How is it defined?
A safe and inclusive school is one in which all children experience learning environments that are safe from violence, bullying, and harassment; promote acceptance and a sense of belonging; and support student progress towards their goals. School safety and order are crucial antecedents of student learning as safe schools provide fair and supportive conditions that allow students to develop to their full potential (Cornell & Mayer, 2010; Morrison et al., 1994).
The Learning Bar’s Parent Survey is based on a framework developed by Joyce Epstein designed to foster positive relationships between school and community (Epstein et al., 2002). The survey covers parents’ perceptions of their children’s experiences at home and school, as well as the extent to which parents feel the school supports learning and positive behaviour and promotes a safe and inclusive environment.
Why is it important?
- A safe and inclusive school environment is a critical factor contributing to student engagement, academic achievement, educational attainment, and health and well-being (Willms, 2018).
- Educational inclusion is a school’s duty and a student’s fundamental right (Katz et al., 2012).
- Educators play a key role in school safety and require proper training for educators to effectively identify and intervene when bullying incidents occur (van Verseveld et al., 2019).
- Schools can improve safety by setting clear, schoolwide guidelines, engaging students, families, and teachers in the process, and increasing monitoring in non-classroom areas (Astor et al., 2005).
How do we measure it?
In OurSCHOOL, parents and caregivers respond to five items concerning school safety. The results are reported as "the percentage of parents who feel the school is a safe environment". Parents are also asked two additional questions regarding how inclusive they feel the school is, and the results to each question are reported. In addition, parents are asked if they felt excluded by the school for any reason in the past 4 weeks. The results are reported as a percentage of participants that selected each response.
References
Astor, R. A., Meyer, H. A., Benbenishty, R., Marachi, R., & Rosemond, M. (2005). School safety interventions: Best practices and programs. Children & Schools, 27(1), 17-32.
Atillo, F. F., Batao, H. S., Giger, V. M. D., & Elesio, J. M. (2025). School Heads' Crisis Leadership: Experiences in Managing Natural Disasters and School Emergencies. International Journal of Research Publications, 165(1), 1-14.
Cornell, D. G., & Mayer, M. J. (2010). Why do school order and safety matter? Educational Researcher, 39(1), 7-15.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press.
Katz, J., Porath, M., Bendu, C., & Epp, B. (2012). Diverse voices: Middle years students’ insights into life in inclusive classrooms. Exceptionality Education International, 22(1), 2-16.
Morrison G.M., Furlong M. J., & Morrison R. L. (1994). School violence to school safety: Reframing the issue for school psychologists. School Psychology Review, 23(2), 236-256.
van Verseveld, M. D., Fukkink, R. G., Fekkes, M., & Oostdam, R. J. (2019). Effects of antibullying programs on teachers’ interventions in bullying situations. A meta‐analysis. Psychology in the Schools, 56(9), 1522-1539.
Willms, J. D. (2018). Learning Divides: Using Monitoring Data to Inform Education Policy. UNESCO Institute for Statistics.