Increase adult presence in the areas where students feel least safe, particularly just outside and around the school building¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends that school leaders identify the specific locations where students feel least safe and respond by increasing adult supervision in those areas. The evidence shows students feel least safe just outside the school building, where large numbers aggregate with little adult supervision. "School leaders should be aware of the places in the school building that students feel least safe—for example, the areas just outside and around the school—and increase the adult presence in response to students' concerns."

Design Implications¶

Context¶

Requirements¶

• Knowledge of where students report feeling least safe, from student surveys or other feedback

Constraints¶

• Schools may not be able to entirely overcome adverse neighborhood influences through adult presence alone

Target Learners¶

• Students in grades 6-12 in urban public schools

Target Learning Goals¶

• Creating a safe learning environment conducive to academic growth

Claims¶

• Students feel safest in classrooms and least safe in areas just outside the school, with safety tracking the level of adult supervision [+W]

Related Strategies¶

• Train teachers and staff on how to deal with conflict in constructive ways to prevent conflicts from escalating
• Maintain Presence for Students

Examples¶

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Key Sources¶

• Matthew P. Steinberg, Elaine Allensworth, David W. Johnson. (2011). Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research, University of Chicago Urban Education Institute. https://consortium.uchicago.edu/publications/student-and-teacher-safety-chicago-public-schools-roles-community-context-and-school