By Karin Abercrombie and Gayle Nelson
School districts emphasize the necessity of safety for students and staff to community stakeholders. When you hear school safety, what comes to mind? Is it safe school transportation, or is it students not showing aggression to their classmates and school staff? Who is accountable? Is it all of us? How can we all collaborate to define what school safety looks like? Through a social justice and equity lens, how can we ensure everyone feels safe enough to do their jobs? What happens when staff share concerns based on student physical aggression towards peers and staff? Is that student held accountable? Is there justice for those who were negatively impacted or harmed?
As we engage in school safety discourse, the increase in aggression toward staff and students is an issue that warrants attention and proactive intervention. This escalation, manifesting as verbal harassment, physical assaults or altercations and a general atmosphere of unease among educators, reflects deeper societal problems and affects our school community. While the COVID-19 pandemic has exacerbated existing tensions, this challenge cannot be solely attributed to its aftermath. The consequences of stress and anxiety among school stakeholders are a growing epidemic that can adversely foster a cycle of negativity that detracts from educational experiences. It is essential to recognize that school safety affects educators across grade levels without exception.
To tackle these challenges, schools must conceptualize a safety policy as a multifaceted concern that begins with investments in new technologies and/or the formation of an advisory committee, which must be supplemented with professional development and implementation of robust policies that reflect the offense with supportive, readable, and mutually agreed-upon language. Policy should follow and support state statutes in place for guidance and be enforced objectively. The policy should be morally and ethically responsible. Training of staff and administrators must be a joint partnership with ongoing open dialogue and proper documentation procedures, with an emphasis on the needs of students and staff. Union negotiations should be prioritized during policy creation, ensuring that staff and students can thrive in safe learning spaces.
This approach emphasizes authentic accountability, prioritizing a positive and supportive climate within our schools, one that values the input and welfare of every stakeholder, which will alleviate the over-criminalization in schools and biases against marginalized groups. State statutes underscore our obligations in this context, framing our duty as educators to cultivate safe and nurturing environments. The well-being of students and staff hinges on this commitment.
We can reduce incidents of hostility and harm that jeopardize our educational communities and create safer school environments statewide by examining school safety through the lens of social justice and equity. This strategy addresses the symptoms of aggression and acknowledges the underlying factors contributing to a culture of fear and conflict. In pursuing this objective, we can establish healing and hope within our community, which promotes effective educational experiences for school community stakeholders.
Karin Abercrombie is a kindergarten teacher in the Trenton Public School District. She can be reached at kabercrombie1025@gmail.com.
Dr. Gayle Nelson is a SPED Science teacher in Franklin Township, Somerset County. She can be reached at gaylenelson122@gmail.com.