My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.
After writing various posts for this blog for almost 11 years (yes….it’s been that long, I started in 2015!), it often becomes difficult to think of topics to write about. After all, with hundreds of articles on this site (which you can find at my blog index), almost every possible topic to do with education has been covered.
Today’s topic, however is one of those brought on by a sudden realisation, followed shortly by a mental note that etched the following words deep into my mind: Why haven’t I written about this before?.
Vigilance is such a central theme of effective teaching that I am surprised at myself for not writing a blog post about it until now.
So, if you’re the person who’s been waiting for 11 years for me to finally say something about vigilance, then today is your lucky day!
What does ‘vigilance’ mean for teachers?
Vigilance essentially means noticing things, then taking action. When we are vigilant as teachers, we ‘nip things in the bud’, to borrow a British idiom. It means that we spot things, and then we do something about the things we have spotted.
My favourite quote on the importance of vigilance in teaching comes from Dylan Wiliam:
“Responsive teaching… is contingent on constantly eliciting evidence of student understanding and acting on it.” – Wiliam, D. (2011) Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
Vigilance shouldn’t just apply to “eliciting evidence of student understanding”, however. It must be applied to EVERYTHING we do as teachers, and especially the four ‘domains’ that I will now outline.
Vigilance Domain #1: Data
As I explained in my post entitled Using Data to Empower Students, we are usually very good at collecting data as teachers, but we are often not vigilant enough to take action after we have analysed that data.
Things to notice and take action on include:
Dips and rises in attainment and progress over time. Use this data to set targets for students, praise students regularly, utilise ‘subtle reinforcement’ and intervene when poor performance is noticeable.
Attendance and punctuality data, as we often wait too long to take action when concerns are flagged. This one is pretty important, as it could be related to safeguarding matters.
Predicted grades vs actual grades. CAT4 and other enrolment data are often collected and aggregated brilliantly by schools, but does every teacher understand how to use this data? Has training been provided on how predicated grades should be assigned, and are reflections curated when actual grades don’t match predicted grades? There are opportunities here for deep learning at a school-wide level to take place.
Vigilance Domain #2: Safeguarding
It goes without saying that any safeguarding concerns you have about a child must be noticed and reported immediately to the designated person for child protection at your school. Things to look out for include, but are not limited to, the following:
Sudden changes in a student’s behaviour
Disheveled/unkempt appearance of students at school. Unwashed clothes, bad smells, students appearing very tired, etc.
Sexual language/innuendo/behaviour expressed
Bruises, scars or other visible injuries children may have
Sudden decreases in attainment
Disclosures: Of course, if any student discloses something to you that raises a safeguarding red flag, or if you overhear a disclosure (e.g. students talking amongst themselves), then that must be reported.
Of course, if you spot any of the above it does not automatically mean that a child is at risk, but it is important to report any issues, however small, as the information you’ve acquired may be a crucial missing piece in the ‘larger story’ of a safeguarding picture.
Vigilance Domain #3: Behaviour
When most teachers hear the word ‘vigilance’, they immediately think of behaviour as the first domain to which ‘nipping things in the bud’ must be applied. There’s good reason for this: on a day-to-day basis, vigilance will be most often applied to behaviour management.
Teaching has changed a lot since I started my career in 2005 as a PGCE student and trainee teacher. Back then, there weren’t as many requirements to be so locked in to my computer as I am today. There weren’t really any VLEs, such Google Classroom or Moodle, to upload materials to. Email existed, but it wasn’t as big a part of a teacher’s life as it is today. EdTech, in it’s current form, was also in it’s infancy.
How things are different now! As teachers, we are expected to do so many things digitally, and this creates a challenge from a vigilance perspective. Teachers often find themselves working on computers whilst they’ve set a task for their students to complete (and, you can include me in that category, too). This is fine, so long as vigilance is still in place:
Every few minutes or so, walk around the classroom to check that your students are completing the assigned task. I would not advise spending long periods working on your computer, oblivious to what the students are doing.
Use verbal check-ins, such as “Group 2, how’s that going?”, “Remember, everyone, to include 10 slides minimum in your presentation”, and so forth. This signals to the class that you are still present, and watching.
Digital check-ins can work well. Any form of cloud-based task, such as Google slides and docs, Canva projects, MS Teams work, and so forth can be shared with you as the teacher. You can log in to that work as the students are doing it, and offer real-time feedback.
Spotting students who are off-task early, and taking action, is a classic example of ‘nipping things in the bud’. You deal with the issue in its infancy, before it grows into something that is more difficult to manage. My blog post entitled Behaviour Management Basicsgoes into more detail on this.
Vigilance Domain #4: Professional Intelligence
Information related to your students….
Hobbies
Interests
Achievements outside of school
Birthdays
Upcoming events
Career aspirations
Prior achievements
Life outside of school
….can all be used in the rapport-building process, and….rapport is an essential quality to build if you want to be an effective teacher. Strike up conversations with your students in which you discuss the above things, with the aim of being an encouraging mentor. Take a professional interest in the entire life of each of your students, whilst maintaining professional distance of course, and you’ll be amazed at how this will benefit your classroom management dynamics.
Key takeaways
Vigilance means noticing things, then taking action.
We need to collect and analyse data (such as attainment and progress), then use that for target setting and interventions.
Safeguarding red flags must always be noticed and acted upon immediately. Talk with your schools designated person for child protection if you are unsure about how to do this.
Behaviour management is heavily dependent on vigilance. It’s always better to ‘nip poor behaviour in the bud’ before it grows.
Take a professional interest in the entire life of each of your students, and use that information for rapport-building. This comes under the broad umbrella concept of ‘Subtle Reinforcement’.
All across the UK, more school leaders are asking whether solar makes sense for them.
In light of energy bills on the rise and wanting to set a better example for their students, many schools are considering this all-important upgrade.
There are five things every school should know before moving forward. Not technical jargon, not sales promises – just five practical considerations that make the difference between a smooth project and an expensive lesson.
#1: Understand Your Roof
Before anyone starts calculating savings or choosing panel layouts, it’s worth pausing and simply looking up.
Your school roof has probably been doing its job faithfully for years, but how much attention has it received in return? You need to know if it can handle the load of carrying solar for the future. That’s quite a commitment.
If roofing work is likely in the next five years, it makes sense to tackle that first rather than paying twice later. A proper survey isn’t overcautious; it’s wise stewardship.
#2: Energy Profile
Before a single panel goes on the roof, it’s worth understanding how your school actually uses energy. Every site has its own rhythm.
Classrooms, kitchens, sports halls, and boarding facilities all draw power differently throughout the day and across the year. Term time looks very different from half term, and winter demand rarely mirrors summer usage.
Check back over at least 12 months of electricity data to get a clearer picture of your school’s patterns.
#3: Installer Accreditation
A school isn’t just another commercial roof. It’s a live environment with children, staff, timetables, safeguarding protocols, and limited access windows. That brings a level of responsibility that goes beyond panels and wiring.
That’s why working with specialists in solar panels for schools is so important. They understand how to plan around term dates and make the most of holiday windows. They know how to navigate roof access safely and respectfully.
They design systems around daytime energy use patterns instead of applying a generic template. That experience shows in the details and in how smoothly the entire project unfolds.
#4: Planning Requirements
Planning permission has a way of sounding more intense than it often is when it comes to installing solar in the UK.
It brings up images of endless forms, waiting periods, and never ending emails. In reality, it’s usually a conversation – and a sensible one at that.
Most UK school rooftop solar projects fall under permitted development, which keeps things relatively simple. But every school has its own unique story. Schools in listed buildings, conservation areas, and even those with particularly visible rooflines may need to play by new rules.
The best thing to do is check first, not assume.
#5: Funding Options
Installing solar doesn’t always mean writing one intimidatingly large cheque.
Many UK schools have access to grants, community energy partnerships, and government-backed funding options, among others. That removes the upfront capital barrier entirely.
There are also blended approaches, combining fundraising, reserves, and external support. When funding is structured thoughtfully, solar becomes far more achievable than it first appears – and far easier to justify to stakeholders.
In Conclusion
Solar can be a powerful asset for UK schools when it’s approached with proper preparation and perspective.
As teachers, we often form strong connections with our students as we guide them on their learning journeys. This can be incredibly rewarding for us – we gain much joy from helping our students to improve. However, it’s essential to maintain a professional distance to ensure that our relationships with students remain appropriate and conducive to learning. The following ten guidelines, adapted from research by Willing and Haney (1994), provide a framework for maintaining this balance. Please note that William and Haney’s research was aimed at ABE (Adult Basic Education) teachers, so I have attempted to back-extrapolate the guidance to cover high-school teaching.
Before we begin
An important note on context before we start – the guidelines described in today’s blog post are exactly that – general principles to consider. ALWAYS follow your school’s official guidance regarding professional distance – and if you’re not sure about what the expectations are for a particular scenario, then seek advice from a member of your school’s senior leadership team.
Rule #1: Know Your Own Vulnerabilities
Understanding your own personal “shadows”; unmet needs, motivations, and expectations; is crucial. As teachers, we often enjoy the appreciation we receive from students, but it’s important to avoid crossing the line into a co-dependent relationship. Recognizing this helps ensure that your role remains that of an educator, not a confidant. Whilst our students may wish to divulge sensitive information to us, it’s important that this information is passed on to the appointed safeguarding individuals in your organization in a professional manner (more on this later).
Rule #2: Understand the Temporary Nature of the Relationship
Teaching is a temporary relationship. While it’s easy to feel close to students, allowing them to perceive you as a friend can imply a level of commitment that neither party is prepared to uphold. This understanding helps in setting clear boundaries from the outset.In addition to this, the teaching role requires there to be a level of authority present within the classroom – and that authority belongs in the hands of the teacher. It is difficult to exercise a level of authority when students perceive you as a ‘friend’. We are not our students’ friends – we are their educators, and that means our focus must be on maximizing our students’ attainment and progress, and not on anything else.
Rule #3: Know Professional Standards for Behaviour
Familiarize yourself with your institution’s guidelines for out-of-class interactions with students. These rules are in place to protect both you and your students, ensuring that all interactions remain professional.
If you are someone who is designing a child safeguarding policy for your school, or if you’re seeking extra guidance, then you should definitely familiarize yourself with national and international guidelines. Some useful documents are linked below:
Please note that these resources may be updated at any time, so make sure you are accessing the latest versions of the guidance.
Rule #4: Be Mindful of Your Communication
The way we communicate, through touch, language, or self-disclosure, sends messages to students. What might seem like a harmless gesture, or a casual conversation, can be misinterpreted, potentially blurring professional boundaries.
In the context of a high school teaching scenario, self-disclosure on the part of the teacher can be damaging – not least because it leads to excessive familiarity, which we should aim to avoid. Some forms of disclosure, such as describing the study habits and techniques we successfully implemented when we were students, may potentially be helpful to our learners – so, of course, there are levels to this! Revealing a personal story of pain and tragedy, however, may be not an appropriate activity for a lesson.
Seek official school guidance on the matter. In addition, when describing useful scenarios that involve a level of storytelling to students, you may wish to precede the description with….
Some people experience/find that…………………………..
In my experience, students who perform well do these things……………………..
I once knew someone who…………………………
Keeping stories in a kind of ‘third person’ context can help to maintain professional distance.
In terms of touch, it is essential that you adhere to your school’s Code of Conduct and guidance. In the majority of high-school scenarios, touch should NEVER be initiated by the teacher unless:
There is an educational purpose to the physical contact, such as adjusting body posture in a physical activity (e.g. adjusting a student’s stance in a martial arts lesson), music lesson (e.g. holding a violin bow correctly), art activity (e.g. holding a paintbrush correctly) or other scenarios. ALWAYS ask the students’ permission before initiating the physical contact and double-check with your school’s senior leadership team before beginning the course.
There’s an essential Health and Safety purpose, such as rescuing a child from drowning, administering first aid, preventing an accident (e.g. in science class) or other scenarios.
Rule #5: Express Clear Expectations
Clearly outline the time boundaries, the learning process, and what is expected from both you and your students. This helps in establishing a professional relationship where everyone knows their roles and responsibilities.
You may to consider giving your students some time to create a class list of expectations that everyone will agree to follow. In my experience, students will often approach this with maturity and will come up with sensible suggestions, such as….
We will raise our hands if we have questions, and we will not shout out.
We will not play on our phones in class, and we will ask for permission to use our phones if we need to.
We will complete our homework on time.
We will be punctual to class.
It may be useful to bring out this list from time to time during the academic year to remind the students of the rules and expectations they have come up with.
Rule #6: Consider Students’ Perceptions of Interaction
Recognize that students may interpret personal information sharing or familiar language as signs of a personal relationship. Understanding this helps you maintain a professional distance.
Rule #7: Be Aware of Cultural Differences
Cultural expectations regarding interactions between teachers and students can vary widely. What may seem normal in one culture could be inappropriate in another. Being culturally sensitive helps in maintaining professional relationships.
Rule #8: Use Names Appropriately
The use of first names or nicknames can unintentionally create a sense of intimacy, especially when it comes to how students are expected to address their teachers. Be mindful of how you address students too, as this can affect the professional nature of your relationship.Only use the students’ official names as recorded in the school register and double-check with a senior teacher if a student requests to be addressed by a different name. Check your school’s guidance on how students should address teachers, too.
Rule #9: Dress Professionally
Your attire sends messages about how seriously you take your role. Dressing too casually can give the impression that the educational process is not important, while overly provocative clothing can cause discomfort in diverse cultural settings.
Unfortunately, whilst the issue of teacher dress codes was pretty much cut-and-dry in the twentieth century and earlier, it has become quite a controversial topic to discuss in recent years. I think it is useful to remind ourselves that, as teachers, we are representing the process of education (not just our own personal fashion preferences) through the way that we choose to dress.
Case in Point: An Anchorage District teacher was put on administrative leave after posting a clip of herself in the classroom, on X. The clip was shared by the hugely popular Libs of Tik Tok account, and the teacher in question received much criticism online due to the way she was dressed at school. You can read the full story, here.You may also wish to read my blog post which contains guidance on how teachers should behave on social media, here.
Rule #10: Know Referral Resources
Familiarize yourself with resources available for student referral and how to guide students to them. This helps in addressing students’ issues without becoming personally involved in their problems.For example, you may be lucky enough to have a school counselor employed on-site that you can refer students to. If not, then look into official partnerships the school has with local agencies and professionals.
Conclusion
By following these guidelines, we can maintain a healthy balance between being approachable and upholding the professional standards necessary for effective teaching. It’s about fostering a positive learning environment while protecting both yourself and your students from unwanted issues.
Bibliography
Willing, D.C., & Haney, H. (1994). Maintaining “Professional Distance”: A Dilemma for the ABE Teacher. Developments, 10(4), 6-7. Available at: https://files.eric.ed.gov/fulltext/ED372265.pdf(Accessed: 18 August 2024).
The safety of students MUST be the number one priority for every school, regardless of location. If schools are not safe places for children, then anything and everything we do in terms of teaching and learning, practical pedagogy and all other strategies aimed at educating our learners will be negatively affected.
It is, therefore, most unfortunate that a simple Google search yields so many devastating news stories on the subject matter of bullying incidents in schools. Today, for example, these were the top three results that came up for me after typing in ‘high school bullying incident’ and performing a Google ‘News’ search:
Jakarta: ‘Education watchdogs condemn viral bullying at international high school’. The first paragraph of the news report reads as follows: “Education observers have condemned a bullying incident against a student of BINUS International School in South Tangerang, Banten, that went viral on social media following reports from netizens on Monday.” – Asia News Network. Available at https://asianews.network/education-watchdogs-condemn-viral-bullying-at-international-high-school/ [Accessed on 24th March 2024]
Minneapolis: ‘Another disturbing bullying incident sees at least two boys beat up smaller student in corridor of Minneapolis school’. The first paragraph of the news report reads as follows: “Disturbing video of a group of boys shoving a smaller student against lockers before beating him up at a Minneapolis school has surfaced online.” – Daily Mail. Available at https://www.dailymail.co.uk/news/article-13205263/middle-school-boys-beat-smaller-student-fight-eagle-ridge.html [Accessed on 24th March 2024]
Los Angeles: ‘Bullying, on-campus fight at South LA high school led to teen girl’s death, mother says’. The first paragraph of the news report reads as follows: “A Southern California mother claims her 16-year-old daughter died due to injuries she suffered during a school fight, but law enforcement says the teen died after falling down stairs. Now, the mother is demanding accountability.” – ABC 7. Available at https://abc7.com/shaylee-mejia-death-16-year-old-girl-who-was-allegedly-bullied-at-school-died-after-fight-on-campus-mother-says/14555873/ [Accessed on 24th March 2024]
The accompanying podcast episode, which is linked at the top of this blog post, was recorded about a week before writing this blog post. I performed the same Google News search on that day, and a different list of equally disturbing articles were retrieved by the search engine.
I believe that all of these bullying incidents could have been prevented if some simple, yet high-impact strategies were put in-place by the schools affected. This conviction I hold is reinforced by some of the best quality research available, too. A 2017 study by the British Psychological Society, for example, found that…..
Results show a substantial school- and classroom-level effect on prevalence of bullying. Effective school policies were found to be related to levels of bullying.
Muijs, D. (2017). Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours. British Journal of Educational Psychology. Retrieved from https://pubmed.ncbi.nlm.nih.gov/28220471/
It is my aim today to bring such “effective school policies” and strategies to the proverbial ‘table’ for school leaders and teachers to consider. I’ve garnered such strategies from my personal experiences over the past seventeen years as a high school teacher of Science and Mathematics, as well as from the official guidance of agencies, governmental panels and research findings. Let’s get started!
#1: Teachers need to be ‘on duty’ and visible around campus at key times
I must admit, after reading the last story in the above list (the alleged bullying-related death of the 16-year-old girl in Los Angeles) I felt incredibly sad, and also somewhat angry, despite not knowing the family or the child who died. Fights on school campuses simply should NOT BE HAPPENING and should be ENDED QUICKLY if they do happen. Where were the supervising teachers or staff members who should have been on duty, monitoring the communal areas?
To my American readers I must apologise up-front: I don’t know what you call this concept. As a British teacher I can tell you that we call staff who supervise areas of the school campus at break times, lunch times, before school and after school (and, ideally, between lessons) as being ‘on duty’.
It’s a simple concept – station your trusted adults in communal areas around the school campus at key times – particularly during lesson changeovers (which, I have to say, is a time period that is often overlooked by many schools). With more ‘eyes’ on the students at these times, and by teachers being visible around the school site, fights and other bullying incidents are much less likely to happen in the first place.
British schools have been doing this for decades, and it’s pretty simple to set up. Typically, teachers are placed ‘on duty’ on their lightest teaching days, in order to make the workload as proportionate and manageable as possible.
Problem areas of the campus to consider include:
Toilet areas: Station teachers directly outside toilet areas at key times. Ideally, doors to communal toileting areas should be kept open (if possible). In terms of allowing teachers to go into student toilet areas to check on what’s happening, this can be problematic and can put teachers at undue risk, unless very clear guidelines are in-place. This is an issue that you and your colleagues at school should carefully consider – especially in terms of legal compliance.
Empty rooms: Are they locked when not in use? They should be.
‘Out of sight’ areas: These vary from school to school but can include spaces behind buildings and walls, foliage (e.g., bushes, trees and woodland), storage rooms and other locations.
Entry and exit points: Who can access the school site, and how? What security protocols are in-place to ensure that only authorized personnel are allowed on-campus?
Consider doing an audit of all such ‘hard to see’ places in your school, perhaps with a small team of teachers who are particularly passionate about tackling bullying and who are willing to dedicate time to such discussions.
But……..is increasing supervision enough?
According to several researchers, the simple answer that question is no. An excellent qualitative study by Horton et al (2020) summarizes this conundrum perfectly:
While improved playground supervision is perceived to be an effective component of anti-bullying programmes, it is not sufficient on its own (Flygare et al., 2011). A number of researchers have highlighted the importance of not only improving supervision of school spaces but also of addressing the ways in which school spaces are designed (e.g. Carney & Merrell, 2001; Fram & Dickmann, 2012; Gordon & Lahelma, 1996; Lambert, 1999; Malone & Tranter, 2003; Mulryan-Kyne, 2014)
Horton, P., Forsberg, C., & Thornberg, R. (2020). “It’s hard to be everywhere”: Teachers’ perspectives on spatiality, school design and school bullying. International Journal of Emotional Education, Volume 12, Number 2, pp 41 – 55. Retrieved from https://www.um.edu.mt/library/oar/bitstream/123456789/65096/3/v12i2tm3.pdf
This brings me on to my next strategy to consider…..
2: Remodel current spaces if possible. If you’re building a new school, or new parts of a school, then design the campus with anti-bullying architecture in mind.
An excellent study by Dickmann and Fram (2012) analyzed different aspects of school architecture to determine their effect on encouraging, or inhibiting, bullying incidents. One key part of the study that really stood out to me is quoted below:
The hallways, as closed spaces, were repeatedly mentioned in the surveys when answering questions about commonly used spaces regarding safety and surveillance. All of the themes from the data appeared as interrelated problems feeding off each other in hallway spaces. Comments about isolation (e.g., “the weird design of the building isolates rooms”) how the hallway spaces isolated the classrooms, discipline (“running in the hallways”), movement (“passing in the hallways”), security (lack of supervision in the hallways), and the lack of lighting highlighted the dimensions of the hallway spaces that potentially intensified bullying tendencies.
The study goes into great detail to describe problematic areas of school campuses from a bullying standpoint and offers great insights into where supervising teachers should be focusing their attention.
I suggest school leaders to invite their staff to join a ‘Building Design’ working group, or similar, and allow them input into the design of new spaces that your school wishes to build, as well as re-design of current areas of the campus. Consider space, visibility and ease of access. Are there ways in which current building spaces can be improved? Perhaps consider how students move through the school (e.g. going up and down staircases – do students keep to one side, or are there no rules in place?), lighting and any obstructions that may be hindering visibility or student movement.
#3: Consider installing CCTV systems
Good CCTV systems can provide the deterrent needed to prevent a bullying incident from happening in the first place. They should, however, NEVER be used as a replacement for staff being on duty as they only record data and cannot intervene (obviously). Camera footage can also provide suitable evidence that can be passed on to school administrators and law enforcement later on, if the need arises.
Some research into the effectiveness of CCTV systems on tackling bullying in schools has been completed in the past decade, with some promising conclusions being made. A study by Timothy Gitonga at the University of Nairobi, for example, found that…
CCTV surveillance cameras were perceived positively by a large number of students and the cameras were linked with keeping the school safe.
Gitonga, T. (2020). Effect Of Closed Circuit Television (Cctv) Surveillance Technology On School Safety In Public Boarding Secondary Schools In Igembe South Sub-County, Meru County, Kenya. University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke/handle/11295/153086
Of course, there are challenges with installing and maintaining CCTV systems, which include:
Cost
Management of data and legal compliance
Quality of footage and sound
Despite these disadvantages, however, CCTV systems are worth installing – not least because of the positive psychological impact and feeling of safety that they imbue.
#4: Law enforcement need to set the right example, and schools need to defer to law enforcement at all appropriate times
The message needs to be clear – if you are violent towards another person, you will be punished to the fullest extent of the law, even if you are a high school student. This, surely, is the ultimate deterrent?
In addition to this, schools need to be unafraid of contacting law enforcement when a violent incident or other potential crime has happened. Keeping everything in-house does not send the right message to the school community. Again, the message must be clear – if you are violent towards another student then law enforcement will be contacted, and they will be cooperated with fully.
#5: Reinforce a collaborative school ethos through assemblies, PSHE, events and tutor time/homeroom periods
When schools have clear Visions, Missions and Core Values, and when these are fully embedded, a collaborative community is created. This isn’t an idealistic view of the world that I have naively taken – it’s backed-up by legitimate research. Take this conclusion from a massive study that compared teacher-rated school ethos and reported incidents in bullying at Stockholm schools, for example:
Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students.
Modin, B., Låftman, S. B., & Östberg, V. (2017). Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden. International Journal of Environmental Research and Public Health, 14(12), 1565. Retrieved from https://doi.org/10.3390/ijerph14121565
There are a number of ways in which a positive school ethos (which emphasizes collaboration and a zero-tolerance approach to bullying) can be created and reinforced:
Student Conduct Agreements – This is great idea that my current school implements. At the start of every academic year, students and parents sign a conduct agreement that outlines the expectations of the learner. These expectations include a statement along the lines of “I will not bully other people.” The signed agreement is kept on file at school and can be retrieved if needed for the purpose of discussions later on, should an incident happen.
Reinforce school expectations through the homeroom teachers/tutor time: Regular sessions that focus on school expectations, and why they are in-place, can form the basis of PSHE lessons and tutor time. Children, like adults, need to be reminded of key messageson a regular basis, and that includes whole-school practices, policies, goals and ethos.
Celebrate achievement as a whole school community: A phrase I coined years ago has garnered much attention in educational circles, which is an encouraging sign. That phrase is “Praise must be collective in order to be effective”. Encourage other teachers to praise your students when they do good work and celebrate achievement through assemblies and events. When schools become positive spaces where achievements are celebrated, bullying has difficulty taking root.
Tied in with all of the above ideas are rapport-building strategies – a aspect of classroom management that’s so important, that I dedicated an entire chapter of my first book, The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know, to it. I highly recommend this book to any trainee teacher who is struggling with behaviour management and/or classroom management.
Other strategies to consider
Employ a school counselor
School counselors can work with victims and bullies to resolve conflict and work through personal issues they may have. They may, in some cases, also have extensive knowledge of evidence-based anti-bullying strategies, yet some research shows that they are rarely consulted when school policies are created regarding bullying prevention:
A sample of 560 school psychologists and school counselors completed a Web-based survey regarding bullying in their schools, related training, and interventions used. Few school-based mental health professionals used evidence-based bullying interventions or were involved in the selection of interventions for their school, and administrators were often cited being in charge of selecting the antibullying program(s) to be used by a school or district.
Lund, E. M., Blake, J. J., Ewing, H. K., & Banks, C. S. (2012). School Counselors’ and School Psychologists’ Bullying Prevention and Intervention Strategies: A Look Into Real-World Practices. School Psychology Review, 41(2), 246-265. Retrieved from https://doi.org/10.1080/15388220.2012.682005
In light of such research I would advise school administrators to employ school counselors who are trained in, and have experience of, anti-bullying strategies. Invite school counselors to discussions on whole school policies and encourage them to help formulate the school’s anti-bullying system/strategy.
Consult trusted sources for specific advice
I’m not going to pretend that this one blog post contains the solutions to all of your school’s bullying issues. I do hope, however, that it has been a good starting point and a useful prompt for further discussions to take place at your institution. You’ll notice, for example, that I’ve not touched upon cyberbullying, race-related discrimination or other specific issues that often require specific solutions. I have, however, included some useful PDF open-source guides on a range of issues below that you are welcome to download:
Bullying in schools continues to be a global issue. A 2018 study by UNESCO, for example, showed that one in three children globally are bullied at school. Strategies to tackle bullying must be proactive and collaborative, and could include (but are not limited to):
Assigning duties to teachers and school staff so that they are present and visible at key communal areas of the school, particularly during break times and lesson changeover periods
Remodeling and designing school architecture so that ‘problem areas’ of campuses are reduced in frequency. This involves ensuring that lighting, visibility and accessibility are carefully considered. Empty rooms should be locked and staff should be made aware of where potential problems could flare up on-site.
Installing high-quality CCTV systems that are legally compliant, highly visible and supported by good software and technical personnel. Such systems should be strategically placed around campus to focus on communal areas that have been identified as ‘problem locations’ in the first instance.
Defer to local enforcement for every instance that a suspected crime, such as an assault, has taken place. It’s important that high school children realise that there are consequences for their actions.
Develop a collaborative and communal school ethos through clear school values, tutor period time, assemblies, events and tools like Conduct Agreements. Celebrate achievements openly and remember that “Praise must be collective in order to be effective”.
Bibliography and references (in order of appearance)
Muijs, D. (2017). Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours. British Journal of Educational Psychology. Retrieved from https://pubmed.ncbi.nlm.nih.gov/28220471/
Horton, P., Forsberg, C., & Thornberg, R. (2020). “It’s hard to be everywhere”: Teachers’ perspectives on spatiality, school design and school bullying. International Journal of Emotional Education, Volume 12, Number 2, pp 41 – 55. Retrieved from https://www.um.edu.mt/library/oar/bitstream/123456789/65096/3/v12i2tm3.pdf
Gitonga, T. (2020). Effect Of Closed Circuit Television (Cctv) Surveillance Technology On School Safety In Public Boarding Secondary Schools In Igembe South Sub-County, Meru County, Kenya. University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke/handle/11295/153086
Modin, B., Låftman, S. B., & Östberg, V. (2017). Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden. International Journal of Environmental Research and Public Health, 14(12), 1565. Retrieved from https://doi.org/10.3390/ijerph14121565
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Educational facilities need to offer students a lot more than merely a space to learn; nurturing learning environments must be safe and secure.
Security installations like monitoring systems, security personnel, emergency alert systems, and access control on campus are crucial for many reasons. These campus systems play a key role in maintaining the safety and well-being of students, educators, campus staff, and visitors.
Here are five reasons why campus security is fundamental.
Student Safety
The primary purpose of any educational facility is to provide students with a safe and secure environment. Otherwise, learning will not be possible. Students must be protected from physical threats like violent attacks, vandalism, and even theft.
It’s no secret that schooling institutes in the United States often experience devastating shootings. Moreover, school shootings are not the only safety concern, and these events are not secluded to the USA either. Fortunately, implementing sufficient security measures can significantly reduce the chances of violent crimes occurring on campus.
Access control and security personnel can restrict weapons entering campus while monitoring systems and emergency response measures are just as essential. With this, students can feel safer on a day-to-day basis.
Crime Prevention
Criminal activity on campus won’t just impact students; crime can also affect staff, employees, visitors, and the facility’s ability to operate. If classroom equipment is stolen or vandalized, no doubt classes will be put on hold for a while. Moreover, replacing equipment and lost lecture time will be a significant setback for the campus, lecturers, and students alike.
Emergency Response
Campus security is not only about ensuring criminal activity is kept at bay; security measures also ensure emergency response to various situations. In case of unpredictable natural disasters, physical threats, or even a medical emergency, security systems should alert local responders immediately.
Campus security personnel and campus monitoring are two factors that will ensure emergency response is adequate. With this, security personnel must be trained in responding quickly to various kinds of emergencies, while local responders such as police or paramedics are en route to the campus.
Property Protection
Educational facilities are the home of various valuable assets, including pricey equipment, personal belongings, research materials, and classroom furniture. Campus security measures ensure property is protected from theft and vandalism, which will benefit everyone who ventures onto the campus for any reason. Campus security measures protect property the same way home security measures do.
Peace Of Mind
Peace of mind is one of the most invaluable benefits of campus security. While access control monitors and manages who is allowed to enter and exit the premises, it also provides peace of mind that’s critical for successful learning. Students and lecturers can focus on coursework without having to worry about their safety.
Some of the most common campus crimes include burglary, theft, vandalism, assault, harassment, stalking, property damage, sexual offences, and cybercrimes. While these crimes remain a prominent global issue, security measures can effectively secure schooling environments to ensure students can learn and thrive.
A quick Google search of the top ten hot topics in education right now yield’s mixed results. From government funding to project-based learning and ‘Genius Hour’: the lists are as varied and as interesting as the great people who author them.
None of the pedagogical practices we all love to implement in the classroom can happen, however, if the schools we work in aren’t safe places. Safety has to be every school’s number one priority, and everyday teachers have a pivotal role to play in creating secure learning environments for children:
Teachers are crucial for creating psychologically and physically safe school and classroom environments, and their relationship with the learners entrusted to them is key in preventing and responding to all kinds of school violence.
Despite this pivotal role that teachers play in safeguarding children, however, a multifaceted approach is required to create safe schools: one that covers considerations at the local, national, and international levels. This blog post aims to delve into these key paradigms.
Local Level: Building a Foundation of Safety
At the local level, school safety starts with a strong foundation of communication, prevention, and collaboration:
Security Measures: Implement physical security measures such as controlled access points, surveillance cameras, and well-defined emergency evacuation plans. Conduct regular drills to ensure that students and staff are familiar with these protocols.
Bullying Prevention: Foster a culture of inclusivity and respect by implementing comprehensive anti-bullying programs. Encourage open dialogue and establish a reporting system to address incidents promptly.
Mental Health Support: Provide students with access to trained counselors and mental health professionals. Create a stigma-free environment that encourages students to seek help when needed.
Community Engagement: Involve parents, local law enforcement, and community organizations in the school safety conversation. Collaboration enhances the overall safety network.
Technology: Leverage technology for instant communication during emergencies. Implement notification systems that can reach parents, staff, and students rapidly.
National Level: Policy and Standards
Ensuring school safety at the national level involves the formulation and enforcement of comprehensive policies and standards:
Legislation: Develop and enact laws that mandate safety measures in schools. This could include regulations on school infrastructure, background checks for staff, and protocols for responding to emergencies.
Training and Professional Development: Require regular training for teachers, administrators, and staff on topics like emergency response, conflict resolution, and identifying signs of mental distress.
Data Collection: Establish a national database to track incidents related to school safety, including bullying, violence, and mental health issues. This data can inform policy decisions and preventive measures.
Funding: Allocate funds to support the implementation of safety measures in schools, especially in underserved areas. This can include hiring additional security personnel, upgrading facilities, and providing mental health resources.
Collaboration with International Bodies: Exchange best practices with other countries and international organizations. Collaborative efforts can lead to the development of innovative safety strategies.
International Level: Global Exchange of Ideas
Safety in schools is a universal concern, and international collaboration can provide a broader perspective and valuable insights:
Sharing Best Practices: Participate in international conferences and forums focused on school safety. Learn from successful initiatives in other countries and adapt them to local contexts.
Global Standards: Work with international organizations to establish global standards for school safety. This can include guidelines for safe school design, teacher training, and crisis management.
Crisis Response Coordination: In an interconnected world, crises can have far-reaching implications. Collaborate with neighboring countries to establish protocols for handling emergencies that may impact multiple schools.
Cultural Sensitivity: Recognize and respect cultural differences that might influence perceptions of safety and security. Solutions must be adaptable to various cultural contexts.
Digital Safety: Address the growing concern of online threats to students. International cooperation can lead to the development of strategies to protect students from cyberbullying, online predators, and misinformation.
In conclusion, creating safe schools requires a comprehensive approach that considers factors at the local, national, and international levels. It’s a collective effort that involves the entire community, from students and parents to policymakers and international organizations. By working together, we can build environments where students can learn, grow, and thrive without compromising their safety and well-being.
