Student, Teacher, and Administrator Perspectives on Harm: Implications for Implementing Safe and Caring School Initiatives

Vaandering, Dorothy (2013) Student, Teacher, and Administrator Perspectives on Harm: Implications for Implementing Safe and Caring School Initiatives. Review of Education, Pedagogy, and Cultural Studies, 35 (4). pp. 298-318. ISSN 1556-3022

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Abstract

This article reports on a study that examines student, teacher and administrator perspectives on harm and how their schools address harm. It presents an overview of these perspectives within and across 3 different school environments. In doing so, the study contributes to a better understanding of the often ineffective implementation of safe and caring school initiatives. By drawing on restorative justice and relational theory, the findings illustrate how a focus on well-being and relationship is critical for meeting the needs of those harmed and those causing harm. Such a focus requires interaction rooted in social engagement rather than social control (Morrison 2012) and challenges current recommendations for combining the strengths of several current approaches for a more effective outcome (Osher et al. 2010).

Item Type: Article
URI: http://research.library.mun.ca/id/eprint/12116
Item ID: 12116
Department(s): Education, Faculty of
Date: September 2013
Date Type: Publication
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