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ERIC Number: ED461919
Record Type: RIE
Publication Date: 2001-Nov
Pages: 52
Abstractor: N/A
Every Child Learning: Safe and Supportive Schools.
Learning First Alliance, Washington, DC.
Schools that students experience as safe and supportive will be more successful at promoting student achievement and developing qualities such as good character and citizenship. However, this commonsensible priority is sometimes slighted when other issues demand a school's attention. This guide identifies four core elements necessary to create and maintain safe and supportive places of learning: a supportive learning community; systematic approaches to supporting safety and positive behavior; involvement of family, students, school staff, and the surrounding community; and standards and measures to support continuous improvement based on data. Fully engaging the entire school community is essential to creating and maintaining schools where students feel respected, safe, and supported. State and district standards should be set that identify communities' goals and vision of safe and supportive learning communities. Promoting and providing professional development for all school staff ensures that state professional standards are adhered. Creating and maintaining safe and supporting learning communities requires attention to social relations, physical setting, supports and services, and resources. Continued research of the four core elements, and development and field-testing of standards and measures for monitoring can be translated into forms usable by all who want to improve their schools. (Contains 119 references.) (RT)
Association for Supervision and Curriculum Development, P.O. Box 79760, Baltimore, MD 21279-0760 (ASCD Stock No. 301279, $3, bulk discounts). Tel: 800-933-2723 (Toll Free). For full text:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ewing Marion Kauffman Foundation, Kansas City, MO.
Authoring Institution: Learning First Alliance, Washington, DC.
Grant or Contract Numbers: N/A
IES Cited: ED502720