Overview

Jonathan Cohen and Dorothy L. Espelage, two leading authorities in the fields of school climate and prevention science, have gathered experts from around the globe to highlight policy and practice recommendations for supporting children and adolescents to feel and be safe in school. Featuring analysis and commentaries from experts in public health, psychology, and school improvement, Feeling Safe in School addresses social, emotional, and intellectual aspects of safety as well as physical safety. The experts offer candid and unique insights into the way eleven different countries view and define what it means to feel safe in school, the types of goals and strategies that are being used to promote safety, and whether and how measures are being used to gauge progress. Interest in supporting the physical as well as the social and emotional safety of students as a prerequisite for learning and healthy development is now a global phenomenon. Feeling Safe in School adds to the understanding of the possibilities for increasing student safety by examining the experiences of other countries that are tackling this issue.

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9781682534502

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"""This collection should be a spotlight resource in the libraries of international scholars, practitioners, and policy makers who are seeking global perspectives and methodologies to better understand the factors associated with school-based violence."" --Choice ""Those who might benefit from this book include international and comparative researchers, policymakers and practitioners seeking strategies to address school safety, and educational policy historians seeking to gain insight into how policies to promote school safety have evolved."" --Teachers College Record"

This collection should be a spotlight resource in the libraries of international scholars, practitioners, and policy makers who are seeking global perspectives and methodologies to better understand the factors associated with school-based violence. --Choice Those who might benefit from this book include international and comparative researchers, policymakers and practitioners seeking strategies to address school safety, and educational policy historians seeking to gain insight into how policies to promote school safety have evolved. --Teachers College Record

Author Information

Jonathan Cohen is the co-president of the International Observatory for School Climate and Violence Prevention, co-founder and president emeritus of National School Climate Center, adjunct professor in psychology and education at Teachers College, Columbia University, co-editor of International Journal on School Climate and Violence Prevention, and a practicing clinical psychologist and psychoanalyst. Dorothy L. Espelage is the William C. Friday Distinguished Professor of Education at the University of North Carolina. She is the recipient of the APA Lifetime Achievement Award in Prevention Science and the 2016 APA Award for Distinguished Contributions to Research in Public Policy.

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