Student Behaviour: Theory and Practice for Teachers

By Louise Porter | Go to book overview

9
SAFEGUARDING STUDENTS:
PHYSICAL AND EMOTIONAL SECURITY

There are many kinds of safety that are required for children to learn. At the most
basic level, there is physical safety… [This] is not enough, however. Safety also means
emotional safety—the safety to be yourself, to be vulnerable, to ask for help, and to
be warmly supported … [W]hen people are not expending their energy trying to cover
up or get by, afraid that someone will find out about their weakness or deficiency,
they can learn easily.

Sapon-Shevin (1999: 13)


KEY POINTS
Learning will not be a high priority for students whose needs for physical and emotional safety are not met.
To promote a safe school environment, you can take steps to establish an ethos that honours diversity in students and protects them from intimidation by others.

Introduction

Both the egalitarian approaches and evidence from educational research concur that students behave more appropriately and learn more effectively when their basic needs

-209-

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