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The Whole Child Initiative: Safe
These indicators may serve as a needs assessment, a set of strategic goals and outcomes, a framework for decision making, or the definition of what a whole child approach to education truly requires. In fact, these indicators are among those we consider in the selection process for Vision in Action: The ASCD Whole Child Award. However you choose to use them, please share them widely among your stakeholders and involve many voices in soliciting evidence related to their implementation. Although these are largely school-based, a whole child approach to education requires the engagement of the entire community to ensure that each child is healthy, safe, engaged, supported, and challenged.
Each student learns in an environment that is physically and emotionally safe for students and adults.
Our school building, grounds, playground equipment, and vehicles are secure and meet all established safety and environmental standards.
Our school physical plant is attractive; is structurally sound; has good internal (hallways) and external (pedestrian, bicycle, and motor vehicle) traffic flow, including for those with special needs; and is free of defects.
Our physical, emotional, academic, and social school climate is safe, friendly, and student-centered.
Our students feel valued, respected, and cared for and are motivated to learn.
Our school staff, students, and family members establish and maintain school and classroom behavioral expectations, rules, and routines that teach students how to manage their behavior and help students improve problem behavior.
Our school provides our students, staff, and family members with regular opportunities for learning and support in teaching students how to manage their own behavior, and reinforcing expectations, rules, and routines.
Our school teaches, models, and provides opportunities to practice social-emotional skills, including effective listening, conflict resolution, problem solving, personal reflection and responsibility, and ethical decision making.
Our school upholds social justice and equity concepts and practices mutual respect for individual differences at all levels of school interactions—student-to-student, adult-to-student, and adult-to-adult.
Our school climate, curriculum, and instruction reflect both high expectations and an understanding of child and adolescent growth and development.
Our teachers and staff develop and implement academic and behavioral interventions based on an understanding of child and adolescent development and learning theories.
Change the conversation about education in your school and community. Download the set of safe indicators (PDF). Explore free, in-depth resources to help you move from a vision for educating the whole child to action that results in successful, well-rounded young people.
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