Safe Schools

This guide accompanies the following article: Benjamin Kutsyuruba, Don A. Klinger and Alicia Hussain, Relationships among school climate, school safety, and student achievement and well-being: a review of the literature, Review of Education, DOI:10.1002/rev3.3043

School climate, safety and well-being of students are important antecedents of academic achievement. However, school members do not necessarily experience school climate in the same way; rather, their subjective perceptions of the environment and personal characteristics influence individual outcomes and behaviours. Therefore, a closer look at the relationship between school climate, safety, well-being of students and student learning is needed. This review of the literature explores the relationship among school climate, school safety, student academic achievement and student well-being. Using a systematic review approach, we conducted an overview of empirically based research findings and technical reports that address the following aspects: (a) school climate as a social construct and its connection with school safety; (b) the conditions that contribute to an environment in which students feel safe; (c) the characteristics of particular groups of students who feel unsafe; and (d) the impact of a negative school environment (e.g. a school environment where bullying, victimisation and violence are prevalent) on student achievement, ultimately, secondary school completion and student well-being. We summarise the state of school climate research, discuss the implications for school policies and practices in the areas of school climate, safety and student success, and provide recommendations for future research.

Recent attempts by lesbian, gay, bisexual, and transgender (LGBT) 1 activists and our allies to expand protections to LGBT people have tended to focus on two specific institutional sites: (1) Public schools and the attendant climate and safety issues for LGBT students and; (2) workplace equality in the corporate and business world. However, these efforts have mostly ignored the lives of those who work in public schools, workers who constitute one of the most vulnerable and least protected groups of LGBT employees. In this article, we draw on emerging social science research related to public school workers to draw attention to this phenomenon and build on the Safe Schools Movement's student-centered strategies, and the Workplace Equality Movement's market-based efforts to create equality for all, regardless of sexual orientation or gender identity/expression. We ask how LGBT climate issues affect those whose school day is also their workday, and examine the socio-legal strategies school workers have used to address anti-LGBT bias and discrimination. We conclude with a call for scholars and advocates within the Workplace Equality and Safe Schools Movements to more fully recognize public schools as workplaces too. Anti-LGBT bias and discrimination are built into the organizational structure of U.S. public schools. 2 This bias and discrimination can be observed in constituent components of * Madeline Adelman is an Associate Professor in Justice & Social Inquiry, Arizona State University. She has been involved in the safe schools movement for the last decade primarily as a volunteer leader with the Gay, Lesbian & Straight Education Network (GLSEN). Any opinions, findings, conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of Arizona State University or GLSEN. Catherine Lugg is Professor of Education at the Graduate School of Education, Rutgers University. 1 " LGBT " is an acronym used to refer to a diverse group of people. It signals the linkages among transphobic and heterosexist bias, discrimination and violence; it also signals the ongoing history of organizing for social change among sexual minorities and gender non-conforming persons. The term " LGBT " is commonly used within the Workplace Equality Movement. Within the Safe Schools Movement, particularly among youth, " LGBT " is joined by other terms including " queer " and " gender queer, " both of which point to the constructed and contested nature of sexual and gender identities, and the rejection of binary understandings of sexual orientation (gay or straight) and gender identity (masculine or feminine). The term " queer " is also a reclamation project involving a term that has been (and continues to be) deployed against LGBT people. In this article, we tack between " LGBT " and " queer " to reflect local usage as much as possible, noting that the authors themselves make strategic decisions about terminology, depending upon context and purpose.

Penerapan pilar-pilar sekolah aman bencana sangat penting dilakukan untuk menjamin keselamatan siswa disekolah yang sedang menempuh pendidikan. Pada bulan Oktober Tahun 2015 Tim Mahasiswa Program Studi Pendidikan Geografi Angkatan 2013, Universitas Muhammadiyah Surakarta melakukan pengabdian masyarakat di Kecamatan Sukoharjo yang memiliki potensi bencana berupa gempa bumi, banjir, puting beliung dan resiko kebakaran. Pengabdian dilaksanakan di satuan pendidikan Muhammadiyah yang tersebar di Kabupaten Sukoharjo. Hasil penelitian yang dilakukan sebelumnya di lokasi menunjukkan bahwa tingkat kesiapsiagaan komunitas sekolah masih rendah. Hal ini juga menjadi dasar dan alasan dilakukannya pengabdian di SMP Muhammadiyah 1 Sukoharjo.