TECHNICAL GUIDANCE NOTE The Role of Management Practices for Supporting Safe Schools © 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 Contents ........................................................................................................................................................... iii Acknowledgments ......................................................................................................................................... iv Abbreviations ....................................................................................................................................................v Executive Summary ......................................................................................................................................... 1 Objective ............................................................................................................................................................ 3 Introduction....................................................................................................................................................... 3 Management Strategies for Safe Schools....................................................................................................... 7 1.BUILD A DATA- DRIVEN CULTURE.........................................................................................................8 2. PROMOTE A SAFE SCHOOL VISION AND NORMS ............................................................................12 3. PRIORITIZE MENTAL HEALTH AND WELL-BEING.............................................................................16 4. MANAGE RESOURCES AND PARTNERSHIPS....................................................................................20 Conclusion ....................................................................................................................................................... 25 Endnotes .......................................................................................................................................................... 26 The Role of Management Practices for Supporting Safe Schools | iii Acknowledgments The Role of Management Practices for Supporting Safe Schools Guidance Note was developed jointly with the Management Capacity and Service Delivery Thematic Group. Preparation of this Note was led by Manal Quota and Juan Baron. The Note was co-authored by Jayanti Bhatia and Sharanya Ramesh Vasudevan. Several colleagues including Mary Bend, Boubakar Lompo, Laura McDonald, Lauren Justine Marston, and Vincent Perrot 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 ASEAN Association of Southeast Asian Nations CBT cognitive behavioral therapy CGS comités de gestion scolaire (Mali) DRM disaster risk management ECE early childhood education EMIS Educational Management Information System FCV fragility, conflict, and violence GBV gender-based violence GLOSI Global Library of School Infrastructure GPSS Global Program for Safer Schools INEE Inter-agency Network for Education in Emergencies LMIC Low- and middle-income country LWiE Learning and Well-Being in Emergencies Toolkit M&E monitoring and evaluation MENET-FP Ministry of National Education Technical Education and Vocational Training MGIEP Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO) MTSS multi-tiered system of supports NSCC National School Climate Center NSSF National School Safety Framework OECD Organization for Economic Co-operation and Development PLE physical learning environment QSM Quiero Ser Maestro (I Want to Become a Teacher) (Ecuador) SBMC school-based management committee (Mali) SEL social and emotional learning SiSVE Specialised System against School Violence SRGBV school-related gender-based violence TaRL Teaching at the Right Level T&L teaching and learning TLM teaching and learning material TPD teacher professional development UBC Un Buen Comienzo (Chile) UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children’s Fund WASH water, sanitation, and hygiene YRI Youth Readiness Intervention The Role of Management 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 Management Practices for Supporting Safe Schools | 1 This Guidance Note is part of the Safe Schools Practices guidance package and builds on the management 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 (this Note); ⎯ The Role of Teaching and Learning Practices for Supporting Safe Schools ; ⎯ 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 management 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 Management practices can support or exacerbate an education system’s capacity to maintain safe schools (see box 1 for definition of safe schools). Education systems with robust management practices can (a) create and help maintain a safe learning environment; (b) promote inclusion, diversity, and mental health and psychosocial well-being; and (c) improve the quality of teaching and learning (T&L), as well as the schools’ physical learning environment (PLE). Management practices refer to what and how human, capital, and/or physical resources are utilized and mobilized to achieve a common goal.1 Management encompasses the norms, goals, interactions, and relationships that school leaders and teachers adopt within a school. Management also includes the working conditions of school leaders and teachers, their ability to collaborate with one another and with the surrounding community, and the ability to work toward a shared vision for student learning.2 Implementation effectiveness toward shared goals is determined by management capacity (for example, the skills, motivation, experience, and demographics of education administrators and school leaders) and the organizational structures in place (that is, the rules and institutional organization of the education system), including establishing systems of accountability. The Role of Management Practices for Supporting Safe Schools | 3 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. 3 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. Safe Schools | 4 Effective education management can help mediate the diverse shocks that schools face, from gang violence to natural disasters, situations of conflict and fragility, to public health emergencies (such as the COVID-19 pandemic). At a system level, better managed units, aligned around a coherent allocation of responsibilities and common objectives, can deliver better services. Some examples of this include getting teachers to the schools that need them most and ensuring that buildings are adequate for learning and properly maintained. At a school level, school leaders and school leadershipi teams play a significant role in enhancing school safety and recovering from education disruptions or shocks.4 For example, lack of safe spaces and/or inadequate supervision by teachers and school staff can facilitate bullying or gender-based violence (GBV).5 Furthermore, poorly managed schools can reduce schools’ resilience, for example, by delaying school reopening in the event of a natural hazard or pandemic.6 Limited resources, the challenge of insufficient quantity and inadequate quality of training for school leaders, and the complexities of supporting learning recovery each present distinct management challenges. 7 These issues can be compounded as educational systems and schools strive to implement health and sanitation measures with scarce resources, build trust among teachers, parents, students, and other stakeholders, and continuously adapt to the evolving situation as was seen during the pandemic. 8 A review of global evidence and experience identified four evidence-based strategies that can help to ensure that the management 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 Education Strategy: Realizing the Future of Learning, 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 and Coach, and School Management: School Management Capacity and Service Delivery, among other resources. It is essential to note that management 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 management practices as well as teaching and learning 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 management strategies outlined in the AN and provides country case studies and resources for how education systems can promote school safety by applying effective management practices. Depending on context and needs, the guidance in this Note can be coupled with the strategies on T&L practices and those related to the PLE.ii For details on how to support safe schools through T&L and PLE strategies, refer to the corresponding Notes from the Safe Schools Practices guidance package. i In some countries, in addition to the school principals or head teachers, school leaders can include the school management committee (or school board or school council), pedagogical coordinators, or any other staff member that has a responsibility in activities related to school management. ii The 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 Management Practices for Supporting Safe Schools | 5 Figure 2. Management Practices: 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. • Mental Health and Psychosocial Well-Being Supports Targeted • 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 Management Strategies for Safe Schools A review of global evidence and experience identified four evidence-based strategies that can help to ensure that the management 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 Management Strategies for Safe Schools Education systems and schools should be equipped to plan, maintain, and prioritize school safety at all times, for all students, teachers, and staff. 2. PROMOTE A SAFE SCHOOL VISION AND 1. BUILD A DATA-DRIVEN CULTURE NORMS A. Build the capacity of school leaders and A. Establish a clear vision for school safety, leadership teams to assess and monitor including developing emergency school safety risks at the school level. protocols for different types of safety B. Embed school safety diagnostic and risks. monitoring practices in the education B. Foster a positive school climate that systems’ data management practices. supports teaching, learning, and health C. Design risk-reporting procedures to and well-being. increase awareness and accountability and build capacity of relevant stakeholders to report safety risks. 3. PRIORITIZE MENTAL HEALTH AND WELL- 4. MANAGE RESOURCES AND BEING PARTNERSHIPS A. Develop a system to identify and A. Efficiently manage and allocate available support students’ mental health and resources to meet school safety priorities. psychosocial needs. B. Leverage community and cross-sectoral B. Provide teachers and school staff with a support systems to bolster support work environment that supports their services for safe schools. psychosocial well-being and provides them with access to more targeted assistance when needed. The Role of Management Practices for Supporting Safe Schools | 7 1. BUILD A DATA- DRIVEN CULTURE Build a data-driven culture to inform all school safety practices and decisions. Data-driven culture refers to the practice of continuously using data as evidence to improve school outcomes and environments. Why Effective education systems utilize data to inform their policies and practices. The case of school safety is no different. It is important that these systems are designed to (a) understand the contextual factors that influence school safety and (b) diagnose/assess the safety risks posed to students, teachers, and schools. Effective practices indicate that, given the variability in school context, culture, and stakeholders, data collection and analysis play an important role in developing a shared understanding and, thereby, a comprehensive school safety approach that centers on equity. Collecting data across actors also builds ownership and ensures that the voices and perceptions of risks from relevant stakeholders are taken into account. 9,10 The role of leadership teams is essential in building a data-driven culture and to use data to plan and inform practices not only at the school level but also at the system level. Moreover, to increase awareness and accountability, safety depends on school staff and students’ ability to seek help for and report incidents of violence or other unsafe practices within the school and in the community at large. Consequently, reporting practices need to be child-friendly and anonymous—while still able to hold culprits accountable—so that students, teachers, and staff feel comfortable participating in the process. How A. Build the capacity of school leaders and leadership teams to assess and monitor school safety risks at the school level: 1. Support school leaders and leadership teams by (a) carefully selecting and identifying school leaders; (b) offering professional development, capacity building, and incentives; (c) supporting distributed leadership iii within schools; and (d) building autonomyiv and trust of school leaders so that they are better prepared to assess and manage safety in schools and translate their vision into action. The roles of school leaders and leadership teams are not simply limited to setting a vision but also include collecting and using data and engaging with the community. Effective school leaders who can maintain safe schools and mitigate shocks at the school level do not focus only on the day-to-day management of the school. They also play the role of instructional leaders, are resourceful and engage with the community through partnerships, manage a cadre of teachers, and prioritize students’ and teachers’ social-emotional well-being and support.11 These school leaders set iii Distributed leadership means mobilizing leadership expertise at all levels in the school to generate more opportunities for change and to build the capacity for improvement (Alma Harris. 2014. Distributed Leadership (blog)). In other words, school leaders can share some of the load of their responsibilities with other school administrators, teachers, or specialists to focus on essential non-administrative tasks, such as providing instructional support to teachers or engaging with the community. iv Many countries have moved toward decentralization, making schools more autonomous in their decision- making and holding them more accountable for results. However, the impact of autonomy depends on context, so it is essential to ensure that school leaders have the capacity, motivation, and support to make use of their autonomy. Greater degrees of autonomy should be coupled with new models of distributed leadership, new types of accountability and training and development for school leadership (OECD. 2008. Improving School Leadership, Volume 1: Policy and Practice). Safe Schools | 8 a culture of high expectations in schools, target high-need areas, and focus on improving T&L and PLE, both within and beyond the school. B. Embed school safety diagnostic and monitoring practices in the education systems’ data management practices: 1. Educational Management Information Systems (EMIS) can capture data to inform decisionmakers on the level of safety in and around school and on the well-being of students, teachers, and other staff. Indicators of school safety may not be included as part of the mainstream data collection process—and in such cases it is useful to identify and integrate data on school safety into the EMIS. In this way, data are systematized and collected for a prolonged period, thus supporting continuous tracking and measurement of school safety. Systematic reporting and data collection by district and provincial authorities on risks students and teachers face can also inform policy implementation and provide data on implementation of relevant laws. 2. As data become available, it is important to (a) ensure that the stakeholder groups align on the significance of measuring school safety; (b) select stakeholders who are representative, credible, and rooted in school safety work to oversee the measurement processes; and (c) inform the design and implementation of school safety policies and practices by using data findings. v C. Design risk reporting procedures to increase awareness and accountability and build capacity of relevant stakeholders to report safety risks: 1. Empower students to report safety risks and create redressal mechanisms. School staff, parents, and community members share a common responsibility to foster school safety. Nevertheless, students repeatedly have been identified as key informants for school violence intervention and prevention. Students often are the first to know about risks and are better able to identify students involved in or experiencing violence. Redressal mechanisms can be created to receive complaints of harm to students and teachers within schools. The process can take many forms but needs to have procedures that ensure confidentiality, a fair investigation, and timely action. Technology can be harnessed to develop an anonymous-based school risk-reporting procedure that includes what to report, how to report, and where/to whom to report.vi National and/or regional registries of offenders such as school employees who engage in corporal punishment or school- related GBV (SRGBV) can be maintained and made public to strengthen accountability in practices, provide better tracking of perpetrators, and to ensure that frequent offenders are barred from future employment in the sector. 2. Establish or enhance role of parent-teacher committees in schools for an integrated approach to prevent and address harm-related issues (for example, corporal punishment, SRGBV) in schools. Include student representatives, parents, and teachers in governance v The Measuring School Safety PPT provides guidance on how education systems can diagnose, monitor, and evaluate safe school practices. The PPT includes examples of how data can be collected at the school level. vi The reporting procedure should capture key information about the incident, including sex, age and whether the person was targeted based on specific characteristics. Such information is important to identify patterns and create effective interventions to address the problem. That said, sometimes even though risk-reporting mechanisms are in place, people do not report (a) for fear of retribution or (b) feeling that reporting would not matter. It is essential, first, to ensure the anonymity of the reporting procedure and, second, to be transparent about the decision-making process, especially in contexts in which the perpetrators are the ones in power. The Role of Management Practices for Supporting Safe Schools | 9 mechanisms to prevent and redress harm to students within schools as well as in travel to and from schools. 3. Train school leaders and teachers to identify, monitor, and, where possible, address the identified risks in schools and/or classrooms. For risks and issues/needs that extend beyond the school's capacity, guide school leaders and teachers to coordinate with external referral services, such as counseling and after-school programs (as elaborated under strategy 4). Designate a team of school staff to respond quickly and effectively to school safety reports. It is important to maintain a database of contacts of parents/guardians of students in case of emergencies. Spotlight 1. Integrating School Violence and Bullying Indicators in the Education Management Information System: Côte d’Ivoire12 Following the publication of a national study showing high rates of violence in schools in Côte d'Ivoire,a the Ministry of National Education, Technical Education and Vocational Training (MENET-FP) decided to integrate school violence and bullying indicators in the EMIS. The steps were (1) identifying key indicators by the education sector and UN partners; (2) training those responsible for collecting, reporting, and analyzing data at all levels; (3) developing a framework to harmonize data across different departments within the MENET-FP (for example, strategy, planning, statistics); and (4) establishing a working group composed of all relevant ministries (for example, education, health, child protection, social security, and justice) to coordinate child protection activities in schools and promote reporting of violence in schools. Key indicators are used to collect data on physical, psychological, and sexual violence perpetrated by peers and by teachers. Indicators comprise proportion of pupils (primary, secondary) who are victims of physical violence by other pupils; proportion of pupils (primary, secondary) who are victims of psychological violence by other pupils; proportion of pupils (primary, secondary) who are victims of sexual violence by other pupils; and the same again for all three forms of violence but in which the perpetrator is a teacher. Results are disseminated via the “Pocket School Statistics” for the school year, showing the number of students who are victims of violence at primary and secondary school levels, by age, form of violence, and perpetrator. This information is expected to raise awareness of the problem and will be used to inform national, local, and school level actions to address school violence and bullying. Côte d'Ivoire is the first country in West and Central Africa to collect data on school violence through the routine annual school census. Therefore, the country has provided an example for other countries in the region to follow. The experience in Côte d’ Ivoire highlights the importance of national commitment and ownership, strong leadership from the education ministry, support from partners for successful integration of school violence indicators in the EMIS, and the necessity for capacity building at all levels to ensure that the EMIS provides reliable statistics. Note: a. In Côte d’Ivoire, 61% of school -age children believe school can prepare students to manage conflicts without violence, and 73% believe that, in general, education contributes to people living together in peace. Nevertheless, despite schools’ peacebuilding potential, UNICEF estimates that 78% of Ivorian school children have experienced at least 1 episode of verbal or physical abuse, while 63% of students have reported physical abuse by a teacher. Safe Schools | 10 Spotlight 2. Improving Reporting of and Responding to School Violence: Peru13 The Ministry of Education in Peru launched the Specialised System against School Violence (SiseVE)a in 2013. SiseVE is a specialized platform that aims to “register, attend to and monitor cases of violence in schools.” SiseVE involves all levels of the education system: national, regional, and local education management and school management. Schools register with SiseVE, and then cases of violence in the school setting can be reported by victims, witnesses or others. The system enables follow-up actions as well as registration of cases to be recorded. The system also provides guidance on strategies to prevent and monitor school violence and bullying. The staff member in a school who is responsible for SiseVE must record the actions taken in each case. The regional and local education authorities can monitor each school registry to ensure that this documentation takes place. To protect the identity of the victims, data are confidential and accessible only to specific staff in the Ministry of Education. In 2013 when SiseVE was launched, only 907 cases of school violence and bullying were reported. The number has increased steadily each year, reaching 5,591 cases in 2017. This six- fold increase reflects both the improvement in the system and, in parallel, the government’s implementation of large-scale social media communications campaigns to increase awareness of school violence. Evaluation of one of these campaigns, Díle alto al bullying (“Say stop to bullying”), found that the campaign had helped to reduce the acceptability of bullying. Peru’s experience shows that combining an effective system to report cases of school violence with effective communication campaigns to raise awareness can dramatically increase reporting. Note: a. In Spanish, Sí se ve means “Yes, you can see it.” Do You Want to Learn More About Building a Data-Driven Culture? • Safe Schools’ Measuring School Safety PPT provides guidance on how education systems can diagnose, monitor, and evaluate safe school practices. The PPT includes examples of how data can be collected at the school level. • Review World Bank’s Good Practice Note on Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Investment Project Financing involving Major Civil Works. Section 3 provides guidance on assessing risks and capacity to respond to SEA/SH. • Read the operational guide for preventing targeted school violence: Enhancing School Safety Using a Threat Assessment Model. • Sample Instrument: Refer to the World Management Survey for school management and leadership. • Check out the Positive Behavioral Interventions and Supports (PBIS) Technical Guide on Classroom Data, which lays out guidance on using data to support implementation of positive classroom behavior support practices and systems. • Read OECD's guide to Improving School Leadership Policy and Practice. • Read the Haiti case study to see how better managed schools can recover from disasters. • Read this case study report on Strengthening Referral Pathways for Children and Adolescents Affected by Sexual Violence: Lessons from Kenya and Uganda. The Role of Management Practices for Supporting Safe Schools | 11 2. PROMOTE A SAFE SCHOOL VISION AND NORMS Promote a safe school vision and norms for students, teachers, and school staff. A school vision refers to aspirations and high-level goals the institution aims to achieve. School norms are the behavioral expectations that are set for staff, teachers, and students to ensure a conducive learning environment, as well as the health, well-being, and safety of all those within the school, thereby facilitating effective and safe functioning of the school. Why A strong school vision and clear expectations from school leadership help create an environment that is conducive to teaching, learning, and health and well-being. Setting a strong common vision also aids with building a strong community of practice that can bring teachers together to work toward a shared goals of raising student achievement and creating inclusive and safe spaces at school. Safety standards, codes of conduct, and standardized processes support the implementation of norms; and if done with fidelity, can help provide a safe environment for both students and school staff. Moreover, research underscores the importance of school leadership, vision, rules, and leadership’s perceived fairness when dealing with students’ behavior. 14,15 For example, there is evidence that schools where students perceive greater fairness and clarity of rules, there are lower rates of student victimization and student delinquency. 16 Those responsible for implementing new measures to promote school safety need to consider (a) how these measures can ensure that all vulnerable groups,vii particularly those who experience entrenched disadvantages, inequity, exclusion, and discrimination, will benefit from a given program, and (b) how the programs directly address the divisive factors in the school and local community. How A. Establish a clear vision for school safety, including developing emergency protocols and plans for different types of safety risks: 1. Co-create a clear vision for school safety with relevant stakeholders by (a) defining clear roles and responsibilities of all stakeholders involved; (b) developing a shared understanding among stakeholders (for example, school staff and management, students, families) of the definition of school safety, and at-risk student or school staff groups by analyzing student and teacher standards, codes of conducts, or various data sources including EMIS, surveys, interviews, and risk reports from schools, among othersviii; (c) pairing the shared understanding with a shared commitment or responsibility to address school safety; this includes establishing or enhancing the role of parent-teacher committees and actively involving students in the process of creating classroom rules; (d) ensuring inclusive engagement and feedback (through regular mechanisms, such as surveys or suggestion boxes) from students, teachers, staff, and families to voice their concerns and contribute to the ongoing development of safety policies and practices; vii Vulnerable and at-risk populations refer to children, youth, students, and schools who are most vulnerable or at risk of disparities in access, service use, and outcomes. This grouping includes females, immigrants, refugees, students with disabilities, sexual and gender minorities, racial and ethnic minorities, and the socioeconomically disadvantaged. An annual analysis is considered more feasible given the scale and depth required, although schools may viii opt for more frequent reviews, such as monthly, quarterly, or semi-annual, depending on their capacity and the context of the data. Safe Schools | 12 (e) adapting the student and teacher national standards to suit context; and (f) setting a code of conduct, norms, and expectations for students, teachers, and school staff (for example, disciplinary procedures, reporting and response system, redressal mechanisms, importance of ongoing teacher professional development (TPD), peer collaboration). The vision should promote the inclusion of all individuals and groups, ensuring inclusion of those which are usually excluded. 2. Implement the vision for school safety by (a) clearly communicating it to all students, teachers, and other school staff; (b) building capacity, knowledge, and skills of students, teachers, and school staff to implement the vision, norms, and practices;ix (c) sharing the consequences of non-adherence of the vision and/or norms; and (d) continuously monitoring safety risks as described in strategy 3. 3. Develop protocols and plans for emergencies including prevention activities and adequate infrastructure by (a) developing and utilizing emergency preparedness plans; (b) practicing simulation drills for expected and recurring disasters; and (c) setting up school safety measures (including those that are structural and non-structural such as school evacuation plans and strategies for distance education). It is imperative that all emergency preparedness plans, including school evacuation plans, should be developed and shared in ways that are accessible to all, including people with physical, cognitive, and mental disabilities. B. Foster a positive school climatex that supports teaching, learning, and health and well-being: 1. Provide a vision that is supported with safety standards and processes that protect both students and teachers by (a) offering a supportive environment that fosters mutual respect for individual differences (for example, gender, race, culture) within all interactions and relationships in the school—between students, between adults and students, and among adults themselves17; (b) protecting students and teachers from physical harm, verbal and sexual abuse/teasing, gossip, unwanted touch and/or exclusion, including when on line or on electronic devices (for example, learning platforms, social media platforms, email, text messaging, posting photos/videos); (c) fostering active involvement and heightened awareness among parents about school safety practices, especially on issues and measures related to girls’ safety; and (d) providing a safe PLExi that includes adequate and accessible WASH services (clean drinking water, gender-separate bathrooms/toilets); hygienic mid- ix Support for students can encompass (a) developmental programs for social and emotional learning; (b) extracurricular activities that promote inclusivity, mutual respect, and understanding; (c) peer mentoring systems where older or more experienced students guide and support their younger or less experienced peers, fostering a sense of community and shared responsibility for school safety; (d) access to counseling services; and (e) fostering student-led initiatives to promote school safety and positive school culture. While direct involvement of school management is not mandatory, it should ensure these supports are effectively implemented. Support for teachers could include providing access to (a) continuous professional development; (b) collaborative focus group discussions; and (c) structures that enable peer-to-peer learning. The teacher training does not need to be conducted by the school leaders, but it should be their responsibility to bring trained professionals into schools for expert-led training sessions. x School climate has been conceptualized to include the physical, academic, social, and disciplinary environment. This definition includes culture, norms, goals, values, practices, characteristics of relationships, and organizational structures (David Osher and Juliette Berg. 2017. School Climate and Social and Emotional Learning: The Integration of Two Approaches). xi For details on safe PLE, refer to the accompanying Note on The Role of the Physical Learning Environment for Supporting Safe Schools. The Role of Management Practices for Supporting Safe Schools | 13 day meals; safe play areas; secure boundary walls around schools; strong buildings able to withstand attacks; and security through guards, safety equipment, security cameras, and visitor screening at schools.18 Spotlight 3. National School Safety Framework (NSSF): South Africa 19,20 The South African National School Safety Framework (NSSF) is designed to provide a comprehensive document to guide the Department of Basic Education, schools, districts, and provinces in a common approach to achieve a safe, healthy, and violence-free learning environment. NSSF also is intended for other national and provincial state departments involved in any way in achieving safe school environments to ensure a common understanding of the nature and extent of school violence, and a shared evidence-based approach to school safety and violence prevention. The NSSF is a tool through which minimum standards for safety at school can be established, implemented, and monitored; and for which schools, districts and provinces can be held accountable. It consists of a manual that describes the framework, including national policies, the roles and responsibilities of various stakeholders in ensuring safety at school, and a nine- step-process to implement the manual. These steps include implementing a safety diagnostic and an audit checklist, establishing a reporting mechanism, administering learner and educator surveys to determine experiences of safety and threats, responding to the results from the survey, developing a school safety plan, and monitoring and evaluating a school’s progress. There also are disciplinary codes, training materials, and a facilitator training guide. Spotlight 4. Un Buen Comienzo (UBC) Social and Emotional Learning Program: Chile21 Chile is a middle-income country with significant educational inequality, especially across socioeconomic levels. Chilean children under age 5 from low socioeconomic backgrounds have significantly higher rates of socioemotional problems and language delays than children from families at the top of the country’s income distribution. Despite increased access to early childhood education (ECE) in Chile, the quality of the pre-school environment remains low. In response to this, Un Buen Comienzo (UBC) was developed with government support to improve the quality of ECE by leveraging the roles of teachers and school leaders. UBC is a TPD program intended to improve the quality of initial education and support schools in improving pedagogical and leadership practices so that children achieve better socioemotional and language development. In addition to contributing to the development of oral language, reading, and writing, UBC focuses on socioemotional development and on the general well- being of the children who participate in the program by coordinating with local health services and communities. The main features of the program are: a. For teachers: (1) Classroom teams—Teacher teams take part in monthly training cycles to reflect on their current practices, watch instructional videos, and observe UBC facilitators model effective practices. (2) Coaching—Using a coaching-specific protocol, each session involves three parts: a pre-observation meeting, a classroom observation, and a post-observation meeting where the teacher and facilitator discuss UBC strategies and action plans for improvement. b. For school leaders: (1) Meetings—Throughout the two years, school leaders receive intense support to implement the intervention. School leaders form part of a UBC- organized Collaborative Network. The network organizes the work of classroom, Safe Schools | 14 school, and district leadership teams and other stakeholders around the common purpose of maintaining a continuous improvement process for ECE. (2) Coaching sessions—School leaders meet regularly with their peers in the school district to reflect and discuss strategies to increase instructional time, improve attendance, and support their teachers in using effective practices to strengthen student-teacher interactions and language development in the classroom. Do You Want to Learn More About Promoting a Safe School Vision and Norms? • For practical guidance on school-based violence prevention, read the handbook written by colleagues from WHO, UNESCO, and UNICEF. Also, explore the Safe Schools’ resource guide on Violence Prevention and School Safety. • Read the INEE School Code of Conduct Teacher Training Manual, which aims to empower education staff to gain skills and knowledge to understand and implement the governmental Teachers’ Code of Conduct and the Quality Learning Environment principles in classrooms and schools. • The INEE Minimum Standards Handbook contains 19 standards, each with accompanying key actions and Guidance Notes. The handbook is accompanied by a list of tools that support the implementation and contextualization of the Minimum Standards. Click here for the INEE Minimum Standards Case Studies. • A Whole School Approach to Prevent School-Related Gender-Based Violence: Minimum Standards and Monitoring Framework provides a framework to guide policymakers and practitioners in designing school violence prevention programmes and strengthening response actions. • World Bank’s Inclusive Education Resource Guide comprehensively addresses key topics and provides various examples on topics such as TPD, curriculum, T&L materials, data collection, and partnerships. • For guidance on FCV context, read the World Bank Group’s approach paper on Safe and Learning in the Midst of Fragility, Conflict, and Violence. • Read the six recommendations to improve SEL in primary schools. This guidance is accompanied by additional tools and resources to support effective implementation of the guidance recommendations. • Refer to RULER as an example of a systemic evidence-based approach to SEL, which involves training for school leaders, educators, and staff; integrating SEL in the curriculum across grade levels; infusing SEL in schoolwide practices and policies; and engaging families and the broader community. • Refer to Improving Teacher Continuous Professional Development for case examples from World Bank’s Coach Program. For types of TPD, refer to the OECD TALIS (Teaching and Learning International Survey) report (box 3.1, 50). • School-day extensions provide an opportunity to rethink schools as places not only for learning but also for holistic student development, engagement, and support. This OECD working paper, “More Time at School: Lessons from Case Studies and Research on Extended School Days,” reviews the available evidence and synthesizes common lessons from six European and Latin American countries. • Look at this online training on the National School Safety Framework (NSSF) discussed in spotlight 3. Although the training is more relevant to the South African schools and context, it can be used as a reference training to build capacity in different settings. The Role of Management Practices for Supporting Safe Schools | 15 3. PRIORITIZE MENTAL HEALTH AND WELL-BEING Prioritize the mental health and well-being of all students, teachers, and school staff. Mental health and well-being refer to an individual’s emotional, psychological, and social well -being when he/she is protected from negative stress and symptoms of anxiety, depression as well as other negative thoughts, and feelings that can be disruptive and/or emotionally harmful. Why Outside the home, schools and child health systems have the most direct influence on a child’s development.22 Schools can protect their physical safety and mental health and well-being by reducing their exposure to risks and by equipping them with the skills and resources needed to cope with adversity when and if it occurs. Decades of research on violence and trauma have demonstrated the negative impact they can have on the physical and mental health as well as the educational outcomes of children, and the adults they become. 23,24,25 School staff, including teachers, often are also exposed to violence and stress. Consequently, it is important to take steps to promote their mental health and well-being to help them cope and to protect them from burnout, particularly in many of the difficult, resource-poor settings in which they work. Teachers’ mental health and well- being are essential for them to effectively teach and nurture students. How A. Develop a system to identify and support students’ mental health and psychosocial needs: 1. Build the capacity of school staff, including teachers, to identify and respond to children’s psychosocial needs by (a) providing training and information for them to identify children’s psychological distress and psychosocial needs and to provide support in addressing them, including referring students to specialized/more targeted services when needed (see 3.A.3 below); and (b) applying a whole-school approach to ethos such as supporting school-wide activities to reinforce socio-emotional skills through SEL or to reduce bullying.26 2. Monitor school-level risks to mental health and well-being and offer appropriate support. This may include (a) access to universal supports and resources (individuals and activities) that can reinforce their mental health (for example, counselors, mental health experts, extracurricular activities, after-school programs); and (b) access to targeted supports/interventions through multi-tiered system of supports (MTSS) to meet the specific needs of at-risk or high-need individuals.xii Support for vulnerable students and teachers facing/affected by trauma may include programs that foster positive peer and adult relationships, as well as SEL initiatives27 or other interventions (including, for example, cognitive behavioral therapy (CBT)) that can help reduce psychological distress, functional impairment, and promote psychosocial well-being. 3. Identify external resources and establish a robust referral system with clear protocols to facilitate timely and effective support in collaboration with other educational entities or social services, for at-risk or high-need students and their families. This can be done by (a) establishing a mechanism for directing children to specialized services (including, For details on MTSS, including sample resources, refer to the Targeted Supports sub-section of the chapeau xii AN: Global Guidance for Supporting and Sustaining Safe Schools. Safe Schools | 16 for example, counseling, legal assistance, and after-school programs) by leveraging community partnerships as outlined under strategy 4; (b) implementing and adhering to psychosocial support guidelines that steer such efforts and actions; and (c) launching toll- free helplines and/or alternative remote support options, such as chat services, staffed by trained professionals and volunteers to provide psychological support to individuals in need.xiii 4. Raise awareness of mental health and psychosocial support services among school management and staff, parents, and the larger community through communication campaigns that (a) address the stigma surrounding mental health and psychosocial needs, encouraging the use of such services through educational and awareness-building efforts; and (b) increase the capacity of teachers and parents to identify and respond to signs of psychological distress among children, using accessible media like radio and TV. Similar efforts and approaches can also be directed at children to help relieve stress.28 B. Provide teachers and school staff with a work environment that supports their psychosocial well-being and provides them with access to more targeted assistance when needed: 1. Create a supportive work environment that (a) provides support and resources to new teachers, for example, through mentorship or induction programs 29; (b) opens opportunities for TPD, particularly practice-based approaches with coaches or mentors. These approaches can help teachers build and maintain supportive and trusting relationships among themselves, or with other staff, including school administrators and leaders who can provide feedback and support; (c) organizes opportunities for peer learning (communities of practice) for teachers to discuss practices and daily challenges as well as coping techniques, and to reflect together on effective ways to address challenges to improve teaching and learning; and (d) provides access to mindfulness programs and/or evidence-based targeted interventions to support the mental health and well-being of teachers and school staff. 2. Support and address teachers’ and school staff’s psychosocial needs and prevent burnout by (a) creating an environment which supports a mentally healthy workplace, with management aware of and acknowledging the difficulties and stressors teachers and school staff face; (b) providing teachers and staff with access to toolkits or interactive digital modules and/or identifying programs to help them cope with stressors and practice self-care; (c) encouraging teachers to establish informal peer support groups in which they can discuss the stressors they face and share coping strategies; and (d) promoting mental health literacy/providing training for teachers and school staff to recognize signs and symptoms of psychological distress and to destigmatize mental health issues — encouraging them to engage in help-seeking behaviors while providing them with information on available psychosocial services. In the COVID-19 context, hotlines were an approach that was used increasingly to provide psychological xiii support (Marius Brülhart and others. 2021. Mental Health Concerns During The COVID-19 Pandemic as Revealed by Helpline Calls). The Role of Management Practices for Supporting Safe Schools | 17 Spotlight 5. Prioritize the Mental Health and Well-Being of All Students and School Staff: Sierra Leone30 In Sierra Leone, psychological trauma from the civil war, problems with community stigma, and interpersonal deficits and distrust have placed youth (many of them former child soldiers) at risk for poor health and developmental outcomes, low rates of school completion, and limited economic self-sufficiency. In response, the Youth Readiness Intervention (YRI) was an innovative, evidence-based mental health intervention that tapped into culturally sensitive mental health services. YRI consisted of a 10-session cognitive behavioral therapy (CBT)–based group mental health intervention for multisymptomatic, war-affected youth (aged 15–24 years). Focus groups with community leaders, young people, and professionals highlighted the need for an intervention that could be delivered in communities by lay mental health workers. For example, interviews with relevant stakeholders, mental health professionals, youth organizations, teachers, school leaders, and health care workers provided valuable input for developing the intervention. YRI integrates evidence-based common practice elements from CBT and group interpersonal therapy to address co-occurring mental health symptoms and functional problems that may impede life success and functioning in war-affected youth. The sessions under this intervention included (1) trauma psychoeducation; (2) understanding the links among behaviors, bodies, and beliefs; and (3) relaxation, emotion regulation, and behavioral activation. All counselors had a bachelor’s degree or diploma in social work or a related field, and the delivery of the intervention was stratified by sex and age. The results showed significant post-intervention effects on emotion regulation, prosocial attitudes/behaviors, social support, reduced functional impairment, and significant follow-on effects on school enrollment, school attendance, and classroom behavior. YRI is being scaled up by Youth FORWARD.a,b Notes: a. Youth FORWARD (Youth Functioning and Organizational Success for West African Regional Development) is a coordinated plan to establish research partnerships and a regional hub to scale up evidence-based mental health interventions for young people in West Africa. b. For details, see the issue article titled, Youth FORWARD: Scaling Up an Evidence-based Mental Health Intervention in Sierra Leone (Betancourt, 2018). Spotlight 6. Learning and Well-Being in Emergencies Resource Kit for Teachers: Myanmar 31 Throughout the pandemic some governments and organizations have been working to support teachers’ well-being. Evidence demonstrates that teachers and teacher qualities are the most important factor influencing student achievement. In refugee and emergency settings, teacher quality is an even more critical driver of variations in student learning outcomes. Nevertheless, there is a global teacher shortage; and support, remuneration, and professional development for teachers are woefully insufficient. In Myanmar, for example, after teachers identified their well-being as a top priority due to the stress and challenges faced due to remote learning and COVID-19, they were supported through interactive digital modules focusing on teacher well- being (building on Save the Children’s Learning and Well-Being in Emergencies Resource Kit). The modules were delivered through online and offline platforms via smart phones. Some schools conducted face-to-face peer learning sessions, but most conducted them through Facebook Messenger or Viber groups, which were supervised and supported by cluster heads and project staff. The Learning and Well-Being in Emergencies Toolkit (LWiE) focuses on building and measuring early foundational literacy skills, alongside social emotional learning, in Safe Schools | 18 emergency contexts with a particular focus on community engagement as a key support for children. Teacher training to support teachers/facilitators to be able to use tools and curriculum to inform their classroom pedagogy and socioemotional support to students is one of the many components of LWiE. Do You Want to Learn More About Prioritizing Mental Health and Well-Being? • Read the (forthcoming) Safe Schools Guidance Note on Supporting Mental Health and Psychosocial Well-Being in Schools. • For additional case studies from across the world, read Mental Health Promotion: Case Studies from Countries. • Check out Kenya’s Mental Health Action Plan 2021-2025 as an example of a national plan. • Read how a GPE-funded program in Pakistan is generating grassroots awareness about how students, teachers, and parents can maintain good health and hygiene along with keeping positive mental health. • Explore the D of the RAPID framework to develop psychosocial health and well-being as outlined in World Bank’s Learning Recovery to Acceleration report. The report also provides examples of country program interventions during COVID-19. • For guidance in emergency settings, read the INEE’s Guidelines on Mental Health and Psychosocial Support in Emergency Settings: Checklist for Field Use. • For building teachers’ capacity to provide mental health and psychosocial support before, during, and after crises, read the case from Mozambique. • For a Conceptual Framework for Teacher Well-Being in Low Resource, Crisis, and Conflict-affected Contexts and other related guidance, read the Landscape Review: Teacher Well-Being in Low-Resource, Crisis, and Conflict-Affected Settings. • Read the UNICEF’s Ready to Come Back: A Teacher Preparedness Training Package, developed in response to COVID-19. It includes a module dedicated to teacher well- being that addresses the stress that teachers are facing with the pandemic, including tips and suggestions to improve safety, well-being, and learning with students, in face-to-face or remote settings. • A survey of teachers, administrators, school psychologists and social workers, and other staff members in the US highlights that Violence, Threats, and Harassment Are Taking a Toll on Teachers. The Role of Management Practices for Supporting Safe Schools | 19 4. MANAGE RESOURCES AND PARTNERSHIPS Efficiently manage resources and partnerships. Resources can include the recruitment and retention of teachers and other staff, teaching and learning materials (TLMs), and financial and other material resources. Partnerships can include community and cross-sectoral support. Why Education systems are responsible for managing all administrative, material, human, and financial operations necessary for the system to operate smoothly. Teachers, support staff (for example, counselors), school infrastructure, and TLMs are among the resources that must be allocated in a manner that supports equity and enhanced levels of school safety. In contexts in which schools have limited resources and capacity, working with the local community and developing partnerships may be a means to bridge these service or resources gaps. Moreover, school safety is driven by multiple factors so a collective effort from a range of stakeholders is critical for both prevention and response. How A. Efficiently manage and allocate available resources to meet school safety priorities: 1. Through data-driven practices, education systems can monitor systemic changes and shocks. Continuous data collection of school-based indicators (strategy 1) and better monitoring of practices can: (a) help identify areas of need and enable the rapid reallocation of budget or human resources in response to changing conditions, such as an influx of new students; and (b) create and follow emergency response plans while leveraging support from a cohesive network of stakeholders. 2. Enhance inclusivity in selection and deployment of teachers, especially in low- and middle-income countries (LMICs) in which political capture and favoritism may be at play. Education systems should aim to (a) target, deploy, and retain teachers to work in remote, or high-need settings to mitigate school safety risks that can emerge due to teacher shortages and absenteeism; (b) hire teachers from diverse backgrounds, gender, and ethnicity. For example, Nepal proactively recruits teachers who are visually impaired.32 3. Education systems and schools ensure the availability of sufficient and inclusive high- quality TLMs that are representative of diverse groups and accessible across varying levels of technology infrastructure (for example, teacher guides and course books in local dialects; technological equipment suitable for low-bandwidth environments, laboratory equipment, and facilities for all). For details on access and supply of high-quality T&L materials, refer to strategy 3 of the accompanying Note on The Role of the Physical Learning Environment for Supporting Safe Schools. B. Leverage community and cross-sectoral support systems to bolster support services for safe schools (figure 4): 1. Enhance students’ and teachers’ learning and health engagement and/or access to resources through partnerships that (a) foster collaboration with other schools in nearby clusters to share resources and facilitate peer-to-peer knowledge exchange; (b) engage with external entities such as businesses, museums, and donors to fund programs and activities that help connect student learning to real-world challenges and expand learning opportunities beyond the traditional classroom setting (before-school, after-school, school Safe Schools | 20 projects, summer camps); and (c) establish connections with non-profit organizations, local clinics, and government agencies (such as ministries of skill development/labor and employment) to provide health and social protection services, for example, annual health check-ups or apprenticeship programs, thereby supporting student development and alignment with labor market demands to reduce exclusion, marginalization, and/or engagement in criminal activity. 2. Education systems can facilitate the engagement of schools with parents to support students’ learning and skills development. This engagement can be achieved through various means: (a) home visits to establish a personal connection, understand the home environment, and discuss the child's educational needs directly with parents or caregiver(s); (b) flexibly scheduled student-teacher-parent conferences and the strategic use of Parent Teacher Associations (PTAs) to foster strong home-school partnerships; (c) involving families in school activities, especially when students require referral services offered outside the school setting, so that parents can better understand the support systems available; and (d) regular communication through phone calls, emails, and/or text messages to ensure that parents are kept informed about their child's progress and are made aware of any issues that may arise, facilitating timely interventions and support.33 3. Education systems can lead initiatives to reshape societal attitudes and behaviors through information campaigns and mobilization workshops for parents and community members. These efforts aim to (a) promote positive child-rearing methods, such as positive discipline practices; (b) reframe community standards and norms to be more supportive and inclusive; and (c) foster safe environments at home and within the community.34 4. Schools can leverage local, community, or national services for specialized support, for example, for mental health support. Cases illustrate how individual schools can maintain a database of referral services to local professional service providers including (a) psychologists, (b) health clinics; (c) local hospitals; and (d) legal assistance.35,36 Schools must ensure that the available services they recommend are of high quality. While the availability and quality of these services can differ widely across various contexts, it is critical that schools conduct thorough evaluations of these services before making referrals. This is to prevent individuals from being directed to inadequate services simply because they are the only ones accessible. 5. Establish emergency response mechanisms such, as in the event of school attacks, natural hazards, fire, and other such incidents require an emergency response. Schools (a) develop an Emergency Operations Plan (EOP), in coordination with law enforcement officials and first responders when feasible, to highlight the steps to be taken efficiently and timely; and (b) train and empower all stakeholders, including students, teachers, school leaders, and community to play an active role in the event of an emergency (for example, to carry out mockups and/or operation procedures). 37 6. Ensure transport to and from school is safe, reliable, and affordable. Such transport should be (a) provided during school hours by schools or subsidized by the government to encourage regular attendance; and (b) regulated, requiring special permits for drivers and regular monitoring of their behavior and performance to uphold safety standards (for example, adherence to safe driving practices, prohibition of verbal and physical abuse, commitment to punctuality, and diligence in vehicle maintenance). The name and ID of driver, as well as helpline numbers should be prominently displayed both inside and at the back of the vehicle to ensure that the driver is easily identifiable and that students, parents, or public can promptly report any transportation-related issues or misconduct. The Role of Management Practices for Supporting Safe Schools | 21 Figure 4. Example of the Range of Partners Involved in School Safety Response Led by the Education Sector 38 Family and Teacher Social Community Unions Services (e.g., welfare, Partners housing) Child Legal/ Protection Justice Gender or Women’s Education Security Affairs Skill Disaster Risk Development/ Management Labor Youth and Health Transportation Sports and Urban Planning Note: These sectors can have different names in different countries. Source: Adapted by the authors from (UNESCO and UN Women, 2016). Spotlight 7. Teacher Selection: Ecuador39 Since 2013, the Ministry of Education of Ecuador has selected teacher candidates and assigned them to school vacancies through a centralized teacher selection process known as Quiero Ser Maestro (I Want to Become a Teacher, abbreviated QSM). Although QSM has improved transparency and reduced the costs of applying to vacancies in different parts of the country, Ecuador’s teacher selection process still generates some inefficiencies and inequities. While some schools receive more applications than available vacancies, others struggle to attract applicants. As a result, a large proportion of teaching positions remained unfilled at the end of the process, and several candidates were unable to secure job offers. For example, in 2016, 26 percent of teaching positions remained unfilled, and 56 percent of candidates were not assigned to positions. In response, the government of Ecuador incorporated a zero-cost nationwide intervention to attract teacher candidates to hard-to-staff schools through innovations in the front- and back- end of the centralized teacher assignment platform.a First, the government re-launched the teacher assignment platform to help applicants have clear, easy-to-follow information about the available vacancies and the procedure that applicants would follow to secure a position. The existing platform was re-designed to improve Safe Schools | 22 user experience and navigation so that teachers could more easily sort through the available vacancies. The platform also incorporated additional information about each available vacancy so that teachers could easily access additional information about each school, especially those with which they were unfamiliar. Second, the innovations focused on helping teachers find it more doable to apply to a larger number of more diverse schools. To this end, the platform clearly labelled disadvantaged schools by adding a large icon that gave the information that the school was disadvantaged in terms of its student population and its equipment. Additionally, instead of presenting vacancies alphabetically, the platform listed the disadvantaged schools first in the system. This change helped teachers have more access to the disadvantaged schools first, instead of having to search through the long list of vacancies to identify these schools. Finally, the innovations provided real-time feedback to teachers about the probability of their application to each school. When teachers were applying to schools that were already oversubscribed, the platform leveraged artificial intelligence (AI) to identify these “risky applications” and provided real - time feedback in the form of other suggestions for nearby schools that were not oversubscribed. These innovations were successful in attracting teachers to apply to a hard-to-staff vacancy by 5 percent over the baseline, and, ultimately, increased the probability of teachers being assigned to a hard-to-staff vacancy by 3–4 percent over the baseline. Treated teachers also were less likely to apply to higher performing and oversubscribed schools and more likely to apply to disadvantaged and low-performing schools—at no cost.b Notes: a. Institutions typically located in more remote and vulnerable areas that normally have greater difficulty attracting teachers. b. Source: Gregory Elacqua. 2022. Internal presentation for World Bank Teacher’s Team Operational Clinic. April 22, 2022. Spotlight 8. Community-Based School Management Committees: Mali40 Strengthening the relationship between communities and schools through school-based management committees (SBMCs) who demonstrate the principles of active citizenship can be a powerful step toward building school connectedness. In Mali, both displaced and host communities participating in the Mali education resilience assessment saw the importance of school-community relations, especially in adverse, uprooted living situations. Schools were seen as spaces of safety, learning, encouraging social and emotional skills, and bringing together children, youth, their extended families, and teachers in difficult times. For the education system to tap into the potential of the identified assets, including schools and communities working together, it needs to provide relevant support structures. Mali is an example of a system that has in place existing SBMCs —its CGS (comités de gestion scolaire)—that can be strengthened and aligned to bolster the cooperation between schools and communities. SBMCs, such as Mali’s CGS, can help guide education communities to take decisions and work together to implement them. Decisions can be made on issues of safety, well-being, and the quality of learning of students across the country. Examples of school-based management structures that are useful to promote school-community relations exist in many countries that have risen from contexts of violence, conflict, or generalized adversity. Consisting of education community members, they offer school improvement plans, subsidies for school budgets, guidance manuals, and training. In Mali, the CGS are in place in approximately 6,000 schools, composed of parents, teachers, and representatives of local governments. They are an opportunity to strengthen school-community The Role of Management Practices for Supporting Safe Schools | 23 relations in the aftermath of recent crises and for the future. For example, CGS can provide the forum to convene parents and other community members to discuss, negotiate, and agree on the role of education in their communities. These conversations between schools and communities can expand beyond maintenance and administrative issues to touch on other important issues identified in the resilience assessment, such as language of instruction, relevant learning and skills for youth, girls’ education, community activities to improve social cohesion and respect for diversity. School improvement plans, grants, and training (provided by national and international partners) can support CGS system to implement these important decisions. Do You Want to Learn More About Managing Resources and Partnerships? Managing Resources • Read UNESCO’s Global Report on Teachers: Addressing Teacher Shortages and Transforming the Profession to mobilize international and country efforts to empower, recruit, train, and support teachers within resilient education systems. • Review Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce. • Read principle 3 on policies for hiring and deploying teachers (p. 25) in World Bank’s Successful Teachers, Successful Students report. • Review World Bank’s report titled Making Teacher Policy Work, which emphasizes that successful teacher policies require careful design and implementation, considering both individual-level barriers that affect teachers' adoption of the policy, and system-level barriers that impact the policy's implementation and sustainability on a larger scale. Managing Partnerships • Read the Education in Emergencies: Child Protection Collaboration Framework for inter- sector coordination between child protection and education. • Read the Early Childhood Development Kit for Emergencies. It contains the materials to help caregivers create a safe learning environment for young children, aged 0–8. • Read chap. 7 of the World Bank publication titled “Ending Violence in Schools: An Investment Case” to explore the topic of engaging all stakeholders on violence. • Click here to read how Read India leverages two types of partnerships: (1) working directly with school communities to improve student learning and (2) developing partnerships with the government to implement the TaRL approach. • Read country case studies on safe schools from the ASEAN region to familiarize yourself with the types of partnerships. • Explore the types of collaborations by reading country case studies in Making Every School a Health-promoting School. • Read these case studies that highlight the importance and relevance of global learning and school partnerships for schools, teachers, and pupils. Safe Schools | 24 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. Robust school management practices and the influential role of school leaders in maintaining safety are pivotal in fostering an environment that encourages active engagement in the teaching and learning process. Research shows that education systems and school leaders who foster a data- driven culture, uphold a vision of school safety, and prioritize the mental health and well-being of all students, teachers, and staff are better able to promote school safety, including responding to various threats and challenges and recovering from disruptions to education. Moreover, efficient management of resources and partnerships can further promote school safety. The four strategies proposed in this Note can be employed to strengthen the role of management 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 T&L practices as well as the design and use of the schools’ PLE, depending on context and needs. The Role of Management Practices for Supporting Safe Schools | 25 Endnotes 1Melissa Adelman and Renata Lemos. 2021. “Managing for Learning: Measuring and Strengthening Education Management in Latin America and the Caribbean.” International Development in Focus. Washington, DC: World Bank. © World Bank. https://openknowledge.worldbank.org/handle/10986/35514 License: CC BY 3.0 IGO. 2Angela Demas and Gustavo Arcia. 2015. “What Matters Most for School Autonomy and Accountability: A Framework Paper.” SABER (Systems Approach for Better Education Results) Working Paper 9. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/22086. License: CC BY 3.0 IGO. 3Adapted from OECD. 2017. “OECD Framework for a Module on the Physical Learning Environment.” Rev. ed. Dec. https://www.oecd.org/education/OECD-FRAMEWORK-FOR-A-MODULE-ON-THE-PHYSICAL- LEARNING-ENVIRONMENT.pdf. 4Matt Levinson. 2013. “The Principal Rule: Safety First.” Edutopia (blog). https://www.edutopia.org/blog/the-principal-rule-safety-first-matt-levinson. 5Tigran Shmis, Maria Ustinova, and Dmitry Chugunov. 2020. “Learning Environments and Learning Achievement in the Russian Federation: How School Infrastructure and Climate Affect Student Success.” International Development in Focus. Washington, DC: World Bank. © World Bank. https://openknowledge.worldbank.org/handle/10986/32598. 6 Melissa, Adelman Juan Baron, and Renata Lemos. Forthcoming. “Managing Shocks in Education: Evidence from Hurricane Matthew in Haiti.” Working Paper. World Bank, Washington, DC. 7 Swaleha A. Sindhi. 2013. “Creating Safe School Environment: Role of School Principals.” The Tibet Journal 38 (1-2): 77–89. https://www.jstor.org/stable/tibetjournal.38.1-2.77. Cited in John R. Esliger. 2017. “Creating a Safe, Caring and Inclusive School Environment through a Code of Conduct That Is Educative, Preventive and Restorative in Practice and Response.” The Organizational Improvement Plan at Western University 19. https://ir.lib.uwo.ca/oip/19. 8Jennie Weiner, Chantal Francois, Corrie Stone-Johnson, and Joshua Childs. 2021. “Keep Safe, Keep Learning: Principals' Role in Creating Psychological Safety and Organizational Learning during the COVID-19 Pandemic.” Frontiers in Education 5:618483. https://doi.org/10.3389/feduc.2020.618483. 9Darlene Faster and Daisy Lopez. 2013. “School Climate Measurement and Analysis.” In Teri Dary and Terry Pickeral (eds). 2013. “School Climate: Practices for Implementation and Sustainability.” A School Climate Practice Brief, Number 1. 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