Extinguishing the Violent Environment

  • Stage 1

    Stage 1 includes three steps. …

    STEP 1: Objective Observation/conversation to locate school's needs (an observation fuels the information for designing trainings)

    STEP 2: Community Training (Learning to Collaborate) . Educators & Parents & Community Leaders....learning together

    STEP 3: Social-Emotional Learning & training for teachers, parents, and use of Student Curriculum

    • Book collections of Social-emotional content. (classroom & School Library)

  • Stage 2

    Stage 2 includes three steps…

    STEP 1: Educators, participating students, safety leaders (Ie. fire, police dept.) & parents meet construction leaders. Construction leaders train participants on basic building safety & prepare for STEP 2

    STEP 2: Assessment of building safety . Teams created: led by construction leader , consisting of at least one of each: construction leader, safety leaders, parent, educator, & student

    Each team given at least one task for inspection of physical environment

    STEP 3: Plan of action created using information gathered by each team collected led by construction leader(s) (including construction estimate).

  • Stage 3

    STEP 1: Create Cost analysis Team Collaboration. Participants led by school board member &/OR school administrator using data from STAGE 1 & STAGE 2, create a financial cost analysis for presentation & approval .

    MUST Contain

    possible small steps with cost per step

    total financial cost of complete estimate

    …with consideration to accomplish one or more small steps and OR complete project.

    STEP 2: Fundraising plan created for presentation to governing body for presentation to compliment cost of project(s)

How Social-emotional Matters for Safety

Social-emotional development consists of developed social skills and emotional control & development. There is an incredible amount of overlap between social development and emotional development. The FEELING of safety on it’s own has an impact on a child’s development. With this overlap in mind, if a child FEELS unsafe, that child will react, possibly in unsafe ways. This reaction will impact the child’s social relationships.

Why Assess & Tweak the Physical Environment for safety

There is an incredible overlap between children FEELING/being safe and their social-emotional development. Each school & classroom environment needs to take on any possible safety issues to ensure safety and the FEELING of safety while children are in each classroom. For example, if a school is located in a “gun rich” community, gun safety must be put into place. Depending on the assessments conducted, this could include changing door locks for fingerprint or code door opening to prevent an outsider from entering the school with a gun. Or for example, if the school is located in a tornado rich community, there could be a shelter bult specifically to hold children and teachers safely while tornados pass.

A safe environment =

Attention to Social-emotional Development + a Safe Physical Classroom