- build a school culture and climate devoted to health and safety in every program and activity
- help students learn to care appropriately for themselves and for others
- nurture students’ growing maturity and independence, appropriately supervising and supporting them according to age and development
- provide all adults who care for, teach or work with and around students the necessary knowledge, training and skills to keep students safe
- insure these adults possess the character, education, background and experience required to work safely with students and in the community
The Standards of the NEASC Commission on Independent Schools recognize the importance of regulatory understanding and compliance and, also, of culture and climate when creating a healthy and safe school. School personnel need to have appropriate knowledge of laws and regulations, to follow safety protocols and to recognize that a safe school is as much about perceiving and anticipating risk as about law and compliance.
“Safety” is not a single static state; it is a capacity. A “safe school” is an approach and a practice. Schools must practice the ability to assess risk and make sensible choices. Practice the perception of danger and possible alternatives. Practice acting swiftly in some circumstances and behaving with restraint in others. “Safety,” to paraphrase Reinhold Niebuhr, “is the wisdom to know what needs to be changed.”
In a safe school community, adults care for children and young people, protecting them from foreseeable risk and appropriately nurturing their growing independence. A safe school helps students understand and respect potential dangers and, when appropriate, helps them take responsibility for themselves and others. Safety and health are approaches to life’s realities seen through the lens of experience and perspective young people often do not possess but will gain over time. Health and safety are often matters of anticipation and prevention.
The “Considerations” listed here are intended to help schools identify, anticipate and address a variety of potential issues. The extent of the list underscores the complexity of establishing a healthy and safe environment. These “Considerations,” drawn in part from insurance company and other school associations’ guidelines and check-lists, reflect the experience of NEASC Accredited schools. However, as substantial as this listing appears to be, it cannot address the full range of school activities and safety concerns facing each school and it cannot encompass certain aspects that may be unique to a school. The distinctive reality of many schools will call for the inclusion of many considerations not listed and may render some inapplicable.
Schools run playgrounds with slides and swings and monkey bars and programs like dodge ball and tag and frisbee. School sports include football, lacrosse, field hockey, soccer, basketball, ice hockey, baseball, volley ball, track and field – including hurling javelins and shot-puts - and competitive archery. Schools operate rowing programs, swim teams, competitive and recreational sailing programs, kayaking and wind-surfing, fencing, gymnastics, cheer-leading, cross country running and rock-climbing. Schools take students on tall-ships and winter camping trips, offer down-hill ski racing, ski-jumping, Nordic skiing with courses many miles from campus and figure skating, water polo, synchronized swimming, competitive diving and scuba-diving. School groups and individuals travel to Europe, Central and South America, Africa, Asia and the Caribbean. Students in independent schools learn to ride and jump horses, operate chain saws, drill presses, table saws and acetylene torches. They install lighting for drama productions, make movies and mix chemicals in labs and dark rooms. Students carve wood and marble, place and remove their ceramic pieces from kilns and paint with oils and acrylics.
And, as they mature, they learn to drive, begin to date and negotiate their own sexuality and that of those around them. Students may have been approached by drug dealers or persons encouraging drug use. Some students never know deprivation and some come to school hungry or return to an empty house. Usually the people they live with are loving and involved [or over-involved] and sometimes they prove difficult, or worse, abusive. Sometimes there’s a bigger kid or a mean kid or a strange adult influencing their lives. Sometimes students’ friends turn on them and sometimes their friends need a variety of support they have no idea how to provide.
Each of these realities, programs and activities present distinct challenges and their own unique universe of potential health and safety issues. The nearly unfathomable variety of situations lies at the heart of the NEASC emphasis on culture and climate. While no single individual could know or enforce every safety consideration in every school activity and no listing could encompass all potential risks, if all individuals know that health and safety is their first priority then the program of the school properly aims toward safety. Van Gogh [not known as an expert on safety] once wrote “If one is master of one thing and understands one thing well, one has at the same time insight into and understanding of many things.” In schools, the culture and climate of safety is the “one thing” to know well.
Considering all the items here – and the hundreds more embedded in school programs – does not and cannot guarantee that a school has a plan or approach to resolving every possible contingency in each category. “A safe school” recognizes risks and helps adults and children confront and manage them appropriately. A safe school considers “safety” a goal for which it always strives.
There is no substitute for legal or other expert counsel. NEASC does not provide legal advice to schools and does not consider the list below a substitute for professional counsel.