“The push to create “Safe Schools” is futile. Under no circumstance can we secure our schools if we are not willing to secure our communities, as schools are the heart of the community, and our underserved communities continue to suffer.”
Dr. Shanelle R. Dawson
Dr. Shanelle R. Dawson
@DrShanelleRD Unfortunately, the short answer is no. A clear backpack policy as a safety measure is comparable to putting a Band-Aid on a severed limb. To truly address safety in schools, we must create spaces where all are welcome, design policies and practices that encourage safety, put students, parents, and teachers in decision-making positions, and elect officials based on their stance on safety in schools.
Creating spaces where we are all welcome will be a challenging undertaking. I've witnessed bullying at every level, from students and support staff to teachers and administrators. We live in a society that encourages bullying and toxicity. We constantly absorb information that emboldens people to demean, degrade, and disrespect. There are little to no consequences for outlandish behavior, we eagerly observe. The solution to this problem requires a collaborative approach. Schools need to create collaborative learning groups. The different groups should be as follows: parent engagement, student empowerment, educator awareness, environmental inclusion, and a representative from each group should work together to form a lead learners’ group.
The parent engagement group should address school safety from their perspective because their perspective is their reality. This can be accomplished by having authentic conversations about school safety and how it is instituted. Additionally, the parent engagement group should meet regularly, and these meetings should take place at centralized community locations, not the schools. Parents must understand they have the power to make change. Safety starts in the community. Parents can influence change by insisting policies on safety are updated, electing officials who support safe schools, and inspiring others to get involved. There is power in numbers.
Students will begin the revolution; therefore, student empowerment is vital. The student group is the most important. We must allow our students to redesign education based on their needs, wants, and ideas. Students have the power to be the change. When students are locked in, they perform marvelously. The key is to get them locked in. You ask, how do we do that? We involve them in the education process. Not only do we involve them, but we give them a voice. What does that look like? It seems like engaging students in curriculum, policy, practices, staffing., etc. Students should hold positions on the Board of Education. They should be members of the hiring committee. They should participate on the disciplinary committee. They should have input on steering committees and innovative changes that are taking place in all school systems.
Teacher education programs need a complete overhaul. Much attention is placed on standardization and formalized testing, but more is required in order to educate the whole child. This is especially evident when working with students from diverse backgrounds and situations. Our current school model is based on the typical student. The student who can succeed in any environment can succeed in public school. Talented people are locked out of higher education because they need to check all the boxes. Those who remain adhere to the guidelines set forth by the state with little flexibility for the not-so-typical learner. Teacher education programs should be required to evaluate the needs of the community and the neighboring school districts before the curriculum is decided upon, and as the community changes, so should the curriculum.
Educating marginalized students without representation is like teaching supremacy without saying a word. At the very least, a movement must encourage people from various backgrounds to become educators; teaching staff and leadership is mandatory. Plenty of people in diverse situations are represented in food service, clerical, and custodial. However, more is needed. This process can begin with the policy of growing your teachers. Identify students in your school system interested in becoming teachers and paying for their education.
Furthermore, we must also consider the environment and curriculum. School systems that boast of student accolades without representation are problematic. The walls of the school building must be peppered with diversity. In addition, libraries need to be stocked with books that depict people from different circumstances in aspects of life other than athletics and entertainment. Lastly, the curriculum must be revamped. The world is filled with people from varied experiences who are literary scholars, mathematical geniuses, innovative scientists, and leading historians. We need to use them as resources.
In summary, if I am a person intent on harming, carrying a clear backpack will not deter me. If you genuinely want to create safer schools, begin by giving a voice to the silenced and creating community-centered schools. So once again, I reiterate clear backpacks will not make schools safer.
Creating spaces where we are all welcome will be a challenging undertaking. I've witnessed bullying at every level, from students and support staff to teachers and administrators. We live in a society that encourages bullying and toxicity. We constantly absorb information that emboldens people to demean, degrade, and disrespect. There are little to no consequences for outlandish behavior, we eagerly observe. The solution to this problem requires a collaborative approach. Schools need to create collaborative learning groups. The different groups should be as follows: parent engagement, student empowerment, educator awareness, environmental inclusion, and a representative from each group should work together to form a lead learners’ group.
The parent engagement group should address school safety from their perspective because their perspective is their reality. This can be accomplished by having authentic conversations about school safety and how it is instituted. Additionally, the parent engagement group should meet regularly, and these meetings should take place at centralized community locations, not the schools. Parents must understand they have the power to make change. Safety starts in the community. Parents can influence change by insisting policies on safety are updated, electing officials who support safe schools, and inspiring others to get involved. There is power in numbers.
Students will begin the revolution; therefore, student empowerment is vital. The student group is the most important. We must allow our students to redesign education based on their needs, wants, and ideas. Students have the power to be the change. When students are locked in, they perform marvelously. The key is to get them locked in. You ask, how do we do that? We involve them in the education process. Not only do we involve them, but we give them a voice. What does that look like? It seems like engaging students in curriculum, policy, practices, staffing., etc. Students should hold positions on the Board of Education. They should be members of the hiring committee. They should participate on the disciplinary committee. They should have input on steering committees and innovative changes that are taking place in all school systems.
Teacher education programs need a complete overhaul. Much attention is placed on standardization and formalized testing, but more is required in order to educate the whole child. This is especially evident when working with students from diverse backgrounds and situations. Our current school model is based on the typical student. The student who can succeed in any environment can succeed in public school. Talented people are locked out of higher education because they need to check all the boxes. Those who remain adhere to the guidelines set forth by the state with little flexibility for the not-so-typical learner. Teacher education programs should be required to evaluate the needs of the community and the neighboring school districts before the curriculum is decided upon, and as the community changes, so should the curriculum.
Educating marginalized students without representation is like teaching supremacy without saying a word. At the very least, a movement must encourage people from various backgrounds to become educators; teaching staff and leadership is mandatory. Plenty of people in diverse situations are represented in food service, clerical, and custodial. However, more is needed. This process can begin with the policy of growing your teachers. Identify students in your school system interested in becoming teachers and paying for their education.
Furthermore, we must also consider the environment and curriculum. School systems that boast of student accolades without representation are problematic. The walls of the school building must be peppered with diversity. In addition, libraries need to be stocked with books that depict people from different circumstances in aspects of life other than athletics and entertainment. Lastly, the curriculum must be revamped. The world is filled with people from varied experiences who are literary scholars, mathematical geniuses, innovative scientists, and leading historians. We need to use them as resources.
In summary, if I am a person intent on harming, carrying a clear backpack will not deter me. If you genuinely want to create safer schools, begin by giving a voice to the silenced and creating community-centered schools. So once again, I reiterate clear backpacks will not make schools safer.