measures exist for assessing important outcomes such as type of student transport or pedestrian safety behaviors. This research validated the SRTS school travel survey and a pedestrian safety behavior checklist. Fourth grade students completed a brief written survey on how they got to school that day with set responses. Test-retest reliability was obtained 3-4 hours apart. Convergent validity of the SRTS travel survey was assessed by comparison to parents' report. For the measure of pedestrian safety behavior, 10 research assistants observed 29 students at a school intersection for completion of 8 selected pedestrian safety behaviors. Reliability was determined in two ways: correlations between the research assistants' ratings to that of the Principal Investigator (PI) and intraclass correlations (ICC) across research assistant ratings. The SRTS travel survey had high test-retest reliability (kappa = 0.97, n = 96, p < 0.001) and convergent validity (kappa = 0.87, n = 81, p < 0.001). The pedestrian safety behavior checklist had moderate reliability across research assistants' ratings (ICC = 0.48) and moderate correlation with the PI (r = 0.55, p = < 0.01). When two raters simultaneously used the instrument, the ICC increased to 0.65. Overall percent agreement (91%), sensitivity (85%) and specificity (83%) were acceptable. These validated instruments can be used to assess SRTS programs. The pedestrian safety behavior checklist may benefit from further formative work.

Maintaining a Quality Environmental Health & Safety Program.

ERIC Educational Resources Information Center

Otto, Ann K.; And Others

1994-01-01

The college or university human resources department's responsibilities in assuring a healthy and safe environment are enumerated. First, issues to be considered in school safety are outlined, and then the role of the health and safety officer is discussed. A sample job description and list of duties are included. (MSE)

NCAA Sports Medicine Handbook, 1999-2000. Twelfth Edition.

ERIC Educational Resources Information Center

National Collegiate Athletic Association, Indianapolis, IN.

This handbook, first published in 1975, is the primary educational tool used by the National Collegiate Athletic Association Committee on Competitive Safeguards and Medical Aspects of Sports, and is designed to assist schools in the development of safe intercollegiate athletics programs. The handbook's first section on administrative issues covers…

Safe and Secure

ERIC Educational Resources Information Center

Kennedy, Mike

2010-01-01

The education headlines have been filled with grim news about facility closings, teacher layoffs and program cutbacks. When the economic climate is gloomy, few areas of schools and universities are spared. In areas outside the classroom, such as safety and security, the cuts may be larger and come more quickly. When money is scarce, education…

Safe Passage

ERIC Educational Resources Information Center

Razwick, Jeff

2007-01-01

Many schools are almost entirely reliant on alarms and sprinklers for their fire protection. As these devices need to be triggered and supplied with power or water to work properly, they are vulnerable to errors. To provide adequate safety, a good fire-protection program must have three primary elements: fire protection and suppression, and…

Safe Science: Be Protected!

ERIC Educational Resources Information Center

Roy, Ken

2006-01-01

More science laboratories are being built because of larger enrollments in academics and schools. There is an increase in hands-on/process science effected by the renewed interest in and priority of science education. New science curricula like Biotechnology and Advanced college type program courses are being introduced with the use of exotic…

Childhood Immunization: A Key Component of Early Childhood Development

ERIC Educational Resources Information Center

Messonnier, Nancy

2017-01-01

Physical health is a key component of early childhood development and school readiness. By keeping children healthy and decreasing the chances of disease outbreaks, immunizations help early childhood programs create a safe environment for children. While overall vaccination rates are high nationally for most vaccines routinely recommended for…

Safe Schools/Safe Communities: A Directory of Resources for Pennsylvania.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

This document contains a directory of resources available in Pennsylvania to help achieve the goal of safe schools. Following a copy of the Safe Schools Act of 1993, nine sections list agencies that provide services and products under the headings of: conflict resolution/mediation, gangs, suicide, crisis response, family violence, diversity,…

Association between neighborhood safety and overweight status among urban adolescents

PubMed Central

Duncan, Dustin T; Johnson, Renee M; Molnar, Beth E; Azrael, Deborah

2009-01-01

Background Neighborhood safety may be an important social environmental determinant of overweight. We examined the relationship between perceived neighborhood safety and overweight status, and assessed the validity of reported neighborhood safety among a representative community sample of urban adolescents (who were racially and ethnically diverse). Methods Data come from the 2006 Boston Youth Survey, a cross-sectional study in which public high school students in Boston, MA completed a pencil-and-paper survey. The study used a two-stage, stratified sampling design whereby schools and then 9th–12th grade classrooms within schools were selected (the analytic sample included 1,140 students). Students reported their perceptions of neighborhood safety and several associated dimensions. With self-reported height and weight data, we computed body mass index (BMI, kg/m2) for the adolescents based on CDC growth charts. Chi-square statistics and corresponding p-values were computed to compare perceived neighborhood safety by the several associated dimensions. Prevalence ratios (PRs) and 95% confidence intervals (CI) were calculated to examine the association between perceived neighborhood safety and the prevalence of overweight status controlling for relevant covariates and school site. Results More than one-third (35.6%) of students said they always felt safe in their neighborhood, 43.9% said they sometimes felt safe, 11.6% rarely felt safe, and 8.9% never felt safe. Those students who reported that they rarely or never feel safe in their neighborhoods were more likely than those who said they always or sometimes feel safe to believe that gang violence was a serious problem in their neighborhood or school (68.0% vs. 44.1%, p < 0.001), and to have seen someone in their neighborhood assaulted with a weapon (other than a firearm) in the past 12 months (17.8% vs. 11.3%, p = 0.025). In the fully adjusted model (including grade and school) stratified by race/ethnicity, we found a statistically significant association between feeling unsafe in one's own neighborhood and overweight status among those in the Other race/ethnicity group [(PR = 1.56, (95% CI: 1.02, 2.40)]. Conclusion Data suggest that perception of neighborhood safety may be associated with overweight status among urban adolescents in certain racial/ethnic groups. Policies and programs to address neighborhood safety may also be preventive for adolescent overweight. PMID:19671180

Leadership for Safe and Inclusive Schools: An Examination of Lesbian, Gay, Bisexual and Transgender Educators' Perceptions of School Climate

ERIC Educational Resources Information Center

Wright, Tiffany

2009-01-01

Effective school leaders work to assist students and staff alike in feeling safe within the school environment. Educators need to feel safe in order to successfully carry out their professional responsibilities. Historically and presently, lesbian, gay, bisexual, and transgender (LGBT) educators have felt unsafe in school settings, even though…

Developing Social Media-Based Suicide Prevention Messages in Partnership With Young People: Exploratory Study

PubMed Central

Hetrick, Sarah; Paix, Steve; O'Donnell, Matt; Cox, Georgina; Ftanou, Maria; Skehan, Jaelea

2017-01-01

Background Social media is increasingly being used by young people for health-related issues, including communicating about suicide. Due to the concerns about causing distress or inducing suicidal thoughts or behaviors, to date young people neither have been engaged in the development of social media–based suicide prevention interventions nor have interventions focused on educating young people about safe ways to communicate about suicide online. Given the potential that social media holds to deliver messages to vast numbers of people across space and time and the fact that young people often prefer to seek help from their friends and peers, safely educating and engaging young people to develop suicide prevention messages that can be delivered via social media is an obvious next step. Objectives The objectives of this study were to (1) provide education to a small number of secondary school students about safe ways to communicate about suicide via social media; (2) engage the same young people in the development of a suite of social media–based suicide prevention multimedia messages; (3) assess the impact of this on participants; and (4) assess the acceptability and safety of the messages developed. Methods This study involved two phases. In phase 1, 20 participants recruited from two schools took part in an 8- to 10-week program during which they were provided with psychoeducation about mental health and suicide, including how to talk safely about suicide online, and they were then supported to design and develop their own media messages. These participants completed an evaluation questionnaire at the conclusion of the program. In phase 2, a larger group of participants (n=69), recruited via an opt-in process, viewed the media messages and completed a short questionnaire about each one. Results Participants in phase 1 enjoyed the program and reported that they learned new skills, such as how to talk safely about suicide online, and felt more able to provide emotional support to others (16/20, 80%). No participants reported that the program made them feel suicidal. Participants in phase 2 generally rated the media messages as safe and acceptable, although some messages were rated more highly than others. Conclusions This study suggests that young people can be safely engaged in developing suicide prevention messages, which can be disseminated via social media. Engaging young people in this process may improve the traction that such campaigns will have with other young people. The study also suggests that educating young people regarding how to talk safely about suicide online has multiple benefits and is not associated with distress. Overall, these findings pave the way for new approaches to prevent suicide among young people. PMID:28978499

"Safe Schools within Safe Communities: A Regional Summit in the Heartland." Policy Briefs Special Report.

ERIC Educational Resources Information Center

Huertas, Aurelio, Jr.; Sullivan, Carol

This report documents the proceedings of a regional policy seminar hosted by the Iowa Department of Education with support from the North Central Regional Educational Laboratory (NCREL) and the Midwest Regional Center for Drug-Free Schools and Communities (MRC). The seminar, "Safe Schools Within Safe Communities," was held on September 19-20,…

The Violence Continuum: Creating a Safe School Climate

ERIC Educational Resources Information Center

Manvell, Elizabeth C.

2012-01-01

We expect schools to be a safe haven, but after more than a decade of targeted school violence prevention laws and safety plans, students are still marginalized and bullied to the point of despondence, retaliation, and even suicide. This thoughtful exploration of what makes a school a safe place is based on the understanding that violence is a…

Safe Schools for LGBTQI Students: How Do Teachers View Their Role in Promoting Safe Schools?

ERIC Educational Resources Information Center

Vega, Stephanie; Crawford, Heather Glynn; Van Pelt, J-Lynn

2012-01-01

This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students' safety in schools, that educational settings operate from…

75 FR 7573 - Office of Safe and Drug-Free Schools; Overview Information; Models of Exemplary, Effective, and...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-22

... to the research, then a quasi- experimental evaluation of the program's implementation on the... experimental or quasi- experimental research design, with the evaluation results suggesting effectiveness in... this grant competition, a research design of the highest quality means an experimental design in which...

Supportive Social Services for LGBT Youth: Lessons from the Safe Schools Movement

ERIC Educational Resources Information Center

Russell, Stephen T.

2010-01-01

How do social services professionals identify and design supportive environments that promote the positive development of LGBT youth? Although there are extraordinary examples of individuals and programs that exist for the purpose of supporting LGBT youth and fostering their development, the work of documenting and empirically analyzing what works…

Crocodile Chemistry. [CD-ROM].

ERIC Educational Resources Information Center

1999

This high school chemistry resource is an on-screen chemistry lab. In the program, students can experiment with a huge range of chemicals, choosing the form, quantity and concentrations. Dangerous or difficult experiments can be investigated safely and easily. A vast range of equipment can be set up, and complex simulations can be put together and…

Giving Refugee Students a Strong Head Start: The LEAD Program

ERIC Educational Resources Information Center

Miles, Joan; Bailey-McKenna, Mary-Catherine

2016-01-01

As the complexity and cultural diversity in contemporary Canadian schools increases, educators are challenged to respond to the unique cultural, socioemotional, and learning needs of students whose families are fleeing hardship, global conflict, or persecution to seek safe haven in Canada. Like those in most major urban centres in Canada, schools…

When Funding Is Scarce: Making the Best Use of Existing Facilities

ERIC Educational Resources Information Center

Yurko, Amy

2010-01-01

In this environment of economic uncertainty, school districts can be faced with tough decisions in their attempts to provide students and teachers with safe and functional facilities for teaching and learning. To accommodate program changes and enrollment fluctuations as well as aging facilities and limited capital budgets, it is increasingly…

Safety in the Science Laboratory, A Guide.

ERIC Educational Resources Information Center

Christian, Floyd T.

The bulletin was prepared as a general guide to encourage the use of safe practices in science laboratories in Florida schools. The guide begins with an outline of recommended emergency procedures. Chapter I discusses the importance of safety in the science program. Chapter II discusses handling and storage of equipment, and designing laboratory…

Helping At-Risk Youth: Lessons from Community-Based Initiatives.

ERIC Educational Resources Information Center

Morley, Elaine; Rossman, Shelli B.

This report is designed to assist communities engaged in or contemplating initiatives focused on at-risk youth. Much of the information comes from evaluations of the Communities in Schools, SafeFeatures, and Children at Risk initiatives. Brief descriptions of experiences or practices of the community programs are used to illustrate points made or…

Knowledge and Experiences of Risks among Pupils in Vocational Education.

PubMed

Andersson, Ing-Marie; Gunnarsson, Kristina; Rosèn, Gunnar; Moström Åberg, Marie

2014-09-01

Young male and female workers are over-represented in statistics concerning negative outcomes of poor work environment and risky work. Young workers often have low awareness of risk, a lack of safety training, and inadequate introduction to the work. The aim of this study was to identify the knowledge and experiences of pupils of vocational schools concerning potential work environment risks in their future work. The study design was a dual one, and included a questionnaire and focus group interviews. The study group consisted of 239 pupils from 10 upper secondary schools, who were graduating pupils in four vocational programs: the Industrial Technology Programme, the Restaurant Management and Food Programme, the Transport Programme, and the Handicraft Programme (in which students specialize in wood products). The upper secondary schools were located in the central region of Sweden. The pupils had limited knowledge that employers must, by law, conduct risk analyses and prevent risks. Many felt that they themselves are mainly responsible for performing their tasks safely. Pupils in all programs mentioned acute risk as the greatest risk at work. The theoretical education about safety at work was provided in the 1(st) year of the 3-year vocational programs. A systematic approach to pupils' training in work environment, which is a basis for a safe and healthy workplace, is lacking. The study findings indicate that pupils are offered knowledge far from that intended by laws and by state-of-the-art occupational health risk research.

Amur tiger conservation education program: A pilot study on program effectiveness.

PubMed

Mukhacheva, Anna S; Derugina, Vasilissa V; Maksimova, Galina D; Soutyrina, Svetlana V

2015-07-01

Anthropogenic impacts are the primary threats to Amur tigers (Panthera tigris altaica) and their habitat. Villagers living in proximity to tigers tend to view them negatively and, often, as a source of revenue on black markets. We aim to reduce human-tiger conflict by working with young students of Ternei County in the heart of tiger habitat in Primorskii Krai (Province). To inform and influence Ternei County's future decision-makers, we developed "Safe Conduct", a year-long education program held in 6 villages, culminating in a multi-school conference. We tested the efficacy of Safe Conduct as a potential model for tiger conservation educational programs. We measured levels of student knowledge about tiger ecology, their attitude towards tigers, and their willingness to engage in tiger conservation activites prior to, immediately after and 6 months following the completion of our program. Results supported the fundamental premise of Safe Conduct that knowledge and attitude towards tigers are correlated. Knowledge of tiger ecology and attitude towards tigers increased by the project's completion; both remained high after 6 months. However, commitment to participation in conservation efforts rose temporarily post-program and then dropped. Results varied by village. We recommend that the reasons for the high performance measures of students in 2 villages be investigated, and that lessons learned be applied to villages that underperformed. Safe Conduct represents a potential model for environmental education programs in Ternei County and elsewhere to educate future generations, to eventually develop a strong commitment to Amur tiger conservation at the community level. © 2015 International Society of Zoological Sciences, Institute of Zoology/Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

Validity of instruments to assess students' travel and pedestrian safety

PubMed Central

2010-01-01

Background Safe Routes to School (SRTS) programs are designed to make walking and bicycling to school safe and accessible for children. Despite their growing popularity, few validated measures exist for assessing important outcomes such as type of student transport or pedestrian safety behaviors. This research validated the SRTS school travel survey and a pedestrian safety behavior checklist. Methods Fourth grade students completed a brief written survey on how they got to school that day with set responses. Test-retest reliability was obtained 3-4 hours apart. Convergent validity of the SRTS travel survey was assessed by comparison to parents' report. For the measure of pedestrian safety behavior, 10 research assistants observed 29 students at a school intersection for completion of 8 selected pedestrian safety behaviors. Reliability was determined in two ways: correlations between the research assistants' ratings to that of the Principal Investigator (PI) and intraclass correlations (ICC) across research assistant ratings. Results The SRTS travel survey had high test-retest reliability (κ = 0.97, n = 96, p < 0.001) and convergent validity (κ = 0.87, n = 81, p < 0.001). The pedestrian safety behavior checklist had moderate reliability across research assistants' ratings (ICC = 0.48) and moderate correlation with the PI (r = 0.55, p =< 0.01). When two raters simultaneously used the instrument, the ICC increased to 0.65. Overall percent agreement (91%), sensitivity (85%) and specificity (83%) were acceptable. Conclusions These validated instruments can be used to assess SRTS programs. The pedestrian safety behavior checklist may benefit from further formative work. PMID:20482778

Outcomes for a transitional living program serving LGBTQ youth in New York City.

PubMed

Nolan, Theresa C

2006-01-01

Providing stable housing for runaway and homeless youth is a major function of a transitional living program. This article introduces the focus of one program working with LGBTQ youth in New York City and discusses some issues to consider when working with this population. The article also presents data associated with young people's lives after discharge. In any discussion of outcomes, both reason for discharge and length of stay play important roles in whether or not an exit is safe. Regardless of these two elements, the places youth move to when leaving programs are crucial to their safety and well-being. The exit can be safe even when a young person is discharged early from a program. This article presents types of exits, as well as status of employment and school enrollment at exit. Some youth and staff-identified lessons gained in the program also are discussed in detail. Types of aftercare services sought by discharged youth are specified. This article also describes any differences in outcomes for youth with and without foster care experience.

Beth Reis and the Safe Schools Coalition

ERIC Educational Resources Information Center

Vaught, Sabina E.

2007-01-01

This article chronicles the formation and organization of the Safe Schools Coalition (SCC) through the experiences of Beth Reis, co-founder and co-Chair. The article suggests ways in which the SCC can serve as a model for both collective and individual work in promoting safe schools.

Children's active commuting to school: current knowledge and future directions.

PubMed

Davison, Kirsten K; Werder, Jessica L; Lawson, Catherine T

2008-07-01

Driven largely by international declines in rates of walking and bicycling to school and the noted health benefits of physical activity for children, research on children's active commuting to school has expanded rapidly during the past 5 years. We summarize research on predictors and health consequences of active commuting to school and outline and evaluate programs specific to children's walking and bicycling to school. Literature on children's active commuting to school published before June 2007 was compiled by searching PubMed, PsycINFO, and the National Transportation Library databases; conducting Internet searches on program-based activities; and reviewing relevant transportation journals published during the last 4 years. Children who walk or bicycle to school have higher daily levels of physical activity and better cardiovascular fitness than do children who do not actively commute to school. A wide range of predictors of children's active commuting behaviors was identified, including demographic factors, individual and family factors, school factors (including the immediate area surrounding schools), and social and physical environmental factors. Safe Routes to School and the Walking School Bus are 2 public health efforts that promote walking and bicycling to school. Although evaluations of these programs are limited, evidence exists that these activities are viewed positively by key stakeholders and have positive effects on children's active commuting to school. Future efforts to promote walking and bicycling to school will be facilitated by building on current research, combining the strengths of scientific rigor with the predesign and postdesign provided by intervention activities, and disseminating results broadly and rapidly.

An Introductory Packet on Violence Prevention and Safe Schools

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2007

2007-01-01

This publication presents a collection of resources on violence prevention and safe schools. This document contains the following parts: (1) Introduction; (2) A Few Resource Aids; (3) Public Policy and Funding Opportunities; (4) More Resource Aids on Violence Prevention and Safe Schools; and (5) Concluding Comment. Individual sections contain…

Research to practice: developing an integrated anaphylaxis education curriculum for school nurses.

PubMed

Cavanaugh, Rebecca; Strickland, C June

2011-06-01

The numbers of school-aged children with life-threatening allergies that cause anaphylaxis continues to increase. Many states, including Washington, have responded to this by developing specific guidelines for school districts to follow in order to provide a safe learning environment for children with medical conditions that put them at risk for anaphylaxis. School nurses require resources to assist them in providing health training for school staff on how to manage potentially life-threatening health conditions for children in their school, however, resources to address this training are limited. A search for and content analysis of currently available literature and resources about anaphylaxis and anaphylaxis training curricula revealed a lack of an integrated curriculum to train school staff. This article presents a discussion of the development of a train-the-trainer anaphylaxis education program providing school nurses with curriculum, lesson plans, teaching-learning activities, and resources for anaphylaxis education of all school staff.

Planning a Comprehensive Approach to Safe and Drug-Free Schools and Communities. Title IV Safe and Drug-Free Schools and Communities Evaluation, 1996-97. Publication Number 96.15.

ERIC Educational Resources Information Center

Doolittle, Martha; Smith, Ralph

The Safe and Drug-Free Schools and Communities (SDFSC) Act of 1986 provides funding to school districts to supplement local efforts to eliminate violence as well as drug and alcohol use by their students. In 1996-97, the Austin Independent School District (Texas) (AISD) received $622,692 from the SDFSC grant, with supplemental funds later bringing…

School Bus Transportation of Children With Special Health Care Needs.

PubMed

O'Neil, Joseph; Hoffman, Benjamin D

2018-05-01

School systems are responsible for ensuring that children with special needs are safely transported on all forms of federally approved transportation provided by the school system. A plan to provide the most current and proper support to children with special transportation needs should be developed by the Individualized Education Program team, including the parent, school transportation director, and school nurse, in conjunction with physician orders and recommendations. With this statement, we provide current guidance for the protection of child passengers with specific health care needs. Guidance that applies to general school transportation should be followed, inclusive of staff training, provision of nurses or aides if needed, and establishment of a written emergency evacuation plan as well as a comprehensive infection control program. Researchers provide the basis for recommendations concerning occupant securement for children in wheelchairs and children with other special needs who are transported on a school bus. Pediatricians can help their patients by being aware of guidance for restraint systems for children with special needs and by remaining informed of new resources. Pediatricians can also play an important role at the state and local level in the development of school bus specifications. Copyright © 2018 by the American Academy of Pediatrics.

Early Arrival or Trespassing? Leadership, School Security, and the Right to the School

ERIC Educational Resources Information Center

Irby, Decoteau J.; Thomas, Christopher

2013-01-01

School leaders are under constant pressure to ensure that schools are safe and to demonstrate that student safety and discipline are priorities. In many districts, schools rely on local law enforcement, school police, or security personnel to assist with promoting and maintaining safe schools. To encourage school leaders to think critically about…

Afterschool Programs: Keeping Kids -- and Communities -- Safe. Afterschool Alert. Issue Brief No. 27

ERIC Educational Resources Information Center

Afterschool Alliance, 2007

2007-01-01

After 14 years of decline, cities across the nation are reporting spikes in crime rates, which many law enforcement officials attribute to decreased federal spending on crime prevention and more juveniles becoming involved in violent crimes. This report highlights the "after-school" gap: 20-25 hours per week that children are out of…

76 FR 14001 - Office of Safe and Drug-Free Schools Discretionary Grant Programs

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-15

... crime, substance abuse, mental health distress, and suicide. Although data on crime are limited, the... highest among all racial or ethnic groups, and in 2008 the suicide rate for such youth ages 15 to 19 was... antisocial behavior, and the suicide crisis in tribal communities--have serious and lasting consequences for...

What Students Say about Bullying

ERIC Educational Resources Information Center

Davis, Stan; Nixon, Charisse

2011-01-01

Educators striving to create safe, respectful, bully-free school climates have many programs and approaches to choose from--but it's difficult to know which will work best. The experiences of students who have been bullied can help educators decide what works and what doesn't. The authors conducted a large-scale survey of students, and asked 3,000…

Clinton's Child Care Plan: Helping Families to Secure and Pay for Child Care. Family Review.

ERIC Educational Resources Information Center

Lindjord, Denise

1998-01-01

Reviews features of President Bill Clinton's proposed $22 billion child care plan, a set of spending measures and tax credits designed to make child care more affordable, available, and safe for low- and middle-income families. Features noted include Head Start and after-school programs, and business tax credits. (HTH)

3Ts--Training, Testing, and Telling: A Guide for Community Partners

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2006

2006-01-01

The United States Environmental Protection Agency (EPA) wants to ensure schools and child care facilities are safe environments for the nation's children. In response to rising public concern over the health risks posed to young children by lead in the drinking water, EPA is launching a "3Ts--Training, Testing, and Telling" program. This…

Make Your Load Lighter with STARS

ERIC Educational Resources Information Center

Braxton, Barbara

2005-01-01

The Student Teaching and Research Services (STARS) program that is in place in a particular elementary school has proven very successful, not only in improving the services that are offered, but also in helping its participants to build their self-esteem. Those who seek a safe haven in the library during breaks make such a significant and visible…

From Global Jobs to Safe Spaces: The Diverse Discourses That Sell Multilingual Schooling in the USA

ERIC Educational Resources Information Center

Dorner, Lisa M.

2015-01-01

While much research has demonstrated that English-only rhetoric negatively affects bilingual education for the children of US immigrants, few studies have examined the local negotiations and discourses that shape the development of multilingual programming for English-speaking students. Across the USA, educational leaders and policy-makers today…

Addressing Stereotypes by Moving along the Continuum of Cultural Proficiency

ERIC Educational Resources Information Center

Ward, Cheryl James

2013-01-01

Programs to help middle school students deal with racism and hate have been in place for some years, yet almost monthly we hear of students committing suicide or killing other students due to issues of isolation or harassment. Within the confines of a safe classroom, doctoral students in Educational Leadership addressed issues of stereotypes and…

34 CFR 299.5 - What maintenance of effort requirements apply to ESEA programs?

Code of Federal Regulations, 2010 CFR

2010-07-01

... funds only if the SEA finds that either the combined fiscal effort per student or the aggregate... preceding fiscal year was not less than 90 percent of the combined fiscal effort per student or the... Technology Resources). (4) Part A of title IV (Safe and Drug-Free Schools and Communities) (other than...

Pursuing the Human Side of Driving. A Senior Grade Level Driver Education Refresher Course Curriculum.

ERIC Educational Resources Information Center

Bradley, David L.; Sorte, Bruce M.

Designed for high school seniors, this supplemental traffic safety program serves as a catalyst for discussion and learning in the area of affective education and safe and responsible driving. The guide is comprised of seven instructional units: (1) Orientation; (2) Communication Skills; (3) Skillful Decision Maker and Why; (4) Recognizing…

75 FR 34910 - Office of Safe and Drug-Free Schools; Overview Information; Carol M. White Physical Education...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-18

... M. White Physical Education Program (PEP) provides grants to local educational agencies (LEAs) and... this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only...(c)(2)(i), we will award an additional 3 points to an application that meets this priority. This...

An objective and cross-sectional examination of sun-safe behaviours in New South Wales primary schools.

PubMed

Dudley, Dean A; Cotton, Wayne G; Winslade, Matthew J; Wright, Bradley J; Jackson, Kirsten S; Brown, Alexandra M; Rock, Vanessa

2017-01-05

Previous evaluations have supported the link between sun protection policies and improved sun protection behaviours. However these evaluations have relied on self-reported data. A cross-sectional design as part of an ongoing 18-month cluster-controlled trial in primary schools (n = 20) was used. Researchers conducted direct observations to record students' hat use and teachers' use of sun protective measures during recess and lunch. Researchers also recorded the volume of sunscreen consumed in each school. Only 60% of primary school children wear a sun-safe hat during their breaks when observed using objective measures. Weak correlations were observed between the wearing of a sun-safe hat and a school's socio-economic status (r = 0.26). All other independent variables measured had only very weak correlations (r < 0.19) with sun-safe hat wearing behaviour of students. Sunscreen consumption by school students during the school day is negligible. A large percentage of NSW primary schools in this study wear sun-safe hats during the school day but this is well below what has been reported in previous national surveys. Given the finite resources of schools and the correlation, though small, with SES status for these behaviours, it behoves researchers to investigate low-cost solutions to these problems. Further qualitative data will also be needed to inform the enablers and barriers for sun-safe behaviour interventions to be adopted in NSW primary schools.

"Safe Zone" Classrooms: The Individual Student versus the Community

ERIC Educational Resources Information Center

Kruk, Amber

2013-01-01

Independence Day School is a small college preparatory school serving grades 9-12, in rural Illinois. As part of its commitment to creating a safe school for all students, it adopted a "safe zone" classrooms policy. The policy states that classrooms where conversation about homosexuality is permitted are marked with inverted pink…

The Challenge. Volume 14, Number 2

ERIC Educational Resources Information Center

US Department of Education, 2006

2006-01-01

"The Challenge", a publication of the US Department of Education's office of Safe and Drug-Free Schools, provides critical information and resources to assist schools in creating safe and healthy environments for young people. Topics of interest in this issue area: (1) Safe Schools: Academic Success Depends on It; (2) Educating the Whole Child;…

Beyond Metal Detectors: Creating Safe School Environments. The Editor Reflects.

ERIC Educational Resources Information Center

Erb, Tom

2000-01-01

Discusses a model for the interactions between the elements of a safe school environment. Elements are curriculum, climate, and instruction leading to a safe setting, resulting in positive student outcomes. (JPB)

KidsWalk-to-School: A Guide To Promote Walking to School.

ERIC Educational Resources Information Center

Center for Chronic Disease Prevention and Health Promotion (DHHS/CDC), Atlanta, GA.

This guide encourages people to create safe walking and biking routes to school, promoting four issues: physically active travel, safe and walkable routes to school, crime prevention, and health environments. The chapters include: "KidsWalk-to-School: A Guide to Promote Walking to School" (Is there a solution? Why is walking to school important?…

Teaching children about bicycle safety: an evaluation of the New Jersey Bike School program.

PubMed

Lachapelle, Ugo; Noland, Robert B; Von Hagen, Leigh Ann

2013-03-01

There are multiple health and environmental benefits associated with increasing bicycling among children. However, the use of bicycles is also associated with severe injuries and fatalities. In order to reduce bicycle crashes, a bicycling education program was implemented in selected New Jersey schools and summer camps as part of the New Jersey Safe Routes to School Program. Using a convenience sample of participants to the program, an opportunistic study was designed to evaluate the effectiveness of two bicycle education programs, the first a more-structured program delivered in a school setting, with no on-road component, and the other a less structured program delivered in a summer camp setting that included an on-road component. Tests administered before and after training were designed to assess knowledge acquired during the training. Questions assessed children's existing knowledge of helmet use and other equipment, bicycle safety, as well as their ability to discriminate hazards and understand rules of the road. Participating children (n=699) also completed a travel survey that assessed their bicycling behavior and their perception of safety issues. Response to individual questions, overall pre- and post-training test scores, and changes in test scores were compared using comparison of proportion, t-tests, and ordinary least-squares (OLS) regression. Improvements between the pre-training and post-training test are apparent from the frequency distribution of test results and from t-tests. Both summer camps and school-based programs recorded similar improvements in test results. Children who bicycled with their parents scored higher on the pre-training test but did not improve as much on the post-training test. Without evaluating long-term changes in behavior, it is difficult to ascertain how successful the program is on eventual behavioral and safety outcomes. Copyright © 2012 Elsevier Ltd. All rights reserved.

Developing Social Media-Based Suicide Prevention Messages in Partnership With Young People: Exploratory Study.

PubMed

Robinson, Jo; Bailey, Eleanor; Hetrick, Sarah; Paix, Steve; O'Donnell, Matt; Cox, Georgina; Ftanou, Maria; Skehan, Jaelea

2017-10-04

Social media is increasingly being used by young people for health-related issues, including communicating about suicide. Due to the concerns about causing distress or inducing suicidal thoughts or behaviors, to date young people neither have been engaged in the development of social media-based suicide prevention interventions nor have interventions focused on educating young people about safe ways to communicate about suicide online. Given the potential that social media holds to deliver messages to vast numbers of people across space and time and the fact that young people often prefer to seek help from their friends and peers, safely educating and engaging young people to develop suicide prevention messages that can be delivered via social media is an obvious next step. The objectives of this study were to (1) provide education to a small number of secondary school students about safe ways to communicate about suicide via social media; (2) engage the same young people in the development of a suite of social media-based suicide prevention multimedia messages; (3) assess the impact of this on participants; and (4) assess the acceptability and safety of the messages developed. This study involved two phases. In phase 1, 20 participants recruited from two schools took part in an 8- to 10-week program during which they were provided with psychoeducation about mental health and suicide, including how to talk safely about suicide online, and they were then supported to design and develop their own media messages. These participants completed an evaluation questionnaire at the conclusion of the program. In phase 2, a larger group of participants (n=69), recruited via an opt-in process, viewed the media messages and completed a short questionnaire about each one. Participants in phase 1 enjoyed the program and reported that they learned new skills, such as how to talk safely about suicide online, and felt more able to provide emotional support to others (16/20, 80%). No participants reported that the program made them feel suicidal. Participants in phase 2 generally rated the media messages as safe and acceptable, although some messages were rated more highly than others. This study suggests that young people can be safely engaged in developing suicide prevention messages, which can be disseminated via social media. Engaging young people in this process may improve the traction that such campaigns will have with other young people. The study also suggests that educating young people regarding how to talk safely about suicide online has multiple benefits and is not associated with distress. Overall, these findings pave the way for new approaches to prevent suicide among young people. ©Jo Robinson, Eleanor Bailey, Sarah Hetrick, Steve Paix, Matt O'Donnell, Georgina Cox, Maria Ftanou, Jaelea Skehan. Originally published in JMIR Mental Health (http://mental.jmir.org), 04.10.2017.

School Counselors: Untapped Resources for Safe Schools.

ERIC Educational Resources Information Center

Callahan, Connie J.

2000-01-01

Principals should consider redirecting school counselors' responsibilities to include directing safe-school teams; establishing networks to identify at-risk students and violent behavior signs; developing conflict-resolution activities; assessing and counseling misbehaving students; devising crisis- management plans; and helping staff predict and…

A Tale of Two Policies: The Case of School Discipline in an Ontario School Board

ERIC Educational Resources Information Center

Milne, Emily; Aurini, Janice

2017-01-01

This study examines how staff working for one Ontario school board perceive two distinct approaches to school discipline policy: the Safe Schools Act (Bill 81) and Progressive Discipline and School Safety (Bill 212). The more centrally controlled and rigid Safe Schools Act was criticized by interviewees and cited for human rights violations.…

Easing the transition for queer student teachers from program to field: implications for teacher education.

PubMed

Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara

2014-01-01

Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.

Setting the Stage for Strong Standards: Elements of a Safe and Orderly School. Item Number 39-0235

ERIC Educational Resources Information Center

American Federation of Teachers, 2003

2003-01-01

In poll after poll, parents, teachers and school staff say that school safety and order are their highest school priorities. Educators know that other efforts to improve schools will not be effective without an orderly and safe learning environment. Disorderly schools severely compromise opportunities to learn. Teachers cannot teach, children…

Students and School Adults: Partners in Keeping Schools Safe

ERIC Educational Resources Information Center

Gastic, Billie

2010-01-01

In this article, the author discusses the important roles that students, school staff and teachers play in keeping the school safe particularly from weapons. The author believes that one way that they do this is by working together to reduce the problem of weapons in school. The role of school staff and teachers extends beyond prevention and…

School Safety and Crisis Planning Considerations for School Psychologists. Crisis Management

ERIC Educational Resources Information Center

Connolly-Wilson, Christina; Reeves, Melissa

2013-01-01

In the aftermath of the Sandy Hook school shooting in Newtown, Connecticut, people across the country are asking if schools in their communities are safe. School psychologists not only play a pivotal role in answering that question, but they can also provide leadership in helping to ensure a safe school climate. A critical component to answering…

Safe and Peaceful Schools: Addressing Conflict and Eliminating Violence

ERIC Educational Resources Information Center

Winslade, John; Williams, Michael

2012-01-01

In today's culture where bullying and violence are on the rise, we know that children who are afraid or anxious are in no state of mind to learn. If you are serious about creating a safe school climate conducive to learning, this book will show you how. Written by counseling experts, "Safe and Peaceful Schools" provides a variety of research-based…

The Safe Schools Resource Guide from the Safe Schools Coalition of Washington. Will You Be There for Every Child?

ERIC Educational Resources Information Center

Safe Schools Coalition of Washington, Seattle.

The Safe Schools Coalition of Washington is a public-private partnership of 90 offices, agencies, and organizations, as well as many individuals. The Coalition's Anti-Violence Documentation Project is an ongoing statewide qualitative study examining the phenomenon of anti-gay sexual harassment and violence in kindergarten through grade 12. This…

Stop! Look! Listen!: Are Your Child Transportation Policies Safe?

ERIC Educational Resources Information Center

Vissing, Yvonne

2008-01-01

Transportation is an important issue to consider when operating a program for the young. Children must be able to get to school, gym, church, or where the care is being provided, and back home. If the parent provides the ride for their own child, everything is fine. If an organization assumes responsibility for getting children to and from a…

Reducing Stereotyping among 4th through 6th Grade Students by Strengthening Self-Esteem, Interpersonal Relationships, and Multicultural Appreciation.

ERIC Educational Resources Information Center

Gross, Judith Schefkind

This practicum study devised and evaluated a program designed to reduce overt incidents of stereotyping among diverse fourth through sixth graders in a large urban K-8 school. The 8-month intervention was comprised of six elements: (1) establishing a safe secure classroom atmosphere governed by consistent authoritative discipline; (2) building…

America After 3PM Special Report on Summer: Missed Opportunities, Unmet Demand

ERIC Educational Resources Information Center

Afterschool Alliance, 2010

2010-01-01

For many children in America, summer vacation means camp, trips to new or familiar destinations, visits to museums, parks and libraries, and a variety of enriching activities--either with families or as part of a summer learning program. But for millions of others, when schools close for the summer, safe and enriching learning environments are out…

Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers

NASA Astrophysics Data System (ADS)

Pringle, Rose M.; Mesa, Jennifer; Hayes, Lynda

2018-03-01

Preparing teachers to teach science consistent with current reforms in science education is a daunting enterprise given a lack of high-quality science professional development (PD) adaptable across various contexts (Wilson 2013). This study examines the impact of a comprehensive professional development program on middle school teachers' disciplinary content knowledge and instructional practices. In this mixed methods investigation, data sources included classroom observations, content knowledge assessments, surveys, and a range of interviews. The teachers in the program showed significant improvements in their disciplinary content knowledge and demonstrated through their enactment of a reform-based curriculum, a range of ability levels to translate their knowledge into instructional practices consistent with the principles espoused in the PD. We conclude that programs that attend to elements of effective PD identified in the literature can positively impact middle school science teachers' enactment of reform-based science teaching. Our findings extend these elements to include the strategic engagement of school and district leadership and the provision of a safe learning space for teachers to collectively engage in reciprocal learning and critical practice. This study has worldwide implications for designing PD for science teachers and for extending our understanding of the impact of each element.

Does Leadership Matter?: The Relationship of School Leadership to a Safe School Climate, Bullying, and Fighting in Middle School

ERIC Educational Resources Information Center

Leff, Jonathan M.

2014-01-01

The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida's middle schools. This study also investigated if a relationship…

Implementation of Project Students Are Sun Safe (SASS) in Rural High Schools Along the Arizona-Mexico Border.

PubMed

Loescher, Lois J; Rawdin, Sarah; Machain, Tashina; Emrick, Gail; Pasvogel, Alice; Spartonos, Denise; Johnson, Riley E; Campas, David

2017-11-04

The incidence of skin cancer is raising in Hispanics/Latinos, which is a concern for Hispanics/Latinos living in Arizona, a state with a high amount of ultraviolet radiation exposure. There is a dearth of research on skin cancer prevention education for Hispanic/Latino adolescents in high school. Using a community-based participatory research (CBPR) framework, academic and community partners conducted a project to adapt an existing efficacious skin cancer prevention program, Project Students are Sun Safe (SASS) and the current SASS online training model, for dissemination to predominantly Hispanic/Latino students attending high schools in rural southeastern Arizona, located along the Arizona-Mexico border. We assessed the feasibility of training some of these students as peer educators (n = 16) to implement the "Border SASS" lesson to their peers in high school classrooms (n = 198). Border SASS training and the classroom lesson were feasible for, and highly acceptable to, peer educators and classroom students. These students significantly improved skin cancer prevention knowledge scores and self-reported skin cancer prevention behaviors over a 3- to 4-month period post training and the intervention implementation. Here we report on the following: (1) academic-community partnership and adaptation of the SASS training model for rural Hispanic high school students, (2) training of the high school peer educators, (3) administration of the SASS lesson by the trained peer educators to high school students, and (4) further evaluation of peer educator training and classroom student outcomes.

Crisis Prevention and Response: Is Your School Prepared?

ERIC Educational Resources Information Center

Paine, Cathy; Sprague, Jeffrey

1999-01-01

This bulletin outlines the major components of a crisis-preparedness and response plan for schools. It lists the critical components of a safe-school plan, such as community coordination, curriculum, proactive student discipline policies and procedures, safe physical environment, school security, staff and student training, evaluation and…

School Emphasis on Academic Success: Exploring Changes in Science Performance in Norway between 2007 and 2011 Employing Two-Level SEM

ERIC Educational Resources Information Center

Nilsen, Trude; Gustafsson, Jan-Eric

2014-01-01

We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science…

Programs and promotions: approaches by 25 Active Living by Design partnerships.

PubMed

Claus, Julie M; Dessauer, Mark; Brennan, Laura K

2012-11-01

From 2003 to 2008, a total of 25 community partnerships funded through Active Living by Design (ALbD) implemented physical activity programs and promotions as part of integrated approaches complementing policy and environment changes. This paper reviews the partnerships' efforts with respect to promotions and programs, the breadth and depth of these types of approaches, challenges, successes, and lessons learned. Through a mixed-methods approach, including interviews, focus groups, and web-based tracking, multiple sources of data were collected and analyzed from 2006 to 2010. Evaluators summarized quantitative data by counts or means and qualitative results using systematic coding procedures to identify themes, ideas, and concepts. All 25 community partnerships were engaged in programs and promotions of varying degrees throughout the initiative. Programs were categorized as community walking and biking programs, school programs, afterschool programs, and worksite programs, among others. Promotional strategies were categorized as social marketing campaigns, media, events, and communications. The most common programs included Safe Routes to School, walking clubs, and Bike/Walk to School Day. Media efforts were undertaken by all 25 partnerships, totaling 2659 TV, newspaper, and radio hits. Programs and promotions can be resource-intensive and have limited population impact when offered in isolation; however, these strategies help connect people to their environments (e.g., increase awareness of facilities, provide social support for use of facilities) in order to improve physical activity behaviors. Copyright © 2012 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Environmental Action Guide for New York City Schools.

ERIC Educational Resources Information Center

Advocates for Children of New York, Inc., Long Island City.

The purpose of this guide is to inform parents, advocates, and school personnel about existing laws and resources available to ensure that every child and every school employee has an environmentally safe and healthy school that is clean and in good repair. An environmentally safe and healthy school is one of the principles adopted by the New York…

Lead in school drinking water: Canada can and should address this important ongoing exposure source.

PubMed

Barn, Prabjit; Kosatsky, Tom

2011-01-01

Reducing all preventable lead exposures in children should be a public health priority given that blood lead levels in children that were once considered "safe" have since been associated with important neuro-developmental deficits. Limited Canadian data indicate that school drinking water can be an important component of children's overall exposure to lead. Outside of Ontario, however, Canadian schools are not required to test for lead in water; in most of Canada, school testing is case by case, typically initiated by parental concerns. Provinces and territories are encouraged to follow Ontario's example by instituting a routine school water lead testing program in order to identify facilities where action can result in a decrease in students' exposure to lead. Testing and remediation frameworks developed by the US Environmental Protection Agency, Health Canada, and the province of Ontario provide direction to school boards and local and provincial/territorial health authorities.

CEC's Policy on Safe and Positive School Climate

ERIC Educational Resources Information Center

Council for Exceptional Children (NJ3), 2008

2008-01-01

The Council for Exceptional Children (CEC) recognizes the important impact a safe and positive school climate has on the personal development and academic achievement of all students. Research has shown that schools implementing supportive and positive school climate strategies are more successful in creating environments conducive to learning. As…

A Study Concerning Selected Elements of a Safe School Environment.

ERIC Educational Resources Information Center

Reddick, Thomas L.; Peach, Larry

This paper, based on a study conducted in Tennessee in fall 1998, discusses ways that teachers perceived issues concerning safety and violence within their schools. The data were collected at three "Safe Schools" conferences for teachers, school administrators, and law-enforcement officers; 263 usable questionnaires were collected. The…

Pushed Out

ERIC Educational Resources Information Center

Brownstein, Rhonda

2010-01-01

Significant numbers of students are being pushed out of school as a result of "zero tolerance" school discipline policies. While nobody questions the need to keep schools safe, teachers, students, and parents are questioning the methods being used in pursuit of that goal. Zero tolerance policies were initially aimed at making schools safe. The…

A Safe Ride to School; A Safe Ride Home.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield.

Text and illustrations are used to teach safe school bus riding practices. The guide begins with instructions to parents or guardians to set a good example of safe behavior, and to help children learn safety rules and be on time. Instructions to children concern obeying the bus driver, boarding the bus, riding the bus, crossing the road, and using…

A master of arts in chemistry for in-service teachers

DOE Office of Scientific and Technical Information (OSTI.GOV)

Crosby, G.A.; Crosby, J.L.

Because many teachers of high school chemistry do not have degrees in that subject, there is a growing need for professional development programs to improve the capacity of practicing teachers to teach modem chemistry competently, safely, and in a manner that engages the interest of the student. Because teachers are place bound (except during the summer) it is difficult to devise programs that meet their needs. At Washington State University we are using a combination of summer laboratory programs and technology during the academic year to deliver instruction to high school teachers. The delivery methods include VCR instruction during themore » academic year via U.S. post, two-way interactive television instruction to cohorts of teachers employed as chemists during summers, and an Electronic Bulletin Board to facilitate information exchange. An outline of the program with emphasis on the problems and benefits, and the degree of acceptance of instructional delivery by technology will be presented. Within three years the teachers earn a Master of Arts in Chemistry.« less

Opportunities for Policy Leadership on Afterschool Care. Policy Briefing Series. Issue 5

ERIC Educational Resources Information Center

Kang, Andrew; Weber, Julie

2010-01-01

For most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20 to 25 hours per week. Thus, many parents look to afterschool programs to satisfy their desire for safe, enriching experiences for their children while they are working. "Afterschool" is the general term used to…

Safety First: A Quantitative Study on Teachers' Perceptions of School Climate in Rural Louisiana Schools

ERIC Educational Resources Information Center

Brumfield-Sanders, Tongia M.

2017-01-01

The purpose of this descriptive quantitative study was to explore the perceptions of school safety among middle and high school teachers in rural Louisiana. In order to achieve this objective, a specific research question was formulated pertaining to teacher perceptions. The Safe Communities Safe Schools (SCSS) survey was used to assess teachers'…

Safe Youth. Safe Schools.

MedlinePlus

... evidence. Research/Data Sources Crime Prevention Through Environmental Design (CPTED) School Project Research has shown that proper environmental design can reduce crime and fear associated with criminal ...

The Efficacy of Conflict-Mediation Training in Elementary Schools.

ERIC Educational Resources Information Center

Campbell, Karen

2003-01-01

Conflict resolution training teaches students to manage interpersonal conflict more constructively. This approach to safe schools has benefits but needs more research to demonstrate effectiveness. Alberta's Safe and Caring Schools project is a replicable example. (Contains 25 references.) (SK)

The School Safety Handbook: Taking Action for Student and Staff Protection.

ERIC Educational Resources Information Center

Lane, Kenneth E., Ed.; Richardson, Michael D., Ed.; Van Berkum, Dennis W., Ed.

This collection of essays describes how communities can make their schools safe. The text is divided into four parts: "Roots of Violence"; "Legal Issues"; "Strategies for Making Schools Safe"; and "Conclusions and Recommendations." The chapters in part 1 include the following: "The Impact of Violence in Schools" (Donald F. DeMoulin);…

Safe, Healthy and Ready to Succeed: Arizona School Readiness Key Performance Indicators

ERIC Educational Resources Information Center

Migliore, Donna E.

2006-01-01

"Safe, Healthy and Ready to Succeed: Arizona School Readiness Key Performance Indicators" presents a set of baseline measurements that gauge how well a statewide system of school readiness supports is addressing issues that affect Arizona children's readiness for school. The Key Performance Indicators (KPIs) measure the system, rather…

The Street Stops Here.

ERIC Educational Resources Information Center

Murphy, Nora Sharkey

2000-01-01

States that schools should be a safe haven for children and urges society to return schools to the safe, secure places they once were. Discusses the need to keep media far away from children in the event of a campus emergency and perform full background checks on all potential school employees. Reports that Catholic schools are providing…

Establishing a Safe School Culture: An Examination of Current Practices in K through 12 Leadership

ERIC Educational Resources Information Center

Kelly, Zanita V.

2016-01-01

School improvement plans and major reform initiatives most often target core academic competencies. They might include strategies to improve the physical safety of school campuses, but they rarely include discussions about creating psychologically safe environments. School safety has garnered national attention in the aftermath of violent high…

Scale-Up of Safe & Civil Schools' Model for School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Smolkowski, Keith; Strycker, Lisa; Ward, Bryce

2016-01-01

This study evaluated the scale-up of a Safe & Civil Schools "Foundations: Establishing Positive Discipline Policies" positive behavioral interventions and supports initiative through 4 years of "real-world" implementation in a large urban school district. The study extends results from a previous randomized controlled trial…

Influence of a Game-Based Application on Secondary School Students' Safe Internet Use

ERIC Educational Resources Information Center

Durak, Gürhan; Cankaya, Serkan; Yünkül, Eyup; Taylan, Ufuk; Erten, Emine; Akpinar, Sükran

2017-01-01

The purpose of this study was to investigate the influence of a game called Wild Web Woods (WWW) designed by the European Council for safe Internet use on secondary school students' safe Internet use. In line with this purpose, for the purpose of determining the students' awareness of safe Internet use, a total of 504 students from different…

An Evaluation of the North Carolina Annual Report on School Violence: Scientific Realism in Practice.

ERIC Educational Resources Information Center

Carruthers, William L.; Stacey, Dennis

To analyze perceptions of what constitutes a safe school. different perceptions of what constitutes a safe school, an assessment of the first 4 years of North Carolina's Annual Report on School Violence (ARSV) is reported here. The ARSV is a collection of data on specific acts of violence occurring on school property. Data on acts of violence were…

Gender Differences in Sexual Behaviors in Korean Adolescents.

PubMed

Hong, Eunyoung; Kang, Youngmi

The purposes of this study were to identify whether there are gender differences in sexual behaviors among Korean adolescents and to explore the factors that influence safe sex practices across both sexes. A secondary analysis was conducted using nationally representative data obtained from the 2014 Youth Risk Behavior Web-based Survey. Sample consisted of 3,210 adolescents who had experience of sexual intercourse. The dependent variable in this study was practicing safe sex. The independent variables included a range of individual, family, and school factors. Female adolescents were less likely to practice safe sex (i.e., always using a condom). Individual (smoking, no drinking before sexual intercourse), family (living with parents, higher allowance per week) and school factors (non-coeducational school students, had received school-based sex education) were significant predictors of practicing safe sex in males. In contrast, family (lower economic status) and school factors (middle school students) predicted practicing safe sex among female adolescents. We demonstrated that gender plays an important role in the sexual behavior of adolescents. The findings of this study indicate a need to design and implement gender-specific interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

Safe and Secure Schools Assessment. Public School Information. Legislative Report, 2008

ERIC Educational Resources Information Center

Idaho State Department of Education, 2008

2008-01-01

As a result of high profile shootings and critical incidents in schools on a national level, combined with the lack of a cohesive, standardized approach to safety and security in Idaho Schools, Superintendent Tom Luna requested an appropriation to address this issue and the Legislature allocated 5150.000 in FY 2008 for the Safe and Secure…

"It's My Safe Space": Student Voice, Teacher Education, and the Relational Space of an Urban High School

ERIC Educational Resources Information Center

Butler, Jesse K.; Kane, Ruth G.; Morshead, Christopher E.

2017-01-01

White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a "demonized" image in the broader community. Interviews with students reveal experiences of school as "my safe space" and the predominance of a student culture not characterized…

Safe School Design: A Handbook for Educational Leaders Applying the Principles of Crime Prevention through Environmental Design.

ERIC Educational Resources Information Center

Schneider, Tod; Walker, Hill; Sprague, Jeffrey

This document seeks to synthesize, integrate, and make available to school personnel solid information regarding Crime Prevention through Environmental Design (CPTED). Chapter 1, "The Changed Landscape of School Safety and Security," examines characteristics of safe and unsafe schools, causes of vulnerability, and the role of design and technology…

Am I Safe Here? LGBTQ Teens and Bullying in Schools

ERIC Educational Resources Information Center

Short, Donn

2017-01-01

"Am I safe here?" LGBTQ students ask this question every day within the school system. This book shines a light on the marginalization and bullying faced by LGBTQ youth, offering a new conceptualization of school safety. Donn Short treats students as the experts on what happens in their schools, giving them a chance to speak for…

Understanding the link between childhood maltreatment and violent delinquency: what do schools have to add?

PubMed

Crooks, Claire V; Scott, Katreena L; Wolfe, David A; Chiodo, Debbie; Killip, Steve

2007-08-01

Child maltreatment constitutes significant risk for adolescent delinquency. Although an ecological model has been proposed to explain this relationship, most studies focus on individual risk factors. Prospective data from 1,788 students attending 23 schools were used to examine the additive influence of childhood maltreatment, individual-level risk factors, and school-level variables assessed at the beginning of Grade 9 on delinquency 4 to 6 months later. Individual-level results indicated that being male, experiencing childhood maltreatment, and poor parental nurturing were predictors of violent delinquency. School climate also played a significant role: Given the same individual risk profile, a student attending a school that was perceived by students as safe was less likely to engage in violent delinquency than was a student attending a school perceived to be unsafe. Moreover, the impact of childhood maltreatment on risk for engaging in violent delinquency was somewhat mitigated by schools' participation in a comprehensive violence prevention program.

Knowledge, attitudes, and practices of school personnel regarding influenza, vaccinations, and school outbreaks.

PubMed

Ha, Chrysanthy; Rios, Lenoa M; Pannaraj, Pia S

2013-08-01

School personnel are important for communicating with parents about school vaccination programs and recognizing influenza outbreaks. This study examined knowledge, attitudes, and practices of school personnel regarding seasonal and 2009 H1N1 influenza, vaccinations, and school outbreak investigations. Data were analyzed from survey interviews of 58 elementary and middle school personnel in 2010. Principals, assistant principals, and nurses have higher knowledge than front office clerks regarding seasonal (odds ratio [OR]: 2.50, 95% confidence interval [CI]: 1.15-5.42) and 2009 H1N1 influenza (OR: 2.04, 95% CI: 1.19-3.71). During 2009-2010, 63.8 and 19.0% of school personnel received seasonal and 2009 H1N1 influenza vaccine, respectively. Personnel were more likely to be vaccinated against seasonal influenza if they believed the vaccine was safe (OR: 2.26, 95% CI: 1.21-4.19). Of those unvaccinated against 2009 H1N1, 48.9% also cited safety concerns. While every principal, assistant principal, and nurse received both infectious diseases and outbreak trainings, only 42.5 and 27.5% of clerks received these trainings, respectively (p < .001), and 30% of clerks believed outbreak recognition was not their responsibility. The level of knowledge regarding influenza illness, vaccination, and outbreaks among subjects was low overall. Education of school personnel may improve school vaccination programs and control of influenza outbreaks. © 2013, American School Health Association.

The impact of a school-based safe water and hygiene programme on knowledge and practices of students and their parents: Nyanza Province, western Kenya, 2006

PubMed Central

O'REILLY, C. E.; FREEMAN, M. C.; RAVANI, M.; MIGELE, J.; MWAKI, A.; AYALO, M.; OMBEKI, S.; HOEKSTRA, R. M.; QUICK, R.

2008-01-01

SUMMARY Safe drinking water and hygiene are essential to reducing Kenya's diarrhoeal disease burden. A school-based safe water and hygiene intervention in Kenya was evaluated to assess its impact on students' knowledge and parents' adoption of safe water and hygiene practices. We surveyed 390 students from nine schools and their parents at baseline and conducted a final evaluation of 363 students and their parents. From baseline to final evaluation, improvement was seen in students' knowledge of correct water treatment procedure (21–65%, P<0·01) and knowing when to wash their hands. At final evaluation, 14% of parents reported currently treating their water, compared with 6% at baseline (P<0·01). From 2004 to 2005, school absenteeism in the September–November term decreased in nine project schools by 35% and increased in nine neighbouring comparison schools by 5%. This novel programme shows promise for reducing school absenteeism and promoting water and hygiene interventions in the home. PMID:17306051

How Safe Are Kid-Safe Search Engines?

ERIC Educational Resources Information Center

Masterson-Krum, Hope

2001-01-01

Examines search tools available to elementary and secondary school students, both human-compiled and crawler-based, to help direct them to age-appropriate Web sites; analyzes the procedures of search engines labeled family-friendly or kid safe that use filters; and tests the effectiveness of these services to students in school libraries. (LRW)

Building Common Ground through Safe Spaces of Dialog: Transforming Perceptions on Intercultural Competence among Future Primary and Secondary School Leaders in Chicago, USA

ERIC Educational Resources Information Center

Cortez, Gabriel Alejandro

2014-01-01

This paper highlights critical pedagogical methods used in a community relations class that introduces intercultural education concepts to current K-12 educators who are enrolled in a Masters of Education program at Northeastern Illinois University, which is located in the city of Chicago, Illinois, USA. The purpose of the class is to teach future…

Supporting Social and Emotional Development through Quality Afterschool Programs. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

ERIC Educational Resources Information Center

Devaney, Elizabeth

2015-01-01

During the past 20 years, the afterschool field has been held accountable in varying ways--first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants' academic achievement as a supplement to the school day. Today, measuring success in afterschool…

States' Roles in Keeping Schools Safe: Opportunities and Challenges for State School Safety Centers and Other Actors. National Institute of Justice Report

ERIC Educational Resources Information Center

Carlton, Mary Poulin; Wyrick, Phelan; Frederique, Nadine; Lopez, Basia

2017-01-01

In almost every state, a state agency or organization is charged with playing a little known but important role in keeping schools safe. In some states, there are organizations whose entire responsibility is related to school safety. These are typically referred to as state school safety centers (SSSC). In other states, staff within state agencies…

Investigating mental fitness and school connectedness in Prince Edward Island and New Brunswick, Canada.

PubMed

Murnaghan, Donna; Morrison, William; Laurence, Courtney; Bell, Brandi

2014-07-01

As youth struggle with anxiety and depression, promoting positive mental fitness is a primary concern. Canadian school-based mental health programs that focus on positive psychology and positive mental health initiatives emphasize safe and supportive environments, student engagement, resilience, and self-determination. This study examined predictors of mental fitness and its 3 components (autonomy, competence, and relatedness). School Health Action Planning and Evaluation System-Prince Edward Island (SHAPES-PEI) and the New Brunswick Student Wellness Survey (NB SWS) are data collection and feedback systems that survey youth about 4 health behaviors. Grade 7-12 students in Prince Edward Island (N = 3318) and New Brunswick (N = 7314) completed a mental fitness questionnaire in 2008-2009 (PEI) and 2006-2007 (NB). Four linear regression models were conducted to examine student characteristics associated with mental fitness, autonomy, competence, and relatedness. Positive associations were found between school connectedness (p < .0001) and mental fitness, as well as autonomy, competence, and relatedness. There were also significant relationships between affect, pro-social and antisocial behaviors, tried smoking, and mental fitness. A better understanding of adolescent health and its predictors is needed. By identifying core parameters for mental fitness, we can inform how to address students' needs through appropriate programs and policies supporting healthy school environments. © 2014, American School Health Association.

How Safe Are Our Schools?

ERIC Educational Resources Information Center

Mayer, Matthew J.; Furlong, Michael J.

2010-01-01

Schools are basically safe places for children. School violence and disruption, although in decline through the mid- to late 1990s, remains a concern. National surveys that inform research, policy, and practice have been designed for different purposes and can present conflicting findings. Common standards of risk and harm that could advance…

Understanding School Violence: Fact Sheet

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2008

2008-01-01

In the United States, an estimated 55 million students are enrolled in pre-kindergarten through twelfth grade. Another 15 million students attend colleges and universities across the country. While U.S. schools remain relatively safe, any amount of violence is unacceptable. Parents, teachers, and administrators expect schools to be safe havens of…

Administrator Perceptions of Their Role in Creating an Inclusive School Environment

ERIC Educational Resources Information Center

Steck, Andrew K.

2010-01-01

The purpose of this study was to examine how administrators perceived their role in creating a safe and inclusive school environment wherein all students are accepted, able to achieve academically and remain safe. LGBT students suffer ostracism, victimization, peer isolation, excessive absenteeism and early school separation. This qualitative…

Schools as Sanctuaries

ERIC Educational Resources Information Center

Stanwood, H. Mark; Doolittle, Gini

2004-01-01

The concept of sanctuary developed by psychiatrist Sandra Bloom is applied to building safe school cultures. In April 1999, when a group of superintendents in southern New Jersey first assembled to discuss the ramifications of Columbine, the authors had no vision of safe schools, little understanding of the complexities of change, and certainly no…

Safe Is Not Enough: Better Schools for LGBTQ Students

ERIC Educational Resources Information Center

Sadowski, Michael

2016-01-01

"Safe Is Not Enough" illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive…

Legal Issues Surrounding Safe Schools.

ERIC Educational Resources Information Center

Day, Reed B.

This handbook provides an overview of legal issues pertaining to the safety of public schools. Following the introduction, chapter 2 describes the governance model and philosophy on which American education is based. Court decisions and federal and state legislation that mandate the right to a safe school are discussed in chapter 3. The fourth…

Hitting the Road: Safe Student Transportation

ERIC Educational Resources Information Center

Labriola, Patrick

2013-01-01

This article highlights the importance of school administrators' taking an active role in selecting motor coach carriers for their school trips. School administrators must be able to prove due diligence in selecting safe motor carriers. If not, they risk significant liability exposure for neglecting this critical responsibility. The article…

Safe Haven Laws and School Social Work

ERIC Educational Resources Information Center

Kopels, Sandra

2012-01-01

"Safe haven" laws are designed to protect infants from being killed or otherwise harmed. This article examines the safe haven laws from the states that comprise the Midwest School Social Work Council and the variations between these laws regarding the age of the infant, where the infant can be left, who is allowed to leave the infant, whether…

The Resilience Program: preliminary evaluation of a mentalization-based education program

PubMed Central

Bak, Poul L.; Midgley, Nick; Zhu, Jin L.; Wistoft, Karen; Obel, Carsten

2015-01-01

In order to manage with the burden of mental health problems in the world we need to develop cost-effective and safe preventive interventions. Education about resilience to support the ability to cope with life challenges in general, may be a useful strategy. We consider the concepts of Theory of Mind and Mentalization to be relevant in this context. In this paper we describe a simple modular intervention program based on these concepts which can be tailored to specific needs and situations in individual therapy as well as group levels. The program has shown promising results in pilot studies and is now tested in controlled trials in settings such as schools and educational institutions, adults diagnosed with ADHD, and children in care. PMID:26136695

78 FR 64423 - Children's Online Privacy Protection Rule Applications for Approval of Proposed Parental Consent...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-29

..., Inc.; Application for Approval of Safe Harbor Program by kidSAFE Seal Program AGENCY: Federal Trade... kidSAFE Seal Program (``kidSAFE''), owned and operated by Samet Privacy, LLC, under the safe harbor... following the instructions on the web-based form. For comments concerning kidSAFE, write ``kidSAFE...

Promoting youth physical activity and healthy weight through schools.

PubMed

Rye, James A; O'Hara Tompkins, Nancy; Eck, Ronald; Neal, William A

2008-01-01

The prevalence of overweight in youth has increased three- to four-fold in the United States since the 1960s. The school environment can play prominently in the mitigation of this epidemic by increasing physical activity opportunities/ levels, decreasing the availability of food/ beverage with added sugar, and enhancing students' scientific understandings about energy balance. The potential to increase energy expenditure goes beyond the school day to include safe routes for walking and biking to school (active transport) as well as the availability of school facilities as a community resource for physical activity outside of school hours. However, school consolidation and siting decisions have profound effects on active transport as well as the school as a community resource. Teachers and adolescents should not be overlooked as important partners in conceiving and carrying out programming that seeks to increase physical activity levels in youth and the broader community. As leaders and health care providers in their communities, physicians are postured to be effective advocates of, and to leverage in their own practice, school-based policies and practices towards promoting healthy weight in youth.

75 FR 34891 - Carol M. White Physical Education Program; Catalog of Federal Domestic Assistance (CFDA) Number...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-18

...The Assistant Deputy Secretary for Safe and Drug-Free Schools announces priorities, requirements, and definitions for the Carol M. White Physical Education Program (PEP). The Assistant Deputy Secretary may use one or more of these priorities, requirements, and definitions for competitions in fiscal year (FY) 2010 and later years. We take this action to align PEP projects more closely with best practices and research related to improving children's health and fitness, to improve students' physical activity, and to improve students' ability to meet their State physical education standards.

The Role of Schools and their Capabilities to Ensure Safe Sheltering During a Storm

DTIC Science & Technology

2017-03-01

and security aspects include establishing a safe environment in a confined space. While absent from Florida’s 2016 Statewide Emergency Shelter Plan...offer a safe environment for sheltering, and new building codes have been created for this purpose. The northern school districts in Texas sit in...Special Feature 2: Building a Safe and Secure Educational Environment ,” accessed January 15, 2017, http://www.mext.go.jp/b_menu/hakusho/html/hpab201201

When Is Safe, Safe Enough?

ERIC Educational Resources Information Center

Neil, Kirk

2002-01-01

Discusses events affecting parental school-safety concerns and what school districts can do to alleviate those concerns. Addresses post-September 11 crisis-management procedures, preventing sports-related student deaths, maintaining healthy indoor air quality. (PKP)

Promising outcomes in teen mothers enrolled in a school-based parent support program and child care center.

PubMed

Sadler, Lois S; Swartz, Martha K; Ryan-Krause, Patricia; Seitz, Victoria; Meadows-Oliver, Mikki; Grey, Margaret; Clemmens, Donna A

2007-03-01

This study described a cohort of teen mothers and their children attending an urban high school with a parent support program and school-based child care center. Specific aims of the study were to describe maternal characteristics and outcomes, and child developmental and health outcomes. A volunteer sample of 65 adolescent mothers enrolled in the parent support program and their children were interviewed, surveyed, and assessed. Fifty-three mothers had children enrolled in the school-based child care center and 12 mothers had their children cared for by family members. Maternal characteristics assessed included self-esteem and depressive symptoms, social stressors and support, self-perceived parental competence, parent-child teaching interactions, and subsequent childbearing and maternal educational outcomes. Child outcomes included child developmental assessments and health outcomes. About 33% of teen mothers were mildly to moderately depressed and 39% of the sample had experienced transitional homelessness. Social support networks were small; in the past 12 months, mothers experienced a mean number of 13.2 +/- 11.9 negative life events. Maternal self-report measures and mother-child observation measures indicated positive levels of parental competence. Maternal educational outcomes were positive, and only 6% of mothers had subsequent childbirths within 2 years. The mean scores on developmental assessments of children fell within the normal range, although there were 7 children identified with developmental delays. For at-risk teen mothers, this parent support program and school-based child care setting appears to offer promising opportunities to help young mothers with parenting, avoid rapid subsequent pregnancies, and stay engaged with school, while their children are cared for in a close and safe environment.

In-School Psychosocial Support Services for Safeguarding Children's Rights: Results and Implications of a Botswana Study

ERIC Educational Resources Information Center

Ntinda, Kayi; Maree, Jacobus Gideon; Mpofu, Elias; Seeco, Elizabeth

2014-01-01

In-school psychosocial support services are intended to create safe learning environments for children, enabling the children to attain age-appropriate developmental tasks. This study investigated protections to children's right to safe learning environments through the provision of in-school psychosocial support services. Participants were 230…

Principal Connection/Protecting Your Team

ERIC Educational Resources Information Center

Hoerr, Thomas R.

2016-01-01

In this article, Thomas R. Hoerr offers some insights into safe schools that attend not only to the physical safety of students and staff, but the emotional well-being of everyone. With safety, there are no guarantees, but school leaders can work hard to ensure that every student feels safe and comfortable at school, which means embracing all…

Adults Set the Tone for Welcoming All Students

ERIC Educational Resources Information Center

Slesaransky-Poe, Graciela

2013-01-01

Speaking as a mother and a teacher educator, the author offers a framework to help K-12 school personnel support gender and sexually diverse students. It identifies components of safe school climate, and describes how educators to create welcoming, safe, and inclusive schools. It also includes resources widely available to counteract the bullying,…

A Safe School's Top 10 Needs

ERIC Educational Resources Information Center

Brunner, Judy; Lewis, Dennis

2005-01-01

An environment of safety in the school seldom comes down to any one particular component or plan; it is a combination of strategies and ideas that makes a school safe and secure for everyone. In this article, the authors provide practical information to educators who are already working to capacity in terms of time allocation and monetary…

Safe Schools Overview. NSSC Resource Paper.

ERIC Educational Resources Information Center

National School Safety Center, Sacramento, CA.

U.S. schools must today address problems of crime, violence, drugs, suicide, child abuse, and lack of discipline. Academic issues have recently been in the public spotlight, but the quality of a child's education can be severely affected if the child is not in a safe environment. Crime and violence are a pervasive problem in schools, affecting…

The parent-adolescent relationship education (PARE) program: a curriculum for prevention of STDs and pregnancy in middle school youth.

PubMed

Lederman, Regina P; Mian, Tahir S

2003-01-01

The Parent-Adolescent Relationship Education (PARE) Program, designed for parents and middle school students, focuses on strengthening family communication about sexual issues and behaviors to help prevent teen pregnancy, human immunodeficiency virus (HIV), and other sexually transmitted diseases (STDs). The program includes content about reproduction, STDs and Acquired Immune Deficiency Syndrome (AIDS), contraception, sex risks, and safe-sex behaviors. The course uses social learning and cognitive behavioral concepts to enhance decision-making, refusal, and resistance skills. A randomized treatment or control group design is used to assign parent-child dyads to an experimental education group (social learning) or an attention-control group (traditional didactic teaching). Three post-program maintenance or booster sessions are held at 6-month intervals and at times prior to peak teen conception periods to reinforce the knowledge and skills learned. Pre- and posttests for parents and students assess group differences in parental involvement and communication, contraception, sex attitudes and intentions, sex behaviors (initiation of sexual intercourse, frequency, number of partners, contraceptive practices, refusal skills), and the incidence of pregnancy.

A multiyear assessment of a hospital-school program to promote teen motor vehicle safety.

PubMed

Unni, Purnima; Estrada, Cristina M; Chung, Dai H; Riley, Emily B; Worsley-Hynd, Lesley; Stinson, Neil

2017-08-01

Motor vehicle crashes are the leading cause of death among teen drivers. The main goal of this program was to reduce texting while driving among high school teens through a unique peer-generated anti-texting campaign. The program consisted of two phases. In phase 1, student leaders participated in a half-day, hospital-based experiential program that emphasized safe teen driving. In phase 2, these students conceptualized and implemented an anti-texting while driving campaign during the school year. The program enrolled 32 schools with 137 student participants in phase 1.This study uses a prospective quasi-experimental pre-post design. A presurvey and a follow-up online survey were used. Response rate was 81%. In phase 2, two rounds of observations of drivers were made near the participating schools at the beginning and end of the phase 2 campaign. The results were analyzed using proportion tests. There was a strong belief (6.49 on a seven-point scale) that texting while driving could result in a crash. About 58% had texted while driving in the previous 7 days in the pre-survey. This proportion decreased significantly to 44% in the follow-up (p < 0.05). Knowledge of Tennessee Graduated Driver Licensing laws and feeling of empowerment to take action with a teen driver who was texting improved significantly (p < 0.05). In phase 2, 12,309 drivers (adults and teens) were observed in the first round, and 13,153 were observed in the second round of observations. Significant reduction in the proportion of drivers texting while driving (from 13% to 9%; p < 0.0001) was observed. Results of driver observations support the effectiveness of this program in meeting the key objective of reducing texting while driving. The program also influenced teenagers' willingness to take positive steps when faced with a driver who was texting. Future efforts should aim to influence social and peer norms. Therapeutic study, level III.

A multiyear assessment of a hospital-school program to promote teen motor vehicle safety.

PubMed

Unni, Purnima; Estrada, Cristina M; Chung, Dai H; Riley, Emily B; Worsley-Hynd, Lesley; Stinson, Neil

2017-11-01

Motor vehicle crashes are the leading cause of death among teen drivers. The main goal of this program was to reduce texting while driving among high school teens through a unique peer-generated anti-texting campaign. The program consisted of two phases. In phase 1, student leaders participated in a half-day, hospital-based experiential program that emphasized safe teen driving. In phase 2, these students conceptualized and implemented an anti-texting while driving campaign during the school year. The program enrolled 32 schools with 137 student participants in phase 1. This study uses a prospective quasi-experimental pre-post design. A presurvey and a follow-up online survey were used. Response rate was 81%. In phase 2, two rounds of observations of drivers were made near the participating schools at the beginning and end of the phase 2 campaign. The results were analyzed using proportion tests. There was a strong belief (6.49 on a seven-point scale) that texting while driving could result in a crash. About 58% had texted while driving in the previous 7 days in the pre-survey. This proportion decreased significantly to 44% in the follow-up (p < 0.05). Knowledge of Tennessee Graduated Driver Licensing laws and feeling of empowerment to take action with a teen driver who was texting improved significantly (p < 0.05). In phase 2, 12,309 drivers (adults and teens) were observed in the first round, and 13,153 were observed in the second round of observations. Significant reduction in the proportion of drivers texting while driving (from 13% to 9%; p < 0.0001) was observed. Results of driver observations support the effectiveness of this program in meeting the key objective of reducing texting while driving. The program also influenced teenagers' willingness to take positive steps when faced with a driver who was texting. Future efforts should aim to influence social and peer norms. Therapeutic study, level IV.

Fears of violence during morning travel to school.

PubMed

Wiebe, Douglas J; Guo, Wensheng; Allison, Paul D; Anderson, Elijah; Richmond, Therese S; Branas, Charles C

2013-07-01

Children's safety as they travel to school is a concern nationwide. We investigated how safe children felt from the risk of being assaulted during morning travel to school. Children between 10 and 18 years old were recruited in Philadelphia and interviewed with the aid of geographic information system (GIS) mapping software about a recent trip to school, situational characteristics, and how safe they felt as they travelled based on a 10-point item (1 = very unsafe, 10 = very safe). Ordinal regression was used to estimate the probability of perceiving different levels of safety based on transportation mode, companion type, and neighborhood characteristics. Among 65 randomly selected subjects, routes to school ranged from 7 to 177 minutes (median = 36) and .1-15.1 street miles (median = 1.9), and included between 1-5 transportation modes (median = 2). Among students interviewed, 58.5% felt less than very safe (i.e., <10) at some point while traveling to school and one-third (32.5%) of the total person time was spent feeling less than very safe. Nearly a quarter of students, or 24.6%, felt a reduction in safety immediately upon exiting their home. The probability of reporting a safety of >8, for example, was .99 while in a car and .94 while on foot but was .86 and .87 when on a public bus or trolley. Probability was .98 while with an adult but was .72 while with another child and .71 when alone. Also, perceived safety was lower in areas of high crime and high density of off-premise alcohol outlets. Efforts that target situational risk factors are warranted to help children feel safe over their entire travel routes to school. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Conversations in Equity and Social Justice: Constructing Safe Schools for Queer Youth

ERIC Educational Resources Information Center

Short, Donn

2010-01-01

The paper is a critique of discourse focused on at-risk behaviour and homophobic bullying. The paper argues that conversations around homophobic bullying must include discussions of doing equity and achieving social justice,in which the ultimate goal of constructing safe schools is achieved through the utter transformation of school culture.…

Providing a Safe Learning Environment for Queer Students in Canadian Schools: A Legal Analysis of Homophobic Bullying

ERIC Educational Resources Information Center

Anderson, James

2014-01-01

This article reviews Canadian administrative law regarding homophobic bullying and school board decision making. Depending on the provincial legislation, school boards either have a mandatory or a discretionary duty to provide queer students with a safe learning environment. However, Canadian case law has arguably limited that discretion. Recent…

Focusing on Mental Health, Not Metal Detectors: Three Building Blocks of Safe and Effective Schools.

ERIC Educational Resources Information Center

Simpson, Richard; Kline, Sue Ann; Barnhill, Gena; Griswold, Deborah

2000-01-01

Many measures schools are implementing in response to recent violence will protect students but do little to address the complex social interactions that support violence. This article describes an approach that includes five research-based steps for creating safe and effective schools. This approach contains ways to help the learning environment,…

A National Evaluation of Safe Schools/Healthy Students: Outcomes and Influences

ERIC Educational Resources Information Center

Derzon, James H.; Yu, Ping; Ellis, Bruce; Xiong, Sharon; Arroyo, Carmen; Mannix, Danyelle; Wells, Michael E.; Hill, Gary; Rollison, Julia

2012-01-01

The Safe Schools/Healthy Students (SS/HS) Initiative has awarded over $2 billion in grants to more than 350 school districts in partnership with local mental health, law enforcement, and juvenile justice agencies. To estimate the impact of grantee characteristics, grant operations, and near-term outcomes in reducing violence and substance use,…

Identifying Positive Teacher-Student Interactions in a Safe and Engaged Middle School

ERIC Educational Resources Information Center

Zeman, Laura Dreuth

2003-01-01

Research suggests positive interaction between students and teachers is a hallmark of a safe and effective school. Yet to date there is no literature presenting findings or case examples of what constitutes positive engagement or how to measure its frequency. This paper shares observations of a "model" rural middle school in an attempt…

Promoting Safe Schools and Academic Success: Moving Your School from Punitive Discipline to Effective Discipline

ERIC Educational Resources Information Center

Olley, Rivka I.; Cohn, Andrea; Cowan, Katherine C.

2010-01-01

Effective discipline is essential to creating safe, supportive learning environments for all students, which is critical to academic achievement. Since the passage of zero tolerance policies in the early 1990s, many school districts have relied on punitive discipline focused on harsh strategies such as using suspension and expulsion as primary…

Exploration of Factors Predictive of At-risk Fathers' Participation in a Pilot Study of an Augmented Evidence-Based Parent Training Program: A Mixed Methods Approach.

PubMed

Rostad, Whitney L; Self-Brown, Shannon; Boyd, Clinton; Osborne, Melissa; Patterson, Alexandria

2017-08-01

There has been burgeoning parenting intervention research specifically addressing fathers in recent decades. Corresponding research examining their participation and engagement in evidence-based parent training programs, which have almost exclusively targeted mothers, is just emerging. The current study used mixed methods to examine factors that influenced completion of an augmented version of an evidence-based child maltreatment prevention program developed for male caregivers called SafeCare Dad to Kids (Dad2K) in a pilot study. The current sample comprised 50 male caregivers ( M age = 29.42 years, SD = 8.18) of a child between the ages of 2 and 5 years. Fathers participated in a baseline assessment and were considered program completers (n = 27) if they participated in the program's six home visiting sessions. A subsample of completers (n = 11) was recruited to participate in qualitative interviews that provided in-depth information about fathers' experiences in Dad2K. Logistic regression indicated that, in the context of other demographic predictors, fathers with an education beyond high school were over 5 times more likely to complete Dad2K program compared to fathers with a high school education or less. Qualitative analyses revealed that interviewed father completers were motivated to enroll and participate in a fathering program because of an interest to learn and obtain skills to make them a better parent. Fathers with a high school education or less may require additional engagement strategies to help proactively encourage their enrollment and completion of parent training programs.

For your information. Management in the school setting: position statement.

PubMed

Zacharski, Susan; DeSisto, Marie; Pontius, Deborah; Sheets, Jodi; Richesin, Cynthia

2013-09-01

It is the position of the National Association of School Nurses (NASN) that the safe and effective management of allergies and anaphylaxis in schools requires a collaborative, multidisciplinary team approach. The registered professional school nurse (hereinafter referred to as the school nurse) is the leader in a comprehensive management approach that includes planning and coordination of care, educating staff, providing a safe environment, and ensuring prompt emergency response should exposure to a life-threatening allergen occur. Furthermore, NASN supports, in states where laws and regulations allow, the maintenance of stock nonpatient-specific epinephrine and physician-standing orders for school nurses to administer epinephrine in life-threatening situations in the school setting. School districts must have a clear, concise, all-inclusive policy in place to address the management of allergies in the school setting that should be reviewed annually (National School Boards Association [NSBA], 2012). This policy shall be consistent with federal and state laws, nursing practice standards, and established safe practices in accordance with evidence-based information and include development of a developmentally appropriate Individualized Healthcare Plan (IHP) and Emergency Care Plan (ECP).

Food safety knowledge, attitudes and self-reported practices among Ontario high school students.

PubMed

Majowicz, Shannon E; Diplock, Kenneth J; Leatherdale, Scott T; Bredin, Chad T; Rebellato, Steven; Hammond, David; Jones-Bitton, Andria; Dubin, Joel A

2016-03-16

To measure the food safety knowledge, attitudes and self-reported practices of high school students in Ontario. We administered a school-wide paper survey to the student body (n = 2,860) of four Ontario high schools. We developed the survey by selecting questions from existing, validated questionnaires, prioritizing questions that aligned with the Canadian Partnership for Consumer Food Safety Education's educational messages and the food safety objectives from the 2013 Ontario High School Curriculum. One in five students reported currently handling food in commercial or public-serving venues; of these, 45.1% had ever taken a course that taught them how to prepare food (e.g., food and nutrition classes, food handler certification). Food safety knowledge among respondents was low. For example, 17.3% knew that the best way to determine whether hamburgers were cooked enough to eat was to measure the temperature with a food thermometer. Despite low knowledge, most respondents (72.7%) reported being confident that they could cook safe, healthy meals for themselves and their families. Safe food handling practices were frequently self-reported. Most students (86.5%) agreed that being able to cook safe, healthy meals was an important life skill, although their interest in learning about safe food handling and concern about foodborne disease were less pronounced. Our findings suggest that food safety knowledge is low, yet confidence in preparing safe, healthy meals is high, among high school students. Because work and volunteer opportunities put students in contact with both the public and food, this group is important to target for increased education about safe food handling.

Didactic and experiential training to teach communication skills: the University of Wisconsin-Madison School of Veterinary Medicine collaborative experience.

PubMed

Chun, Ruthanne; Schaefer, Susan; Lotta, Corissa C; Banning, Jane A; Skochelak, Susan E

2009-01-01

Teaching communication skills to veterinary students is recognized as important; however, incorporation of this into an already crowded curriculum is difficult. At the University of Wisconsin-Madison School of Veterinary Medicine we provide mandatory communication lectures to freshmen and sophomores, and offer elective experiential courses to juniors and seniors. Providing both didactic and experiential training allows students to learn and practice communication techniques in a "safe" setting. Our approach to experiential training is unique in that graduate students in counseling psychology (masters and doctoral level) act as "clients" for the juniors, and professional simulated pet owners are hired for digitally captured role-plays with the seniors. A unique inter-professional partnership has been formed between the Schools of Veterinary Medicine, Education (Department of Counseling Psychology), and (Human) Medicine and Public Health to provide this experiential training for our students. The purpose of this article is to describe the communication training program at the University of Wisconsin-Madison School of Veterinary Medicine and to encourage other programs to reach across campus and partner with other colleges with the goal of improving training for all of the individuals involved.

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program

NASA Astrophysics Data System (ADS)

Fadigan, Kathleen A.; Hammrich, Penny L.

2004-10-01

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low-income, single-parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)-related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health-related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at-risk youth.

A picture of Indian adolescent mental health: an analysis from three urban secondary schools.

PubMed

Long, Katelyn N G; Gren, Lisa H; Long, Paul M; Jaggi, Rachel; Banik, Srabani; Mihalopoulos, Nicole L

2017-08-01

Purpose Mental health disorders are a pressing issue among adolescents around the world, including in India. A better understanding of the factors related to poor mental health will allow for more effective and targeted interventions for Indian adolescents. Methods The Indian Adolescent Health Questionnaire (IAHQ), a validated questionnaire designed specifically for use in schools, was administered to approximately 1500 secondary students in three private urban Indian schools in 2012. The Strengths and Difficulties Questionnaire (SDQ) module assessed mental health. Linear regression was used to predict SDQ scores. The biopsychosocial framework was used as an organizing framework to understand how each explanatory variable in the final model might impact the SDQ score. Results One thousand four hundred and eight students returned IAHQ surveys (93.9% response rate); 1102 students completed questions for inclusion in the regression model (78.3% inclusion rate). Statistically significant (p < 0.05) independent variables associated with SDQ scores were gender, level of overall health, negative peer pressure, insults from peers, kindness of peers, feeling safe at home, at school, or with friends, and grades. Discussion Schools have a role to play in improving adolescent mental health. Many of the significant variables in our study can be addressed in the school environment through school-wide, long-term programs utilizing teachers and lay counselors. The IAHQ and SDQ can be used by schools to identify factors that contribute to poor mental health among students and then develop targeted programs to support improved mental health.

Playing fair: the contribution of high-functioning recess to overall school climate in low-income elementary schools.

PubMed

London, Rebecca A; Westrich, Lisa; Stokes-Guinan, Katie; McLaughlin, Milbrey

2015-01-01

Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to study how improving recess functioning can affect school climate. Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that achieved higher- and lower-functioning recesses, we link recess functioning with school climate. Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved overall school climate. Recess is an important part of the school day for contributing to school climate. Creating a positive recess climate helps students to be engaged in meaningful play and return to class ready to learn. © 2014, American School Health Association.

Evaluating traffic informers: testing the behavioral and social-cognitive effects of an adolescent bicycle safety education program.

PubMed

Feenstra, Hans; Ruiter, Robert A C; Kok, Gerjo

2014-12-01

In The Netherlands, 12-24 years old are over-represented in the total number of traffic fatalities and injuries. In this study, the traffic informer program - designed to promote safe traffic behavior in the pre-driver population - was experimentally evaluated, with a specific focus on bicycle use. Students were subjected to graphic videos of traffic accidents and listened to a first-person narrative provided by a traffic accident victim. The influence of the program on concepts derived from the theory of planned behavior and protection motivation theory (attitudes, norms, self-efficacy, risk-perception, intention and behavior) was assessed. Students from various schools (N=1593;M age=15 years, SD=.84) participated in a quasi-experimental study, either in an experimental or a control group, completing self-report questionnaires one week prior to the program implementation and approximately one month after the program implementation. Mixed regression analyses showed significant positive and negative time × intervention interaction effects on attitude toward traffic violations, relative attitude toward traffic safety, and risk comparison, but not on intention and behavior. More research is needed to find effective behavioral change techniques (other than increasing risk awareness) for promoting safe traffic behavior in adolescents. Research is also needed to address how these can be translated into effective interventions and educational programs. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

"They were only joking": efforts to decrease LGBTQ bullying and harassment in seattle public schools.

PubMed

Hillard, Pamela; Love, Lisa; Franks, Heather M; Laris, B A; Coyle, Karin K

2014-01-01

Seattle Public Schools has implemented policies and programs to increase safety, family involvement, and student achievement for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. This case study examines students' perceptions of bullying and harassment in the school environment, and teacher intervention when these problems arise in the presence of strong district policies and programs aimed at reducing LGBTQ bullying and harassment in schools. We surveyed students in Gay-Straight Alliance (GSA) groups at 13 secondary schools (N = 107). We also conducted focus groups with GSA students and students not involved in the GSAs in 7 of 13 schools (N = 16 groups, including 154 students). GSA students who were lesbian, gay, bisexual, or questioning (LGBQ) were significantly more likely than straight students to experience several types of harassment. On the basis of student report, the 2 most common intervention strategies by teachers for verbal harassment included stopping the harassment and explaining why it is wrong; teachers intervened in physical harassment by trying to stop the harassment. Students provided input on how to strengthen teacher interventions, including the need for more consistency in responding and following up. Students also noted a need for more focus on educating those who harass, rather than just asking them to stop. Seattle Public Schools has made great strides in creating safe and welcoming schools for LGBTQ students, but still have to work further toward reaching this goal. Data from students on how they experience their school environment can help identify areas for improvement. © 2013, American School Health Association.

Teaching self-protection to children using television techniques.

PubMed Central

Poche, C; Yoder, P; Miltenberger, R

1988-01-01

This study compared the effectiveness of a videotape training program with other methods of teaching children self-protection to prevent child abduction. Subjects were kindergarten and first-grade students. Four experimental conditions were presented: videotape with behavior rehearsal, videotape only, a standard safety program, and no training. Acquisition of self-protective behaviors was measured at posttraining and follow-up by having confederate adults entice the children near their schools and homes. Results revealed that the videotape program with behavior rehearsal was highly effective in teaching children safe responses to potential abductors. The standard safety program was effective with fewer than half of the children. Three fourths of the children who received no training immediately agreed to go with the confederate suspects. The videotape program can be easily used with groups of young children in a classroom setting. PMID:3198545

Tornado Emergency Readiness Planning for Schools.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

A place of safe refuge in the event of violent natural forces or a tornado should be included in the design of all new school buildings. Existing a school buildings should be analyzed by the architect, contractor, or engineer to determine if a safe place exists or if one can be readily adapted. Most criteria for fallout shelters are the same for…

Evaluating a Safe Space Training for School Counselors and Trainees Using a Randomized Control Group Design

ERIC Educational Resources Information Center

Byrd, Rebekah; Hays, Danica G.

2014-01-01

School counselors need to advocate and act as an ally for all students. Safe Space, a training designed to facilitate competency for working with and serving LGBTQ youth (i.e., LGBTQ competency), has received increased attention in the field of school counseling. However, limited empirical support exists for training interventions such as Safe…

More than a Safe Space: How Schools Can Enable LGBTQ Students to Thrive

ERIC Educational Resources Information Center

Sadowski, Michael

2017-01-01

Few educators or philosophers of education would argue that schools' sole purpose is to keep children safe. Yet a particular subset of students in the United States--lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students--are often served by their schools as if their mere safety were a sufficient objective in and of itself.…

The Challenge of Bullying in U.S. Schools: Making Environments Safe for All

ERIC Educational Resources Information Center

Freiberg, Jo Ann

2013-01-01

This article take a critical look at what can be done to create safe school climates for all students because some schools are not the safest places in our communities when it comes to emotional or intellectual safety--and this is especially true for those who are "different." Children with special needs, gender non-conforming students,…

Bike, walk, and wheel: a way of life in Columbia, Missouri.

PubMed

Thomas, Ian M; Sayers, Stephen P; Godon, Janet L; Reilly, Stacia R

2009-12-01

With funding support from the Robert Wood Johnson Foundation, the Active Living Partnership of Columbia, Missouri, sought to make routine physical activity more commonplace in the community through behavioral and environmental change strategies. The Active Living by Design 5P model (partnerships, promotions, programs, policy changes, and physical projects) was modified to create two mutually reinforcing components. Programs and promotions (e.g., Walking School Bus) were implemented to influence individual behaviors and generate public policy advocates. Policy changes, such as activity-friendly street design standards, created safe and attractive places for physical activity programs. A strong, diverse community partnership supported all efforts. Key project successes were a citywide social marketing program; the Walking School Bus program, which grew rapidly; and policy campaigns resulting in improved street design standards and a voter-approved $3.5 million sales tax for sidewalks around schools. Notable challenges included programs targeting teenagers and efforts to increase physical activity through self-reported activity logging. The most important lesson was to implement multiple strategies because programs can leverage policy successes, and new policies often lead to more funding for infrastructure. Other lessons learned were to build early successes by reaching first for the "low-hanging fruit" (e.g., elementary-age children rather than teenagers) and to have a flexible plan to take advantage of unexpected opportunities (e.g., a new, influential partner with a specific interest). A modified 5P model was tested and found to be an effective framework for achieving behavioral and environmental changes that promote healthy, active lifestyles in the community.

Radon Testing for Safe Schools Act. Report (To Accompany S. 1697) from the Committee on Environment and Public Works, United States Senate, One Hundred First Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Environment and Public Works.

This report was written to accompany the Radon Testing for Safe Schools Act (S.1697), a bill that provides for radon testing of schools located in high risk radon areas and provides limited financial assistance to schools for mitigation of high levels of radon. A description of radon, its harmful effects, and the radon levels detected in schools…

School-Based Health Centers Make Sense: Ensuring All Kids Have Access to the Health Care They Need to Be Healthy and Safe, and to Do Their Best in School. Issue Brief

ERIC Educational Resources Information Center

Children Now, 2014

2014-01-01

School-based health centers (SBHCs) are an innovative and effective way to address California's severe health care access problem among children. By providing critical health care services to kids in school, SBHCs ensure children get the medical, mental health, and dental care they need to be healthy and safe, and to support their ability to…

HIV and Young Men Who Have Sex with Men

MedlinePlus

... other health care organizations to collect data, promote safe and supportive environments, increase HIV/STD testing and treatment in schools ... is available at www.cdc.gov/yrbs. Establish safe and supportive school environments. HIV prevention activities are more likely to have ...

The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School.

PubMed

Lester, Leanne; Cross, Donna

School climate has often been described as the "quality and character of school life", including both social and physical aspects of the school, that can positively promote behaviour, school achievement, and the social and emotional development of students. The current study examined the relationship between students' mental and emotional wellbeing and factors pertaining to school climate, focussing on the domains of safety, social relationships and school connectedness, during the last year of their primary schooling (age 11-12 years) and their first 2 years of secondary school. Data was collected using a self-completion questionnaire, four times over 3 years from 1800 students' aged 11-14 years. Multilevel modelling was used to determine the strongest school climate predictor of students' mental and emotional wellbeing at each time point. In the last year of primary school, peer support was the strongest protective predictor of wellbeing, while feeling less connected and less safe at school predicted mental wellbeing. Feeling safe at school was the strongest protective factor for student wellbeing in the first year of secondary school. In the second year of secondary school, peer support was the strongest protective factor for mental wellbeing, while feeling safe at school, feeling connected to school and having support from peers were predictive of emotional wellbeing. School climate factors of feeling safe at school, feeling connected to school, and peer support are all protective of mental and emotional wellbeing over the transition period while connectedness to teachers is protective of emotional wellbeing. Primary school appears to be an important time to establish quality connections to peers who have a powerful role in providing support for one another before the transition to secondary school. However, school policies and practices promoting safety and encouraging and enabling connectedness are important during the first years of secondary school. Recommendations for effective school policy and practice in both primary and secondary schools to help enhance the mental and emotional wellbeing of adolescents are discussed.

Expanding the recommendations for annual influenza vaccination to school-age children in the United States.

PubMed

Fiore, Anthony E; Epperson, Scott; Perrotta, Dennis; Bernstein, Henry; Neuzil, Kathleen

2012-03-01

Despite long-standing recommendations to vaccinate children who have underlying chronic medical conditions or who are contacts of high-risk persons, vaccination coverage among school-age children remains low. Community studies have indicated that school-age children have the highest incidence of influenza and are an important source of amplifying and sustaining community transmission that affects all age groups. A consultation to discuss the advantages and disadvantages of a universal recommendation for annual influenza vaccination of all children age ≥6 months was held in Atlanta, Georgia, in September 2007. Consultants provided summaries of current data on vaccine effectiveness, safety, supply, successful program implementation, and economics studies and discussed challenges associated with continuing a risk- and contact-based vaccination strategy compared with a universal vaccination recommendation. Consultants noted that school-age children had a substantial illness burden caused by influenza, that vaccine was safe and effective for children aged 6 months through 18 years, and that evidence suggested that vaccinating school-age children would provide benefits to both the vaccinated children and their unvaccinated household and community contacts. However, implementation of an annual recommendation for all school-age children would pose major challenges to parents, medical providers and health care systems. Alternative vaccination venues were needed, and of these school-located vaccination programs might offer the most promise as an alternative vaccination site for school-age children. Expansion of recommendations to include all school-age children will require additional development of an infrastructure to support implementation and methods to adequately evaluate impact.

Safe Zones: Creating LGBT Safe Space Ally Programs

ERIC Educational Resources Information Center

Poynter, Kerry John; Tubbs, Nancy Jean

2008-01-01

This article discusses model LGBT Safe Space Ally programs. These programs, often called "Safe Zones," include self selected students, faculty, and employees who publicly show support by displaying stickers, signs, and other identifiable items. Issues covered in the article include history, development, training, membership, assessment, and…

Observation of High School Students' Food Handling Behaviors: Do They Improve following a Food Safety Education Intervention?

PubMed

Diplock, Kenneth J; Dubin, Joel A; Leatherdale, Scott T; Hammond, David; Jones-Bitton, Andria; Majowicz, Shannon E

2018-06-01

Youth are a key audience for food safety education. They often engage in risky food handling behaviors, prepare food for others, and have limited experience and knowledge of safe food handling practices. Our goal was to investigate the effectiveness of an existing food handler training program for improving safe food handling behaviors among high school students in Ontario, Canada. However, because no schools agreed to provide control groups, we evaluated whether behaviors changed following delivery of the intervention program and whether changes were sustained over the school term. We measured 32 food safety behaviors, before the intervention and at 2-week and 3-month follow-up evaluations by in-person observations of students ( n = 119) enrolled in grade 10 and 12 Food and Nutrition classes ( n = 8) and who individually prepared recipes. We examined within-student changes in behaviors across the three time points, using mixed effects regression models to model trends in the total food handling score (of a possible 32 behaviors) and subscores for "clean" (17 behaviors), "separate" (14 behaviors), and "cook" (1 behavior), adjusting for student characteristics. At baseline, students ( n = 108) averaged 49.1% (15.7 of 32 behaviors; standard deviation = 5.8) correct food handling behaviors, and only 5.5% (6) of the 108 students used a food thermometer to check the doneness of the chicken (the "cook" behavior). All four behavior score types increased significantly ∼2 weeks postintervention and remained unchanged ∼3 months later. Student characteristics (e.g., having taken a prior food handling course) were not significant predictors of the total number of correctly performed food handling behaviors or of the "clean" or "separate" behaviors, working or volunteering in a food service establishment was the only characteristic significantly associated with food thermometer use (i.e., "cook"). Despite the significant increase in correct behaviors, students continued to use risky practices postintervention, suggesting that the risk of foodborne disease remained.

The Pesticide Problem: Is Any Amount Safe?

ERIC Educational Resources Information Center

Cooper, Susan

1991-01-01

Discusses the use of integrated pest management to foster a safe school environment free from pesticides. This effective, environmentally sound system minimizes human exposure and reduces the toxicity of materials used to control pests. Parents, teachers, and students can educate themselves to improve school pest control practices. (SM)

Emergency Response Virtual Environment for Safe Schools

NASA Technical Reports Server (NTRS)

Wasfy, Ayman; Walker, Teresa

2008-01-01

An intelligent emergency response virtual environment (ERVE) that provides emergency first responders, response planners, and managers with situational awareness as well as training and support for safe schools is presented. ERVE incorporates an intelligent agent facility for guiding and assisting the user in the context of the emergency response operations. Response information folders capture key information about the school. The system enables interactive 3D visualization of schools and academic campuses, including the terrain and the buildings' exteriors and interiors in an easy to use Web..based interface. ERVE incorporates live camera and sensors feeds and can be integrated with other simulations such as chemical plume simulation. The system is integrated with a Geographical Information System (GIS) to enable situational awareness of emergency events and assessment of their effect on schools in a geographic area. ERVE can also be integrated with emergency text messaging notification systems. Using ERVE, it is now possible to address safe schools' emergency management needs with a scaleable, seamlessly integrated and fully interactive intelligent and visually compelling solution.

Administrative Sanctions, Classroom Management, and Intervention Strategies: Building Blocks for School-Wide Discipline. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools.

ERIC Educational Resources Information Center

Evans, Cal

Part of a series of monographs on safe, drug-free, and effective schools, this monograph discusses the new discipline requirements under the Individuals with Disabilities Education Act and the role of administrators in developing a range of intervention strategies to manage the behavior of students with behavior problems. Following an introductory…

Protocols for treating patients with end-stage renal disease: a survey of undergraduate dental programs.

PubMed

Sturgill, Jeremiah; Howell, Scott; Perry, Maureen Munnelly; Kothari, Hemali

2016-11-01

Approximately 14% of Americans are living with chronic kidney disease (CKD). The prevalence of end-stage renal disease (ESRD), the result of progressing CKD continues to rise by 21,000 per year. There are no updated, evidence-based antibiotic prophylaxis guidelines for patients with renal disease undergoing dental treatment. The most recent was a scientific statement from the American Heart Association (AHA) in 2003. Presented in three parts, the goal of the first part of this study is to determine the current protocol being used to treat renal patients at U.S. dental schools. A 21 multiple-choice question survey was e-mailed to 58 clinic deans of accredited dental schools in the United States regarding renal treatment protocol details including antibiotic prophylaxis. Fifty-two percent of programs report having no established renal patient treatment protocol. For programs with a protocol, when using prophylactic antibiotics, 54% followed AHA protocol, whereas 62% used a modified protocol. There is a lack of consistent, established protocols among undergraduate dental programs. It is suggested that evidence-based guidelines for the safe treatment of patients be developed. © 2016 Special Care Dentistry Association and Wiley Periodicals, Inc.

School-based mass distributions of mebendazole to control soil-transmitted helminthiasis in the Munshiganj and Lakshmipur districts of Bangladesh: an evaluation of the treatment monitoring process and knowledge, attitudes, and practices of the population.

PubMed

Hafiz, Israt; Berhan, Meklit; Keller, Angela; Haq, Rouseli; Chesnaye, Nicholas; Koporc, Kim; Rahman, Mujibur; Rahman, Shamsur; Mathieu, Els

2015-01-01

Bangladesh's national deworming program targets school-age children (SAC) through bi-annual school-based distributions of mebendazole. Qualitative and quantitative methods were applied to identify challenges related to treatment monitoring within the Munshiganj and Lakshmipur Districts of Bangladesh. Key stakeholder interviews identified several obstacles for successful treatment monitoring within these districts; ambiguity in defining the target population, variances in the methods used for compiling and reporting treatment data, and a general lack of financial and human resources. A treatment coverage cluster survey revealed that bi-annual primary school-based distributions proved to be an effective strategy in reaching school-attending SAC, with rates between 63.0% and 73.3%. However, the WHO target of regular treatment of at least 75% of SAC has yet to be reached. Particularly low coverage was seen amongst non-school attending children (11.4-14.3%), most likely due to the lack of national policy to effectively target this vulnerable group. Survey findings on water and sanitation coverage were impressive with the majority of households and schools having access to latrines (98.6-99.3%) and safe drinking water (98.2-100%). The challenge now for the Bangladesh control program is to achieve the WHO target of regular treatment of at least 75% of SAC at risk, irrespective of school-enrollment status. Copyright © 2013 The Authors. Published by Elsevier B.V. All rights reserved.

Safe Entry, Easy Exit

ERIC Educational Resources Information Center

Kennedy, Mike

2008-01-01

After violent episodes too numerous to list and too terrible to forget, schools and universities have been focused for several years on enhancing security in their facilities. Doors are among the most critical points of concern for school personnel responsible for keeping buildings safe. Education institutions want doors that let the right people…

77 FR 60617 - Child Health Day, 2012

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-04

... parents, schools, and community leaders to address childhood obesity. A safe environment in which our... the quality health care and clean environment that will nurture their future success. My... children can attend schools that are safe, where we address bullying and end the myth that it is a simple...

Urban children's perceptions of violence.

PubMed

Sheehan, Karen; Kim, Lynn E; Galvin, John P

2004-01-01

To determine how preadolescent urban children conceptualize and experience violence in their lives. This qualitative study reports the results of focus groups designed to examine perceptions of violence among preadolescent urban children. Program directors were trained to conduct the sessions using a semistructured script. All groups were audiotaped or videotaped. The summaries were analyzed for recurring themes. A community-based visual arts program for children designed to be a secondary violence-prevention program. There were 12 focus groups of volunteer participants. Each consisted of 3 to 6 children aged 8 to 12 years, separated by sex and age. Fifty children participated: 27 boys and 23 girls. These children defined violence in a broader way than most adults would. Not only did the children identify shootings and stabbings as examples of violence, but they also considered violence to be any act that might hurt someone's feelings (such as cheating and lying) or any act accompanying violence (such as cursing and yelling). The boys and girls were very similar in their views except regarding the issue of intimate-partner violence. The girls were almost universally concerned about this issue, but the boys seemed noticeably unaware that intimate-partner violence was considered a form of violence. Most children felt safe at home, and almost no child felt safe at school. They looked to trusted adults to keep them safe. Future investigators measuring the effect of violence-prevention activities on preteen children should be aware that their definition of violence may differ from that of young children and should be cognizant of potential sex differences, especially around the topic of intimate-partner violence. Those designing violence-prevention programs for children should consider engaging adult family members as well because children usually turn to them for safety.

National CPS Certification | A Program of Safe Kids Worldwide

Science.gov Websites

the Tech! ABOUT THE PROGRAM National CPS Certification Training is a program of Safe Kids Worldwide ; E-Vouchers FAQS/HELP FAQs Fees Forms Policies & Procedures Who We Are NHTSA Safe Kids CPS-board State Farm Follow us on Facebook Copyright © 2017 by Safe Kids Worldwide - Child Passenger Safety

Evaluation of a standardized all-terrain vehicle safety education intervention for youth in rural Central Illinois.

PubMed

Novak, Joshua A; Hafner, John W; Aldag, Jean C; Getz, Marjorie A

2013-01-01

Although research investigating all-terrain vehicle (ATV) riders and ATV injury patterns has led to support for legislative and educational efforts to decrease injuries in users younger than 16 years, there is little published data regarding the utility of ATV safety education programs. This study investigates the effectiveness of a standardized adolescent ATV safety program in changing the safety knowledge and safe ATV riding practices reported by rural Central Illinois youths. A convenience sample of 260 rural Central Illinois middle and high school students received an ATV safety presentation with both didactic and interactive features during the 2009-2010 school year. Preintervention and postintervention surveys were distributed and collected by teachers. Survey questions consisted of multiple-choice questions pertaining to demographics, ATV safety knowledge, and ATV riding practices. More than 200 surveys were collected prior to the intervention and 165 surveys were collected 12 to 24 weeks after the intervention. Percentages are reported, with differences in nominal variables tested by χ(2) test and interval variables by t test. Following the intervention, there was a significant increase in the correct response rate for ATV safety knowledge questions (45.2% vs 56.2%, P < .001). For adolescents who reported riding ATVs, both safety gear use (11.8% to 21.2%, P = .05) and helmet use (25.4% to 29.0%, P = .56) increased; changes were not significant. Adolescent ATV riders reporting 2 or more accidents showed a slight nonsignificant decrease (25.2% vs 23.4%, P = .77) between the time of the pretest and posttest. This safety program was effective at increasing ATV safety knowledge but demonstrates limited effect on safe riding practices.

Creating Safe Learning Environments for At-Risk Students in Urban Schools

ERIC Educational Resources Information Center

Smith, Shonta M.

2011-01-01

This article shows that students tend to prosper in safe learning environments and that stakeholders are disturbed by the number of at-risk students that are being suspended and expelled from urban schools. The suspensions and expulsions result from repeated offenses, including disrespect and insubordination, gang fights, and possession of illegal…

Supporting Safe, Secure and Caring Schools in Alberta.

ERIC Educational Resources Information Center

McMullen, Dean

Alberta Learning expects all schools to have a safe and caring teaching and learning environment to ensure students have the opportunity to meet the standards of education set by the Minister of Learning. The primary objectives of this manual are to facilitate action that is legally, professionally, and educationally sound; identify and support…

Student, Teacher, and Administrator Perspectives on Harm: Implications for Implementing Safe and Caring School Initiatives

ERIC Educational Resources Information Center

Vaandering, Dorothy D.

2013-01-01

Creating safe, caring school environments continues to generate ongoing conversation in the media, professional journals, and academic research, especially through the persistent attention given to incidents and impact of bullying on youth. In Canada, several provincial governments have instituted or are debating the implementation of antibullying…

Traps and Treasures: How To Stay Safe and Avoid the Perils of School Construction.

ERIC Educational Resources Information Center

Marshall, Colin A.

2002-01-01

Provides steps school administrators can take to ensure safe construction: stay visible, update students, separate students and construction workers, engage workers in the educational process, monitor student movement, observe construction workers, barricade work areas, watch for stored materials, check emergency exits daily, conduct fire drills,…

Is Your Child's School Really Safe?

ERIC Educational Resources Information Center

Monk, James

2002-01-01

Presents a brief quiz for parents to see if their child's school building is taking basic steps to ensure a safe learning environment (e.g., Is the building locked? Are strict guidelines in place when students participate in field trips? Is adult supervision always maintained on playgrounds?). Suggested action plans are included. A sidebar offers…

The Challenge. Volume 13, Number 4

ERIC Educational Resources Information Center

US Department of Education, 2005

2005-01-01

"The Challenge," a publication of the US Department of Education's Office of Safe and Drug-Free Schools, provides critical information and resources to assist schools in creating safe and healthy environments for young people. Some topics of interest in this issue are: (1) Keeping Prevention Activities on Track; (2) Hiring and Working with an…

Safe, Positive and Queering Moments in Teaching Education and Schooling: A Conceptual Framework

ERIC Educational Resources Information Center

Goldstein, Tara; Russell, Vanessa; Daley, Andrea

2007-01-01

This article introduces a conceptual framework for thinking about the development of anti-homophobia education in teacher education and schooling contexts. We bring the safe, positive, and queering moments framework to bear on three distinct anti-homophobia education practices: coming out stories, homophobic name-calling analysis, and Pride Week…

Gender differences in perceptions and self-reported driving behaviors among teenagers.

PubMed

Barr, Gavin C; Kane, Kathleen E; Barraco, Robert D; Rayburg, Timarie; Demers, Lauren; Kraus, Chadd K; Greenberg, Marna Rayl; Rupp, Valerie A; Hamilton, Kimberly M; Kane, Bryan G

2015-03-01

The Centers for Disease Control reports that motor vehicle crashes (MVCs) are the leading cause of injury and death among U.S. teenagers, and disproportionately affect males. Among preventable causes of MVCs involving teenage drivers, distracted driving continues to be a serious public health problem. To describe gender differences in teenage drivers' self-perceptions of safe driving behaviors, and self-reported risk behaviors and distractions while driving. We prospectively surveyed teenage drivers from four high schools in Pennsylvania and New Jersey. Gender comparisons were made between self-reported perceptions and self-reported driving behaviors. Descriptive statistics and chi-squared testing were used in data analyses; significance was set at p < 0.05. Seven hundred fifty-six high school teenage drivers completed surveys. Males (52%) and females (48%) were equally distributed; 32% of males reported that they were extremely safe drivers, whereas only 18% of females reported that they were extremely safe drivers (p < 0.001). Significantly more females (91%) compared to males (77%) reported always wearing their seatbelts (p < 0.001). Female drivers were more likely than male drivers to self-report that they always make their passengers wear a seat belt (76% vs. 63%, p < 0.001). A higher proportion of males reported using their cell phones while driving, compared to females (68% vs. 56%, p = 0.004), and 42% of males reported texting while driving, compared to 34% of females (p = 0.037). Teenage male drivers perceive themselves to be safe drivers, but report engaging in more distracted driving and risky behaviors compared to females. These results suggest that there is an opportunity for gender-specific educational and injury prevention programs for teen drivers. Copyright © 2015 Elsevier Inc. All rights reserved.

Position of the American Dietetic Association: child and adolescent food and nutrition programs.

PubMed

Stang, Jamie; Taft Bayerl, Cynthia; Flatt, Michelle M

2006-09-01

It is the position of the American Dietetic Association that all children and adolescents, regardless of age, sex, socioeconomic status, racial diversity, ethnic diversity, linguistic diversity, or health status, should have access to food and nutrition programs that ensure the availability of a safe and adequate food supply that promotes optimal physical, cognitive, social, and emotional growth and development. Appropriate food and nutrition programs include food assistance and meal programs, nutrition education initiatives, and nutrition screening and assessment followed by appropriate nutrition intervention and anticipatory guidance to promote optimal nutrition status. Food and nutrition programs create a safety net that ensures that children and adolescents at risk for poor nutritional intakes have access to a safe, adequate, and nutritious food supply and nutrition screening, assessment, and intervention. It is important that continued funding be provided for these programs, which consistently have been shown to have a positive impact on child and adolescent health and well-being. Food and nutrition programs serve as a means to prevent or reduce hunger and food insecurity, but also as a vehicle for nutrition education and promotion of physical activity designed to prevent or reduce overweight and prevent chronic disease. It is the role of the registered dietitian to support adequate and sustained funding for food and nutrition programs, universal health care reimbursement for nutrition services, and the use of research and surveillance programs to evaluate and improve these programs. In addition, the registered dietitian and dietetic technician, registered, are responsible for serving as a nutrition resource to all groups and individuals providing services to children and adolescents, acting as an advocate for the establishment of child-care, school, and community settings conducive to the development of good nutrition habits.

The Lead-Safe Certified Guide to Renovate Right

MedlinePlus

... for information about courses and resources on lead-safe work practices. 1 RENOVAT ING, REPA IRING, OR PA ... child care facility or school. • Always use lead-safe work practices when renovation or repair will disturb painted ...

Feasibility of an Online and Mobile Videogame Curriculum for Teaching Children Safe and Healthy Cellphone and Internet Behaviors.

PubMed

Hswen, Yulin; Rubenzahl, Lauren; Bickham, David S

2014-08-01

Increased prevalence and penetration of cellphone and mobile Internet use have raised significant concerns about children's health and safety by offering new spaces for cyberbullying, harassment, and sexual misconduct. "Cyberhero Mobile Safety" is a videogame-based education program designed using tenets of the capacity model with the goal of instilling the knowledge and skills necessary to safely and productively navigate the mobile online environment. This study evaluates its usability, appeal, and perceived impact and usefulness. Six educational videogames were part of a program delivered to 3rd-6th grade students (n=108) across six public schools in Upstate New York. Videogame play was electronically captured to evaluate usability. Likeability, acceptability, and perceived usefulness of videogame content were evaluated through postgame questionnaires. Videogame usability criteria were achieved on 82.7 percent of the students' gameplays. On a scale from 1 (low) to 5 (high), mean ratings were 4.09 (standard deviation [SD]=1.28) for likeability, 3.54 (SD=1.61) for acceptability, and 4.16 (SD=1.33) for perceived message usefulness. The "Cyberhero Mobile Safety" program is a feasible and potentially effective platform for delivering information about safe and healthy cellphone and Internet use to children. Results support the use of the capacity model to design educational videogames because games that aligned with theory principles were reported as having the most impact and being the most useful at shifting children's online behaviors. Future research should directly test the individual components of the capacity model to inform educational game design.

Safe Schools: A Best Practices Guide

ERIC Educational Resources Information Center

Council of Educational Facility Planners International, 2013

2013-01-01

Every day in America more than 50 million children go to neighborhood public schools. Parents send them off with every hope they will be safe while there. And yet, as has been the case in too many cities, violence shatters that hope. The Council of Educational Facilities Planners International (CEFPI) seeks to lead in the effort to bolster schools…

A Mixed-Method Exploration of Functioning in Safe Schools/Healthy Students Partnerships

ERIC Educational Resources Information Center

Merrill, Marina L.; Taylor, Nicole L.; Martin, Alison J.; Maxim, Lauren A.; D'Ambrosio, Ryan; Gabriel, Roy M.; Wendt, Staci J.; Mannix, Danyelle; Wells, Michael E.

2012-01-01

This paper presents a mixed-method approach to measuring the functioning of Safe Schools/Healthy Students (SS/HS) Initiative partnerships. The SS/HS national evaluation team developed a survey to collect partners' perceptions of functioning within SS/HS partnerships. Average partnership functioning scores were used to rank each site from lowest to…

Hearing on H.R. 6, School Safety, Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, First Session (June 22, 1993).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Subcommittee on Elementary, Secondary, and Vocational Education.

As part of its consideration of the reauthorization of the Elementary and Secondary Education Act, the House Subcommittee on Elementary, Secondary, and Vocational Education met to address the need to maintain schools as safe learning environments. The Safe Schools Act of 1993 had been introduced as the administration's effort to help deal with…

Implications for patient safety in the use of safe patient handling equipment: a national survey.

PubMed

Elnitsky, Christine A; Lind, Jason D; Rugs, Deborah; Powell-Cope, Gail

2014-12-01

The prevalence of musculoskeletal injuries among nursing staff has been high due to patient handling and movement. Internationally, healthcare organizations are integrating technological equipment into patient handling and movement to improve safety. Although evidence shows that safe patient handling programs reduce work-related musculoskeletal injuries in nursing staff, it is not clear how safe these new programs are for patients. The objective of this study was to explore adverse patient events associated with safe patient handling programs and preventive approaches in US Veterans Affairs medical centers. The study surveyed a convenience sample of safe patient handling program managers from 51 US Department of Veterans Affairs medical centers to collect data on skin-related and fall-related adverse patient events. Both skin- and fall-related adverse patient events associated with safe patient handling occurred at VA Medical centers. Skin-related events included abrasions, contusions, pressure ulcers and lacerations. Fall-related events included sprains and strains, fractures, concussions and bleeding. Program managers described contextual factors in these adverse events and ways of preventing the events. The use of safe patient handling equipment can pose risks for patients. This study found that organizational factors, human factors and technology factors were associated with patient adverse events. The findings have implications for how nursing professionals can implement safe patient handling programs in ways that are safe for both staff and patients. Published by Elsevier Ltd.

Teaching adolescents safe driving and passenger behaviors: effectiveness of the You Hold the Key Teen Driving Countermeasure.

PubMed

King, Keith A; Vidourek, Rebecca A; Love, Jaime; Wegley, Stacey; Alles-White, Monica

2008-01-01

Unsafe driving and passenger behaviors place teens at increased risk for fatal and nonfatal crashes. This study evaluated the short-and long-term efficacy of the You Hold the Key (YHTK) Teen Driving Countermeasure. A two-page survey was completed by high school students at pretest, posttest, and long-term (6-month) posttest. YHTK was associated with significant immediate and long-term improvements in teen seatbelt use, safe driving, and perceived confidence in preventing drunk driving. Compared to pretests, students at immediate and long-term posttest more frequently wore seatbelts when driving or riding, required passengers to wear seatbelts, and limited the number of passengers to the number of seatbelts in the vehicle. Students were more likely at both posttests to avoid drinking and driving and to say no to riding with a friend who had been drinking. YHTK was associated with increases in safe teen driving and passenger behaviors. Success of YHTK is most notably due to its comprehensive nature. Future programs should consider comprehensive strategies when attempting to modify teen behaviors.

American Academy of Pediatrics: Committee on Injury and Poison Prevention. School bus transportation of children with special health care needs.

PubMed

2001-08-01

School systems are responsible for ensuring that children with special needs are safely transported on all forms of federally approved transportation provided by the school system, and a plan should be developed to provide the most current and proper support to children with special transportation requirements. This statement provides current guidelines for the protection of child passengers with specific health care needs, including those with a tracheostomy, those requiring use of car seats, or those transported in wheelchairs. Guidelines that apply to general school transportation should be followed, including the training of staff, provision of nurses or aides if needed, establishment of a written emergency evacuation plan, and a comprehensive infection control program. Research provides the basis for recommendations concerning occupant securement for children in wheelchairs and children with other special needs who are transported on a school bus. Pediatricians can help their patients by being aware of guidelines for restraint systems for children with special needs and by remaining informed of new resources. Pediatricians can also play an important role at the state and local level in the development of school bus specifications.

The importance of spatial orientation and knowledge of traffic signs for children's traffic safety.

PubMed

Trifunović, Aleksandar; Pešić, Dalibor; Čičević, Svetlana; Antić, Boris

2017-05-01

Pre-school children, as well as children from lower grades in primary school, who although rarely, completely independently participate in traffic, represent a vulnerable population from the standpoint of traffic safety. The greatest number of children were injured or killed in road traffic crashes on their way from home to kindergarten or school. Mostly due to lack of experience, children's behavior is confusing and often reckless and hasty. Safe behavior in the traffic environment demands certain cognitive skills. Unlike adults, children have less than fully developed peripheral vision. Also, changes occur in color perception, i.e. discrimination. All this leads to the conclusion that the stage of physical and mental development of the child is very important for safe participation in traffic. So, to estimate if they are sufficiently equipped to participate safely in traffic, a sensitive test for young children that may be suitable for their level of cognitive development is required. Accordingly, road safety education should be arranged in such a way that considers the child's level of development, as has been shown to be more effective when started at younger ages. Play is the most natural and easiest way of learning because it is the lens through which children experience their world, and the world of others. Having this in mind, if we want to measure the abilities of a child, and their preparedness for safety participation in traffic, unavoidable is to use non-verbal tests. The purpose of this study is to explore primary schooler's spatial, and abilities of color perception and memorization, as well as their performances in interpreting the meaning of traffic signs. In addition, neighborhood environmental correlates (rural-urban) and possible individual differences influences on the relationship among these abilities was examined. Knowledge about these factors affecting children's safety can be applied to improve relevant intervention measures for promoting safe participation of young children in traffic. It may constitute the basis for effective classroom work which implies the creation of individualized educational plans and programs, through which road safety skills could be acquired and adopted through play. Copyright © 2017 Elsevier Ltd. All rights reserved.

Cannabis use and 'safe' identities in an inner-city school risk environment.

PubMed

Fletcher, Adam; Bonell, Chris; Sorhaindo, Annik; Rhodes, Tim

2009-05-01

Despite evidence of school effects on drug use, little is known about the social and institutional processes through which these may occur. This study explores how school experiences may shape young people's drug-related attitudes and actions and adds to existing evidence highlighting the importance of drug use in young people's identity construction and group bonding. Case study qualitative data were collected through semi-structured interviews supplemented with observations. Fourteen students aged 14-15 were interviewed in autumn 2006 and again in summer 2007. Five teachers were interviewed. Inner-city secondary schools may constitute risky and insecure environments, and thereby act as structural forces in shaping how students form peer groups and respond to feelings of insecurity. Cannabis use--and identities constructed in relation to this--appeared to play a key role in how students manage insecurity. Black and dual-heritage students formed large, 'safe' ethno-centric school social networks and smoking 'weed' appeared to be an important source of bonding and identity. For some students, a vicious circle may exist whereby the process of 'fitting in' exacerbates difficult and conflicting relationships with teachers and parents, entrenches disengagement from education and leads to further cannabis use. There also appeared to be a diffusion of this 'safe' identity construction beyond these disengaged students. Cannabis and other drug use may also be an important safety strategy and source of bonding for pro-education students who need to be seen 'getting high' as well as 'aiming high'. While some students constructed 'safe' and 'sweet' identities others were constrained by their position and resources at school. Inner-city schools may both reflect and reproduce existing patterns of drug use. The concept of risk hierarchies may be important when designing and evaluating school-based drug-prevention strategies.

Making Schools Safe: The Role of the Modern Business Officer.

ERIC Educational Resources Information Center

Stephens, Ronald D.

1990-01-01

School business officials are held responsible for school safety. After conducting a school security audit, the following strategies are recommended: establishing a local school security task force; forming a comprehensive crisis management plan; establishing a school communication network; and providing school staff with inservice training on…

Curriculum as a Safe Place: Parental Perceptions of New Literacies in a Rural Small Town School

ERIC Educational Resources Information Center

Corbett, Michael; Vibert, Ann

2010-01-01

New literacies have challenged all players in the educational enterprise in many different ways. Youth are now engaged in literacies that extend well beyond the safe and respected traditional texts that their parents experienced in school. In this research we analyze parents' perceptions of the relative educational value of their children's…

Safe Schools: What the Southeast Is Doing.

ERIC Educational Resources Information Center

SERVE Policy Brief, 1996

1996-01-01

Virtually no school is safe from violence. FBI statistics, which show that juvenile crimes actually peaked during the mid-1970s, are at odds with the public perception that crime rates among young people are at an all-time high. The FBI acknowledges, however, that the crimes committed by young people tend to be more serious than in the past, and…

Investigating Safely: A Guide for High School Teachers

ERIC Educational Resources Information Center

Texley, Juliana; Kwan, Terry; Summers, John

2004-01-01

Just as high school science is more complex than it is at lower grade levels, so are the safety issues teachers face in their classes and labs. Reduce the risks to people and place with Investigating Safely, the third and most advanced and detailed volume in NSTA's unique series of safety guidebooks for science teachers. Some of the guides 11…

16 CFR 312.11 - Safe harbor programs.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 16 Commercial Practices 1 2014-01-01 2014-01-01 false Safe harbor programs. 312.11 Section 312.11 Commercial Practices FEDERAL TRADE COMMISSION REGULATIONS UNDER SPECIFIC ACTS OF CONGRESS CHILDREN'S ONLINE PRIVACY PROTECTION RULE § 312.11 Safe harbor programs. (a) In general. Industry groups or other persons...

School Violence and Theoretically Atypical Schools: The Principal's Centrality in Orchestrating Safe Schools

ERIC Educational Resources Information Center

Astor, Ron Avi; Benbenishty, Rami; Estrada, Jose Nunez

2009-01-01

Theories often assume that schools in communities with high violence also have high rates of school violence, yet there are schools with very low violence in high violence communities. Organizational variables within these schools may buffer community influences. Nine "atypical" schools are selected from a national database in Israel.…

Campus Schools: The Search for Safe and Orderly Environment in Large School Settings

ERIC Educational Resources Information Center

Ortiz, Monica

2012-01-01

Establishing "new small schools" is a major focus of school improvement, especially at the high school level, with the hopes of increasing academic success and reducing violence. Key arguments for small schools are the personalization of schooling and increased academic performance. The structures and process of small schools are…

Creating Safe Neighborhoods, Safe Streets, Safe Schools, [and] Safe Workplaces: Using Illinois' Drug Laws.

ERIC Educational Resources Information Center

Illinois Criminal Justice Information Authority, Chicago.

This handbook provides renters, homeowners, teachers, parents, and workers with tools for ridding their communities of illegal drugs. The booklet describes relevant anti-drug laws, and provides examples of how they are being used successfully in one state. The case studies cited almost always involve individuals and community groups working…

Mondelēz Hope Kitchen Program, China: a Program Impact Pathways (PIP) analysis.

PubMed

Li, Yanran; Yao, Xiaoxun; Gu, Lan

2014-09-01

Mondelēz Hope Kitchen is a community program initiated jointly in 2009 by Mondelēz International and the China Youth Development Foundation (CYDF). In response to the urgent needs of students, parents, and teachers at primary and middle schools in poverty-stricken rural areas of China, the program addresses the complex and intertwined issues of undernutrition and obesity. By funding both kitchen equipment and teacher training in health and nutrition, the Mondelēz Hope Kitchen Program improves the capacity of schools to supply healthy meals, helping students to access safe and nutritious foods and, ultimately, to improve their nutritional status and health. In 2011, the Mondelēz International Foundation awarded CYDF a grant to formally assess the impact of the original program design. The Mondelēz International Foundation encouraged CYDF and six other healthy lifestyles-focused community partners around the world to participate in this program evaluation workshop. The goals of this study were to describe the logic model of the Mondelēz Hope Kitchen Program, summarize a recent evaluation of the Mondelēz Hope Kitchen Program, and conduct a Program Impact Pathways (PIP) analysis to identify Critical Quality Control Points (CCPs) and a suite of impact indicators. The findings were presented at the Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation. The authors developed the program's PIP diagram based on deliberations involving the program managers and Director and consulting the "Hope Kitchen Management Rules "and "Hope Kitchen Inspection and Acceptance Report". The PIP analyses identified three CCPs: buy-in from schools, kitchen infrastructure, and changes in teachers' knowledge of nutrition after training. In addition, changes in children's knowledge of nutrition will be added to the core suite of impact evaluation indicators that also includes children's dietary behaviors. Participation in this program evaluation workshop provided the Mondelēz Hope Kitchen team with the tools to improve the program using a sound monitoring system.

School Violence: Reported School Shootings and Making Schools Safer

ERIC Educational Resources Information Center

Duplechain, Rosalind; Morris, Robert

2014-01-01

This manuscript consists of three sections. Section one provides historical data on some 310 documented shootings that have taken place on school property within the United States. Section two discusses numerous risk factors associated with school shooters. Section three discusses numerous strategies for creating safe schools.

Sexuality education: Finnish and Chilean experiences.

PubMed

Apter, Dan; Molina Cartes, Ramiro

2012-01-01

All children and young people have the right to age-appropriate sexuality education regardless of gender, sexual orientation, ability or faith. Sexuality education provides knowledge, skills and positive values to determine and enjoy their sexuality, have safe, fulfilling relationships if one so wishes and decides, and to take responsibility for their own and for a possible partner's sexual health and well-being. Several international programs have been developed and recently published by the Population Council, IPPF and other coworkers, by UNICEF, and by WHO Europe. This chapter will briefly describe recent global development in sexuality education, and then, as examples, experience from two countries, Finland and Chile. The experiences from these school based programs suggest an important role of sexuality education. Copyright © 2012 S. Karger AG, Basel.

No Safe Havens.

ERIC Educational Resources Information Center

Trump, Kenneth S.; Lavarello, Curtis

2003-01-01

Discusses implications of national survey of school-based police that finds majority of respondents believe schools are vulnerable to a terrorist attack. Describes school board's role in improving school safety, steps school officials can take to reduce risk, and some practical, cost-effective measures to increase security. (PKP)

Managing America's schools in an age of terrorism, war, and civil unrest.

PubMed

Stephens, Ronald D; Feinberg, Ted

2006-01-01

When terrorism and natural disasters strike it is extremely important to be able to effectively manage America's schools. From the crises of Columbine, to Red Lake Minnesota, the World Trade Center and Katrina, we are reminded that schools are not immune from such disasters. It is essential that schools and communities review and augment their safe school plans and partnerships so that they can respond effectively in times of crisis. It is critically important to assess local preparedness, to update, train and practice crisis response. School officials should have specific plans in place that focus on crisis prevention, crisis preparation, crisis response and crisis recovery. This article addresses those key concerns that every school system should place on their educational agenda. Additional resources and strategies are also suggested that will promote safe and welcoming schools for all ofAmerica's children.

Safe school task force: University-community partnership to promote student development and a safer school environment.

PubMed

Adler, Corey; Chung-Do, Jane; Ongalibang, Ophelia

2008-01-01

The Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) focuses its youth violence prevention efforts on community mobilization by partnering with Kailua High School and other local community groups. This paper describes the development and activities of the Safe School Task Force (SSTF) and the lessons learned. In response to concerns of school, community members, and students, the SSTF was organized to promote student leadership in raising awareness about problems related to violence. Collaboration among the school, community, and the university places students in leadership roles to reduce school violence and enhances their self-efficacy to improve their school environment. To increase SSTF effectiveness, more attention must be paid to student recruitment, consistent community partnerships, and gaining teacher buy-in. This partnership may be useful in multicultural communities to provide students the opportunities to learn about violence prevention strategies, community mobilization, and leadership skills.

Urinary fluoride as a monitoring tool for assessing successful intervention in the provision of safe drinking water supply in five fluoride-affected villages in Dhar district, Madhya Pradesh, India.

PubMed

Srikanth, R; Gautam, Anil; Jaiswal, Suresh Chandra; Singh, Pavitra

2013-03-01

Endemic fluorosis was detected in 31 villages in the Dhar district of Madhya Pradesh, Central India. Out of the 109 drinking water sources that were analyzed, about 67 % were found to contain high concentration of fluoride above the permissible level of 1.0 mg/l. Dental fluorosis among the primary school children in the age between 8 and 15 served as primary indicator for fluoride intoxication among the children. Urinary fluoride levels among the adults were found to be correlated with drinking water fluoride in 10 villages affected by fluoride. Intervention in the form of alternate safe water supply in five villages showed significant reduction in the urinary fluoride concentration when compared to the control village. Urinary fluoride serves as an excellent marker for assessing the effectiveness of intervention program in the fluoride-affected villages.

24 CFR 761.23 - Grantee performance requirements.

Code of Federal Regulations, 2014 CFR

2014-04-01

... Operation Safe Home, Operation Weed and Seed, and the Safe Neighborhoods Action Program operating in the... emanating from other anti-crime and anti-drug programs, such as Operation Safe Home, Operation Weed and Seed...

24 CFR 761.23 - Grantee performance requirements.

Code of Federal Regulations, 2013 CFR

2013-04-01

... Operation Safe Home, Operation Weed and Seed, and the Safe Neighborhoods Action Program operating in the... emanating from other anti-crime and anti-drug programs, such as Operation Safe Home, Operation Weed and Seed...

24 CFR 761.23 - Grantee performance requirements.

Code of Federal Regulations, 2012 CFR

2012-04-01

... Operation Safe Home, Operation Weed and Seed, and the Safe Neighborhoods Action Program operating in the... emanating from other anti-crime and anti-drug programs, such as Operation Safe Home, Operation Weed and Seed...

Review of "Successful, Safe, and Healthy Students"

ERIC Educational Resources Information Center

Glass, Gene V.; Barnett, Steven; Welner, Kevin G.

2010-01-01

The research summary "Successful, Safe, and Healthy Students" presents the research background for the Obama administration's proposals for comprehensive, community-wide services in high-poverty neighborhoods, extended learning time, family engagement and safe schools. While these policies have broad and common-sense appeal, the research…

A preliminary controlled evaluation of a school-based media literacy program and self-esteem program for reducing eating disorder risk factors.

PubMed

Wade, Tracey D; Davidson, Susan; O'Dea, Jennifer A

2003-05-01

This study compared the efficacy of a media literacy program and a self-esteem program designed to reduce general and specific risk factors for eating disorders. Four classes of 86 grade 8 students (53 boys and 33 girls), mean age of 13 years, were randomly assigned to either a control condition or one of the two intervention conditions. Assessment of general and specific risk factors was carried out at baseline, postintervention and 3-month follow-up. At postintervention the media literacy group had lower mean scores on weight concern than the control group (p =0.007) but the self-esteem group did not. There were some differences on self-esteem measures at the 3-month follow-up. Media literacy programs combined with an interactive, student-centered framework may potentially be a safe and effective way of reducing risk factors for eating disorders. The impact of teaching style needs to be further evaluated in prevention research. Copyright 2003 by Wiley Periodicals, Inc.

Going through the Emotions: Leadership that Gets to the Heart of School Renewal

ERIC Educational Resources Information Center

Beatty, Brenda

2007-01-01

Holistic school renewal will require a qualitatively different discourse than the current uneasy conversations about school improvement and school effectiveness. Leadership for whole school renewal requires emotionally safe spaces for learning and growing together. Visions of school leadership as distributed, distributive and shared are grounded…

Medication Administration in the School Setting. Position Statement. Amended

ERIC Educational Resources Information Center

Zacharski, Susan; Kain, Carole A.; Fleming, Robin; Pontius, Deborah

2012-01-01

It is the position of the National Association of School Nurses (NASN) that school districts develop written medication administration policies and procedures that focus on safe and efficient medication administration at school by a registered professional school nurse (hereinafter referred to as school nurse). Policies should include prescription…

Charter School Discipline: Examples of Policies and School Climate Efforts from the Field

ERIC Educational Resources Information Center

Kern, Nora; Kim, Suzie

2016-01-01

Students need a safe and supportive school environment to maximize their academic and social-emotional learning potential. A school's discipline policies and practices directly impact school climate and student achievement. Together, discipline policies and positive school climate efforts can reinforce behavioral expectations and ensure student…

The Association of School Climate, Depression Literacy, and Mental Health Stigma Among High School Students.

PubMed

Townsend, Lisa; Musci, Rashelle; Stuart, Elizabeth; Ruble, Anne; Beaudry, Mary B; Schweizer, Barbara; Owen, Megan; Goode, Carly; Johnson, Sarah L; Bradshaw, Catherine; Wilcox, Holly; Swartz, Karen

2017-08-01

Although school climate is linked with youth educational, socioemotional, behavioral, and health outcomes, there has been limited research on the association between school climate and mental health education efforts. We explored whether school climate was associated with students' depression literacy and mental health stigma beliefs. Data were combined from 2 studies: the Maryland Safe Supportive Schools Project and a randomized controlled trial of the Adolescent Depression Awareness Program. Five high schools participated in both studies, allowing examination of depression literacy and stigma measures from 500 9th and 10th graders. Multilevel models examined the relationship between school-level school climate characteristics and student-level depression literacy and mental health stigma scores. Overall school climate was positively associated with depression literacy (odds ratio [OR] = 2.78, p < .001) and negatively associated with stigma (Est. = -3.822, p = .001). Subscales of engagement (OR = 5.30, p < .001) and environment were positively associated with depression literacy (OR = 2.01, p < .001) and negatively associated with stigma (Est. = -6.610, p < .001), (Est. = -2.742, p < .001). Positive school climate was associated with greater odds of depression literacy and endorsement of fewer stigmatizing beliefs among students. Our findings raise awareness regarding aspects of the school environment that may facilitate or inhibit students' recognition of depression and subsequent treatment-seeking. © 2017, American School Health Association.

Advocating for Safe Schools, Positive School Climate, and Comprehensive Mental Health Services

ERIC Educational Resources Information Center

Cowan, Katherine C.; Vaillancourt, Kelly

2013-01-01

The tragedy at Sandy Hook Elementary School, Newtown, CT (USA) has brought the conversation about how to reduce violence, make schools safer, improve school climate, and increase access to mental health services to the forefront of the national conversation. Advocating for comprehensive initiatives to address school safety, school climate, and…

Prescriptions for Sick Schools.

ERIC Educational Resources Information Center

Ornstein, Allan C.

1993-01-01

Increasing insulation in schools as an energy-saving measure has given rise to the Sick Building Syndrome (SBS), which afflicts roughly one-third of the nation's schools. This article examines asbestos, radon, electromagnetic radiation, and chemical pollutants and describes steps to make schools environmentally safe for students. School officials…

Security Evolution.

ERIC Educational Resources Information Center

De Patta, Joe

2003-01-01

Examines how to evaluate school security, begin making schools safe, secure schools without turning them into fortresses, and secure schools easily and affordably; the evolution of security systems into information technology systems; using schools' high-speed network lines; how one specific security system was developed; pros and cons of the…

Safe and Effective Secondary Schools: The Boys Town Model. Preventing Violence, Building Respect, and Promoting Learning in the Classroom and Beyond.

ERIC Educational Resources Information Center

Davis, Jerry L., Ed.; Nelson, Cathy S., Ed.; Gauger, Elizabeth S., Ed.

This book presents useful information on types and levels of aggression, how conflicts escalate, early warning signs of violence, and characteristics of a safe school. Violence prevention techniques, many based on principles that form the foundation of the Boys Town Education Model, show educators and administrators how to calm an angry or…

Creating a Safe Place: SRE Teaching as an Act of Security and Identity Formation in Government Schools in Australia

ERIC Educational Resources Information Center

Gross, Zehavit; Rutland, Suzanne D.

2016-01-01

This study seeks to analyse the components that contribute to Special Religious Education (SRE) classes in government schools in Australia being considered as a "safe place" and the ways in which they facilitate an understanding of the students' own religious and cultural identity. Our research focuses on one of the small faiths,…

Preliminary evidence for school-based physical activity policy needs in Washington, DC.

PubMed

Goodman, Emily; Evans, W Douglas; DiPietro, Loretta

2012-01-01

The school setting could be a primary venue for promoting physical activity among inner-city children due to the structured natured of the school day. We examined differences in step counts between structured school days (SSD) and weekend days (WED) among a sample of public school children in Washington, DC. Subjects (N = 29) were third- to sixth-grade students enrolled in government-funded, extended-day enrichment programs. Step counts were measured using a pedometer (Bodytronics) over 2 SSD and 2 WED. Differences in mean step counts between SSD and WED were determined using multivariable linear regression, with adjustments for age, sex, and reported distance between house and school (miles). Recorded step counts were low on both SSD and WED (7735 ± 3540 and 8339 ± 5314 steps/day). Boys tended to record more steps on SSD compared with girls (8080 ± 3141 vs. 7491 ± 3872 steps/day, respectively), whereas girls recorded more steps on the WED compared with boys (9292 ± 6381 vs. 7194 ± 3669 steps/day). Parameter estimates from the regression modeling suggest distance from school (P < .01) to be the strongest predictor of daily step counts, independent of day (SSD/WED), sex, and age. Among inner-city school children, a safe walking route to and from school may provide an important opportunity for daily physical activity.

[Use of private motor vehicle transportation for taking children to school in São Paulo Metropolitan Area, Brazil, 1997-2012].

PubMed

Sá, Thiago Hérick de; Rezende, Leandro Fórnias Machado de; Rabacow, Fabiana Maluf; Monteiro, Carlos Augusto

2016-05-31

São Paulo Metropolitan Area, Brazil, showed an increase from 1997 to 2007 in the use of private motor vehicles for taking children to school, with potential harm to their health. The aim of this study was to extend the analysis of this trend until 2012 and discuss possible strategies to increase the proportion of children who walk, cycle, or use public transportation to get to school. Analysis of the data from the Mobility Survey of 2012 indicate not only the continuation but also an accelerated increase in the use of private motorized transportation for schoolchildren aged 6 to 11 years. The effect of initiatives to promote walking will only be properly understood with adequate monitoring of daily commuting to school and the evaluation of their impact on the population's health. A package of policies and programs specifically targeted to the promotion and protection of walking, cycling, and use of public transport by schoolchildren is indispensable for guaranteeing their right to travel safely, independently, and actively in São Paulo Metropolitan Area.

Microfluidics for High School Chemistry Students.

PubMed

Hemling, Melissa; Crooks, John A; Oliver, Piercen M; Brenner, Katie; Gilbertson, Jennifer; Lisensky, George C; Weibel, Douglas B

2014-01-14

We present a laboratory experiment that introduces high school chemistry students to microfluidics while teaching fundamental properties of acid-base chemistry. The procedure enables students to create microfluidic systems using nonspecialized equipment that is available in high school classrooms and reagents that are safe, inexpensive, and commercially available. The experiment is designed to ignite creativity and confidence about experimental design in a high school chemistry class. This experiment requires a computer program (e.g., PowerPoint), Shrinky Dink film, a readily available silicone polymer, weak acids, bases, and a colorimetric pH indicator. Over the span of five 45-min class periods, teams of students design and prepare devices in which two different pH solutions mix in a predictable way to create five different pH solutions. Initial device designs are instructive but rarely optimal. During two additional half-class periods, students have the opportunity to use their initial observations to redesign their microfluidic systems to optimize the outcome. The experiment exposes students to cutting-edge science and the design process, and solidifies introductory chemistry concepts including laminar flow, neutralization of weak acids-bases, and polymers.

Microfluidics for High School Chemistry Students

PubMed Central

Hemling, Melissa; Crooks, John A.; Oliver, Piercen M.; Brenner, Katie; Gilbertson, Jennifer; Lisensky, George C.; Weibel, Douglas B.

2014-01-01

We present a laboratory experiment that introduces high school chemistry students to microfluidics while teaching fundamental properties of acid–base chemistry. The procedure enables students to create microfluidic systems using nonspecialized equipment that is available in high school classrooms and reagents that are safe, inexpensive, and commercially available. The experiment is designed to ignite creativity and confidence about experimental design in a high school chemistry class. This experiment requires a computer program (e.g., PowerPoint), Shrinky Dink film, a readily available silicone polymer, weak acids, bases, and a colorimetric pH indicator. Over the span of five 45-min class periods, teams of students design and prepare devices in which two different pH solutions mix in a predictable way to create five different pH solutions. Initial device designs are instructive but rarely optimal. During two additional half-class periods, students have the opportunity to use their initial observations to redesign their microfluidic systems to optimize the outcome. The experiment exposes students to cutting-edge science and the design process, and solidifies introductory chemistry concepts including laminar flow, neutralization of weak acids–bases, and polymers. PMID:25584013

"You're Really Gonna Kick Us All Out?" Sustaining Safe Spaces for Community-Based HIV Prevention and Control among Black Men Who Have Sex with Men.

PubMed

Garcia, Jonathan; Parker, Caroline; Parker, Richard G; Wilson, Patrick A; Philbin, Morgan M; Hirsch, Jennifer S

2015-01-01

Black men who have sex with men (BMSM) experience among the highest rates of HIV infection in the United States. We conducted a community-based ethnography in New York City to identify the structural and environmental factors that influence BMSMs vulnerability to HIV and their engagement with HIV prevention services. Methods included participant observation at community-based organizations (CBOs) in New York City, in-depth interviews with 31 BMSM, and 17 key informant interviews. Our conceptual framework shows how creating and sustaining safe spaces could be a critical environmental approach to reduce vulnerability to HIV among BMSM. Participant observation, in-depth and key informant interviews revealed that fear and mistrust characterized men's relation to social and public institutions, such as churches, schools, and the police. This fear and mistrust created HIV vulnerability among the BMSM in our sample by challenging engagement with services. Our findings suggest that to be successful, HIV prevention efforts must address these structural and environmental vulnerabilities. Among the CBOs that we studied, "safe spaces" emerged as an important tool for addressing these environmental vulnerabilities. CBOs used safe spaces to provide social support, to address stigma, to prepare men for the workforce, and to foster a sense of community among BMSM. In addition, safe spaces were used for HIV and STI testing and treatment campaigns. Our ethnographic findings suggest that safe spaces represent a promising but so far under-utilized part of HIV prevention infrastructure. Safe spaces seem integral to high impact comprehensive HIV prevention efforts, and may be considered more appropriately as part of HIV capacity-building rather than being nested within program-specific funding structures.

Incorporating Unmanned Aircraft Systems (UAS) into High School Curricula in Hawaii

NASA Astrophysics Data System (ADS)

McGillivary, P. A.; Lukaczyk, T.; Brendan, B.; Tomita, M.; Ralston, T.; Purdy, G.

2016-12-01

The availability of low-cost unmanned aircraft systems (UAS) permits their integration in educational programs. We report on experiences and future opportunities for incorporating UAS into High School curricula in Hawaii. We first review existing high school UAS programs and teaching material to highlight curricula options and needs. By working on the privately owned Island of Lana'i, we had permission for extensive UAS operation. Our initial focus of UAS educational outreach was on coastal ecosystems where erosion of overgrazed lands affects coral reefs and traditional coastal Hawaiian fishpond restoration projects which include high school students. We provide results of our classroom approach allowing students to learn to fly small, inexpensive UAS and discuss the different results at different grade levels. In addition to providing basic concepts of flight aeronautics, we reviewed information on safe and legal operation of UAS, as well as data management issues including geo-registration and imaging mosaics. We recommend science projects where UAS can study short-term events (e.g. storm runoff) or can be used for routine environmental monitoring over longer periods. Additionally, by linking students with local drone and drone racing clubs student participation and interest in UAS was extended beyond the classroom in a complementary manner. We propose inclusion of UAS into a future high school curriculum via a program called the Moonshot Laboratory which strives to repurpose traditional education structures toward design thinking, making use of individual and group collaborations to address self-selected projects relevant to local community interests. A Moonshot facility allows students to spend a portion of their week in a technology equipped makerspace, with access to university, business and community mentors, both local and remote. UAS projects are expected to address basic student questions, such as: how can I build a drone to take water samples?; how can I build a drone that works in high winds?; how can I improve 3D mapping programs? In summary, we discuss what we have found to work in terms of UAS inclusion into high school curricula, what remains for UAS curriculum development needs, and we propose a mechanism to develop educational capacity that will shape the future UAS educational outreach.

School Nurse Workload: Staffing for Safe Care. Position Statement

ERIC Educational Resources Information Center

Dolatowski, Rosemary; Endsley, Patricia; Hiltz, Cynthia; Johansen, Annette; Maughan, Erin; Minchella, Lindsey; Trefry, Sharonlee

2015-01-01

It is the position of the National Association of School Nurses (NASN) that daily access to a registered professional school nurse (hereinafter referred to as a school nurse) can significantly improve students' health, safety, and abilities to learn. To meet the health and safety needs of students, families, and school communities, school nurse…

School Bus Crash Rates on Routine and Nonroutine Routes

ERIC Educational Resources Information Center

O'Neal, Elizabeth; Ramirez, Marizen; Hamann, Cara; Young, Tracy; Stahlhut, Mary; Peek-Asa, Corinne

2014-01-01

Background: Although prior research has established that school buses are a safe form of transportation, crashes can produce catastrophic consequences. School buses have 2 types of routes: predictable, routine routes that take children to and from school and less predictable, nonroutine routes for school events. No studies have examined school bus…

A Guide to School Vulnerability Assessments: Key Principles for Safe Schools

ERIC Educational Resources Information Center

Office of Safe and Drug-Free Schools, US Department of Education, 2008

2008-01-01

Crises affect schools across the country every day. While natural hazards such as tornadoes, floods, hurricanes, and earthquakes may be thought of more commonly as emergencies, schools are also at risk from other hazards such as school violence, infectious disease, and terrorist threats. Through the vulnerability assessment process, schools can…

SC3: Protecting Students and Staff with Green Cleaning

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2008

2008-01-01

EPA's Schools Chemical Cleanout Campaign (SC3) is working to encourage schools to use green cleaning practices to safely clean their classrooms and grounds. From elementary school maintenance closets to high school chemistry labs, schools use a variety of chemicals. Some of the most essential chemicals are those that keep schools clean and safe…

Guide for Developing High-Quality School Emergency Operations Plans

ERIC Educational Resources Information Center

Office of Safe and Healthy Students, US Department of Education, 2013

2013-01-01

Each school day, our nation's schools are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students in public and nonpublic schools. In collaboration with their local government and community partners, schools can take steps to plan for these potential emergencies through the…

More than a Safe Space

ERIC Educational Resources Information Center

Sadowski, Michael

2016-01-01

Over the past three decades, much of the conversation about LGBTQ students in schools has centered on safety--anti-bullying policies, the "safe space" of gay-straight alliances, and "safe zones" marked by rainbow-colored stickers on classroom doors. In this article, Michael Sadowski argues that it's time to move beyond safety…

77 FR 45471 - White House Initiative on Educational Excellence for African Americans

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-01

... safe and healthy environments, and have access to high-level, rigorous course work and support services...-rounded education in safe and healthy environments, as well as access to support services, which will... system. African Americans lack equal access to highly effective teachers and principals, safe schools...

Mitigating Hazards in School Facilities

ERIC Educational Resources Information Center

National Clearinghouse for Educational Facilities, 2008

2008-01-01

School safety is a human concern, one that every school and community must take seriously and strive continually to achieve. It is also a legal concern; schools can be held liable if they do not make good-faith efforts to provide a safe and secure school environment. How schools are built and maintained is an integral part of school safety and…

A Safe School Climate: A Systemic Approach and the School Counselor

ERIC Educational Resources Information Center

Hernandez, Thomas J.; Seem, Susan R.

2004-01-01

The climate of the school is central to the educational mission of a school (Anderson, 1998; Sherman et al., 1997; Jenkins, 1997; Lockwood, 1997). Anderson surveyed recent school safety research and found that altering a school's internal climate can have a significant positive effect on the feeling of safety in the school community. Gottfredson…

Placing Students at the Center: The Whole School, Whole Community, Whole Child Model

PubMed Central

Morse, Linda L; Allensworth, Diane D

2015-01-01

BACKGROUND Students are the heart of the Whole School, Whole Community, Whole Child (WSCC) model. Students are the recipients of programs and services to ensure that they are healthy, safe, engaged, supported, and challenged and also serve as partners in the implementation and dissemination of the WSCC model. METHODS A review of the number of students nationwide enjoying the 5 Whole Child tenets reveals severe deficiencies while a review of student-centered approaches, including student engagement and student voice, appears to be one way to remedy these deficiencies. RESULTS Research in both education and health reveals that giving students a voice and engaging students as partners benefits them by fostering development of skills, improvement in competence, and exertion of control over their lives while simultaneously improving outcomes for their peers and the entire school/organization. CONCLUSIONS Creating meaningful roles for students as allies, decision makers, planners, and consumers shows a commitment to prepare them for the challenges of today and the possibilities of tomorrow. PMID:26440820

Safe mobility for older people notebook

DOT National Transportation Integrated Search

1999-04-01

The Safe Mobility for Older People Notebook is a research product of the "Model Driver Screening and Evaluation Program" project sponsored by NHTSA, and is intended as a resource to support program initiatives promoting the safe mobility of older per...

Safe Schools, Staff Development, and the School-to-Prison Pipeline

ERIC Educational Resources Information Center

Gonsoulin, Simon; Zablocki, Mark; Leone, Peter E.

2012-01-01

Zero-tolerance policies have created schools that are often intolerant and destructive to children and communities. High rates of suspension and expulsion of students are associated with negative outcomes and school dropout. New approaches to staff development that create positive school communities are essential in stemming the…

Project CLEAN: Safe, Sanitary School Restrooms. Fastback.

ERIC Educational Resources Information Center

Keating, Tom

After introducing the problem of unsafe, dirty public school restrooms, this publication describes Project CLEAN (Citizens, Learners, and Educators Against Neglect), an effort to improve the safety, cleanliness, and hygiene of student restrooms in public schools. The Project builds a five-step, school-by-school communication process that includes:…

Gauging the System: Trends in School Climate Measurement and Intervention

ERIC Educational Resources Information Center

O'Malley, Meagan; Katz, Kristin; Renshaw, Tyler L.; Furlong, Michael J.

2011-01-01

Researchers and educators are giving increasing scrutiny to systems-level constructs that contribute to safe, supportive, and effective schools, including school climate. School climate is a multifaceted construct that is commonly conceptualized as school community members' subjective experiences of the structural and contextual elements of a…

Is Your School Truly Fire-Safe?

ERIC Educational Resources Information Center

Saunders, Carol Silverman

1995-01-01

Though most people assume that their schools are protected by smoke alarms and sprinkler systems, many are not. Older schools can fall through fire-code loopholes. Some schools have insufficient fire detection systems. Sprinkler systems can be too expensive for schools. Parents should educate themselves and insist on fire safety. (SM)

What Predicts Fear of School Violence among U.S. Adolescents?

ERIC Educational Resources Information Center

Akiba, Motoko

2010-01-01

Background/Context: Ensuring a safe learning environment for every student at school is a major responsibility of educators, school administrators, and policy makers in our society. Students' fear associated with school violence affects their school attendance, learning motivation, and academic achievement. Although predictors of adults' fear of…

Student Data Privacy Communications Toolkit

ERIC Educational Resources Information Center

Foundation for Excellence in Education, 2016

2016-01-01

Parents expect school districts and schools to keep their children safe while they are in school. That expectation of safety and security also extends to the protection of their children's learning data. Therefore, it is critical that school districts and schools are open and transparent about their student data privacy practices, and that those…

75 FR 63689 - National School Lunch Week, 2010

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-15

... people to have access to safe, balanced, and affordable meals at school. It has also supported their.... To foster school environments that encourage physical activity and nourishing diets, ``Let's Move... nutritious foods for school meals, the USDA is also working to develop farm-to-school partnerships with local...

Medication Administration in Schools. Position Statement. Revised

ERIC Educational Resources Information Center

Hinkson, Elizabeth; Mauter, Elaine; Wilson, Louise; Johansen, Annette; Maughan, Erin D.

2017-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) be responsible for medication administration in the school setting, leading the development of written medication administration policies and procedures that focus on safe and efficient…

Reporting School Violence. Legal Series Bulletin.

ERIC Educational Resources Information Center

Department of Justice, Washington, DC. Office of Justice Programs.

Violence and crime in schools affect students and their families, school employees and administrators, law enforcement and criminal justice officials, policymakers, and communities. Enactment of strong, concise school violence reporting laws is a crucial first step on the road to making schools safe and violence free. This bulletin provides an…

Cluster randomised controlled trial of 'whole school' child maltreatment prevention programme in primary schools in Northern Ireland: study protocol for Keeping Safe.

PubMed

McElearney, Aisling; Brennan-Wilson, Aoibheann; Murphy, Christina; Stephenson, Phyllis; Bunting, Brendan

2018-05-03

Child maltreatment has a pervasive, detrimental impact on children's wellbeing. Despite a growing focus on prevention through school based education, few programmes adopt a whole- school approach, are multi-component, seek to address all forms of maltreatment, or indeed have been robustly evaluated. This paper describes a cluster randomised controlled trial designed to evaluate a school based child maltreatment prevention programme: 'Keeping Safe' in primary schools in Northern Ireland. The intervention has been designed by a non-profit agency. Programme resources include 63 lessons taught incrementally to children between four and 11 years old, and is premised on three core themes: healthy relationships, my body, and being safe. There are programme resources to engage parents and to build the capacity and skills of school staff. A cluster Randomised Controlled Trial (RCT) will be conducted with children in 80 schools over a two-year period. The unit of randomisation is the school. Schools will be allocated to intervention or wait-list control groups using a computer-generated list. Data will be collected at three time points: baseline, end of year one, and end of year two of programme implementation. Primary outcomes will include: children's understanding of key programme concepts, self-efficacy to keep safe in situations of maltreatment, anxiety arising from programme participation, and disclosure of maltreatment. Secondary outcomes include teachers' comfort and confidence in teaching the programme and parents' confidence in talking to their children about programme concepts. This RCT will address gaps in current practice and evidence regarding school based child maltreatment prevention programmes. This includes the use of a whole- school approach and multi-component programme that addresses all maltreatment concepts, a two-year period of programme implementation, and the tracking of outcomes for children, parents, and teachers. Methodologically, it will extend our understanding and learning in: capturing sensitive outcome data from young children, adapting and using standardised measures with children of different ages, the use of school level administrative data on staff reports/children's disclosure of maltreatment as behavioural outcomes, and the conduct of complex trials within the busy school environment. ClinicalTrials.gov: NCT02961010 (Retrospectively registered 8 November 2016).

Student Summary of the U.S. Department of Energy Portsmouth Annual Site Environmental Report (ASER) for 2013

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bryant, Shea; Develin, Thomas; Flores, Victor

The U.S. Department of Energy (DOE) conducts environmental monitoring at the Portsmouth Gaseous Diffusion Plant Site (PORTS) on an ongoing basis. Each year, the information collected is presented in a data volume and a comprehensive publication entitled the Annual Site Environmental Report (ASER). This year, a class at Waverly High School (WHS), located in Pike County, Ohio, developed this summary report. Both the ASER and this summary report are important as they allow DOE to clearly and concisely explain our environmental monitoring programs to our many stakeholders. The information presented in this summary shows that the PORTS site near Piketon,more » Ohio, is safe due in part to the Department’s focus on safety. The work at DOE facilities is highly detailed and technically complex, but DOE is committed to performing each of these activities safely. DOE’s first priority is to protect the well-being of our workers, the surrounding communities, and the environment. DOE would like to offer its sincerest appreciation to the students and faculty leader at Waverly High School who worked on this summary document. DOE congratulates each of you for your effort, enthusiasm, and willingness to support this project. DOE hopes you enjoy reading the PORTS 2013 Annual Site Environmental Report Summary.« less

School Indicators of Violence Experienced and Feeling Unsafe of Dutch LGB Versus Non-LGB Secondary Students and Staff, 2006-2010.

PubMed

Mooij, Ton

2016-12-01

Gender and sexual orientation are expressed in heterosexual, lesbian (L), gay (G), bisexual (B), transgender (T), or queer (Q) interests and behavior. Compared with heterosexual persons, LGBTQ persons seem to experience more antisocial behavior, including negative discrimination and violence. To assess differences in LGBTQ-related discrimination in schools, the question for this research is "Do the degrees of violence experienced and feeling unsafe of LGBTQ students and staff in a school differ from those of non-LGBTQ students and staff in the same school?" Secondary analysis was carried out on data from a Dutch national digital monitor survey on safety in secondary schools. In 2006, 2008, and 2010, participation amounted to 570 schools, 18,300 teaching and support staff, and 216,000 students. Four indicators were constructed at the school level: two Mokken Scale means assessing severity of violence experienced and two Alpha Scale means assessing feeling unsafe. Analysis of mean differences showed that LGB students experienced more violence and felt less safe than non-LGB students; LGB staff felt less safe in school than non-LGB staff. When LGB students experienced more violence at school than non-LGB students, LGB students also felt less safe than non-LGB students for all 3 years. No such relationships existed for LGB staff, or between LGB staff and LGB students. No significant relationships were found between the four LGB school indicators and contextual school variables. The outcomes and uniqueness of the study are discussed. Recommendations are made to improve assessment and promote prosocial behavior of students and staff in schools. © The Author(s) 2015.

Pre-departure preparation for international clinical work: a handbook.

PubMed

Edwardson, Jill; Owens, Lauren; Moran, Dane; Aluri, James; Kironji, Antony; Chen, Chi Chiung Grace

2015-08-01

International clinical experiences are increasingly popular among medical students, residents, fellows, and practitioners. Adequate pre-departure training is an integral part of a meaningful, productive, and safe international experience. At Johns Hopkins University School of Medicine, we have developed a pre-departure handbook to assist practitioners in preparing for global health work. The handbook draws from current global health education literature, existing handbooks, and expert experiences, and includes information about logistical and cultural preparations. While a pre-departure handbook cannot serve as a substitute for a comprehensive pre-departure training program, it can be a useful introduction to the pre-departure process.

Are school children ready to donate blood?

PubMed

Thaver, Danyal Hasan; Masud, Nazish; Ashraf, Mariam

2014-01-01

Voluntary non-remunerated blood donors are considered the best among all different types of blood donors for improving the supply of safe blood. Though safe blood transfusion services have improved in Pakistan, but efforts are still required to optimize blood banks and improve recruitment of voluntary donors, such as senior school/college going students as a source of safe blood. This study looks into the awareness of senior school children concerning blood related issues including blood donation. This cross-sectional descriptive study enrolled 106 senior school students of private schools. Data were collected through self-administered questionnaire. Although 90% of the students considered blood as an important entity for saving lives still 56.8% had never thought of donating blood. Respondents had good knowledge regarding the possible spread of HIV/AIDS, and Hepatitis B and C through unsafe transfusions. Possible hindrances to donating blood included fear of needles, fear of acquiring disease, lack of knowledge regarding where to donate blood and lack of trust on blood banks. More than half of the students believed that blood should be bought from professional blood donors. Senior school going children are not ready to donate blood. Lack of knowledge and prevailing misconceptions regarding blood transfusions need to be addressed and mechanisms to motivate and mobilize youth for becoming voluntary blood donors need to be established.

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program

NASA Astrophysics Data System (ADS)

Fadigan, Kathleen Ann

The purpose of this study is to describe the educational trajectories of a sample of young women from urban, low-income, single-parent families who participated in the Women in Natural Sciences (WINS) program during their ninth and/or tenth grade years of high school. This study also attempts to determine how the WINS program affected the participants' educational and career choices in order to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)-related fields. The research takes the form of a longitudinal, descriptive case study. The case is composed of 152 WINS participants who applied for, were accepted into, and completed at least one year of the program between 1992 and 1997. Data were drawn from program records, surveys, and interviews. Pre-WINS desired educational and career trajectory data were available for 152 participants. Post-WINS actual educational and career trajectory data were available for 101 of the young women in the sample. Seventy-eight women completed a WINS survey. The researcher conducted semi-structured interviews with 12 former participants. Findings revealed a 100 percent high school completion rate. A total of 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health-related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. Taking a greater number of advanced or honors level SMET high school courses was the only contextual variable showing a significant relationship to pursuing a career in SMET. The majority of participants perceived having the WINS staff as people you could talk to, the job skills learned in WINS, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at-risk youth. Additional longitudinal studies of similar programs are crucial to understanding their effects on the education and career paths of young women with an initial interest in science.

A state-wide partnership to promote safe and supportive schools: the PBIS Maryland Initiative.

PubMed

Bradshaw, Catherine P; Pas, Elise T; Bloom, Jerry; Barrett, Susan; Hershfeldt, Patricia; Alexander, Andrea; McKenna, Milton; Chafin, Ann E; Leaf, Philip J

2012-07-01

Schools continue to be an important context for preventive interventions targeting a range of behavioral and mental health problems. Yet competing demands on teachers and shifting priorities in response to federal legislation have posed some unique challenges to prevention researchers working in school settings. This paper summarizes an approach to prevention partnerships developed over a decade and centered on the three-tiered Positive Behavioral Interventions and Supports (PBIS) model. A state-wide initiative was formed and led through a partnership between the Maryland State Department of Education, Sheppard Pratt Health System, and Johns Hopkins University, which focused on implementing evidence-based practices and conducting prevention research in Maryland public schools. Drawing on a community-based participatory research framework for developing research partnerships, we highlight the importance of forming and sustaining authentic relationships to support school-based prevention research and implementation of evidence-based programs. We also discuss how these relationships have been used to disseminate PBIS and rigorously test its effectiveness. We describe some lessons learned from the partnership and identify potential areas for future research on the prevention partnership model. We conclude with a discussion of the implications for both researchers and community partners engaged in translational research in school settings.

Schools and Disasters: Safety and Mental Health Assessment and Interventions for Children.

PubMed

Lai, Betty S; Esnard, Ann-Margaret; Lowe, Sarah R; Peek, Lori

2016-12-01

This article draws on experiences and lessons from global disasters and utilizes the United Nations Comprehensive School Safety Framework to highlight the necessary role of safe schools in protecting children, as well as adult staff, from the immediate threats and long-term implications of disasters. Specifically, we focus on three well-established pillars of school safety: Pillar I: Safe Learning Facilities; Pillar II: Disaster Management; and Pillar III: Risk Reduction and Resilience Education. In addition, we propose a potential fourth pillar, which underscores the function of schools in postdisaster mental health assessment and intervention for children. We argue that schools offer a central location and trusted institutional space for mental health assessment and intervention after disasters. We also examine the important linkages between schools, child mental health, and household and family recovery. We conclude with recommendations for filling gaps in research and practice related to ensuring the safety of schools and the associated health and well-being of children in the face of future disasters.

Maximizing School Counselors' Efforts by Implementing School-Wide Positive Behavioral Interventions and Supports: A Case Study from the Field

ERIC Educational Resources Information Center

Goodman-Scott, Emily

2014-01-01

School-Wide Positive Behavioral Interventions and Supports (PBIS) are school-wide, data-driven frameworks for promoting safe schools and student learning. This article explains PBIS and provides practical examples of PBIS implementation by describing a school counselor-run PBIS framework in one elementary school, as part of a larger, district-wide…

Violence in the Schools. How America's Schoolboards Are Safeguarding Your Children. Best Practice Series.

ERIC Educational Resources Information Center

National School Boards Association, Alexandria, VA.

This publication, resulting from a survey of more than 2,000 school districts, focuses on school violence and ways to prevent it. Section 1 discusses both the problem of school violence and also the critical role that school boards must play in keeping schools safe. This section also includes information about how school boards can develop…

The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports

ERIC Educational Resources Information Center

Kosciw, Joseph G.; Palmer, Neal A.; Kull, Ryan M.; Greytak, Emily A.

2013-01-01

For many lesbian, gay, bisexual, and transgender (LGBT) youth, intolerance and prejudice make school a hostile and dangerous place. This study examined simultaneously the effects of a negative school climate on achievement and the role that school-based supports--safe school policies, supportive school personnel, and gay-straight alliance (GSA)…

Managing Student Behavior on the School Bus: A Key to Bus Safety

ERIC Educational Resources Information Center

American Federation of Teachers (NJ), 2007

2007-01-01

School buses are the safest form of mass transit in America. Every day, school buses travel through congested city traffic and on isolated country roads in all types of weather, safely transporting millions of children to and from school and school-related activities. Federal and state standards for school bus construction and maintenance and…

Helpful Hints for School Emergency Management: Steps for Developing a School Emergency Management Plan

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

"Helpful Hints" offers a quick overview of school emergency preparedness topics that are frequently the subject of inquiries. The U.S. Department of Education's Office of Safe and Drug-Free Schools strongly encourages schools and school districts to develop emergency management plans within the context of the four phases of emergency management:…