@phdthesis{discovery10020595,
            note = {Thesis: (D.Ed.Psy) University of London Institute of Education, 2009.},
           title = {What makes children feel safe in school?�: an evaluation of the preventative model for behaviour in a local authority with a focus on childrens and adults perspectives of safety},
            year = {2009},
          school = {Institute of Education, University of London},
        abstract = {This small scale study explores pupil and staff perspectives about what makes
pupils feel safe in school. This is from the perspectives of children and staff who
have been part of a project to reduce exclusion and improve attendance. The
present study explored perceptions of Head Teachers and senior management
about the impact of the project on children's feelings of safety. The study also
explored the relationship between the implementation of the project from the
perspectives of children and staff, and the initiatives put in place in relation to
feeling safe. The participants were 24 children and 15 members of participating
schools' senior management teams, who were interviewed using semi-structured
interviews. The study also tracked exclusion and attendance figures. Thematic
analysis was used to analyse interviews and descriptive statistics and nonparametric
tests used to analyse exclusion and attendance data. Key findings
were that children associated feeling safe with being protected and having their
emotional needs met. Adults and children determined children's feelings of safety.
The behaviour of peers and school behaviour management had an impact on
children's feelings of safety. Children reported that specific places in school such
as the playground had a role in maintaining feelings of safety, as did the school
curriculum, the local community and the security of the school. The necessity for
targeted work on learning and the emotional development of children to keep
children safe was also a key finding. Project funding was used by schools to
develop the curriculum and to employ and train additional staff. Schools reported
that the playground was a key factor in maximising pupils' feelings of safety.
Effective school systems which monitored and supported pupils' needs facilitated
implementation of the project. Interventions that made children feel safe were
significant in reducing levels of exclusion and unauthorised absence.},
          author = {Meheux, Melernie},
             url = {http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534856}
}