Safe Schools
I have come across two different articles this week that talk, either explicitly or implicitly, about “safe schools.”
The first article, which is here, talks about safe schools in terms that I find somewhat frustrating:
“Communities are united by common values and beliefs…”
“…discover students’ strengths and abilities…”
“…make all students appear valuable in the eyes of their peers…”
“…trained and supported in effective discipline…”
“…multiple positive relationships…”
“…knowing each student as an individual…”
These snippets come from the recommendations made in the article, recommendations that on the face of it are completely laudable — but that are also
extremely vague.
What, for instance, might “common values and beliefs” be? How might a school come to them? How does a staff member “discover students’ strengths and abilities”? What then? How in heaven’s name can anyone “make” students see other students in a pre-ordained way? What is “effective discipline”? What is a “positive relationship”? What does it mean to “know” anyone “as an individual”? What do you do with that knowledge?
Anyone who knows me or knows this blog might be able to anticipate my objection to this vagueness. It’s not that I disagree with the general points! or the need for schools to be safe places!
It’s that I believe — nay, know — that relationships don’t change unless someone is willing to do the down-and-dirty, boots-on-the-ground,
nitty gritty concrete emotion work
of relationship attunement. Of offering “corrective emotional experience.” Of taking “corrective relational action.” Of being a committed developmental partner. To students and to colleagues.
Here’s the second article, which I think gets closer to the actual work. Its recommendations include
“Stop and think about what you are going to say…”
“Keep a calendar of your commitments…”
“…ask for feedback…listen to what they have to say…and thank them…”
“…determin[e] your motivation…”
“…examine your part in the process and accept ownership.”
and my personal favorite:
“Stop it.”
Changing habits, resisting what comes naturally, “examin[ing] your part,” exercising self-awareness and self-control, “accept[ing] ownership” — these are great recommendations. And they are often difficult to enact.
But they are crucial to safe schools.
They are not an option.
I’m watching this wave of interest in teacher SEL, hoping that someday soon recommendations for safe schools will include language like emotional and relational data, mirroring, filling the void, making the flip, holding the line, surviving pushback, developmental partner, Teacher Support Group, and o so many others. This is the language of the nitty gritty work underlying all the recommendations for making schools safe.