Safety is central to the daily operation of a school. Before students can improve test scores, schools must be places that are free from disruptive behaviour and discipline problems that interrupt learning. The situation with the Leon Hess Comprehensive Secondary School bears testament to that. From the onset the school’s management team insisted that discipline would be an important and integral part of school life. One striking and pleasant result of this approach is that the school’s disciplinary record became exemplary. In addition, the students’ performance at the CXC examinations improved to the extent that within recent years, there is evidence that the Leon Hess Comprehensive has now become one of best performing school on the island.

That a school with fewer instances of antisocial behaviour also has students who perform better academically is supported by the results of a study commissioned by MetLife. One of the major conclusions of that study is that, “Students with a lower overall quality of life (such as not getting along with their parents, not being happy at school, not feeling safe, and being bored, sad or getting into trouble a lot) are more likely to give lower ratings to their education and to not feel very confident that they will achieve their goals for the future.” The message seems clear improve school safety and your academics improve.

The Centre for Disease Control has also documented the relationship between the school environment and student behaviour. In a publication, “Facts about Violence among Youth and Violence in Schools”, the CDC concluded that, effective strategies to curb violent behavior include school-based curricula that emphasize the development of problem solving skills, anger management, and other strategies that help kids develop social skills. In addition, parenting programs that promote strong bonding between parents and children and that teach parents skills in managing conflict in the family, as well as mentoring programs for young people, are also very promising.

The CDC has also alluded to the importance of the wider community to development of the solutions that we seek. It was their view that, “The full involvement of the community is critical to developing a sense of ownership for the problem of violence and its solutions.” This position is aptly reflected in the policy statement of the California State Board of Education, which states that all students enrolled in public schools in California have the right to safe schools. The State Board believes that students cannot benefit fully from an educational program unless they attend school regularly in an environment that is free from physical and psychological harm.
In light of the importance of the school environment to school safety and consequently to student performance, the following recommendations should be considered:
1. The Ministry of Education or other relevant authorities should be mandated by law to provide safe schools. Such legislation may be placed in relevant legal instruments such as an amendment to the Education Act.
2. Encourage schools to develop comprehensive plans that seek to improve school safety. Effective safe school plans are developed cooperatively by parents (guardians), students, teachers, administrators, counselors, and community agencies, including local law enforcement, and endorsed by the local governing board such as town and village councils. Among other things such school plans should:
2.1. Detail a regime of sequences and strategies that take into account the needs of all students including the differently-abled and
should be based on
specific needs identified by a broad-based safe school committee
2.2. Have a major focus that is preventive in nature and supports the development of students’ assets
2.3. Include provisions to deal with critical issues, such as truancy; racial conflict (still a problem in Saint Lucia); bullying; gang activities
2.4. Adopt approaches to dealing with violent behaviors; weapons possession on campus; drug, alcohol, and other substance abuse; and natural disasters.
2.5. Include Student-Handbooks that explain codes of conduct, including information on such topics as student rights and responsibilities, unacceptable behavior, and procedures for due process and appeals
2.6. Detail plans for dealing with potential disruptive conflict situations, including procedures for referrals to law enforcement agencies for serious offenses
2.7. Contain processes for continually examining the factors in school life that influence behavior and modifying those factors to bring about desired behavior
2.8. Include programs and strategies that develop a student’s sense of family and school connectedness, self-esteem, personal and social responsibility, character, and ability to resolve conflict in a positive, constructive way
2.9. Provide for appropriate professional development activities that include safe school strategies, current laws affecting school safety, and crisis response
3. Where provisions within existing Collective Agreements are better than the provisions of current legislation, efforts should be made to lobby Government to make these provisions statutory. This will decrease the likelihood that we would these favourable provisions. In addition, these provisions will have force even in circumstances where no valid or current collective agreement exists.
4. Seek collaboration with other agencies that will allow school authorities to:
5. Provide Effective counseling and guidance services that include personal counseling, peer programs, educational counseling, career planning, and training in job-seeking skills and work-related social skills
6. Seek assistance from law enforcement agencies. For example, a special unit of the Police Service may be used for school patrol. Such a unit will be perform duties that are primarily preventative. For example, giving lectures, participating in school activities and providing limited counseling services.
6.1. Identify appropriate professional development activities that include safe school strategies, current laws affecting school safety, and crisis response to include response to disasters
6.2. Develop Processes for continually examining the factors in school life that influence behavior and modifying those factors to bring about desired behavior
6.3. Seek collaborative effort with commercial houses who can provide support for children to remain in school by for example sponsoring text books, meals, uniforms or transportation for these children
6.4. Provide appropriate professional development activities that include safe school strategies, current laws affecting school safety, and crisis response
7. Ensure the pursuit of a rigorous curriculum that establishes high expectations for achievement by all students in every subject area, academic and nonacademic Always, the work of the Trade Unions and other progressive Non-government organizations is to help promote the establishment and sustenance of a safe school environment. I continue to hold the premise that
safe schools are perhaps the only way of ensuring a safe society.