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    The document discusses the importance of creating a safe learning environment for children. It argues that for real learning to occur, the environment must be safe environmentally, psychologically, sociologically, and emotionally. It then provides recommendations for what various stakeholders - including conference education departments, principals, teachers, school personnel, parents, and the community - can do to help establish and maintain a safe learning environment. The overarching message is that through cooperation among all stakeholders, a nurturing environment can be achieved where children feel protected and able to learn effectively.

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    The document discusses the importance of creating a safe learning environment for children. It argues that for real learning to occur, the environment must be safe environmentally, psychologically, sociologically, and emotionally. It then provides recommendations for what various stakeholders - including conference education departments, principals, teachers, school personnel, parents, and the community - can do to help establish and maintain a safe learning environment. The overarching message is that through cooperation among all stakeholders, a nurturing environment can be achieved where children feel protected and able to learn effectively.

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    47 views3 pages

    Safe Learning Environments

    Uploaded by

    wei chen
    The document discusses the importance of creating a safe learning environment for children. It argues that for real learning to occur, the environment must be safe environmentally, psychologically, sociologically, and emotionally. It then provides recommendations for what various stakeholders - including conference education departments, principals, teachers, school personnel, parents, and the community - can do to help establish and maintain a safe learning environment. The overarching message is that through cooperation among all stakeholders, a nurturing environment can be achieved where children feel protected and able to learn effectively.

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    of 3

    Creating a Safe Learning Environment for Children

    Janice Maitland, Principal 7-12, Crawford Adventist Academy, Willowdale, ON

    True education is wholistic—it develops head, heart and hand—


    academically, spiritually, socially and physically. It is with the
    purpose to educate wholistically that the point cannot be over-
    emphasized: if real learning is to occur, the learning environment
    should be safe—environmentally, psychologically, sociologically
    and emotionally. Children, as well as their teachers and support staff
    deserve to be in a safe learning environment. They must be safe from
    accident and potential dangers. In this postmodern era with the
    many challenges that face educators, creating and maintaining a safe learning
    environment should be a priority. It is of the utmost importance that all stakeholders in
    the Education System work together to create a non-threatening, protected environment
    for children and young people of all ages. The term “Stakeholders” refers to all those
    who have a vested interest in the education of children: Conference Education
    Departments, School Personnel, Parents and the Community.

    What, therefore, can each group of stakeholders do to create the safe learning
    environment that is necessary if children’s ultimate learning experiences must be
    maximized?

    First, the Conference Education Departments should realize that the onus is upon them to
    ensure that school buildings are environmentally safe. Schools should be located in areas
    that are free from chemical contaminants, pesticides, poisonous gases etc.; they should
    not be constructed near areas that are designated for the dumping of refuse/garbage;
    building materials should be properly tested and pass safety standards e.g., avoid using
    materials that are allergens; cleaning solutions used in the schools should be carefully
    selected so avoid causing allergic reactions.

    Second, the principal should build a good rapport with the community; solicit their help
    in keeping the school environment safe by setting up a “neighborhood watch” program;
    schedule meetings where community members (other than parents) can give suggestions,
    provide funding etc. towards a safe environment; keep the community informed about
    the school’s programs.

    Third, the teacher should ensure a classroom environment that is comfortable and
    welcoming--it should be best suited to the needs of the children; be sensitive to the
    personal, developmental, academic, social and emotional needs of the children. The
    expectation that the teacher be nurturing and encouraging, providing positive
    reinforcement rather than negative reinforcement, is a key ingredient in creating a safe
    environment. (Dr. William Perkey, psychologist, suggests that teachers provide at least
    10 positive reinforcements to every one negative reinforcement statement—notice the
    ratio of positive to negative). The statement: “People do not care how much you know
    but they want to know how much you care” is a powerful one with serious implications,
    especially for the Christian teacher or education administrator.
    2

    In my own experience and from my research, I have discovered that many students prefer
    to attend a school where there is nurture and in which they feel a sense of connectedness,
    rather than a school which contains more resources, “bells and whistles,” but is
    significantly deficient in nurture. Repeatedly, I have seen parents make that choice
    because they believe that if they perceive their children to be in a safe learning
    environment, their children will eventually acquire the necessary academic skills which
    they so much need to survive in this sometimes hostile world environment.

    The teacher should also help children to feel accepted—feel free to be themselves and to
    express themselves without the fear or threat of rejection, ridicule or ostracism; also be
    understanding of their learning styles, abilities and skills—some students perform better
    when they work individually, others need group support. Some are auditory, others are
    visual, kinesthetic, or tactile learners. (It could be a tall order to meet the diverse learning
    needs of the students in the class). A cooperative rather than a competitive classroom
    (although some healthy competition is good) contributes towards a safe learning
    environment.

    *A note about young children and their readiness for school: Young children who are
    sent to school before they are ready can feel unsafe in their new environment. Readiness
    is determined by three important factors: chronological age, mental age and experience.

    Fourth, it is necessary to include in the school personnel: the non-teaching /support staff
    as well as the sanitary engineers (the cleaners), guards etc. These persons who are not
    actively involved in formal teaching in the classroom often exert their influence on the
    children as they move around and interact with them. Very often, cleaners who seem to
    be uninvolved, unconnected or unconcerned about what happens at the school know a
    whole lot about what is taking place in the school than the administrators and teachers.
    Often the children will share information with them because they perceive them as a non-
    threatening group and not part of the administrative network, so there is nothing to lose
    by sharing with them. These persons can be, in a sense, watchdogs for safety in the
    schools. It is important therefore, that we treat them with respect and let them know how
    they can assist in creating a safe learning environment at the school.

    Fifth, the School Board should develop policies for the construction and maintaining of
    safe and secure schools so that students as well as administrators, teachers and non-
    teaching staff feel safe. They should also be supportive of the school administration in its
    bid to create a safe learning environment for all.

    The guiding policy as stated in the SDACC Education Code over the years has been the
    following: “Each school should establish a Health and Safety Committee. The committee
    should meet regularly to review and implement school safety procedures” (3024:01-2).

    Sixth, parents should build a good rapport with the school (assist whenever possible with
    field trips, activities, supervision etc.) where there is a large number of children in the
    classroom; be supportive of the school’s policies; give creative and helpful suggestions
    3

    for keeping the school safe through the Parent/Teacher Association (PTA); teach their
    children to be respectful of their teachers and to express themselves appropriately.

    Seventh, the Community which includes church organizations should share concerns
    about the safety of the environment; make helpful suggestions for improvement of safety
    measures; assist in “watchdogging” the school’s neighborhood; support the school’s
    efforts at creating a safe learning environment; encourage members of the community
    through town meetings to be positive role models for children; offer seminars and
    workshops in family life topics for parents and school personnel e.g., parenting,
    discipline, literacy and other topics; pray for the safety of the school.

    When everyone in the school feels safe, then perhaps effective teaching and learning can
    take place without fear; there will be less discipline problems, and educators can be
    engaged in the business of creating better quality schools in this country, preparing
    products that are second to none.

    Resources:

    • SDA Church in Canada Office of Education. (2001). Education Code.


    • Dr. William Perkey – Ontario Counselor’s Association Presentation

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