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

[English] PDF (The version available in this research repository is a postprint. It has the same peer-reviewed content as the published version, but lacks publisher layout and branding.) - Accepted Version Available under License Creative Commons Attribution Non-commercial. Download (861kB)

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).

Actions (login required)

View Item