Health and safety in Schools

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.

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school-related delinquency and prior achievement. Implications for counselors are discussed.

In the light of the matter reported by Samodien (2012) where a father intends to sue the Department of Education
for damages incurred by his child who was raped at school, this article focuses on the duty of educators and
schools to take measures to prevent and deal with sexual harassment and violence in schools. Sexual
harassment and violence is conceptualised by drawing from definitions of sexual harassment and violence as well
as those pertaining to sexual offenses. The duties of schools, school governing bodies, school principals and
educators are outlined within the parameters of the Bill of Rights, education-specific legislation and policy as well
as common law. The possibility of civil remedies for victims who have been subjected to sexual harassment and
violence at school is investigated. Five requirements for delictual liability (damage, an act, unlawfulness, fault and
causation) are used to demonstrate how the criteria for awarding damages may be met when learners approach
the courts for civil remedies.

I have also uploaded a translated English version of this article.
Die Menseregtekommissie se ondersoek in 2001 het aan die lig gebring dat seksuele teistering en geweld ’n aansienlike probleem in Suid-Afrikaanse skole is (HRW 2001). Verskeie ander studies en bronne het aangetoon dat skole toenemend met gevalle van seksuele teistering gekonfronteer word, waar opvoeders sowel as medeleerders die oortreders is (Anon 2001:1; Louw 2003:6; Galloway 2002:4; Govender 2005:1; Musaka 1999:58-60). Die doel van hierdie artikel is om die probleem van seksuele teistering in skole aan te spreek. In hierdie artikel sal daar meer spesifiek gefokus word op
die seksuele teistering en misbruik van leerders deur pvoeders. Die doelwit is drievoudig: eerstens om die probleem van seksuele teistering te omskryf, tweedens om bevindinge van ’n empiriese studie in die Potchefstroomarea weer te gee, en derdens om voorstelle te maak vir die hantering van die probleem van seksuele teistering in skole.

We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of
educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences.
In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school.
Observational data and institutional documents were also analyzed, and three main themes emerged revealing the
tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and
(c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school
leadership.

This paper is a crisis plan for a fictional school district called "Grand City." I describe the roles of crisis intervention members and detail a communication plan for parents, respective agencies, and the media. I also outline a healing and restoration plan.

Instead of our schools and communities being the victims of violence, they can be the source of teaching positive psychological health and well-being.  We can institute newly researched best practices now with the commitment of concerned and compassionate and effective leaders.  We can prevent incidences of violence by young people through our schools.