ABSTRACT
Schools are often refuges for children who are otherwise at risk of harm. They can be predictable, consistent, calm and kind, as well as able to monitor concerns. Children who feel safe are more able to focus and take risks with their learning, knowing it is OK to make mistakes.
This chapter has several vignettes of Safety in practice. A Junior School’s Safe Touch and Positive Handling Policy details how to meet children’s needs without compromising staff safety. Another is the Safer Communities for Children program from the National Association for Prevention of Child Abuse and Neglect, the Australian equivalent of the NSPCC. Australia also provides an example of how to help children understand and take action to protect their digital safety. Links to both are in the Resources. Pupils with adverse childhood experiences (ACEs) may feel unsafe and be sensitive to potential threat. The chapter offers guidance in responding when behaviour is challenging.
The chapter also addresses Safety from bullying, and one of the social and emotional learning activities explores what it means to be an ‘upstander’ rather than a ‘bystander’ when pupils see others being bullied.
