TECHNICAL GUIDANCE NOTE The Role of Teaching and Learning Practices for Supporting Safe Schools The Role of Teaching and Learning Practices for Supporting Safe Schools | 1 © 2023 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the information included in this work. Nothing herein shall constitute or be considered to be a limitation on or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. 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Cover and interior design: Danielle Willis, Washington, DC, USA Contents Acknowledgments ......................................................................................................................................... iv Abbreviations ....................................................................................................................................................v Executive Summary ......................................................................................................................................... 1 Objective ............................................................................................................................................................ 3 Introduction....................................................................................................................................................... 3 Teaching and Learning Strategies for Safe Schools ..................................................................................... 7 1. BUILD POSITIVE RELATIONSHIPS 8 2. FOSTER SOCIAL AND EMOTIONAL LEARNING (SEL) COMPETENCIES 12 3. IMPLEMENT DIFFERENTIATED TEACHING STRATEGIES 18 4. CHALLENGE STEREOTYPES AND BIASES 22 Conclusion ....................................................................................................................................................... 26 Endnotes .......................................................................................................................................................... 27 The Role of Teaching and Learning Practices for Supporting Safe Schools | iii Acknowledgments The Role of Teaching and Learning Practices for Supporting Safe Schools Guidance Note was led by Manal Quota and co-authored by Jayanti Bhatia. Several colleagues including Elaine Ding, Laura Gregory, Amira Kazem, Laura McDonald, Innocent Mulindwa, Ana Teresa del Toro Mijares, Yoko Nagashima, Aino Anneli Rautiainen, and Noah Yarrow provided insightful comments, feedback, and inputs. The team is grateful to Hafsa Alvi for her excellent research assistance. This Guidance Note is part of a series of products by the Safe Schools Team. Overall guidance for the development and preparation of the Safe Schools Practices guidance package was provided by Omar Arias (Former Practice Manager, Global Knowledge and Innovation Team), Halil Dundar (Practice Manager, Global Knowledge and Innovation Team), and Luis Benveniste (Global Director, Education, World Bank). This Guidance Note was designed by Danielle Willis. Alicia Hetzner was the chief copy editor for an earlier iteration of the note, while Laura McDonald assumed the role for the current edition. Janet Omobolanle Adebo and Patrick Biribonwa provided administrative support. Safe Schools | iv Abbreviations AN Approach Note CASEL The Collaborative for Advancing Social and Emotional Learning ECE early childhood education EEF Education Endowment Foundation INEE Inter-agency Network for Education in Emergencies M&E monitoring and evaluation MGIEP Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO) NSCC National School Climate Center PBL project-based learning PBIS positive behavioral interventions and supports PLE physical learning environment SEL social and emotional learning SRGBV school-related gender-based violence TaRL Teaching at the Right Level T&L teaching and learning T4T Technology for Teaching (T4T) TLM teaching and learning materials TPD teacher professional development UDL Universal Design for Learning UNESCO United Nations Educational, Scientific, and Cultural Organization WASH water, sanitation, and hygiene The Role of Teaching and Learning Practices for Supporting Safe Schools | v Executive Summary School safety is critical for positive student, teacher, and school-level outcomes. Schools are safe when all students, teachers, and staff can thrive in a welcoming environment that supports learning, health and well-being, and positive relationships. Promoting school safety should consider both the physical and remote spaces in which education takes place as well as other non-tangible aspects of the school and learning environment, such as norms and values. School safety comprises five main characteristics—each of which can impact and should be considered in promoting the safety of students, teachers, and the overall teaching and learning (T&L) environment. The characteristics include physical safety, mental health and well-being, instructional practices and environment, interactions and relationships, and school connectedness. Safe and inclusive schools are 1 of the 5 pillars of the World Bank’s vision for the future of learning and a key aspect of learning recovery efforts. The COVID-19 pandemic amplified the importance of student and teacher safety. Education systems should take steps to adopt a whole-and-beyond-the- school approach to address risks to school safety. Safe Schools is the World Bank’s program to assist governments to design and implement sustainable safe school policies and practices. A review of global guidance on how to support and sustain safe school policies and practices identified three key steps, which are outlined in the Approach Note (AN): Global Guidance for Supporting and Sustaining Safe Schools. The steps are to (1) diagnose risks to school safety, (2) design and implement safe school strategies, and (3) monitor and evaluate school safety (figure 1). Step 1: Diagnose risks to school safety by identifying local, regional, or national factors that can influence safety. Step 1 recognizes that school safety can be influenced by various factors including the country or regional context; community norms; and the relationships among and between schools, students, and teachers. School safety also can be influenced by unexpected shocks from natural hazards including those exacerbated by climate change, epidemics, or pandemics. Moreover, the local context can influence the physical, mental, emotional, and social well-being as well as the growth of an individual. Step 1 outlines the critical factors that can be assessed – looking at the country, regional, and/or school levels and provides guidance on how to assess safety levels. Step 2: Design and implement safe school strategies which incorporate both universal and targeted supports, based on global evidence and experiences, to promote and improve school safety. Universal supports for safe schools encompass aspects that affect the entire school and its community, including (a) management practices, (b) T&L practices, and (c) the physical learning environment (PLE). Available evidence highlights these three aspects as key levers for promoting school safety. Alone, however, they are not sufficient to address all safety risks. Therefore, targeted supports are also essential; these are designed to address more specific or significant needs and are often implemented along with universal supports using a tiered approach. Step 2 lays out practical, evidence-based strategies for promoting school safety and implementing these supports along with relevant country case studies. Step 3: Monitor school safety and evaluate interventions to adapt supports to changing needs. The AN provides a brief overview of global monitoring and evaluation (M&E) practices in the context of school safety. It includes country case studies that correspond to the programs described in step 2 to maintain coherence and demonstrate the full project cycle. This approach serves to underscore the methods by which educational systems can conduct M&E of their safety interventions. This step is complemented by the Measuring School Safety presentation (PPT), which provides guidance on how education systems can diagnose risks, monitor safety, and evaluate safe school practices/interventions. The Role of Teaching and Learning Practices for Supporting Safe Schools | 1 This Guidance Note is part of the Safe Schools Practices guidance package and builds on the T&L strategies presented in the AN (figure 1). This Note provides additional details, resources, and country case studies that offer richer details on why and how countries have employed safe school strategies. The package includes: • The chapeau Approach Note (AN): Global Guidance for Supporting and Sustaining Safe Schools, which describes a three-step process (including examples and resources) for addressing school safety risks. • Technical Guidance Notes on: ⎯ The Role of Management Practices for Supporting Safe Schools ; ⎯ The Role of Teaching and Learning Practices for Supporting Safe Schools (this Note); ⎯ The Role of the Physical Learning Environment for Supporting Safe Schools ; and ⎯ Supporting Mental Health and Psychosocial Well-Being in Schools (Forthcoming). • A PPT with guidance and tools for Measuring School Safety. • A resource guide on Violence Prevention and School Safety. Figure 1. Safe Schools Practices Guidance Package Chapeau Approach Note (AN): Global Guidance for Supporting and Sustaining Safe Schools Describes a three-step process for addressing school safety risks. Step 1 ! Step 2 Step 3 z Diagnose Risks to Design and Implement Safe Monitor and Evaluate School Safety: School Strategies: School Safety: Diagnose and define the Use diagnostic evidence (findings Monitor school safety and evaluate magnitude of context-relevant risks from step 1) to design and interventions to adapt supports to to school safety by identifying implement universal and targeted changing needs. local, regional, or national factors supports that can promote and that can influence safety levels. improve school safety. Technical Guidance Notes and Resource Guide 1. Diagnose 2a. Universal Supports 2b. Targeted Supports 3. Monitor and Evaluate Measuring School Role of Supporting Mental Measuring School Safety Management Health and Safety Practices Psychosocial Well- Being in Schools Role of Teaching and Learning Resource Guide on Practices Violence Prevention and School Safety Role of Physical Learning Environment + Access the entire Safe Schools Practices Guidance Package here. Safe Schools | 2 Objective The objective of this Note is to provide global guidance including strategies on the role of teaching and learning (T&L) practices in supporting and sustaining safe schools. The Note also includes resources and country case studies that offer richer details on why and how countries have employed safe school strategies. The strategies described in the Note can be used as guidance by policymakers, practitioners, school leaders, and/or teachers to support and maintain safe schools (table 1). Table 1. Applicability of the Note for Multiple Stakeholders Stakeholder Applicability Policymakers Can apply the guidance at the system level to (a) systematize measurement of school safety, which allows for aligning resources with those regions/schools with greatest needs; (b) adopt/endorse safe schools strategies and interventions that can be applied at scale; and (c) inform education sector strategies and priority areas. Practitioners Can use the guidance to (a) design programs for supporting school safety (national, regional, or district level); and (b) review and assess risks to school safety, as well as the programs and interventions implemented to address these risks. School Leaders Can use the guidance to (a) enhance school-level practices that promote safe schools; and Teachers and (b) work together to adopt the strategies and implement interventions at the school/classroom level. Introduction Teachers play a critical role in protecting and promoting classroom and school safety and can help prevent and reduce risks to safety such as violence, bullying, and aggression in school (see box 1 for definition of safe schools). “Teaching and Learning” (T&L) practices involve a range of activities and behaviors at both school and classroom levels, including pedagogical strategies, the conduct and engagement of students and teachers, classroom interactions, and the enabling conditions that support teachers to teach effectively. These practices together encompass the school and classroom culture, pedagogy, and management. At its core, the process of T&L centers on the cultivation of relationships. It encompasses practices that can foster meaningful interactions between students and teachers, facilitate peer connections, as well as promote students’ sense of self -worth and self- efficacy.1 T&L practices can also significantly impact students’ academic and socio-emotional outcomes,2 which can influence students’ behaviors, choices, and relationships (with peers or adults). T&L practices can thus influence the safety of a learning environment. A synthesis of 800 meta-analyses relating to variables that influence student learning, illustrates that schools’ most powerful effects on student learning include features that exist within schools, such as the classroom climate, interpersonal relations, group cohesion, and presence or absence of disruptive students. 3 Many teachers, however, are not supported in applying T&L practices that can foster a safe and positive learning environment. Unsafe T&L practices can range from ineffective pedagogical The Role of Teaching and Learning Practices for Supporting Safe Schools | 3 strategies and low-quality classroom interactions to inappropriate student and teacher behaviors.i Both students and teachers may hold negative biases against others that impact their perceptions and the quality of their interactions with them inside or outside the classroom. For example, some teachers believe that not all students are equally capable of learning and, therefore, are likely to have lower expectations for these students.4 In many cases, such biases lead to non-inclusive teaching practices that leave out lower-performing and/or marginalized groups. Students, too, also bully other students whom they perceive to be different from them or of less value than them—these perceptions and biases can be based on socio-economic class, caste, gender identity, or religion, among others. Internal biases are only some of the many issues that affect T&L. Other issues that create an unsafe T&L environment include corporal punishment—which often occurs given norms that endorse violence as an acceptable means to discipline students; limited opportunities for students and teachers to connect; and teachers’ limited understanding of students’ academic and socio-emotional needs. At the heart of many of these unsafe practices is the teachers’ limited access to and/or low-quality teacher professional development (TPD) and support systems (including ongoing feedback and supportive interactions with school leadership). Lack of TPD and support systems combined with the stressors of a challenging and demanding job negatively affects teachers’ mental health and well - being. The emotional burnout which can result further impedes their efforts to engage fully in learning/teaching and applying effective strategies in their classrooms. Students’ mental health and well-being also can be negatively impacted by conflict and poor socio-economic conditions, social identity threats, and individual and community-level exposure to violence, which can disrupt meaningful interactions and impede their engagement in learning. The COVID-19 pandemic exacerbated these challenges and re-emphasized the important role that school safety plays in supporting learning recovery and the return to school. Evidence from COVID-19 and other health crises has shown that in addition to reducing children’s access to critical services or provisions (for example, regular meals), school closures can reduce children’s access to safe spaces and positive social interactions, and are detrimental to child protection outcomes.5 A review of global evidence and experience identified four evidence-based strategies that can help to ensure that the T&L practices promote and improve school safety (figure 3). These strategies correlate with enhanced school safety levels and align with the World Bank’s strategic, analytical, and operational work in several areas. They build on the World Bank’s evidence-based guidance on Inclusion and Disability: Inclusive Education Resource Guide, the Education Strategy: Realizing the Future of Learning and The State of the Global Education Crisis, Fragility, Conflict, and Violence (FCV) Approach Paper: Safe and Learning in the Midst of Fragility, Conflict, and Violence, as well as the analytical work on Teachers: Global Platform for Successful Teachers, Teach, and Coach, and School Management: School Management Capacity and Service Delivery, among other resources. It is essential to note that T&L practices are intertwined with other practices that affect school safety. For this reason, education systems and schools are encouraged to take an integrated approach to school safety (figure 2). Evidence of effective practices for supporting safe schools highlights the T&L practices as well as management practices and the PLE as important levers for system-level school safety reforms. The World Bank’s AN: Global Guidance for Supporting and Sustaining Safe Schools highlights these areas and provides a general overview on school safety challenges and ways to mitigate risks to school safety. This Note expands on the T&L strategies outlined in the AN and provides country case studies and resources for the ways in which education systems can promote school safety by applying effective T&L practices. Depending on context and needs, the guidance in iFor details on unsafe T&L practices and their negative impacts, see appendix table B1 of the chapeau AN: Global Guidance for Supporting and Sustaining Safe Schools. Safe Schools | 4 this Note can be coupled with the strategies on management practices and those related to the PLE. ii For details on how to support safe schools through management and PLE strategies, refer to the corresponding Notes from the Safe Schools Practices guidance package. Box 1. Safe Schools Definition Schools are safe when all students, teachers, and staff can thrive in a welcoming environment that supports learning, health and well-being, and positive relationships. “Schools” refers to any setting in which learning occurs, be it virtually or in person, formal or informal. Promoting school safety should consider both the physical and remote spaces in which education takes place as well as other non-tangible aspects of the school and learning environment, such as norms and values. School safety can be understood and improved by focusing on five main characteristics—each of which can impact and should be considered in promoting the safety of students, teachers, and the overall T&L environment. The five main characteristics of school safety are: 1. Physical Safety Protection from risks that can cause bodily harm in school or on the way to and from school, for example, from aggression, including acts of physical or sexual violence and abuse; the school physical infrastructure; or health conditions/diseases such as those that stem from poor nutrition, contaminated water, and inadequate water, sanitation, and hygiene (WASH) services. 2. Mental Health and Well-Being Prevention and reduction of negative/toxic stress and symptoms of anxiety, depression, and other negative thoughts and feelings; as well as protection from psychological violence, including aggressive, harassing, disruptive and other emotionally harmful behaviors and actions of students, teachers, and/or school staff. 3. Instructional Practices and Environment Safety derived from the practices and environment in which learners, teachers, content, equipment, and technologies interact to enhance learning engagement and inclusion. 6 Instructional practices encompass the non-physical elements including teaching and learning practices; curriculum, pedagogical resources, learning materials, culture, and management. Instructional environment encompasses the physical elements including classrooms, equipment, libraries, playgrounds, toilets, kitchens, and sports facilities. 4. Interactions and Relationships Safety derived from positive interactions which promote inclusion and social and emotional learning (SEL). Interactions refer to those between/among (a) student(s) and teacher(s), (b) peers (student-student; teacher-teacher; teacher-school leader), and (c) school-community. 5. School Connectedness Safety derived from partnerships and engagement of school with the (a) families; (b) community; (c) other schools in the cluster, for example, for teacher professional development (TPD); (d) local referral services to clinics, counselors, psychologists, and legal assistance; (e) local after-school and extra-curricular activity providers; (f) museums, research institutes, and businesses; and (g) local/ national disaster risk management (DRM) teams/ services. iiThe chapeau AN: Global Guidance for Supporting and Sustaining Safe Schools provides details on understanding the local context by diagnosing school safety risks. The AN also lays out the factors that influence school safety (box 2) and the negative impacts of those factors on safe school outcomes (appendix table B1). The Role of Teaching and Learning Practices for Supporting Safe Schools | 5 Figure 2. Physical Learning Environment: One of the Three Levers for School Safety Reforms Safe Schools Strategies Management Practices • Build a data-driven culture to inform all school safety practices and decisions. • Promote a safe school vision and norms for students, teachers, and school staff. • Prioritize the mental health and well-being of all students, teachers, and school staff. • Efficiently manage resources and partnerships. Teaching and Learning Practices (T&L) Universal Supports • Teachers build positive relationships with their students and promote student- student connections. • Foster students’ and teachers’ social and emotional learning (SEL) competencies. • Implement differentiated teaching strategies in classrooms. • Teachers challenge their own stereotypes and biases as well as those of their students. Physical Learning Environment (PLE) • Promote inclusive PLEs that enable all students to access learning. • Build resilient PLEs that protect the health, well-being, and safety of all users while ensuring education continuity. • Foster learning-oriented PLEs that support and enhance effective teaching and learning approaches. • Ensure green PLEs that reduce negative environmental impacts and avoid exacerbating future climate and safety risks. Supports Targeted • Mental Health and Psychosocial Well-Being • Violence Prevention Safe School Results and Outcomes Results Outcomes Safe schools where all students, teachers, and staff can thrive in a Enhanced (academic, welcoming environment socioemotional, learning civic, and ethical) that supports… (student-teacher, student-student, Positive Health and (physical, teacher-teacher, relationships emotional, teacher-school well-being and mental) leader, and school- community) Safe Schools | 6 Teaching and Learning Strategies for Safe Schools A review of global evidence and experience identified four evidence-based strategies that can help to ensure that the T&L practices promote and improve school safety (figure 3). For each strategy, case studies are presented which provide further insight into how these strategies can be designed and implemented. A list of resources where additional information can be found is also included. Figure 3. Summary of Teaching and Learning (T&L) Strategies for Safe Schools Teachers should receive ongoing training and support to create and maintain a safe, positive, and inclusive learning environment for all students. 2. FOSTER SOCIAL AND EMOTIONAL 1. BUILD POSITIVE RELATIONSHIPS LEARNING (SEL) COMPETENCIES A. Create a classroom culture that is A. Use curriculum and learning activities conducive to student learning and to foster students’ SEL competencies. engagement. B. Use classroom pedagogy that promotes B. Adopt classroom pedagogy that students’ holistic development. promotes group work and employs C. Support teachers’ SEL to help them personalizing structures. manage their stress and anxiety to create C. Use classroom management strategies a safe and supportive classroom that utilize positive disciplinary environment that fosters positive approaches. relationships and effective teaching. 3. IMPLEMENT DIFFERENTIATED TEACHING 4. CHALLENGE STEREOTYPES AND BIASES STRATEGIES A. Support teachers to learn and apply A. Challenge teachers’ existing stereotypes classroom pedagogy that fosters student and biases to ensure that all students are learning and engagement. included in the learning process. B. Provide teachers with ongoing B. Challenge students’ existing stereotypes professional development opportunities and biases to ensure that all students and to help create safe classrooms. teachers feel that they belong. The Role of Teaching and Learning Practices for Supporting Safe Schools | 7 1. BUILD POSITIVE RELATIONSHIPS Support teachers to build positive relationships with their students and to promote student- student connections. Positive relationships are based on trust and are the foundation of a safe and productive classroom. Why Caring and supportive student-teacher relationships, as well as other child-adult relationships, help to create a school environment in which students are more likely to feel safe. Such positive relationships are linked to better school performance and engagement, greater emotional well-being and social competencies, and willingness to take on challenges, in addition to decreased probability of engaging in violence.7 Peer relationships—ones in which a child feels included and respected by other students—are equally significant, especially for students with special needs. 8 Moreover, when exploring the impact of relationships, we can consider not only our interactions with others but also our relationship with ourselves—how we perceive and value ourselves, as well as how we nurture our own well-being.9 One’s relationship with oneself, along with SEL competencies, are covered under the next strategy. How A. Create a classroom cultureiii that is conducive to student learning and engagement: 1. Teachers create a culture that is conducive to student learning and engagement by (a) fostering a supportive and inclusive learning environment that treats all students respectfully, consistently using positive language, responding iv to students’ needs, and challenging/addressing stereotypes (e.g., based on gender, ethnicity, sexual orientation, and gender identity) as well as not exhibiting bias in the classroom (refer to strategy 4 for details on challenging stereotypes and biases); and (b) establishing clear and positive expectations for behavior, acknowledging positive student behaviors, and effectively redirecting misbehaviors to focus on the expected behavior, rather than the undesired behavior.10 Setting clear and positive behavioral expectations also involves a focus on preventing and addressing bullying, ensuring that students feel respected, supported, and are not subject to any form of harassment or intimidation. B. Adopt classroom pedagogy that promotes group work and employs personalizing structures:v iii Classroom culture refers to a set of beliefs, attitudes, and behaviors shared by teacher and students. For a positive classroom culture to emerge, all need to understand and adhere to shared values and goals, which in turn form the identity and sense of a caring learner community (Ezequiel Molina and others. 2018. Measuring Teaching Practices at Scale: Results from the Development and Validation of the Teach Classroom Observation Tool). iv Responsive teachers ensure fairness and justice toward their students, exhibit compassion for individual learners, and provide the necessary emotional or physical support in class (Ezequiel Molina and others, 2018). v Good classroom management skills, including the ability to effectively manage large classrooms and promote positive student interactions, are crucial for facilitating group work and implementing personalized instructional strategies. Even in low-resource contexts where teachers may have limited skills, it is still possible to create safe and supportive classrooms and foster positive relationships. This can be achieved by prioritizing classroom culture and emphasizing positive discipline strategies, without necessarily relying heavily on group work. Safe Schools | 8 1. Teachers use pedagogical approaches that foster collaborative or group-based learning, as possible, which involves (a) enhancing students’ teamwork abilities through peer interactions; and (b) developing students’ intra- and interpersonal competencies by encouraging perspective taking, empathy, emotion regulation, and social problem-solving skills.11 2. Form “learning teams” or small communities with personalizing structures such as (a) advisory systems in which an advisor works with a small group of students over multiple years; (b) teaching teams that share students (such as for group activities); and/ or (c) keeping students with the same teachers for over two or more years. Such communities have been found to improve student achievement, attachment, attendance, attitudes towards school, as well as behaviors, motivation, and graduation rates.12 C. Use classroom management strategies that utilize positive disciplinary approaches: 1. Support teachers with classroom management by (a) incorporating positive approaches to discipline in pre-service and in-service teacher training programs (such as through student development theories and modeling of best practices). These approaches can include modules and practicums on managing student development cycles so that teachers are better prepared to handle behavioral and emotional challenges that students face as they progress through during their development;13 (b) introducing teachers to the concept of the ladder of strategies to reinforce classroom routines and norms where teachers start with strategies at the bottom of the ladder for more routine behaviors and move up the ladder for more serious or repeated behaviors, while concurrently setting clear behavioral expectations;14 (c) providing opportunities for teachers to observe and learn from their peers’ approaches to managing a classroom and ensuring adequate time on task;vi (d) co- creating with students and school leaders the routines for classroom management and for checking in on student needs, fairness, and consistency of classroom rules;15 and (e) establishing a forum for teachers and students (and/or teachers-parents when required) to connect and address conflictual issues, especially for students exhibiting risky or problematic behaviors who may need extra support.vii Spotlight 1. Classroom Pedagogy | The Benefits of Project-Based Language Learning — Malaysia16 Studies reveal that instructional methods such as group projects, projects, and lessons involving technology and presentations are among the instructional methods most favored by students. The opposite also is true: uninteresting and irrelevant learning materials and the absence of interaction with teachers are demotivating factors. Malaysia sought to replace traditional academic strategies of memorization and passive learning by more student-centered learning. In recent years, project-based learning (PBL) has been integrated in instructional practices of many schools in Malaysia. PBL organizes learning around projects. This format provides students with an opportunity to work in groups and learn by applying a hands-on approach, thereby building relationships while enjoying the learning process. Semi-structured interviews were used to generate data from secondary school teachers. The benefits identified by this study follow. viThe teacher maximizes time on learning by ensuring most students are on task and provided with a learning activity most of the time (World Bank, 2019a). vii The accompanying Note on The Role of Management Practices for Supporting Safe Schools touches on a clear, safe, and anonymous pathway to report incidences of safety risks. The Role of Teaching and Learning Practices for Supporting Safe Schools | 9 Benefits of Using PBL • Improved discipline. Teachers reply that PBL benefits them by creating a pleasant, collaborative atmosphere in the classroom that maintains discipline and encourages students to take ownership of their own learning. • Better teacher-student relations. One of the most important benefits to teachers of using PBL could be the creation of good relationships with students. This benefit could be vital because deeper the relations that teachers have with their students and the more profoundly teachers know them, the more open students may be with them. As a result, teachers probably would be more able to help students with their problems. Better teacher-student relationships also could be helpful for teachers in managing, organizing, and guiding the class. • Better relationship among students. PBL also helps students to be friendlier with one another and support their peers within each group. Because PBL is a group work approach, students have a common task to finish. This possibly suggests that students within every group will try to contribute to the project and help their group mates when necessary. The study highlights the two additional benefits of using PBL for students: Skills improvement and opportunity for real-world practice. Spotlight 2. Classroom Management | Irie Classroom Toolbox — Jamaica 17 The Irie Classroom Toolbox, a violence-prevention teacher-training program, was implemented in Jamaican preschools catering to children aged 3–6 years. The program aimed to reduce violence against children by teachers and reduce class-wide child aggression by training teachers in classroom behavior management and promoting child social-emotional competence. The Toolbox consisted of four modules: (1) creating an emotionally supportive classroom environment, (2) preventing and managing child behavior problems, (3) teaching social and emotional skills, and (4) individual and class-wide behavior planning. Intervention materials for teachers included (1) a tools book that provides simple guidelines on how to use each strategy with the underpinning rationale; (2) an activity book of songs, games, activities, lesson plans, and behavior planning forms; (3) three sets of picture cards to help teachers teach classroom rules, friendship skills, and understanding emotions; and (4) a problem-solving stories book consisting of 14 pictorial stories depicting common classroom problems that children encounter in school, and strategies that children can use to overcome them. Examples are how to work together as a team, and how to share classroom materials. Teachers attended five full-day (6 h) workshops over one school year. An evaluation study of the program highlights that the teacher-training program led to large and sustained reductions in teachers’ use of violence against children. Additionally, no benefits were found to reduce child aggression at the classroom level. However, the intervention led to a wide range of secondary outcomes at the level of (1) the classroom, in the quality of the classroom environment and class-wide child pro-social behavior); (2) the teacher, in the teachers’ well-being and retention; and (3) the children, in the inhibitory control and mental health of high-risk children. Safe Schools | 10 Do You Want to Learn More About Building Positive Relationships? Student-Teacher Relationships • Review World Bank’s Foundational Teaching Skills (FTS) Guide, which presents a set of 11 FTS skills across classroom culture and pedagogy. These FTS skills support TPD programs and systems that help teachers improve the quality of T&L processes in their classrooms. • Utilize Teach Primary: Observer Manual (2nd ed.) and the accompanying Tool for measuring classroom culture, instruction, and SEL skills in primary classes. The manual and tool are available in multiple languages. Explore the Teach Primary website for more information, including the Early Childhood Education (ECE) and Secondary versions. • Read the World Bank background paper to the Teach classroom observation tool, Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms. • For evidence and program details on a classroom management intervention from Uganda, refer to The Good School Toolkit (Uganda). • Positive greetings at the door is an effective strategy to increase academic engagement, decrease unwanted behavior, and improve student-teacher relationships. This strategy brief by the Center on Positive Behavioral Interventions and Supports (PBIS) breaks down the strategy into easy steps for daily implementation (p. 17). • Review grade-level practices from Greater Good in Education to build positive teacher- student relationship. These practices can be filtered by their duration. • Explore the Getting Started with Managing Classroom Conflict guide for teachers, provided by the Center for Teaching Innovation, Cornell University. • Review the five strategies to reduce teacher-perpetrated violence in Center for Global Development’s blog on Violence in Schools Is Pervasive and Teachers Are Often the Perpetrators. • Safe Schools’ resource guide on Violence Prevention and School Safety compiles a selection of resources related to violence in and around schools (VIAS). • To measure student-teacher relationships use Student Teacher Relationship Scale, or Inclusion of Other in the Self (IOS) Scale. • Explore Panorama Education’s complete guide to Behavior-Specific Praise in the Classroom. Student-Student Relationships • Learn about a first-hand experience on The Best Ways to Resolve Conflicts Between Students through this EdWeek blog by Larry Ferlazzo. • Evidence on collaboration, intragroup conflict, and social skills in project-based learning. The Role of Teaching and Learning Practices for Supporting Safe Schools | 11 2. FOSTER SOCIAL AND EMOTIONAL LEARNING (SEL) COMPETENCIES Foster students’ and teachers’ social and emotional learning (SEL) competencies. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.viii Why SEL helps develop essential life competencies. It contributes to improved academic outcomes and positive student behaviors, as well as greater capacity to manage stress and depression, and fosters more positive self-perceptions, attitudes towards others, and school engagement.18,19,20 Educator SEL and well-being is equally essential. Evidence highlights that teachers who develop their SEL competencies are better able to (a) manage their stress and anxiety,21 (b) teach and model SEL competencies to their students,22 and in turn (c) build positive relationships with their students.23 How A. Use curriculum and learning activities to foster students’ SEL competencies:ix 1. Create space for teachers to support and facilitate social and emotional development of youth by incorporating SEL competencies in the curricula framework and learning standards. Incorporating SEL can be accomplished by (a) ensuring that the curriculum embeds SEL activities, represents different groups and does not reinforce existing negative stereotypes,x and includes civic education to support character building; (b) collaborating with communities and caregivers to design SEL programs that ensure context relevance and build an enabling environment for students to develop SEL competencies;24,25 and (c) guaranteeing all students access to sports or arts-based extra-curricular activities, after- school programs, or SEL interventions that promote and support their positive behaviors and socio-emotional skills.26 2. Support teachers to employ learning activities that promote SEL by (a) providing teachers with sample SEL lessons and activities that can either be embedded with academic subjects or used as stand-alone. In the absence of existing SEL materials, train teachers to create supplementary materials; and (b) training teachers to identify, understand, and meet students’ socio-emotional needs by implementing the SEL curriculum. Training includes addressing teachers’ common implicit beliefs that may impact the way SEL programs are delivered.27 viii For more information, see the CASEL website at http://www.casel.org/. ixCurricula reform needs to be cognizant of teacher overload and work stress, so the reform should be about making the existing curriculum holistic and multidisciplinary, rather than always adding new focus areas and activities. Wherever possible, the curriculum should explicitly highlight the modules and activities that focus on promoting safe and supportive learning environments. xFor example, gender contrast is common in the educational materials, where more masculine characters are depicted compared to feminine characters. Of the characters that are women, students are given a stereotypical image of women being weak or helpless. Refer to strategy 4 for details on challenging stereotypes and biases. Safe Schools | 12 B. Use classroom pedagogy that promotes students’ holistic development : 1. Within classroom or learning environments, ensure that SEL is sequenced, active, focused, and explicit (SAFE). SAFE implies that SEL competencies are developed through (a) a connected and coordinated set of activities (Sequenced); (b) active forms of learning that engages students (Active); (c) specific components devoted to developing SEL competencies (Focused); and (d) targeting specific SEL competencies rather than targeting skills or positive development in general terms (Explicit).28 2. Teachers foster students’ SEL competencies to enable them to succeed both inside and outside the classroom. To develop students’ SEL skills and competencies, teachers (a) instill autonomy by providing students with opportunities to make choices and take on meaningful roles in the classroom (such as volunteer to participate in activities); (b) promote perseverance by acknowledging students’ efforts, rather than focusing solely on their intelligence or natural abilities, and by encouraging students to set short and long- term goals; and (c) foster social and collaborative skills by encouraging collaboration through peer interaction and by promoting interpersonal skills, such as perspective taking, empathizing, emotion regulation, and social problem solving.29 Teachers also foster students’ love for lifelong learning30 and develop their curiosity by making learning fun and exciting. 3. Teachers also use other supportive teaching practices that encourage SEL such as (a) encouragement and constructive feedback; (b) varied opportunities to students to demonstrate their knowledge and skills; (c) support for risk-taking and independent thinking; (d) atmosphere conducive to dialogue and questioning; and (e) individual attention to students.31 C. Support teachers’ SEL to help them manage their stress and anxiety to create a safe and supportive classroom environment that fosters positive relationships and effective teaching: 1. Adopt evidence-based practices and interventions that enable teachers to (a) examine their identity, (b) explore their emotions, (c) cultivate compassionate curiosity, (d) orient toward optimism, and (e) establish balance and boundaries.32 2. Other support systems that build and sustain teachers’ SEL include (a) supportive and trusting school administration and leadership; (b) mentoring and induction for newly hired teachers; (c) collaborative teacher dialogue and practices; (d) mindfulness programs; and (e) evidence-based targeted interventions for teachers’ mental health and well -being. These support systems are laid out under strategy 3 in the accompanying Note on The Role of Management Practices for Supporting Safe Schools . Additionally, school districts should provide adequate time for teachers to develop the social and emotional competencies they need to manage the stress of the classroom and to model the SEL competencies to their students, while also training teachers in trauma-informed practices to support students affected by trauma.33 The Role of Teaching and Learning Practices for Supporting Safe Schools | 13 Spotlight 3. Student SEL Curriculum | Aulas en Paz — Colombia34 Aulas en Paz (Classrooms in Peace) is an elementary-school-based multicomponent program to prevent aggression and promote peaceful relationships . The program combines universal components, which aim to reach all students in the participating classrooms, with targeted (indicated) components, which specifically try to promote changes among students with a higher risk of aggressive and/ or violent behavior. Inspired by international programs and socio-emotional research, Aulas en Paz comprises (1) a classroom universal curriculum, (2) parent workshops and home visits to parents of the most aggressive 10 percent of children, and (3) extracurricular peer groups of 2 aggressive and 4 prosocial children. Activities seek to promote socio-emotional competencies such as empathy, anger management, creative generation of alternatives, and assertiveness. Classroom Component The class curriculum consists of 40 sessions per grade, 24 of which are usually implemented in the ethics class and 16 are implemented in the language (Spanish) class. These sessions address topics of conflicts, bullying, and peer aggression. The curriculum focuses particularly on the role of bystanders by promoting assertive interventions to defend victims in bullying situations, and peer mediation during conflicts. This curriculum is taught during school hours by their regular teachers. Parenting Component The parenting component comprises 4 workshops per grade offered to all parents of participating classes plus 4 home visits per year offered to the parents of children identified through peer and teacher reports as being in the most aggressive 10 percent of children in their classes. This component helps parents promote family environments that are consistent with what children are learning at school. The workshops and visits provide caregivers with parenting strategies, such as positive discipline and positive reinforcement schedules, and using socio-emotional competencies similar to those being learned by their children, such as anger management and conflict resolution skills. Heterogenous Groups The third component of the program consists of 16 sessions of extracurricular activities conducted in small heterogeneous groups of 6 children: 2 identified by peer and teacher reports as being among the most aggressive 10 percent of students in their classes (the same who receive home visits) and 4 identified as being among the 20 percent most prosocial students in their classes. This heterogeneous arrangement is intended to promote peer-positive effects led by the most prosocial children. This configuration is designed to avoid deviancy training, which has been found to occur in interventions that work exclusively with at-risk children or adolescents. Participating teachers received initial training as well as follow-up coaching. Staff from the implementing organization provided on-site coaching through meetings at least every month with each teacher implementing the program. More frequent meetings were held with teachers who were identified as requiring additional support due to having difficulties managing their classrooms or adapting to the program’s pedagogical strategies. Teachers also wer e observed (by staff from the implementing organization) carrying out at least one session of the curriculum and provided feedback. A two-year quasi-experimental evaluation found positive results in prosocial behavior and in reduced aggressive behavior according to teacher reports; and in assertiveness and reduction of verbal victimization, according to student reports. The combination of universal components and components focused on those who need them most seems to be very valuable, especially in violent contexts. Safe Schools | 14 Spotlight 4. Student SEL Pedagogy | The Step by Step — Peru35 The Step by Step toolkit was developed by the World Bank with external contributors to equip teachers in Peru with resources that could help their students (Grades 1-11) better understand and manage their emotions, thoughts, impulses and behaviors; form and sustain positive relationships; and make the most out of life by making responsible decisions and pursuing meaningful goals. The toolkit offers a series of practical lessons and support materials designed to be implemented in the classroom by the teacher. To fit the characteristics and needs of each age group or grade, from ages 6 through 17, lessons are based on a carefully chosen developmental perspective of middle childhood and adolescence. Toolkit for Teachers • Teacher materials. A guide with structured lessons, a list of materials needed to implement each lesson, key concepts, tips for teachers and parents, and answers to frequently asked questions. • Student materials. A workbook for each student with illustrated worksheets to use as part of the lessons. • Classroom materials (in Spanish only). Posters to aid in social and emotional learning as well as children’s storybooks and a CD with songs for primary school. Pedagogical Principles behind the Toolkit Design The Step by Step toolkit applies the most effective practices for social and emotional education, which guide students through a well-sequenced series of engaging activities focused on the development of specific skills. This approach is known as “SAFE”: • Sequenced set of activities that are developmentally appropriate for the students in each grade to achieve the learning goals. • Active forms of learning that focus on experiencing and practicing the skills, including dramatization, role playing, modeling. • Focused every week on developing the skills as part of school curricula and during school hours. • Explicit teaching and learning of a set of social and emotional skills, naming them, and showing students how to put them into practice. Keys to Successfully Implement the Toolkit The lessons have been designed to last about 45–50 minutes each. The teacher/facilitator must be able to foster a healthy, safe, and nurturing learning environment. For that to happen, the teacher must build a genuine relationship with students based on appreciation, respect, unconditional acceptance, protection, and empathy. Methodologically, the three keys for a successful Step by Step experience are: • Prioritize listening over lecturing • Focus on the students’ experiences, rather than the teacher’s expertise • Build relationships with the students, rather than concepts and theory. The teacher’s guides provide a summary of the Do’s and Don’ts. Access the Teacher’s Guides and Student Workbooks for Grades 1–11 here. The Role of Teaching and Learning Practices for Supporting Safe Schools | 15 Spotlight 5. Teacher SEL | Educating for Wellbeing — Mexico36 Educating for Wellbeing (EW), AtentaMente’s proprietary curriculum trains educators to improve their own social and emotional competencies (SEC) and well-being, foster SEL in students and implement systemic change. EW consists of three components: (1) a rigorous professional development program that uses a blended learning approach—synchronous sessions, a self-paced online course and a mobile app—to train educators to understand and practice SEC in their lives and classrooms and improve their own well-being; (2) an SEL curriculum for students, which embeds both explicit instruction and the practice of targeted skills into daily activities; and (3) leadership training that builds local capacity to ensure culturally and contextually relevant SEL implementation that enacts long-term systemic change. EW has proven effective in improving outcomes in both educators and students. Results from pilot studies show positive changes in teachers’ SEC, stress, and burnout, as well as students’ improved socio-emotional outcomes. Randomized control trials (RCTs) conducted by the World Bank and the Center for Healthy Minds will publish results estimating the impact of EW in the following months. Do You Want to Learn More About Fostering Social and Emotional (SEL) Competencies? Student SEL • Visit the CASEL and RULER websites for resources on SEL fundamentals, research, and events. • Review Center on PBIS’s evidence-based practices for educators to support and respond to students’ social, emotional, and behavioral needs. • Check out these six recommendations from EEF on Improving SEL in Primary Schools. • World Bank’s Taking Stock of Programs to Develop Socioemotional Skills provides systematic review of evidence from programs that provide support before formal education, are school-based, or are out-of-school programs. • Explore the Happiness Curriculum, India. This report from Dream a Dream and Brookings summarizes the factors believed to contribute to happiness, as reflected in the Happiness Curriculum. • Check out UNESCO MGIEP’s report Rethinking Learning: A Review of SEL for Education Systems. It reviews the latest research on SEL, including monitoring and evaluating SEL, and presents scientific evidence for why SEL is key to education. • World Bank’s working paper titled “When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America” examines the effectiveness of SEL programs in mitigating school-based violence. • Read HundrED’s report that presents eight implementation tips to increase the quality of SEL programing, including implementing at scale. The report highlights relevant research, shares key challenges, and showcases successful solutions implemented across the world. Teacher SEL • Read ch. 5 on SEL for Educators in the UNESCO MGIEP’s report for an overview of educator SEL. • Read INEE’s Landscape Review: Teacher Well-Being in Low Resource, Crisis, and Conflict-Affected Settings Safe Schools | 16 • Refer to the Prosocial Classroom Model (p.193) or the full report here to better understand how teachers’ social and emotional competence and well -being influence a classroom’s emotional climate and student academic and behavioral outcomes. • Refer and adapt the Transforming Education’s SEL for Educators Toolkit to your context. The toolkit focuses on what educators can do to support their individual growth. • Evidence highlights that teachers who tend to have higher levels of emotional intelligence employ more integrating and compromising strategies to manage conflict, thus more constructively managing conflict in the classroom. • Explore studies on positive impacts of mindfulness training for teachers: here, here, and here. • Explore studies on infusing SEL in the pre-service teacher education programs: here and here. • Read INEE’s Teacher Wellbeing Resources Mapping and Gap Analysis, which includes an Excel spreadsheet of resources and tools ranging from policy, advocacy, measurement, and self-study to training to address teacher well-being in emergency settings (including COVID-19). • Explore Panorama Education’s complete guide to Behavior-Specific Praise in the Classroom. The Role of Teaching and Learning Practices for Supporting Safe Schools | 17 3. IMPLEMENT DIFFERENTIATED TEACHING STRATEGIES Support teachers to implement differentiated teaching strategies in their classrooms. Differentiated teaching implies meeting the diverse learning needs of students in classrooms.xi,xii Why Effective teaching is concerned not only with transferring content knowledge but also focuses on pedagogy or the delivery process, which can make students feel safe and attentive to learning what is being taught. By differentiating their teaching approaches to respond to students’ learning needs, teachers can adjust the challenge and information to a level better suited to their students. Teachers can adjust or adapt the learning content or delivery process, which are critical elements for supporting a more inclusive approach to learning, particularly for students with disabilities. Schools often lack both (a) teachers with the adequate training and materials to provide adaptive and inclusive teaching and learning strategies and (b) classroom facilities and learning resources to accommodate specific needs. How A. Support teachers to learn and apply classroom pedagogy that fosters student learning and engagement: 1. Teachers learn how to adjust instruction (that is, make needed changes to the lesson when their timing is off, or students are confused) by (a) checking for understanding and using continuous assessment approaches, (b) recognizing when to adjust or adapt instruction to student needs, and (c) choosing a way to adjust instruction.37 2. Teachers apply differentiated teaching strategies that include all students in the learning process and cater to their diverse learning needs, especially girls, minorities, and children with special educational needs. These strategies include (a) adopting the Universal Design for Learning (UDL) framework, which enables multiple means of content representation (visual, auditory, tactile), action and expression for students to demonstrate knowledge and skills, and student engagement;38 (b) adopting adaptive teaching practices such as “Teaching at the Right Level” (TaRL), which divides children in groups based on learning needs rather than on age or grade, dedicating time to basic skills rather than focusing solely on the curriculum, and regularly assessing student performance rather than relying on end-of-year examinations;39 and (c) using students’ preferred language of xiIn many contexts, especially in low-resource settings, meeting the individual needs of each student through differentiation can be perceived as challenging. This sometimes leads to unintended responses such as implementing individualized programs that may not be necessary. To address the wider achievement disparities within classes post-pandemic, the World Bank has developed a framework focused on class and student progression. This framework provides options for schools and teachers when groups of students or individual students are falling behind the class. This shifts the focus to supporting teachers and schools in implementing these strategies, rather than a possibly overwhelming differentiation strategy. For more details on approaches to facilitate efficient and effective learning for all students, including additional and alternative supports for struggling students, refer to the Learning Recovery to Acceleration report, particularly section 5.2. xiiEnhanced learning is one of the three outcomes of safe schools (see Safe Schools Approach Note), while instructional practices serves as a measurable characteristic of school safety. This strategy focuses on highlighting effective approaches that can be employed to achieve enhanced learning. Safe Schools | 18 instruction (LoI) to facilitate learning, promote retention, and align school experience with students’ cultural and local context.40 3. Teachers instruct in a way that deepens students’ understanding and encourages critical thinking and analysis. The teacher (a) facilitates the lesson by explicitly articulating lesson objectives, by connecting the learning activity to other content knowledge or students’ daily lives, and by modeling it through enacting or thinking aloud; (b) checks for student understanding by using questions, prompts, or other strategies to determine students’ level of understanding, or by monitoring students during group and independent work; (c) gives feedback by providing specific comments or prompts to help clarify students’ misunderstandings or identify their successes; and (d) encourages students to think critically by asking open-ended questions and providing students with thinking tasks that require them to analyze content.41 B. Provide teachers with ongoing professional development opportunities to help create safe classrooms: 1. Support teachers through (a) scheduling blocks for ongoing opportunities for focused, practical, and tailored TPD (content, pedagogy, classroom culture, and management);xiii (b) training to adjust instruction, apply differentiated teaching practices, create classrooms that embody the SAFE framework of SEL, and apply trauma-sensitive practices; (c) training to create learning material content to aid learning; and (d) providing mentorship, coaching, and communities of practice approaches to help teachers reflect on, engage with, and apply TPD learnings. 42 2. Use technology to enhance access, engagement, and application of TPD by providing technology-based hybrid models of (a) coaching; (b) communities of practice (CoP); (c) digital learning resources; (d) digital teaching resources; (e) instructional tips and strategies; and (f) modeling of best practices.43 Spotlight 6. Classroom Pedagogy | Teaching at the Right Level (TaRL) — Niger44,45 Niger is severely affected by the learning crisis. Ninety-nine percent of children in Niger of late primary age today are not proficient in reading, adjusted for the Out-of-School children.a The scale of the problem is growing due to the continuously increasing population. The factors behind the crisis are complex. They include teachers’ motivation and skills, learners’ readiness, school management and school inputs including textbooks, technology, and infrastructure. These factors touch on the three safety areas described in the chapeau AN: management, T&L, and PLE. In 2018 over 3,500 schools and communities in the Tillaberi region collaborated to organize remedial extracurricular activities in basic mathematics through the voluntary contributions of teacher, parents, and community members under the “School for All” project. The project empowered parents, communities, and schools to improve children’s education through encouraging school enrolment and providing community-led supplementary lessons using the “Minimum Package for Quality Learning” (PMAQ) model. To accelerate children’s learning, Japan International Cooperation Agency (JICA) integrated the TaRL approach and developed a model for both literacy and numeracy. The TaRL-integrated PMAQ model was strengthened with Annual Status of Education Report (ASER) tools and activity-based facilitation. xiii For details, refer to the World Bank Coach Program Overview Document. The Role of Teaching and Learning Practices for Supporting Safe Schools | 19 JICA partnered with Niger’s Ministry of Education. PMAQ trained School Management Committees (SMCs) and facilitators (either government teachers or community volunteers) to conduct after-school, weekend, and evening classes and study groups (by proficiency levels) to help children strengthen their foundational numeracy and literacy. SMCs support PMAQ classes and study groups. Each SMC organized 5 to 10 hours of PMAQ activities per week (100 to 250 hours per year). Facilitators (government-employed teachers or community volunteers) led PMAQ classes. The facilitators monitored and encouraged children’s participation and checked their progress. In line with TaRL principles, regular evaluations and the focus on learning enabled facilitators to provide tailored/scaffolded support to learners. Training was provided to SMC representatives and facilitators, and, with JICA’s support, complementary numeracy and literacy exercise books were developed. Three months into the intervention, mathematics test results in participating schools showed that correct responses on tests had improved significantly, doubling from 35 percent to 70 percent on average. As a result of similar efforts, for literacy, students who could read at least a simple paragraph jumped from 3 percent at the beginning of the intervention to 20 percent by the end. Note: a. For details, see the Niger Learning Poverty Brief (World Bank, 2019). https://thedocs.worldbank. org/en/doc/899841571223563691-0090022019/original/SSAAFCW3NERLPBRIEF.pdf. Do You Want to Learn More About Implementing Differentiated Interventions? Classroom Pedagogy • See World Bank’s Learning Recovery to Acceleration report for a framework of approaches to enable efficient and effective learning for all students while providing additional and alternative supports for struggling students (section 5.2). • World Bank’s Inclusive Education Resource Guide comprehensively addresses key topics and provides various examples on topics such as TPD, curriculum, and teaching and learning materials (TLMs). • What is UDL? Read guidelines to implement UDL. • Read this study titled Review of UDL in LMICs. See also UDL in Inclusive Education Policy in South Africa. • See USAID’s Toolkit for UDL to Help All Children Read. Also read guidance from USAID on Using ICT to Implement UDL. • Read guidance on Maintaining Remote Learning Continuity by Using UDL (sec. 2, p.17) in the World Bank report titled Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities. • Visit the TaRL website to understand: What is TaRL? Is it right for my context? Explore examples of TaRL-inspired applications around the globe. Review evidence. • Check out World Bank guidance Loud and Clear: Effective Language of Instruction (LOI) Policies for Learning. • Review How-To Guides on LOI provided by RTI’s Science of Teaching: Overview of core concepts and issues related to LOI; and the four steps for navigating language issues in foundational literacy and numeracy (FLN) programs. • Read UNICEF report on Impact of Language Policy and Practice on Children's Learning: Evidence from Eastern and Southern Africa. Safe Schools | 20 Professional Development • Check out World Bank’s Coach Repository of In-Service Teacher Professional Development Programs, which provides access to a global database of in-service K-12 TPD programs. The repository is accompanied by a set of Spotlight Sheets, which provides more detailed information on a subset of the programs in the repository. • Check out the World Bank Teacher Professional Development Repository, which provides access to a detailed database of World Bank education projects or projects with education components. The repository includes TPD projects that target in-service, pre- service, and technical and vocational education and training (TVET). • Review World Bank’s Technology for Teaching (T4T) Approach Note and Navigation Guide. The Role of Teaching and Learning Practices for Supporting Safe Schools | 21 4. CHALLENGE STEREOTYPES AND BIASES Support teachers to challenge their own stereotypes and biases as well as those of their students, thereby influencing positive behavioral changes. Stereotypes and biases include discrimination on the basis of race/ethnicity, gender, gender identity, socioeconomic status, disability, sexual orientation, and / or religious identity. Challenging them means that the teacher actively works against the stereotypes and biases that exist in his or her community and provides all students with equal opportunities to learn.46 Why As with all human beings, teachers are not immune to biases and stereotypes. For instance, a 2014 survey in the United States found that 31 percent of teachers (in basic education, K–12) believed that inequalities were mainly a result of African Americans lacking motivation or will power to pull themselves out of poverty.47 Similarly, in Lebanon, a survey of teachers found positive attitudes towards inclusion but also a general belief that not all students with disabilities could be successfully included.48 Evidence also suggests that stereotypes based on social class and gender influence how teachers assess the aptitude and behavior of their students.49,50 In turn, teacher stereotypes, including implicit biases, can lead students to underperform and choose less-demanding schools or classes, following teachers’ recommendations, as was found in a study in Italy.51 At the same time, biases sometimes are reinforced through curriculum and TLMs. Therefore, teachers need to learn to identify and address these in the classroom. 52,53 Moreover, biases sometimes are subconscious. Consequently, it can take a great amount of work for teachers to simply identify these biases, let alone eliminate them. 54 To ensure inclusive learning spaces, it is essential for teachers to address these misconceptions as early as possible. How A. Challenge teachers’ existing stereotypes and biases to ensure that all students are included in the learning process: 1. Inform teachers’ misconceptions toward students and other teachers/ staff and increase teachers’ self-awareness of their stereotypes and biases55 through (a) developing TPD programs that help identify and address teachers’ misplaced beliefs in their own or their students’ abilities, using teacher surveys, focus group discussions, or interviews to facilitate diagnoses;56 (b) utilizing interventions and policies that help teachers replace negative associations with positive ones;57 (c) initiating collaborative dialogue and training sessions through which teachers can be exposed to results from other classrooms in similar contexts. Evidence says that when teachers see change, they can rectify their misconceptions, such as “not all students can learn;58,59 (d) organizing coaching programs; (e) trainings to employ inclusive and culturally responsive teaching practices to accommodate students with diverse backgrounds, special needs, non-conforming gender identities;60 and (f) embedding inclusion training as part of initial and pre-service teacher education. 2. Teachers challenge their own stereotypes and biases by engaging in reflective practices aimed at understanding and improving their classroom culture. This involves (a) examining the materials they use for any embedded stereotypes or biases, (b) implementing systems to guarantee equal attention and opportunities for all students, for example, maintaining and referring to a class roster on which teachers record how many times they have called on certain students (this tactic helps reveal implicit bias), (c) Safe Schools | 22 setting and upholding high expectations for the learning and success of all students; and (d) fostering an environment of respect for everyone.61 B. Challenge students’ existing stereotypes and biases to ensure that all students and teachers feel that they belong: 1. Teachers challenge students’ stereotypes and biases in their classrooms by reflecting on classroom culture to uncover any stereotypes or biases in the relationships that students have with one another, or with their teachers. Teachers employ relevant strategies that can challenge students’ stereotypes and biases about others and themselves , such as (a) teaching against stereotypes and biases; (b) setting and reinforcing expectations for respect in classrooms; (c) critically discussing any stereotypes and biases present in classroom materials, and/or providing more inclusive materials;xiv and (d) building knowledge, understanding, and empathy toward others.62 Spotlight 7. Gender Equity Movement in Schools (GEMS) —India63 Gender Equity Movement in Schools (GEMS) is a school-based program for young adolescents aged 12–14 years, studying in grades 6 to 8. The program undertakes activities to promote equitable attitudes and norms related to gender and violence among girls and boys ; strengthen their understanding and skills to resolve conflicts without violence; and create a safe school culture that supports egalitarian and non-violent attitudes and behaviors. To achieve these outcomes, GEMS uses four strategic pillars—starting young, engaging both girls and boys in the gender discourse, using a gender transformative approach and using institutional settings for normative change.a Core Components • Group Education Activities (GEAs): 22 activity-based discussion sessions conducted in the classroom over 2 academic years (presented in GEMS manual). • GEMS school campaign: series of events to create a school-wide discourse. Includes competitions, gender-bender games, role play activities and pledges. • GEMS Diary: a student’s book with games, activities, quizzes, and messages to reinforce the classroom sessions and take the conversation to families. Classroom sessions discuss the use of the GEMS diary. • Teacher training and support: intensive reflective trainings, session simulation, and handholding support to teachers to empower them in the process of change. • School orientation meetings: orientation and discussion meetings with all teachers and principals to create an enabling environment. • Parent and community outreach: strengthening interface with parents through campaigns and activating forums or school-based platforms like school clubs, parent teacher association, School Management Committees. GEMS has reached 2.5 million students in 25,000 schools, and 26,000 teachers have been trained in the successful implementation of the program across five Indian states. The program has also xivFor example, teachers should consider cultural and gender differences by drawing on examples that are culturally relevant and ensuring that the inclusion of examples that appeal to the interests of girls and boys, thereby ensuring gender stereotypes/roles are not promoted through these examples. For more details on the supply of and access to quality T&L materials, see the accompanying Note on The Role of the Physical Learning Environment for Supporting Safe Schools. The Role of Teaching and Learning Practices for Supporting Safe Schools | 23 expanded to Bangladesh, the Philippines and Vietnam. The GEMs curriculum has proven to increase gender-equitable attitudes and decrease students’ tolerance for violent behavior. b Notes: a. For details on four strategic pillars, see the report titled, Towards Gender Equality: The GEMS Journey thus Far (Achyut P and others, 2016). https://www.icrw.org/wp- content/uploads/2016/12/GEMS-report-Jharkhand.pdf. b. Review the infographic on impact of GEMS in India (ICRW, 2016). https://www.ungei.org/sites/default/files/Gender-Equity-movement-in-schools-2016-eng.pdf. Spotlight 8. Brief Intervention to Encourage Empathic Discipline —USA64 There is increasing concern about rising discipline citations in K –12 schooling and the lack of means to reduce them. Predominant theories characterize this problem as the result of punitive discipline policies (such as “zero-tolerance” policies), teachers’ lack of interpersonal skills, and/ or students’ lack of self-control or social–emotional skills. By contrast, the present research examined teachers’ mindsets about discipline. A brief intervention in the United States aimed at encouraging teachers to adopt an empathic mindset about discipline. The intervention comprised one 45-minute and one 25-minute online module. Teachers were told that the purpose of the exercise was to review common, but sometimes neglected, wisdom about teaching and to collect their perspectives as experienced teachers on how best to handle difficult interactions with students, especially disciplinary encounters. Teachers were assigned randomly to a condition within school immediately after consent. The first module was completed midway through the Fall semester. First, teachers read an article that described nonpejorative reasons why students sometimes misbehave in class and how positive relationships with teachers can facilitate students’ growth (for example, “[the ] social and biological changes of adolescence can make middle school students insecure…worries [about un-fair treatment] can cause students to experience stress, to over- react, and sometimes to disengage from school”). These materials disc ouraged labeling misbehaving students as troublemakers. Instead, the materials encouraged teachers to understand and value students’ experiences and negative feelings that can cause misbehavior and to sustain positive relationships when students misbehave. Teachers were reminded that “a teacher who makes his or her students feel heard, valued, and respected shows them that school is fair, and they can grow and succeed there.” These ideas were reinforced by stories from students (for example, “One day I got detention, and instead of just sitting there, my teacher talked with me about what happened. He really listened to me....It felt good to know I had someone I could trust in school....”). Teachers then wrote how they incorporate or could incorporate these ideas in their own practice. They were told that these responses, would be “incorporated into a teacher training program so future teachers can benefit from your experiences and insights.” This representation of the exercise and interactive elements draws on other successful social-psychological interventions. Teachers were treated as experts and agents of positive change for others, not as recipients of remediation. The second session completed two months later reinforced the treatment message. Teachers were reminded that “students’ feelings about and behavior in school can and do improve when teachers successfully convey the care and respect students crave.” A randomized field experiment highlighted that this intervention halved student suspension rates over an academic year. The experiment also bolstered respect that the most at-risk Safe Schools | 24 students—previously suspended students—perceived from teachers. Teachers’ mindsets about discipline directly affect the quality of teacher–student relationships and student suspensions. Moreover, teachers’ mindsets can be changed through scalable intervent ion. One of the other two experiments tested whether teachers could be encouraged to adopt an empathic rather than a punitive mindset about discipline—to value students’ perspectives and sustain positive relationships while encouraging better behavior. The second experiment tested whether an empathic response to misbehavior would sustain students’ respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Do You Want to Learn More About Challenging Stereotypes and Biases? Teacher Stereotypes • Research highlights that stereotypes of social class influence how teachers assess the scholastic aptitude and behavior of their students. In line, when students perceive that their teachers have created fixed mindset climates, they experience greater stereotype threat, which in turn, negatively predicts achievement via anxiety. These findings highlight the importance of creating classrooms that cultivate a growth mindset and minimize social identity threat. • Sample Training Pack: Recognizing and Challenging Our Unconscious Bias Student Stereotypes • Research shows that removing stereotype threats, for example, by enabling students to view intelligence as malleable, can improve their academic performance. See research on students’ self-affirmations to close the minority achievement gap. • Read UNESCO guidance on Challenging Gender Bias and Stereotypes in and through Education. • See this Training Manual for Facilitators by Gender Equity Movement in Schools (GEMS) to take up discussions on gender with students aged 12-14 years. It can be adapted for out-of-school children also. The Role of Teaching and Learning Practices for Supporting Safe Schools | 25 Conclusion A safe, inclusive, and positive learning environment is not only critical for student learning, health, and well-being but also for fostering positive relationships among peers and teachers, as well as ensuring the safety and well-being of teachers themselves. These relationships extend to teacher-teacher interactions and those between teachers and school leaders, which are foundational to a supportive educational community. Recognizing that schools can serve as a vital sanctuary from unsafe home environments for some students further underscores the importance of safe schools. T&L practices are pivotal in fostering an environment that encourages active engagement in the teaching and learning process. Research shows that education systems and schools that implement differentiated teaching practices to include all learners, along with T&L practices which build positive relationships and foster SEL competencies of students and teachers, are better able to promote school safety, including responding to various threats and challenges and recovering from disruptions to education. Teachers who challenge not only their own stereotypes and biases but also those of their students are instrumental in creating positive learning environments and safe spaces where behavioral change can naturally emerge in response to the policies and practices in place. The four strategies proposed in this Note can be employed to strengthen the role of T&L practices in promoting safety in schools—providing guidance on actions that can be undertaken in a wide range of settings. As highlighted, different students may require different types of support to feel/be safe and the same should be considered while prioritizing strategies. Moreover, these four strategies form part of the guidance on safe school practices and can be integrated with strategies that strengthen management practices as well as the design and use of the schools’ PLE, depending on context and needs. Safe Schools | 26 Endnotes 1Amrit Thapa, Jonathan Cohen, Shawn Guffey, and Ann Higgins-D’Alessandro. 2013. “A Review of School Climate Research.” Review of Educational Research 83 (3) (2013): 357–85. https://doi.org/10.3102/0034654313483907. 2 Emily Gallagher. 2013. “The Effects of Teacher-Student Relationships: Social and Academic Outcomes of Low-Income Middle and High School Students.” https://wp.nyu.edu/steinhardt-appsych_opus/the-effects- of-teacher-student-relationships-social-and-academic-outcomes-of-low-income-middle-and-high-school- students/. 3John Hattie. 2008. 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