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Tag: School Safety

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NSTA Safety Advisory Board, 2014

Better professional practices and academic research support hands-on, process and inquiry-based laboratory and field investigations as well as hands-on activities to promote deep conceptual understanding of science by students. To ensure a safer and effective science teaching/learning environment, the following recommendations are derived from recognized reliable sources, legal safety standards, and best professional safety practices. The recommendations represent the best professional standards and practices on safety as it relates to overcrowding. However, it cannot be assumed that all hazards in science classrooms are ameliorated by simply reducing overcrowding. Other factors affecting safety, may include facilities design, engineering controls, appropriate personal protective equipment, standard operating procedures, and/or safety training of students and teachers. These additional factors, which can be linked with science accidents, must also be attended to as well as meeting the requirements of any legal safety code or regulation or law of any state, municipality or other jurisdiction.

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NSTA Position Statement

Science educators face many challenges—including national standards, state standards, district goals, and public demands—as they attempt to provide safe and effective science learning. Science students and educators require adequate working conditions to meet these challenges.

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Felix, You, & Canino, 2013

Disasters affect the school and community microsystems in which children and youth recover. This study explored characteristics of the school (school violence, teachers’ attitudes) and community microsystem (neighborhood climate, neighborhood monitoring, community violence) that may affect the disaster exposure and internalizing psychopathology relationship in children and youth 12–27 months after Hurricane Georges hit Puerto Rico. A representative sample (N=1,637) of caregivers and children/youth completed structured interviews in Spanish. Controlling for gender and perception of poverty, for children (age 6–10 years), hurricane exposure increased risk for internalizing psychopathology, but the school and community variables did not have an influence. For all youth (age 11–17 years), witnessing community violence and poor teacher attitudes increased the risk of psychopathology. In addition, neighborhood climate and school violence were moderators. For non-exposed youth, poor neighborhood climate and perceiving greater school violence increased the risk of internalizing psychopathology, whereas for exposed youth it did not.

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Environmental Protection Agency (2014)

The Idle Free Schools Toolkit includes all of the information needed to run an effective idling reduction campaign at a school in order to reduce student exposure to toxic vehicle exhaust. It also provides the resources to make this a student-run science or community involvement project, providing students with the opportunity to learn how to run a public service campaign while expanding their science and math skills.

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NRPA, 2011

Playground injuries have become a formidable concern for American parents. As children settle back in for the new school year, the realities of potential playground risks come to light -- especially as budgets for schools and public parks are slashed across the nation. NRPA is not only encouraging, but guiding playground safety with "The Dirty Dozen." Published as part of NRPA's grassroots initiative known as America's Backyard, "The Dirty Dozen" identifies and offers solutions for the 12 most common safety concerns and leading causes of injury on playgrounds. Parents, teachers, guardians and all child caregivers can use the report as a guide to ensure safe environments on our community playgrounds.

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