Synthesizing Knowledge on Equity and Equity-Based School Safety Strategies

Autor/inn/en	Espelage, Dorothy L.; Woolweaver, Ashley B.; Robinson, Luz E.
Institution	National Institute of Justice (NIJ) (DOJ)
Titel	Synthesizing Knowledge on Equity and Equity-Based School Safety Strategies
Quelle	(2023), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Safety; Equal Education; Justice; Educational Environment; Student Behavior; COVID-19; Pandemics; Racism; Minority Group Students; Zero Tolerance Policy; School Policy; Elementary Secondary Education; Crime Prevention; Emergency Programs; Risk Management; Teacher Student Relationship; Police School Relationship; School Security; Trauma Informed Approach; Social Emotional Learning; Data Use; Multi Tiered Systems of Support + Suchen Sie Ihr Suchwort? Gerechtigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schülerverhalten; Rassismus; Schulpolitik; Hilfsprogramm; Risikomanagement; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This publication provides an overview of the literature on school safety in the United States, with a focus on equity. Using the framework developed by the National Institute of Justice (NIJ), this publication situates a comprehensive school safety approach as a balance of three key elements: physical safety, school climate, and student behavior, with an emphasis on equity and the inclusion of knowledge gained from projects funded by the NIJ Comprehensive School Safety Initiative. The recent effects of the COVID-19 pandemic and the national outcry to address systemic racism have highlighted the continuing inequities that make schools unsafe for marginalized students. Systems must consider the experiences of these students and be intentional about implementing policies that balance the elements of a comprehensive school safety framework while also explicitly considering equity. For the purposes of this discussion, equity in school safety is defined as a system that not only considers but respects the varied and intersectional individual identities that students possess to ensure that they do not hinder their ability to feel safe at school and receive a fair education. The scope of this discussion will focus on the need for equity specifically relating to racial and ethnic identities. (As Provided).
Anmerkungen	National Institute of Justice. 810 Seventh Street NW, Washington, DC 20531. Tel: 202-307-2942; e-mail: ojp.ocom@usdoj.gov; Web site: http://www.nij.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01