Why should I care about the Social Environment of schools?
In any social setting, whether it is a family, a community, a business, or a school, a culture of respect and order shared by the individuals in the social setting provides those individuals with a feeling of comfort and safety. When schools develop and implement policies and procedures focused on creating a climate that generates an atmosphere of safety and security for all of the children and adults, they are establishing an environment that is conducive for building respectful relationships, and can greatly enhance productive learning and teaching.
It is most important to recognize that schools must be serious about developing such documents such as safety plans, discipline codes, and bullying policies which are absolutely essential- often required by laws or regulations. But the practice and use of these policies must not be merely implemented to meet statutes or regulations; they must be focused on effective methods to keep students safe and engaged in learning. School administrators should implement these policies with discretion and reason. Discipline works best when it is used to offer a learning experience for both educators and pupils in order to correct poor student behavior, not merely to impose punishment and exclude students from the instructional setting. After all, discipline and punishment are not synonyms; in fact discipline is derived from the word “disciple” and means to “to teach”. Discipline should be taught and not merely imposed or inflicted. The safety of schools must be grounded trough the thoughtful application of policies that reflect the values and priorities of the school community so that order and respect prevail.
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What are Rhode Island's state requirements for the Social Environment of schools?
Discipline & Bullying Policies
RI General Laws §16-2-17 states that, "Each student, staff member, teacher, and administrator has a right to attend and/or work at a school which is safe and secure, and which is conducive to learning, and which is free from the threat, actual or implied, of physical harm by a disruptive student." This law gives school committees or principals the right to suspend students, subject to appeal to the Commissioner of Education.
In addition, RIGL §16-21-21 requires school committees to maintain and enforce disicpline policies in order to "foster a positive environment that promotes learning." RIGL §16-21-26 requires that discipline codes include policies and procedures meant to prevent bullying in the public schools and requires schools or districts to provide training to staff and volunteers about the policy. This law was amended in 2008 to include cyberbullying in the policy and to allow for training to include conflict resolution and mediation techniques (see RI 2008 Public Laws, Chapter 08-150 and
Chapter 08-220).
RIGL §16-21-18, §16-21-19, and §16-21-20 cover prohibitions against bringing firearms to school and penalties for violations, special rules for students with disabilities, and alternative placement and prevention activities. Also, RIGL §16-21-21.1, passed in 2007, states that penalties for violations of policies related to other weapons, alcohol, or drugs should be handled on a case-by-case basis.
Other laws and policies that are related to school safety and violence are summarized in the Rhode Island Department of Education's A Guide to Preventing Bullying, Teen Dating Violence and Sexual Violence in Rhode Island Schools. Additional information can be found in RIDE's New RI Discipline Procedures and Requirements for All Students Under IDEA 2004 and RI Legislation.
Teen Dating Violence
A 2007 law, the Lindsay Ann Burke Act, requires school districts to implement dating violence procedures and also requires school districts to incorporate an age-appropriate dating violence education program for grades 7 through 12 into the district's health education curriculum. (See RIGL Chapter 16-85, §16-21-30, and §16-22-24).
The Rhode Island Department of Education has produced
A Guide to Preventing Bullying, Teen Dating Violence and Sexual Violence in Rhode Island Schools to help schools and districts comply with this legislation (also available in Word format).
Discrimination Based on Sexual Orientation
The Rhode Island Board of Regents of Elementary and Secondary Education released a Policy Statement Prohibiting Discrimination Based on Sexual Orientation in 1997. According to this statement, "no student shall be excluded from, discriminated against, or harassed in any educational program, activity or facility in a public school on account of sexual orientation or perception of same. The policy shall apply to admissions, guidance, recreational and extra-curricular activities as well as all public educational programs and activities."
Health Education
The health education curriculum shall be based on the health education standards of the Rhode Island Health Education Framework: Health Literacy for All Students and consistent with the Comprehensive Health Instructional Outcomes. These outcomes include the following topics appropriate to grade and developmental level:
- Alcohol, Tobacco and Other Substance Abuse: the causes, effects, treatment and prevention of the use of tobacco and abuse of alcohol and other drugs pursuant to RIGL §16-22-12 and others;
- Child Abuse: the signs, symptoms and resources available for assistance;
- Mental Health: the emotional, behavioral, and social factors that influence both mental and physical health;
- Safety and Injury Prevention: the causes, effects, treatment, and prevention of behaviors that can result in intentional or unintentional injury;
- Suicide Prevention: the causes, effects, and treatment of behaviors related to suicide, pursuant to RIGL
§16-22-14; and
- Teen Dating Violence: defining dating violence, recognizing dating violence warning signs and characteristics of healthy relationships, pursuant to RIGL §16-22-24. Additionally, students shall be provided with the school district's dating violence policy as provided in RIGL §16-21-30(c).
Personalized Learning Environments
The Board of Regents' Regulations for High Schools and Middle Schools require personalized learning environments, including the assignment of a responsible adult to each student, in addition to a school counselor, who is knowledgeable about that student’s academic, career, and social/personal goals. Student advisory structures are required at the middle level. Guidance can be found from the RI Department of Education's Office of Middle and High School Reform.
Lockdown Drills
RIGL §16-21-4 now requires that schools perform lockdown drills, in addition to fire drills. (See also RIGL §16-21-5).
Hazing
According to RIGL §11-21-1 hazing is prohibited. RIGL §11-21-2 also impozes penalties for school officials who permit hazing.
School Safety/Crisis Planning
According to RIGL §16-21-23, §16-21-24, and §16-21-25, a school crisis response teem shall be comprised of those selected school personnel willing to serve as members of a psychological response team to address the psychological and emotional needs of the school community. School safety plans shall include and address policies and procedures for the dissemination of informative materials regarding the early detection of potentially violent behaviors, including but not limited to, the identification of family, community, and environmental factors, to teachers, administrators, school personnel, persons in parental relation to students of the city, town, or region students and other persons deemed appropriate to receive that information; and strategies for improving communication among students and between students and staff and reporting of potentially violent incidents, such as the establishment of youth-run programs, peer mediation, conflict resolution, creating a forum or designating a mentor for students concerned with bullying or violence, and establishing anonymous reporting mechanisms for school violence.
Substance Abuse
/ Student Assistance Services
RIGL Chapter 16-21.3 establishes a statewide system of Student Assistance Services for junior high/middle schools.
The RI Substance Abuse Prevention Act (RIGL Chapter 16-21.2) establishes 35 Substance Abuse Task Forces to
promote a substance abuse prevention program in all
of the state’s 39 cities and towns, through partnerships between municipal governments, school systems and human services organizations.
Also, according to RIGL §16-21-16, teachers are protected from civil liability if they report students they suspect of being under the influence of drugs or of drug addiction to appropriate school officials.
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What are some of the best practices for schools around the Social Environment?
While there are numerous programs that are heralded as ‘best practices’, the most effective way for any school community to build a climate of respect and order is to start by building respectful relationships among all of the members of the school community; teachers, parents, students, community members, and community agencies. Relationships are often the most wasted resource available to us, and yet they are free, other than the time it takes to build and nurture them.
Another best practice is for the people who are working together is to gather, analyze, and discuss reliable information and data sources so that the work is focused more on fact than feeling or perception. And the prevelant issues, which have been identified through objective analysis, need to become the focus of the actions to be taken. Direct action focused addressing the problem and on creating positive outcomes is a ‘best practice’; placing fault and blame, are not ‘best practice’.
People working together for the common good of creating a positive and healthy school climate can offer more expertise, than an outside expert or program. The people living closest to the issue are the ‘problem experts’, and the use of objective information will allow them to focus their expertise on the priority issue they face. This investment of human capital will pay dividends over time.
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What data are available on the Social Environment of schools?
Quick Facts
- In 2005-06, 16% of middle school students and 17% of high school students reported that they could talk to a teacher or staff member about personal or family problems most of the time or always.
- 10% of middle school students and 9% of high school students reported that being teased or bothered by others students was a moderate to very big hassle.
More Data
- The SALT Student Survey includes questions on school counseling and social work services, daily and transitional stresses faced by students, adjustment and self-esteem, and future plans.
- The RI Youth Risk Behavior Survey has statewide data about safety, weapon-carrying, violence, depression, and attempted suicide. The "Violence Related Behaviors" topical report and "Personal Safety, Depression, and Attempted Suicide" topical report have select data and trends from the YRBS. The “Injury" brief for schools and "2005 Update: Injury" have information and suggestions on how schools can use YRBS and other data to help prevent unintended injuries, attempted suicide and violence in schools.
- The 2006 School Health Profiles summary provides basic statewide data about policies and practices related to violence prevention in middle and high schools. More detailed information is available from the principal survey and from the teacher survey.
- The CDC's School Health Policies and Programs Study website has fact sheets related to crisis preparedness and response, alcohol & drug use prevention, suicide prevention, and violence prevention, as well as summaries of state-level policies related to healthy and safe school environments and to mental health and social services.
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I'm a parent... where do I go for parent information or resources about the Social Environment of schools?
Stop Bullying Now
The National Bullying Prevention Campaign has information, tips and more for parents, youth, schools, and others to help stop bullying.
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I'm a teacher... what resources are available on the Social Environment of schools?
Improving Academic Achievement through Social and Emotional Learning: The Healthy Schools! Healthy Kids! Guide to Profiles and Practices of Rhode Island Educators
This guide was developed to showcase how some educators have used social and emotional learning to improve the school climate and to boost academic achievement.
Higher Education Faculty Resource Guide: Improving Academic Achievement Through the Pre-Service Training of Teachers and Mental Health Professionals in Rhode Island
The purpose of this resource guide is to promote the preservice training of educators and school mental health professionals in the theory and practice of character education and social and emotional learning.
Stop Bullying Now - Educator's Corner
The National Bullying Prevention Campaign has information, tips and more for parents, youth, schools, and others to help stop bullying.
Lindsay Ann Burke Memorial Fund
The Lindsay Ann Burke Memorial Fund presents teen dating violence workshops for health teachers, middle and high school staff, parents, and the public. The goals of the health teacher workshops are to increase knowledge and understanding of healthy vs. unhealthy relationships, increase knowledge of teen dating violence curriculum materials, increase understanding of how to respond to teen victims, and increase knowledge of the availability of community resources. Participants learn the dynamics of teen dating violence, discuss various curriculum and educational activities, hear from members of community agencies, see a teen dating violence skit performed by students, and receive free curriculum materials to be used in their classrooms.
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I'm an administrator... What tools for schools are available on the Social Environment?
thrive report
The February '07 thrive report focuses on Mental Health and bullying. The October '07 issue focuses on School Safety.
RI Board of Regents, Policy Statement Prohibiting Discrimination Based on Sexual Orientation
This 1997 policy statement states that, "no student shall be excluded from, discriminated against, or harassed in any educational program, activity or facility in a public school on account of sexual orientation or perception of same. The policy shall apply to admissions, guidance, recreational and extra-curricular activities as well as all public educational programs and activities."
RI Department of Education, A Guide to Preventing Bullying, Teen Dating Violence and Sexual Violence in Rhode Island Schools
A guide to help school and district leaders develop a response and prevention strategy that engages administration, faculty, students, and parents. This document (also available in Word format) includes:
- Model Policy on School Response to Bullying, Teen Dating Violence, and Sexual Violence: A comprehensive, best-practice policy framework to meet the requirements of RIGL §§ 16-21-26 and 16-21-30.
- Federal and Rhode Island Law: A summary of laws that describe and define school and district responsibilities to address abuse.
- Dating Violence Prevention Toolkit: A guide to understanding teen dating violence with tools and strategies to stop abuse before it starts.
- Resources: Books, articles, organizations, and online resources about bullying, teen dating violence and sexual violence.
RI Department of Education, New RI Discipline Procedures and Requirements for All Students Under IDEA 2004 and RI Legislation
This document provides additional information for districts on discipline policies .
Creating Safer Schools and Communities
This series by the Hamilton Fish Institute on School and Community Violence, George Washington University and Northwest Regional Educational Laboratory (NWREL) offers five newly revised guidebooks for key components of creating safe, positive schools. They feature a combination of fresh research, best practices, and planning tools to help educators and administrators make effective decisions and create successful programming. Download each title in pdf format below.
Health Education Curriculum Analysis Tool (HECAT)
The HECAT can help school districts, schools, and others conduct a clear, complete, and consistent analysis of health education curricula based on the National Health Education Standards and CDC’s Characteristics of Effective Health Education Curricula. The HECAT includes an Alcohol and Other Drugs Module.
US Department of Education Office of Safe and Drug-Free Schools (OSDFS)
OSDFS administers, coordinates, and recommends policy for improving quality and excellence of drug and violence prevention activities and activities that promote the health and well being of students in schools.
US Department of Justice - Safer Schools
The Department of Justice provides resources and information for schools on safety and violence prevention.
Department of Education's Emergency Planning page
This page provides information that can help school leaders plan for any emergency, including natural disasters, violent incidents and terrorist acts.
Collaborative for Academic, Social and Emotional Learning
CASEL's mission is to establish social and emotional learning (SEL) as an essential part of education. They publish and disseminate information on what works in SEL, and work closely with educational leaders to bridge science and practice by putting research and theory into action in real world settings.
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Where can I learn more?
Substance Abuse and Mental Health Services Administration (SAMHSA)
SAMHSA was created as a services agency to focus attention, programs, and funding on improving the lives of people with or at risk for mental and substance abuse disorders.
Forum for Youth Investment
The Forum for Youth Investment (the Forum) is dedicated to helping communities and the nation make sure all young people are Ready by 21 — ready for college, work and life. The Forum provides youth and adult leaders with the information, technical assistance, training, network support and partnership opportunities needed to increase the quality and quantity of youth investment and youth involvement.
Search Institute
Search Institute's 40 Developmental Assets are concrete, common sense, positive experiences and qualities essential to raising successful young people. These assets have the power during critical adolescent years to influence choices young people make and help them become caring, responsible adults.
City Year
City Year unites young people of all backgrounds for a year of full-time service, giving them skills and opportunities to change the world.
America's Promise
The America’s Promise Alliance is the nation’s largest multi-sector collaborative dedicated to the well-being of children and youth.
American Association of Suicidology
This site provides information, resources, support groups and referrals for the understanding and prevention of suicide.
CDC, National Center for Injury Control
The Division of Violence Prevention website includes resources, information, and data on violence and violence prevention.
National Institute of Justice
This is
a great resource for criminal justice information, including violence and drug related issues.
Partnerships for Preventing Violence
This
provides information about a 3-year-long violence prevention training. RI is one of the core-facilitated sites.
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Whom do I contact for additional information?
Midge Sabatini, Ed.D.
Manager, Coordinated School Health Program
Rhode Island Department of Education
401-222-8952
Midge.Sabatini@ride.ri.gov
Rosemary Reilly-Chammat, Ed.D.
Program Manager, Initiative for Healthy Youth
Rhode Island Department of Health
401-222-5922
Rosemary.Reilly-Chammat@health.ri.gov
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