Analysis of the issue of safety in schools at

secondary level

SUBMITTED BY

217250 Muhammad Zeeshan

217208 Ghulam Abbas
217234 Mohsin Ali

Supervisor: Sir Habib Hussain

CLASS:B.ED(1.5YEAR) SESSION:

HeritageCollege,Haroonabad
FacultyofEducation

TheIslamiaUniversityofBahawalpur
InthenameofALLAH,themostbeneficial,themostmerci
 Abstract
The purpose of this study was to investigate the topic ―Analysis of the issue of safety in

schools at secondary level. Thehigh-profile harmful violence that has occurred in multiple

schools around the countryhas brought school safetyto the forefront of educational

concerns. These high-profile cases are rare, but when they do occur, they create serious

concern for parents, teachers, students, administrators, and communities about school

safety. Accountability has becomeabuzzwordintoday’seducationalsetting.When

studentsdonotfeelsafeat school, their academic success suffers. This study was carried in

District Bahawalnagar. 200 teachers and 200 students of secondary school level were the

participants of the present study. A questionnaire consists of thirty items (first fifteen for

teachers and last fifteen for students) was designed to collect the data for this research.The

data were collected over fifteen days. The data were analyzed in SPSS version 22. The

result showed in tables and graphs for better and clear understanding. There have been

multiple studies on highprofile school shootings, but there has not been enough research on

everyday issues that students face, such as bullying, discipline issues, or simply reacting to

being a student. Research has shown that students who feel unsafe or threatened at school

have a harder timeacademically and have a high probability of dropping out of school.

There have been many studies on the effects of unsafe learning environments. This research

was designed to address what makes teachersas well as studentsfeel unsafeat school and to

address areas to help students overcome these issues.

Keywords:HarmfulViolence,Shootings, Bullying,DisciplineIssues,Dropping.

iii
 Contents
Chapter1 ___________________________________________________________ 01

Introduction ------------------------------------------------------------------------------------ 01

roundoftheStudy ______________________________________________________ 02

Statementofthe Problems _______________________________________________ 03

esearchQuestions _____________________________________________________ 04

ObjectivesoftheStudy __________________________________________________ 04

SignificanceoftheStudy _________________________________________________ 04

Limitations _____________________________________________________ 05

ResearchMethodology _________________________________________________ 06

Definitions ofStudyTerms _______________________________________________07

Chapter2 ___________________________________________________________ 09

LiteratureReview ___________________________________________________ 09

Introduction _________________________________________________________ 09

PublicPerceptions ofSchoolSafetyinSociety ------------------------------------------- 09

What IsSafeandWhatIsNotSafe_______________________________________ 10

2.4 ConsequencesofStudentsNotFeelingSafe----------------------------------------------- 13

StudentAchievementandLearning ____________________________________ 14

PrevalenceofUnsafeSchools ________________________________________ 15

AReviewofStrategies,SafetyPlans, and Results --------------------------------------- 17

SchoolEnvironment ___________________________________________________ 19

Conclusion _______________________________________________________ 24

Chapter3 ___________________________________________________________ 25

Research Methodology _______________________________________________25

ResearchDesign _______________________________________________________25

iv
Population____________________________________________________________26

Sample Procedure_____________________________________________________ 26

DataCollection Instrument ______________________________________________ 27

DataCollection Procedure ______________________________________________ 27

DataAnalysis ________________________________________________________ 28

EthicalConsiderations ___________________________________________________28

Chapter4 ----------------------------------------------------------------------------------------- 29

Data Analysis------------------------------------------------------------------------------------ 29

Chapter5----------------------------------------------------------------------- ____________ 60

Findings,ConclusionsandRecommendations -------------------------------------------- 60

Majorfindingsofthestudy _______________________________________________ 60

Conclusions _________________________________________________________ 64

Recommendations _____________________________________________________ 69

References -------------------------------------------------------------------------------------- 70

Appendix A ------------------------------------------------------------------------------------- 75

v
 ListofTables
Table4.1Iamtreated with respectbystudents atthis school.30

Table4.2Ifeelsupportedbythedisciplinarypracticesforstudentsatthisschool.31 Table 4.3

I feel physically safe at this school. 32

Table 4.4 I worry about someone committing a shooting at this school.33

Table4.5Ifeelthatthereisadequatesafetyandsecurityinthisschool. 34 Table 4.6

The disciplinary practices at this school are effective.35

Table4.7Astudentstoleordamagedtheirpersonalproperty.36 Table 4.8

A student said rude or insulting things to me.37

Table4.9 Astudentphysicallyattacked, pushed, orhitme.38

Table4.10Aparentthreatenedtocomplainaboutmetotheadministration.39 Table

4.11 A colleague said rude or insulting things to me. 40

Table4.12Ifeltburned outabout myjob. 41

Table4.13Students inthisschoolareteasedabouttheir clothing. 42

Table4.14Harassmentisaproblematthisschool. 43

Table4.15Itmadethemthinkaboutwhethertocontinueteaching. 44

Table4.16Student fights on schoolincrease myfear formysafetyatschool. 45

Table 4.17 I have witnessed or heard of at least one physical fight at this school. 46

Table 4.18 I feel physically safe when I am in at least one of my classes at school.47

viii
Table4.19IfeelphysicallysafewhenIamnot inclass,butin school.48

Table4.20Students showrespectforallotherstudents. 49

Table4.21Thereiscaring,respectfulatmosphereinthisschool. 50

Table4.22Ifeelsafein theschool building. 51

Table4.23IfeelIlikereallybelongatthis school. 52

Table4.24IlearnbetteratschoolwhenIam notfeelingworried,sad,andangry.53 Table

4.25 I feel worried, sad, or stressed at school. 54

Table4.26Classroomdoorsandwindowsopen outwards. 55

Table4.27 Furniturein theclassroomsis appropriate. 56

Table 4.28 School laboratories are spacious enough for students to learn safely.57

Table 4.29 School library is well equipped with relevant learning materials. 58

Table4.30Playgroundsarefreeofdangerous items. 59

ix
 Listof Figures

Figure4.1 Iamtreated with respectbystudents atthis school. 30

Figure4.2 Ifeel supported bythe disciplinarypractices forstudents at thisschool.31

Figure4.3Ifeelphysicallysafeatthis school. 32

Figure4.4 Iworryaboutsomeonecommittingashootingatthis school. 33

Figure4.5 Ifeelthatthereisadequate safetyandsecurityin thisschool. 34

Figure4.6Thedisciplinarypracticesatthisschoolareeffective.35

Figure 4.7 A student stole or damaged their personal property. 36

Figure 4.8 A student said rude or insulting things to me. 37

Figure4.9Astudentphysicallyattacked,pushed,orhitme. 38

Figure4.10Aparentthreatenedtocomplain aboutmetotheadministration. 39

Figure4.11Acolleaguesaidrudeorinsultingthings to me. 40

Figure4.12 Ifeltburnedout about myjob. 41

Figure4.13Studentsinthisschoolareteasedabout theirclothing. 42

Figure4.14Harassment isaproblematthisschool. 43

Figure 4.15Itmadethemthinkaboutwhethertocontinueteaching. 44

Figure4.16Studentfights on schoolincreasemyfear formysafetyat school. 45

Figure4.17Ihavewitnessed orheardofatleastonephysicalfightatthis school. 46

x
Figure4.18 IfeelphysicallysafewhenIamin at leastoneof myclassesat school.47

Figure4.19 IfeelphysicallysafewhenIamnotinclass, butin school. 48

Figure4.20Students showrespectforallotherstudents. 49

Figure4.21Thereiscaring,respectfulatmosphere inthisschool. 50

Figure4.22Ifeelsafein theschool building. 51

Figure4.23 IfeelIlikereallybelongatthis school. 52

Figure4.24IlearnbetteratschoolwhenIamnotfeelingworried,sad,andangry.53

Figure4.25Ifeelworried,sad,orstressedat school. 54

Figure4.26Classroomdoorsandwindowsopenoutwards. 55

Figure4.27Furniture intheclassroomsis appropriate. 56

Figure 4.28Schoollaboratoriesarespaciousenoughforstudentstolearnsafely.57

Figure4.29Schoollibraryiswellequipped withrelevantlearningmaterials. 58

Figure4.30Playgrounds arefreeofdangerousitems. 59

xi
 Chapter 1

Introduction

School safety has become a concern for parents, students, teachers,and

administrators.Neiman(2011)stated,―In2009,85percentofpublicschoolsrecorded one

or more violent incidents of crime‖. There are over 100,000 students who bring some

type of weapon to school each day, and 40 students are killed or wounded with these

weapons annually (Sprague & Walker, 2002). Violent crime reached 18% in

2011,thefirstmajorrise innearly20 years(Cornell,2013).Asurveyof studentsfrom grades

8 to 10 found that 32.8% reported being in a physical fight, 16.6% said they carried

some type of weapon to school, and 5.1% said theyhad carried a gun multiple times to

school (Center for Disease Control and Prevention, 2012). Research has shown that

―22% of students in our nation’s schools are afraid to use the school bathrooms

because these relatively unsupervised areas are often sites for assaults and other forms

of serious victimization‖ (Sprague & Walker, 2002). ―Seven percent of students in

grades 8–10 reported being threatened or injured with a weapon, such as a gun, knife,

or club, on school property in 2011‖ (Robers, Kemp, Truman, & Snyder, 2012). It is

not only students who are threatened, but teachers as well. Over 6,000 teachers are

threatened each year, and more than 200 teachers are injured on school grounds

(Sprague & Walker, 2002). During the 2011 school year, 28% of students from ages

12 to 18 reported they were bullied at school during theyear (Robers, et. al., 2012).

When students do not feel safe, many will stay home from school. This impacts

student learning, and over 5.9% of students did not go to school in the 2011 school

year due to safetyconcerns (Eaton et al., 2012). So this chapter is consistingof

sevenmajorpartse.gbackgroundofthestudy,statementoftheproblem,research

1
questions, objectives, significance as well as rational of the study and definition of

studyterms.

BackgroundoftheStudy

Schools can become places that students and parents fear. Sencion (2004) found that

8.3% of high school students carry a weapon to school. Thirty-three percent of K–12

parents said they fear for their child’s safety at school (Jones, 2013). These statistics

show the need for research on students’ fears and how to overcome them (Jones,

2013).

This research study examined how students cope with the threat of danger in schools

and how this issue is connected to student achievement and learning. Earlier research

has focused on the impact a safe learning environment has on students’ feelings of

safety and ability to learn (Bucholz & Sheffler, 2009; Mayer, 2007; Parrett & Budge,

2012). The school needs to provide a safe environment for teachers and students. By

creating safe classrooms and schools, students will find a positive climate where they

have the abilityto be successful in the classroom and magnifythat success throughout

their lives. Research has found students need to feel safe in the classroom before

effective instruction can take place (Doherty & Abernathy, 1998). The Pennsylvania

StateEducation Association (2010)stated, ―Students learnbest and achievetheirfull

potential when theyarephysically, socially, emotionally, and academicallysafein safe

andorderlyclassrooms‖. Althoughfatalevents arerare,unfortunately,safetyis not a

guarantee for many of Pakistani students.

There are strong relationships between addressing social and emotional learning and

academic achievement (National Center for Technology Innovation and Center for

Implementing Technology in Education, 2008). A study by Lacoe (2012) found there

2
is a direct correlation between students feeling unsafe in the classroom and their

academicachievement. CornellandMayer(2010)reportedthatlevelsofschoolsafety and

school order are the basis for achievement gap, teacher retention, and student

engagement and learning.

A survey exploring students’ perspective of safe and unsafe classroom environments

used 121 baccalaureate and master of social work students at a university. Holley and

Steiner (2005) stated, ―This study found that students reported that being in a safe

classroom changed both what they learned as well as how much they learned‖.

Students suffer academically when they believe they are in an unsafe environment

(Education Week, 2013; Lacoe, 2012; Osborne & Walker, 2006). This is consistent

with the lower achievement scores associated with victims of bullying (Glew, Fan,

Katon, Rivara, & Kernie, 2005). The idea of being safe in school is not a new idea.

Abraham Maslow created his theory of hierarchy of needs and hypothesized students

would not be interested in learning until theyfelt like theybelonged or were esteemed

by others, thus experiencing a safe learning environment (Williams, 2003). Arum

(2003), in his article on judging school discipline, argued that without discipline,

schools will become chaotic places where student learning will fall bythe wayside, as

feelings of safety become a predominant factor that relates not only to behavioral

issues, but to student success and academic outcomes. Students who do not believe

theyare safeare unlikelyto takethe intellectualrisksinvolved inthe learningprocess.

StatementoftheProblem

School safety has become an important topic in today’s world due to increased

publicityofbullying,disrespect,shootings,kidnapping,arson,robbery,sexualassault, and

weaponabuse. Schoolsafety hasan impacton students’ physicaland emotional

3
health and affects students in every nation (Angnich & Miyazaki, 2013; Cowan,

Vaillancourt, Rossen, & Poillitt, 2013). Research has indicated that unsafe schools,

including environments where bullying and harassment occur from students or

teachers, are associated with disengagement from school, increased absences, and the

perception of being intimidated or not achieving academically (Sandals et al., 2008).

The learning environment, school climate, and school culture affect a student’s

perception of school safety.

ResearchQuestions

1. Whatis theimpactofsafetyin schooleducationatsecondarylevel?

2. Whatistherelationshipbetweenstudents’perceivedsafety andacademic

performance?

3. Isthereadifferenceinperceptionofschoolsafetybystudents,teachers,and

administrators?

ObjectivesoftheStudy

Thepresentstudyaims to find

1. Todetermine theimpactofsafetyin schooleducationat secondarylevel

2. To identify the relationship between students’ perceived safety and academic

performance

3. To discover a difference in perception of schoolsafety by students,teachers,

andadministrators.

SignificanceoftheStudy

The purpose of this study was to identify safety issues within the school system that

cause studentstofeelunsafeandthenprovideasolutiontohelpstudentsfeelsafe.

4
There are several areas of safety that were covered. School safety requires

participation and input from administration, teachers, students, parents, and law

enforcement in order to create policies and interventions that will increase student

safety (Bailey, 2002). School leaders, teachers, students, and parents must be trained

on how to deal with the different safety issues. Furlong, Felix, Sharkey, and Larson

(2005)claimed,―Creatingsafeschoolsisessentialtoensuringstudents’academicand

social success‖. Students must be taught or trained to overcome these fears or

conditions. Different types of interventions may be used to help students succeed in

feeling safe. Students who feel safe in school have fewer disciplinary problems and

higher academic scores. This study will define multiple reasons why students feel

unsafe, from demographics, discipline issues, grade point averages, and other issues.

Lacoe (2012) discussed that one of the consequences of students feeling unsafe is to

stay home, which will ultimately affect student academic outcomes. There are few

studies to be found that look at student absences and the effect this has on academic

success. One study by Gottfried (2009) found that unexcused absences by students

result in poor student achievement. Several studies evaluating violence within schools

found that violence reduces school attendance and causes an increase in behavioral

problems, as well as reduces high school graduation percentages (Bowen & Bowen,

1999).

Limitations

Due to shortage of time only secondary school level students and teachers of tehsil
Bahawalnagr were covered in this research.

5
 ResearchMethodology

This research discusses impact of safety inschool education secondary school level in

tehsil Haroonabad, Pakistan. Participants for this research were 200 teachers and 200

students from secondary schools.

ResearchDesign

This phase was related to descriptive as well as quantitative in nature and

questionnaire was used to collect data. Descriptive research design is useful for

assessmentthrough comparisonandscoreswerecomparedofthestudents ofruraland urban

secondary schools.

Population

For population, the researcher selected teachers and students purposefully from

secondary school level from tehsil Haroonabad.Thepopulation consisted of 200

teachers and 200 students. Two different methods were used for classification; urban

and rural teachers and students, and the male and female were selected in this study.

Sample

Sampling is veryimportant for anyresearch to get results.Sampling is a procedure for

choosinga givennumber ofrepresentatives ofthetargeteduniversein suchawaythat they

correspond to all sectorsof the population. One sampling procedure was used in this

study that is purposefully sampling.

ToolDevelopment

The research instrument used for this research was questionnaire. Through

questionnaire, the researcher tried to find out the impact of safety in school education

at secondary level.

6
AdministrationofTool

Data collection is very important for any research. The verbal permission from all

heads of the schools was taken before conducting the research. The datawere collected

by the researcher himself. The researcher clarified the rationale of this study to

teachers and students.

DataAnalysis

Data analysis is a procedure that engages classifying, editing, coding, tabulating the

collected data (Kothari, 2004). Data analysis is very important in a researchto measure

the findings and analyze the results.

DefinitionsofStudyTerms

1. Bullying

The condition in which a person is exposed to abusive actions repeatedly over time.

Bullying is a form of violence involving a real or perceived imbalance of power. It is

an act by a pupil or group of pupils directed against another pupil and may constitute

sexual harassment, hate violence, or severe or pervasive intentional harassment,

threats, or intimidation that is disruptive, causes disorder, and invades the rights of

others by creating an intimidating or hostile educational environment.

2. PhysicalAttack

The Prevent Violence at Work website defined physical attack as when an individual

or a group provokes and attacks a person physically, with or without the use of a

weapon,orthreatenstohurtthatperson(―PhysicalAssault,‖2013).

3. SchoolClimateor Environment

An environment that provides the student with his or her needs or promotes the desire

to develop his or her capabilities (Mwale, 2006).

7
The definition of school climate/environment usually encompasses dimensions of the

perceived social environment that (a) have a contextual influence on the learning and

development of students, (b) remain stable over time, and (c) can be meaningfully

aggregated across raters. Definitions of climate/environment characteristically focus

on conditions as they are perceived by students, teachers, or other participants in a

school setting, rather than on objective aspects of the setting.

4. SchoolSafety

The traditional view of a ―safe school‖ has been one in which there is little or no

violence on campus. However, the definition used by the Office of Safe and Drug-

Free Schools extended that in stating, ―In a truly safe school students feel like they

belong, they are valued, they feel physically and emotionally safe; in other words, we

puta greaterfocuson the overall schoolclimate‖ (Trump,2010).

5. VerbalHarassment

The use of words to attack or injure an individual, to cause one to believe an untrue

statement, or to speak falsely of an individual. It constitutes psychological violence.

Verbal abuse includes bullying, defaming, negative defining, harassing, lying, and

taunting (Evans, 2014).

8
 Chapter 2
LiteratureReview
Introduction

―Violence has invaded far too many of the nation’s schools. Fistfights are being

replacedbygunfights;firedrillsarebeingaugmentedbycrisisdrills‖(Stevens,201). The

media headlines have inferred through sensationalized coverage that school shootings

are a commonplace occurrence. The media has portrayed the isolated shootings as

though they occur throughout the Pakistan, and each incident becomes known to

everyone almost instantly through modern mediaandsocial networks. Some of the first

media coverage happened during the 1997–1998 schoolyear, as local media reported

on highly unusual crime stories of school shootings, and the

Pakistanpublicwasriveted.Thenewsoutletsdescribedtheseshootingsasan―alltoo

familiar story‖ rather than providing context, and the media’s labeling of these

shootingsas―atrend‖hastendedtoexacerbatepeople'sfearsaboutthesafetyoftheir

children and youth in school (Killingbeck, 2001).

PublicPerceptionsofSchoolSafetyinSociety

Anderson, Evans, Kozak, and Peterson (1999) observed that one of the greatest issues

facing educators today is the public’s criticism of Pakistani public schools. The

Columbine shootings of 1999 have created a belief that schools are a dangerous place

for youth (Muschert, Henry, Bracy, & Peguero, 2014). Research has addressed

different areas of school safety and the influence of media in pushing schools,

governments, and other officials into a more serious review of schoolsafety (Kirkman,

2008). Although statistics show that the number of violent crimes at school has

declined since the early 1990s, 10% of 15-year-old students polled reported they

viewedschoolasaplacewheretheydonotfeelsafeandevenfearbeingharmed

9
(Akiba, 2010). Part of this thought is due to the media andhow it hasportrayed school

safety issues. This belief that schools are unsafe has encouraged this research on how

students feel and how it affects them academically. The National Association of

School Psychologists (2006) reported that schools are, in reality, much safer than the

general public perception. The public has developed a common impression from rare,

yet highly visible, reports of school shootings.

Schools today are, in fact, much safer than they were 10 years ago (National

Association of School Psychologists, 2006). Although the data have indicated schools

are safer now than in previous years, violence at schools and its effect on students’

academic achievement have become a concern for parents, teachers, principals,

students, and law enforcement authorities (Kraft, 2003). Schools create policies to

address the issue of school safety in order to help ease parents’ fear over the safety of

their students in schools (Muschert et al., 2014). Regardless of whether the perceived

threat in schools is real or not, it has become an issue to parents, students, and the

public and has had an impact on policies from the department of educationto stateand

local school districts.

WhatIsSafeandWhatIsNotSafe

The recent economic downturn has caused schools to make deep budget cuts. Many

districts have had to look at all aspects of the school system to find areas to cut. These

deepening economic struggles are affecting the implementation of school safety

measures. Budget cuts in the districts have reduced the number of security personnel

and safety programs and reorganized security departments. Alternative sources of

fundinghavehadtobefoundtokeepminimalsafetyandsecuritymeasuresinthe

10
schools (Eisele-Dyrli, 2010). In his research, Eisele-Dyrli (2010) stated, Not only is it

just securitypersonnel, but the loss of nurses, counselors, psychologists, teachers, and

custodians has had a negative impact because of the vital roles that these employees

play in maintaining a positive and healthy school environment and preventing

potential hazards and nullifying threats to security.

Districts have had to make tough choices to cut programs, and many have chosen to

cut areas that do not have the perception of affecting students. Due to many of the

budget cuts across the Pakistan, many districts will continue to make cuts to some

safety programs. As people and programs continue to face elimination, school safety

issues will rise and leave schools open for another high-profile incident such as the

Columbine shooting (Eisele-Dyrli, 2010).

When constructing new schools or redesigning and updating existing schools for

enhanced safety, districts should consider how they are built, the style of the school,

the amount of sunlight and windows, the number of entrances, the manner in which

doors lock, and the physical appearance when talking about school safety. These are

expensivemodificationsand most school districtsdo not havethedollarstobuild new

buildings or update old buildings. Most engineers have recommended that schools

conduct a security audit and pinpoint the vulnerabilities before spending money on

updates (Kaiser, 2013).

The school district is responsible for the well-being and safety of the students.

Multiple research publications have reviewed the cause and effect of school safety

measures and what issues students perceive as makingthem feel unsafe. Akiba (2010)

evaluated reasons students feel unsafe at school. The objective of his research was to

11
identify characteristics of students who fear being victimized by school violence and

to examine the teacher and school characteristics associated with students’ fear. This

study used data from theProgram for International Student Assessment collectedfrom

a nationally representative sample of 2,787 fifteen-year-olds in 111 schools in the

United States. The study identified the responsibility of educators, administrators, and

policy makers in establishing a learning environment that is safe for all students.

Students’ fear of school violence affects their attendance, learning motivation, and

academic achievement (Akiba, 2010). Violence is one area that createsan environment

where students feel unsafe.

Another area that creates the perception of an unsafe environment centers on the

teacher– student relationship and the need to ensure that students and teachers respect

and trust one another, and that students feel connected to the teachers (National

Association of School Psychologists, 2006). Many students feel teachers show

favoritism to some students and not to others (Linsin, 2011). This problem also exists

for teachers, principals, and school board members. Some of the administrative issues

may be from showing leniency to certain students during disciplinary procedures or

allowing some students to redo assignments while others cannot. If teachers or

principals look the other way when bullying occurs or put certain students ahead of

other students, it sends a message to the other students (Kelmon, 2014; Long, 2012;

Wright, 2010). The SERAPH Research Team (2005) explained that showingfavorites

will create a division within the discipline system that places students into groups of

those who have an inside connection and those who do not.

12
 ConsequencesofStudentsNotFeelingSafe

Students who do not feel safe at school may experience far-reaching consequences,

ranging from students being absent to being physically or mentally injured. All of

thesehave atoll on student achievement and learning. Backus (2010) reported33%of

females and 30% of males reported being bullied at school during the year preceding

data collection. This research was conducted to evaluate a school prior to

implementing new school policies and then again after the school safety plans were

implemented. Litz (2005) reported boys committed 71% of the verbal, physical, and

emotional bullying incidents in schools, while girls contributed 28% of the same

incidents. Another report looked at the perception of students and their relationship

with teachers. This study found that the students’ perception of teachers andthe school

tied their fear to school violence. Research was conducted on how the student

perceived himself or herself in the school, based on a sense of belonging and how that

related to the fear the student had of the school (Akiba, 2010). Student safety has a

huge impact on the ability to learn. Research found that the impact of violence on

students increases the need for disciplinary action and the lowers achievement

(Neeley, 2003).

Bosworth, Ford, and Hernandaz (2011) stated, Violence in schools is a unique public

health problem because it primarily affects children and young adults, andthe negative

consequences undermine the primarypurposes of education. The presence of even the

threat of school violence significantly inhibits teaching and learning.

Schools need to work with the local community to help create environments where

studentsfeelsafe.Schoolsafetyaffectsstudentlearning,andschoolsneedtofind

13
ways to reduce the safety issues in order to increase student achievement. Student

safety does not occur only at school. The time before and after school may be when

students are bullied. Research has documented that there are more bullying incidents

on the bus than in the classroom (Litz, 2005). This brings into the conversation the

many different areas where a student deals with safety issues. Safetyissues can happen

at home, in neighborhoods, and the community in which the student lives. Meyer

(2005) summarized how student learning is compromised if the basic needs of food,

warmth, and security are not being met. This idea comes up again and again in the

research that has been conducted on student safety. Kennard (2009) stated, ―I believe

that how students actuallyfeel about school ultimatelyaffects their attendance and

performance both academically and behaviorally in school‖. Kennard explained his

belief that students’ feelings about school will have a direct influence upon their

school attendance, as well as academic success and behavior. Domestic violence is

another issue student’s face. Research has indicated a link between students who deal

domestic violence and truancy, social problems, dropout rates, poorer academics, and

school failure (George, 2011).

StudentAchievementandLearning

The No ChildLeft Behind Act called for student achievement and for districts toshow

growth through state-wide mandated testing (Yell, Shriner, & Katsiyannis, 2006).

Students who fear school and skip school or stay home do not perform well on these

tests and, therefore, create a concern for many school districts. There is a need for

educators to understand the student’s perception of school safety and understand those

school- and teacher-related factors associated with a student’s fear of being victimized

by school violence (Lacoe, 2012).

14
The school climate is one of the most important factors related to how teachers and

students perceive safety and learning. Thapa, Cohen, Higgins-D’Alessandro, and

Guffey (2012) stated that in order for teachers to do the best job possible and for

students to be able to be the best learners possible, both groups need to feel the school

is a safe environment. School climate influences student safety. Having a positive

school climate promotes positive student development, learning, academic

achievement, graduation rates, and teacher retention. The school climate is an integral

part student’s perception of school safety. Research has shown that if a student has a

positive self-view, goes to school on a regular basis, and participates in school

activities, the chances of the student being successful in school will increase,

regardless of whether the student is a member of an at-risk group (Finn & Rock,

1997). Students must feel safe and comfortable in school and in the classroom for

learning to take place. Students who feel safe at school generally have positive self-

esteem, which is also important in student learning. Finn and Rock (1997) explained

that, over time, there has been a correlation between students’ self-esteem and their

academic success. Establishing and sustaining a school environment free of

harassment, bullying, and discrimination should involve an examination of a school’s

climate and culture. School climate and culture have a profound impact on student

achievement, behavior, and the school community’s culture (Elias, Zins, Weissberg,

Frey, Haynes, & Kessler, Schwab-Stone, Shiver, 1997).

PrevalenceofUnsafeSchools

Research has shown that students who are unsafe will struggle academically, while

students who feel safe will continue to learn and grow. Students feel unsafe for a

numberofreasons,butforstudentswholiveanalternativelifestyle,itcanbeeven

15
worse. Biegel and Kuehl (2010) reported that most of these students suffered ridicule

due to their sexual or gender distinctions, and a large number of them faced physical

attacks. Teaching and learning are tied together just as are teacher and student

relationships. These relationships provide an atmosphere where students feel safe so

learning can take place. This relationship needs to start at the kindergarten level.

Research has indicated that if a kindergarten student has a negative relationship with

his or her teacher, the student is more likely to have behavioral andacademic problems

in later grades (Thapa et al., 2012).

Students find that how they interact with their peers, teachers, and other school

personnel affects their perception of how safe they feel. Research has indicated

students do not feel safe in schools when there is a breakdown of interpersonal and

contextual variables that define a school’s climate (Thapa et al., 2012). Students’sense

of belonging and the teacher student relationship have a significant impact on

students’fear.School administrators and teachers need to focus on developingasense of

school community, build safe school environments both in the school and in the

classroom, and be consistent in how they deal with discipline and classroom

management (Akiba, 2010). Students who have safety issues at school also reportthey

do poorly in school academically. Akiba (2010) found there exists a greatersense of

fear within those students who perform at a lower academic level.

Another critical issue discussed in the literature is student demographics. Does the

student come from an affluent background? What is the community like?Is the district

bigor small? Povertyand unemployment mayplayan important part in school violence,

as well as sexual harassment and sexual abuse,and overcrowding may

createopportunitiesforviolencein schools(Meyer,2005).Schoolsize, ruralor

16
urban, also plays a role on perceptions of how safe the school isandgreatly influences

educators’ safety perceptions of the school (Bakioglu & Geyin, 2009). There has been

research on how smaller schools can improve the school climate. Smaller schools

have produced better student achievement, safety, and relationships among members

of the school community. Research has indicated smaller schools lead to better

individual academic performance (Thapa et al., 2012).

There is sufficient research on the issues of school safety and their effect. Further

studies need to address how schools can deal with school climate, student safety, and

staff safety.

AReviewofStrategies,SafetyPlans,andResults

There are as many suggested solutions to the problems of school safety as there are

studies that have been conducted on the topic of school safety. The solutions have

included everything from the physical construction of buildings to harsh punishments

for breaking rules and policies of the schools. Acommon solution has been for school

leaders to establish a good policy on school safety and to uphold the policy

consistently. Ensuring that schools establish effective discipline practices helps

students understand howbehaviorrelates to academicsuccess and howasafelearning

environment benefits all students (Luiselli, Putnam, Handler, & Feinberg, 2005).

Schools need to involve the local community to create environments where students

feel safe. The relationship of school safety to student learning indicates there are

various ways schools can reduce safety issues to benefit student retention and

participation.

17
There are ample descriptions of how school safetyimproves student achievement, and

a review of the research helps with implementation of policyand recommendations to

overcome these issues. Shindler, Jones, Williams, Taylor, and Cadenas (2009)

discussed the following six components to improve school safety andstudent retention

and participation.

1. Developing high-quality school environment leads to higher levels of student

achievement.

2. High student achievement test scores increase as the quality of the school climate

increases.

3. Various aspects of the school climate are highly correlated and various aspects are

strongly interdependent.

4. Implementing isolated, decontextualized, add-on programs within a school where

the climate is fundamentally poor achieves questionable results.

5. In the absence of a deliberate attempt to improve the quality of the school

environment and function, it can be predicted that the quality of the school

environment will continue to deteriorate on average from grade to grade.

6. Superficial indicators of achievement generally do not offer enough information to

judge progress toward school improvement. Measurement at the systemic functional

level seems to be necessary along with school improvement.

18
It has been well established that schools can build safe school environments and

increase student achievement by implementing positive, research-based strategies

(Thapa et al., 2012). The six areas mentioned were implemented in a school system

with positive results. In another study, strategies were implemented that decreased

problem behavior, the number of students at risk for significant behavior challenges,

and increased academic achievement and student perceptions of school safety as

compared to low-implementing schools. The results also showed the implementation

of school-wide positive behavioral supports produced enhanced outcomes in problem

behavior, academic achievement, and perceptions of school safety(McIntosh, Bennett,

& Price, 2011). Whether students are present at school or how often they come to

school also has a direct positive effect on student achievement (Chen & Weikart,

2008). These authors reported that student background, especially poverty and racial

composition, influences student behavior and academic achievement. Educators can

compensate some if they address the issue of poverty and disparity. Disorder in

schools also disrupts student achievement. Chen and Weikart (2008) explained that

while students are in a safe environment, particularly when they also perceive that the

environment is safe, learning is increased.

SchoolEnvironment

Lehr (2004), describing how the climate of the school is one factor that is always a

characteristic of high-academic performance, stated, ―School climate is consistently

identified as a variable that is a characteristic of effective schools and one that is

positivelyassociatedwithacademicsuccess‖.Themajorityoftheresearchonstudent safety

and academic achievement stem from this idea of school climate. To promote

learning, school leaders must create a climate that is safe for students. Students must

19
feel both physically and emotionally safe from harm, and teachers and administrators

must have a genuine concern for their well-being (National Center for Technology

Innovation and Center for Implementing Technology in Education, 2008). Teachers

must create a classroom atmosphere where students feel comfortable and know their

learningneeds arebeingmet and it is okayreach ahead in their learning. Students will

only ask questions or be engaged if they are comfortable in the classroom. This

reinforces the idea that the classroom must be free from bullying by other students.

Students are more likely to experience bullying and other types of peer violence,

which may lead to absenteeism and reduced academic achievement within schoolsthat

do not create these types of safe classrooms where positive relationships exist (Thapa

et al., 2012). School climate reflects the beliefs and character of the students, school

personnel, and parents. The school climate is built around the experiences of school

life. When this positive school environment exists, students miss less school at both

the middle school and high school levels (Thapa et al., 2012).

Recognition of the importance of the school climate is growing in Pakistanand around

the world, as well as schools that promote safety for students and implement

strategiesthatcreatesafelearningenvironments.Positiveschoolclimateis recognized as an

important component of successful and effective schools (Koth et al., 2008).

The Office of Safe and Drug-Free Schools defines safe schools as oneswherestudents

feel like they belong, they are valued, and they are physicallyand emotionally safe

(Trump, 2010). School climate will continue to be at the top of the list for creating a

safe learning environment for all students. School leaders need to

addresspolicy,programs,andpracticesthatcreateaschoolclimateconduciveto

20
student learning. By creating and implementing good policy programs and practices,

schools can create and improve school climate (Trump, 2010).

Although most schools are safe and provide a productive learningenvironment, threats

to safetycontinue to exist inschools and need to beaddressed.Whetherschool shootings

or bullying, school districts need to find solutions to deal with these threats. Less than

1% of all violent deaths of children occur on school grounds, but many students in

school today are being threatened, bullied, harassed, and intimidated (Sprague &

Walker, 2002). Without safe schools, teachers cannot teach and students cannot learn.

The challenge for schools today is to create safe schools where learning can take place

for all students.

Creating these safe schoolsrequires intervention strategies and district policies that are

created in a collaborative effort. This necessitates the involvement of administrators,

teachers, families, students, support staff, and community members working together

to create positive relationships with students and safe learning environments (Dwyer,

Osher, & Warger, 1998). Policies and strategies used to develop school safety plans

are essential to help create the safe school environments students need to besuccessful

in school. Theseschool safetyplanswill be along-term systematic and comprehensive

process (Stephens, 1996). The goal of creating safe school plans should be to create a

positive school environment that is free of drugs, violence, intimidation, and fear. If

school districts can create this type of an environment, the students will feel safe and

this will enhance theirlearning and growth (Stephens, 1996).

21
There are two areas that need to be assessed when a school districts looks at school

safety. The first area for discussion is the physical safety of the school building and

grounds. The second area is the culture of the school or the social environment of the

school. The culture of the school needs to be reviewed as it relates to the safetyof the

students and how to reduce safety risks (Sprague & Walker, 2002).

Thephysical layout ofschool buildings has littlein common from district to district—

from schools located in one building to schools with multiple buildings spread out

over a large campus. The design, use, and supervision of the school space, the

administrative and management practices of the school, the nature ofthe neighborhood

and community served by the school, and the characteristics of the students enrolled

effect the safety perception of students (Sprague & Walker, 2002).

Theschool environment can be changed bytrainingteachers,administrators,students,

and parents and imposing limitations on policies and programs. Prevention and early

interventioneffortsbyschooldistrictscan reduceviolenceandotherissues inschools.

School districts that understand what issues cause violence can create programs that

implement effectivestrategies to prevent violence and other troublingbehaviors in the

school district and make schools safer (Dwyer et al., 1998).

Creating a plan to improve in these two areas will involve time and commitment from

the school districts and the community. Suggested areas to look at when developing a

plan are

• focusingonacademicachievement

• involvingfamiliesinmeaningfulways

22
• developinglinkstothecommunity

• discussingsafetyissuesopenly

• treatingstudents withequal respect

• creatingwaysforstudents tosharetheirconcerns

• helpingchildrenfeelsafeexpressingtheirfeelings

• havingaconfidentialsystem inplaceforreferringchildrenwhoaresuspectedof being

abused or neglected

• consideringextendedandalternativedayprogramsforchildren

• promotinggoodcitizenshipandcharacter

• identifyingproblemsandassessingprogresstoward solutions

• supportingstudentsin makingthetransition toadultlifeandtheworkplace

• trainingstaffforcrisis intervention

• minimizing the number of campus entrances and exit points used daily

forsupervision of the campus and control management (Stephens, 1996).

23
 Conclusion

School safety is a serious issue facing schools in the Pakistan. By reviewing the

literature, it is apparent there is a close correlation between how students feel towards

safety in their school and students’ academic achievement. School

climatehasbecomeakeyissuein determiningstudent safetyand student achievement.

Additional issues need to be researched, such as the lack of consensus about what the

school environment should look like (Thapa et al., 2012), that is, how

theschoolenvironment should be defined. Although the volume of research on school

climate continues to grow, there is no commonly agreed-upon definition of what this

term encompasses (Trump, 2010). The other issue that arises is school safety and

security are inconsistent, at best, in Pakistani schools. School districts spend the

majority of their time and moneyon different ideas and programs dealingwith

securityand safety and, depending on the district, focus on certain aspects for that

district without having a fully integrated approach. Thus, many districts focus on only

one aspect of school safety rather than all the interrelated issues related to school

safety.

24
 Chapter 3

ResearchMethodology

This chapter discusses the methodology design that was used in this studyand presents

the appropriateness of qualitative research approach. Thechapter explainstheresearch

design, methods of datacollection and analysis. Thechapterends with an examination

on issues of credibility and dependability. The research addresses the problem

statement that suggested that there the impact of safetyin school educationin

secondary schools.

ResearchDesign
Research design is a general strategy or a plan that the researcher uses to conduct a

research (Johnson & Christensen, 2008). McMillan and Schumacher (2006) assertthat

research design helps theresearcherto plan and explain howonefinds answers to their

research questions and how that put one’s strategy into action. For example, the

researcher may have to decide on a period for the research, the target population,

sampling procedures, the research methods, data collection methods, analysis

strategies and techniques. The significance of drawing a research plan (design) is to

take the initial research problem and decide how it will be resolved. Some of the

aspects to be considered in the design are available time, financialresources,facilities,

availability of data, possible methods of analysis and the researcher’s own

development in terms of research skills (William, 2005). The research designis central

in any investigation to be conducted because it determines how data is collected and

analysed. Furthermore, the research design guarantees that evidence obtained enables

the researcher to answer the research questions as unambiguously as possible.

25
In this study, a qualitative research approach was deemed suitable as it allowed the

researcher to enter the participants’ life world and studytheir life experiences (de Vos

et al., 2011). This was the case when teachers and students express their views

regardingimpactofsafetyinschooleducationinsecondaryschools.This researchwas keen

to capture holistic aspects of support for teachers and students about safety in school

within the context of those who are experiencing it.

Population
Target population is described as consisting of individuals or fundamentals that fit a

definite requirement (Cohen, 2000). Furthermore, target population is that collection

from which a researcher desires to get information about which to illustrate some

conclusions or formulate generalizations.McMillan and Schumacher (2006) define

population as agroup of elements orcases, individuals, objects orevents that conform

to specific criteria. In this study, the population is drawn from secondary school

teachers and students in Haroonabad.

SamplingProcedure

Fouche and Delport (2011) explain sampling as a small portion of the total set of

objects, events or persons that together comprise the subject of study. Springer (2010)

points out that sampling refers to strategies that enable one to use a subset of a

population as a basis for making inferences about the large group. Creswell (2012)

states that sample includes only those who provide data on which the findings and

conclusions are based. In this study, a sample was drawn from education needs

teachers and students in secondary schools.

26
The researcher used purposive sampling criteria for the selection of teachers and

students with education needs. They are affected by the safety to teaching and were

therefore considered best suitable to provide relevant information.

DataCollectionInstrument
The research instrument which was adopted for this research was questionnaire

(Appendix A). Themethod of using questionnaire facilitated the researchers to collect

widespread observations of the representers on the studied experience (Anderson,

2011). This is a quantitative based research where answers throughout questionnaire

were collected and the respondents werehigh school teachersand learners. Theverbal

acquiescence from all heads of the schools was taken before performing the research.

Researcher himself was collected data.

DataCollectionProcedure
Data collection is most important for any research task. Questionnaires were
personally dispersed by the researcher himself to teachers and students to complete.
Some questionnaires were ambiguous so the researcher himself completed for those
who could not read well by respondent. Data was collected over a period of fifteen
days and a likert scale in the questionnaire was used to explain things and the option
and details of the five point likert scale in the table are given away below.

Table:3.2

Thefivepointlikert scale

Scale Interpretation
5 StronglyDisagree
4 Disagree
3 Neutral
2 Agree
1 StronglyAgree

27
 DataAnalysis

Data analysis is a procedure that engages classifying, editing, coding, tabulating the

collected data (Kothari, 2004). Data analysis is very important in a researchto measure

the findings and analyze the results. Analysis of concept is the procedure of written or

verbal conversation in a systematic way to analyze variables quantitatively (Polit &

Hunger, 1995). The researcher showed the analysis of his collected data, for analyzing

questionnaire SPSS version 22 was used and findings through table and graphs for

clear and better understanding.

EthicalConsiderations

The conduction of this study needs not merely carefulness and capacity butalso reality

as well as sincerity and this is done to defend and make out subjects of human being

rights. The oral permission from all the authority of the schools wastaken before

conducting the research. According to Burns and Grove (1993), state that informed

permission like a perspective subject’s agreement to willingly take part in a research

which is attained after adjustment of necessary information relatedto research and

students were knowledgeable about the aim of research process that would be utilized

to gather the data and confident that there were no cost or risks occupied and

anonymity andconfidentiality were sustained throughout the research. Dishonest

behavior adds treatment of methods and design, and exploitation of data or retention

(Brink 1996). The researcher tried to keep away from any typeof dishonesty.

Manipulation of data might not be done as the supervisor and self- regulating

statistician penetrated the data from the questionnaire into the SPSS software program

of computer and formed the results independently of researcher to keep away from

individual association.

28
 Chapter 4

DataAnalysis

The purpose of this study was to investigate impact of safety in school education and

establish if there are structures in place that facilitate their support. It also sought to

establish whether such teachers and learners are exposed to screening, identification,

assessment and support. Doing all these enabled the researcher to propose a model in

order to provide support for such learners. Based on the findings of the study, the

researcher proposes a support model for governmentsecondary schools of

Bahawalnagar. This chapter presents and interprets the major findingsandconclusions

drawn from the study.

29
Table4.1Iamtreatedwith respectbystudentsatthis school.

Option frequency Percentage

StronglyDisagree 30 15
Disagree 33 16.5
Neutral 38 19
Agree 56 28
StronglyAgree 43 21.5

60

50
NumberofParticipants

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 30 33 38 56 43
Percentage 15 16.5 19 28 21.5

Figure4.1Iamtreatedwithrespectbystudentsatthis school.

Table 4.1 shows that 15% teachers strongly disagree from the view that they are

treated with respect by students at this school.Thirty three teachers from two hundred

disagree that they are treated with respect by students at this school. Nineteen percent

teachers were neutral. 56 percent teachers agree from the view. Only 21.5 percent

teachers strongly agree that they are treated with respect bystudents at this school.

30
Table4.2Ifeelsupportedbythedisciplinarypracticesforstudentsat thisschool.

Option frequency Percentage

StronglyDisagree 17 8.5
Disagree 28 14
Neutral 50 25
Agree 68 34
StronglyAgree 37 18.5

80
70
NumberofParticipant

60
50
40
30
20
10
0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 17 28 50 68 37
Percentage 8.5 14 25 34 18.5

Figure4.2Ifeel supportedbythedisciplinarypracticesforstudentsat thisschool.

Table 4.2 explains that 18.5% participants strongly agree that they feel supported by

the disciplinary practices for students at this school. Thirty four teachers agree that

they feel supported by the disciplinary practices for students at this school.50teachers

from two hundred were neutral that they feel supported by the disciplinary practices

for students at this school. Fourteen teachers disagree that theyfeel supported by the

disciplinary practices for students at this school.Seventeen werestrongly disagree from

the point of view.

31
 Table4.3Ifeelphysicallysafe atthis school.

Option frequency Percentage

StronglyDisagree 13 6.5
Disagree 34 17
Neutral 38 19
Agree 57 28.5
StronglyAgree 58 29

70
60
NumberofParticipant

50
40
30
20
10
0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 13 34 38 57 58
Percentage 6.5 17 19 28.5 29

Figure4.3Ifeelphysicallysafeatthis school.

Table 4.3 tells that fifty eight teachers strongly agreethat theyfeel physically safe at

this school. But 28.5% participants agree that they feel physically safe at this

school.On the other side, 38teachers from two hundred wereneutral. 17% participants

disagree that they feel physically safe at this school.Whereas 6.5 percent teachers

strongly disagree about this question.

32
Table4.4Iworryaboutsomeonecommittingashootingatthisschool.

Option frequency Percentage

StronglyDisagree 19 9.5
Disagree 31 15.5
Neutral 37 18.5
Agree 68 34
StronglyAgree 45 22.5

80
70
NumberofParticipant

60
50
40
30
20
10
0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 19 31 37 68 45
Percentage 9.5 15.5 18.5 34 22.5

Figure4.4Iworryaboutsomeonecommittingashootingatthis school.

Table 4.4 gives details that only9.5% teachers stronglydisagree that theyworryabout

someone committing a shooting at this school. But 34% participants agreethat they

worry about someone committing a shooting at this school.Thirty seventeachers were

neutral about the opinion. 22.5 percent teachers were strongly agree that they worry

about someone committing a shooting at this school.As well as 34% participants agree

that they worry about someone committing a shooting at this school.

Table4.5Ifeelthatthereis adequatesafetyand securityin this school.

33
Option frequency Percentage
StronglyDisagree 27 13.5
Disagree 28 14
Neutral 52 26
Agree 48 24
StronglyAgree 45 22.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 27 28 52 48 45
Percentage 13.5 14 26 24 22.5

Figure4.5Ifeelthatthereisadequatesafetyand securityin this school.

Table 4.5 explains that 22.5% participants strongly agreethat they feel that there is

adequate safety and security in this school. Forty Eight teachers agree that they feel

that there is adequate safety and security in this school. 52 teachers from two hundred

were neutral. Twenty Eight teachers disagreethattheyfeel that there is adequate safety

and security in this school. Twenty sevenstrongly disagree from the point of view.

Table4.6Thedisciplinarypractices atthisschoolare effective.

34
 Option frequency Percentage
StronglyDisagree 18 9
Disagree 42 21
Neutral 49 24.5
Agree 61 30.5
StronglyAgree 30 15

70
60
NumberofParticipant

50

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 18 42 49 61 30
Percentage 9 21 24.5 30.5 15

Figure4.6Thedisciplinarypracticesat thisschoolare effective.

Table 4.6 indicates that 15% teachers strongly agree that the disciplinary practices at

this school are effective. On the other side, 30.5 percent teachers agree that the

disciplinary practices at this school are effective. Forty nineteachers were neutral.

21%student disagreethatthe disciplinary practices at this school are effective.

Table4.7Astudentstoleordamaged mypersonal property.

35
Option frequency Percentage
StronglyDisagree 21 10.5
Disagree 39 19.5
Neutral 41 20.5
Agree 54 27
StronglyAgree 45 22.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 21 39 41 54 45
Percentage 10.5 19.5 20.5 27 22.5

Figure4.7 A studentstoleor damaged mypersonalproperty.

Table4.7 elaboratesthat 20.5 percent teachersneutral.45%participants stronglyagree

that the student stole or damaged their personal property. 27percent teachers agree

thatthe student stole or damaged their personal property. Thirty nineteachers were

disagree thatthe student stole or damaged their personal property. 10.5% teachers

strongly disagreefrom the point.

Table4.8Astudentsaid rudeorinsultingthingstome.

36
Option frequency Percentage
StronglyDisagree 28 14
Disagree 50 25
Neutral 47 23.5
Agree 53 26.5
StronglyAgree 22 11

60

50
NumberofParticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 28 50 47 53 22
Percentage 14 25 23.5 26.5 11

Figure4.8 Astudentsaidrudeorinsultingthingsto me.

Table4.8 tells that 22 teachers from two hundred strongly agree that the student said

rude or insulting things to them. 26.5% teachers agree thatthe student said rude or

insulting things to them.Forty seven teachers neutral about the view. 25% teachers

disagree that the student said rude or insulting things to them.Fourteen percent

teachers strongly disagree that the student said rude or insulting things to them.

Table4.9A studentphysicallyattacked, pushed,orhit me.

37
Option frequency Percentage
StronglyDisagree 33 16.5
Disagree 39 19.5
Neutral 40 20
Agree 52 26
StronglyAgree 36 18

60

50
Numberof Participant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 33 39 40 52 36
Percentage 16.5 19.5 20 26 18

Figure4.9Astudentphysicallyattacked, pushed, orhit me.

Table 4.9 indicates that 18 % teachers strongly agree that the student physically

attacked, pushed, or hit them. Twenty six percent participants agree thatthe student

physically attacked, pushed, or hit them. Forty teachers neutral about these view.

19.5% participants disagree thatthe student physically attacked, pushed, or hit them.

16.5% of the participants strongly disagree about the view.

Table4.10Aparentthreatenedtocomplain aboutme totheadministration.

38
Option frequency Percentage
StronglyDisagree 27 13.5
Disagree 41 20.5
Neutral 48 24
Agree 51 25.5
StronglyAgree 33 16.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 27 41 48 51 33
Percentage 13.5 20.5 24 25.5 16.5

Figur4.10Aparentthreatenedtocomplainaboutmetotheadministration.

Table 4.10 shows the details that 16.5 % teachers strongly agree that the parent

threatened to complain about them to the administration. 25.5 percent teachers agree

that the parent threatened to complain about them to the administration. 24 %

participants neutral about the opinion. 20.5 percent teachers disagreethat the parent

threatened to complain about them to the administration.Whereas13.5 % teachers

strongly disagree about it.

Table4.11Acolleaguesaid rudeorinsultingthings to me.

39
 Option frequency Percentage
StronglyDisagree 27 13.5
Disagree 41 20.5
Neutral 48 24
Agree 51 25.5
StronglyAgree 33 16.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 27 41 48 51 33
Percentage 13.5 20.5 24 25.5 16.5

Figure4.11 Acolleaguesaid rudeorinsultingthingsto me.

Table 4.11 explains that 16.5 % teachers strongly agree that the colleague said rude or

insulting things to them.Fifty Oneteachers from two hundredparticipantsagree thatthe

colleague said rude or insulting things to them. 24 % neutral about this matter. On the

other hand, 20.5 percent teachers disagree with the above matter. 13.5. % teachers

strongly disagreeabout it.

Table4.12Ifeltburnedout about myjob.

40
Option frequency Percentage
StronglyDisagree 26 13
Disagree 33 16.5
Neutral 54 27
Agree 58 29
StronglyAgree 29 14.5

70
60
NumberofParticipant

50

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 26 33 54 58 29
Percentage 13 16.5 27 29 14.5

Figure4.12Ifeltburnedout aboutmyjob.

Table 4.12 explains that 14.5 % participants strongly agreethat they felt burned out

about their job. 29 % teachers agree thatthey felt burned out about their job.But 27

percent teachers neutral about the view. On the other hand, 16.5 % teachers disagree

thatthey felt burned out about their job. Whereas twenty six teachers from total

numbers strongly disagree.

Table 4.13 Students in this school are teased about their clothing or physical

appearance.

41
Option frequency Percentage
StronglyDisagree 22 11
Disagree 41 20.5
Neutral 56 28
Agree 53 26.5
StronglyAgree 28 14

60

50
NumberofParticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 22 41 56 53 28
Percentage 11 20.5 28 26.5 14

Figure 4.13 Students in this school are teased about their clothing or physical

appearance.

Table 4.13 shows that 14 % teachers strongly agree thatStudents in this school are

teased about their clothing or physical appearance. 26.5 percent teachers agree

thatStudents in this school are teased about theirclothing or physical appearance. 28

% teachers were neutral. 20.5 percent teachers disagree that Students in this schoolare

teased about their clothing or physical appearance. Only 11 percent strongly disagree

about the view.

Table4.14Harassmentisaproblematthis school.

Option frequency Percentage

42
StronglyDisagree 9 4.5
Disagree 44 22
Neutral 54 27
Agree 54 27
StronglyAgree 39 19.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 9 44 54 54 39
Percentage 4.5 22 27 27 19.5

Figure4.14Harassment isaproblematthis school.

Table 4.14 indicates that 19.5 % teachers strongly agree that harassment is a problem

at this school.27% agree that harassment is a problem at thisschool.Fifty fourteachers

from total numberswere neutral. On the other hand, 22 percent teachers disagree that

harassment is a problem at this school. Whereas only 4.5percent strongly disagree

about it.

Table4.15 Itmademethinkaboutwhethertocontinue teaching.

Option Frequency Percentage

43
StronglyDisagree 42 21
Disagree 36 18
Neutral 57 28.5
Agree 34 17
StronglyAgree 31 15.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 42 36 57 34 31
Percentage 21 18 28.5 17 15.5

Figure4.15Itmademethinkaboutwhethertocontinueteaching.

Table 4.15 shows that 15.5 teachers strongly agree thatit made them think about

whether to continue teaching. Thirty four percent teachers agree. 57 % participants

were neutral. On other side, 36 teachers from total numbers were disagree whereas

21% were disagree about it.

Table4.16Student fights on schoolincreasemyfear formysafetyat school.

44
Option Frequency Percentage
StronglyDisagree 15 7.5
Disagree 41 20.5
Neutral 45 22.5
Agree 75 37.5
StronglyAgree 24 12

80
70
NumberofParticipant

60
50
40
30
20
10
0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 15 41 45 75 24
Percentage 7.5 20.5 22.5 37.5 12

Figure4.16 Studentfightson schoolincrease myfear for mysafetyatschool.

Table 4.16 elaborates that37.5 % students agree thatstudent fights on school increase

their fear for their safety at school.12 % students strongly agree on the above issue.

Forty five students from total numbers were neutral about the view. Onthe other hand,

7.5 percent students strongly disagree. But 20.5 % students disagree about the given

view that student fights on school increase their fear for their safety at school.

Table4.17Ihavewitnessed orheardofatleastonephysicalfightatthis school.

45
Option frequency Percentage
StronglyDisagree 22 11
Disagree 36 18
Neutral 46 23
Agree 57 28.5
StronglyAgree 39 19.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 22 36 46 57 39
Percentage 11 18 23 28.5 19.5

Figure 4.17 I have witnessed or heard of at least one physical fight at this school.

Table4.17explainsthat28.5%studentsagreethattheyhavefeltthattheyhave witnessed or

heard of at least one physical fight at this school.19.5 %students

stronglyagreeabouttheaboveissue.Twentythreepercentstudentswere neutral.18%

disagree thatthey have witnessed or heard of at least one physical fight at this

school.As well as 18 % participants strongly disagree thatthey have witnessedor heard

of at least one physical fight at this school.

Table4.18IfeelphysicallysafewhenIamin atleastoneofmyclasses at school.

46
Option Frequency Percentage
StronglyDisagree 15 7.5
Disagree 36 18
Neutral 43 21.5
Agree 66 33
StronglyAgree 40 20

70
60
NumberofParticipant

50

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 15 36 43 66 40
Percentage 7.5 18 21.5 33 20

Figure4.18IfeelphysicallysafewhenIamin atleastoneofmyclassesat school.

Table 4.18 indicates that20% students strongly agree thatthey feel physically safe

when they are in at least one of their classes at school.Thirty three percent students

agreed that they feel physically safe when they are in at least one of their classes at

school. 21.5 %students were neutral about the view.18 % students disagree. Only 18%

participants strongly disagree about it.

Table4.19IfeelphysicallysafewhenIamnotinclass, butin school.

47
 Option frequency Percentage
StronglyDisagree 20 10
Disagree 35 17.5
Neutral 55 27.5
Agree 50 25
StronglyAgree 40 20

60

50
NumberofParticipant

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 20 35 55 50 40
Percentage 10 17.5 27.5 25 20

Figure4.19IfeelphysicallysafewhenIamnotinclass,butin school.

Table 4.19 elaborates that ten percent students strongly agree that they feel physically

safe when theyare not in class, but in school.Fiftypercent students agree thattheyfeel

physically safe when they are not in class, but in school.27.5 % students were neutral

about it.17.5 percent students disagree that theyfeel physicallysafe when they are not

in class, but in school. 10 % participants strongly disagree about the given view.

Table4.20Studentsshowrespectforallotherstudents.

48
Option frequency Percentage
StronglyDisagree 32 16
Disagree 46 23
Neutral 36 18
Agree 47 23.5
StronglyAgree 39 19.5

50
45
40
NumberofParticipant

35
30
25
20
15
10
5
0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 32 46 36 47 39
Percentage 16 23 18 23.5 19.5

Figure4.20Students showrespectforallotherstudents.

Table4.20 indicatesthat 19.5 %students stronglyagreethat students showrespect for all

other students. 23.5 percent students agree thatstudents show respect for all other

students. 18% students were neutral. Twentythree percent participants disagree. Only

19.5 % students were strongly disagree thatstudents show respect for all otherstudents.

Table4.21Thereiscaring,respectfulatmospherein this school.

49
 Option frequency Percentage
StronglyDisagree 18 9
Disagree 43 21.5
Neutral 55 27.5
Agree 55 27.5
StronglyAgree 29 14.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 18 43 55 55 29
Percentage 9 21.5 27.5 27.5 14.5

Figure4.21Thereiscaring,respectfulatmosphereinthisschool.

Table 4.21 indicates that 14.5 % students were strongly agree that there is caring,

respectful atmosphere in this school.27.5 percent students agree thatthere is caring,

respectful atmospherein thisschool.27.5%studentswereneutralabouttheview.21.5

percent students disagree. But 14.5% students were stronglydisagree about the view.

Table4.22Ifeelsafeintheschool building.

50
 Option frequency Percentage
StronglyDisagree 29 14.5
Disagree 39 19.5
Neutral 48 24
Agree 44 22
StronglyAgree 40 20

60

50
NumberofParticipant

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 29 39 48 44 40
Percentage 14.5 19.5 24 22 20

Figure4.22Ifeelsafein theschoolbuilding.

Table 4.23 suggests that twenty two percent students strongly agree thatthey feel safe

in the school building.22 % students agree thatthey feel safe in the school

building.Twenty four percent students were neutral.19.5 % students disagree.Twenty

percent students strongly disagree about the opinion.

Table4.23IfeelIlikereallybelongatthis school.

51
Option frequency Percentage
StronglyDisagree 21 10.5
Disagree 38 19
Neutral 46 23
Agree 63 31.5
StronglyAgree 32 16

70
60
NumberofParticipant

50

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 21 38 46 63 32
Percentage 10.5 19 23 31.5 16

Figure4.23IfeelIlikereallybelongat this school.

Table 4.23 explains that 16 % students were strongly agree that they feel them like

really belong at this school. 31.5 % students agree that they feel them like really

belong at this school. 46 students were neutral from total students. On other side, 19

percent students were disagree that theyfeel them like reallybelong at this school and

10.5%studentswerestronglydisagreeabouttheview.

Table4.24IlearnbetteratschoolwhenIamnotfeelingworried,sad,andangry.

52
Option frequency Percentage
StronglyDisagree 29 14.5
Disagree 43 21.5
Neutral 42 21
Agree 49 24.5
StronglyAgree 37 18.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 29 43 42 49 37
Percentage 14.5 21.5 21 24.5 18.5

Figure4.24IlearnbetteratschoolwhenIamnotfeelingworried,sad,and angry.

Table 4.24 gives details in a way that 18.5 % students strongly agree thatthey learn

better at school when they are not feeling worried, sad, and angry. 24.5 percent

students agree thatthey learn better at school when they are not feeling worried, sad,

andangry.42studentswereneutral.21.5%studentsdisagreeabouttheopinionand

18.5%studentsstronglydisagreedabouttheview.

Table4.25Ifeelworried,sad,orstressedat school.

53
Option frequency Percentage
StronglyDisagree 26 13
Disagree 34 17
Neutral 51 25.5
Agree 54 27
StronglyAgree 35 17.5

60

50
Numberofparticipant

40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 26 34 51 54 35
Percentage 13 17 25.5 27 17.5

Figure4.25Ifeel worried,sad,orstressedat school.

Table 4.25 shows that 17.5 % students strongly agree thatthey feel worried, sad, or

stressed at school. 27 % agree thatthey feel worried, sad, or stressed at school.25.5

percent students were neutral. 17% students disagree thatthey feel worried, sad, or

stressed at school. Whereas 17% students strongly disagree about the opinion.

Table4.26Classroomdoorsandwindowsopen outwards.

54
Option frequency Percentage
StronglyDisagree 27 13
Disagree 38 19
Neutral 41 20.5
Agree 62 31
StronglyAgree 32 16

70
60
NumberofParticipant

50
40

30

20

10

0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 27 38 41 62 32
Percentage 13 19 20.5 31 16

Figure4.26Classroomdoorsand windowsopen outwards.

Table 4.26 showsthat 13% studentsstrongly agree thatclassroom doors and windows

open outwards. 31 % students agree that classroom doors and windows open

outwards.20.5 students were neutral about the opinion. On other side, 19 % students

disagree that Classroom doors and windows open outwards.Whereas 13 % students

strongly disagree about it.

Table4.27Furnitureintheclassroomsis appropriate.

55
Option frequency Percentage
StronglyDisagree 45 22.5
Disagree 35 17.5
Neutral 40 20
Agree 39 19.5
StronglyAgree 31 15.5

50
45
40
NumberofParticipant

35
30
25
20
15
10
5
0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 45 35 40 39 31
Percentage 22.5 17.5 20 19.5 15.5

Figure4.27Furnitureintheclassroomsis appropriate.

Table 4.27 points out that 15.5percent students strongly agree thatfurniture in the

classrooms is appropriate.19.5 % students agree that furniture in the classrooms is

appropriate. 20 % were neutral about the opinion. On other side, 17.5 % students

disagree that furniture in the classrooms is appropriate.Only 22.5 percent students

strongly disagree thatfurniture in the classrooms is appropriate.

Table4.28Schoollaboratoriesarespaciousenoughforstudentstolearnsafely.

56
 Option frequency Percentage
StronglyDisagree 29 14.5
Disagree 48 24
Neutral 53 26.5
Agree 46 23
StronglyAgree 24 12

60

50
NumberofParticipant

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 29 48 53 46 24
Percentage 14.5 24 26.5 23 12

Figure4.28Schoollaboratoriesarespaciousenoughforstudentstolearnsafely.

Table 4.28 indicates that 12 percent students were strongly agree thatschool

laboratories are spacious enough for students to learn safely.23 percent students agree

thatschool laboratories are spacious enough for students to learn safely.26.5 %

students were neutral about the view. 24 % students disagree whereas only 14.5 %

students strongly disagree about the given point.

Table4.29Schoollibraryiswellequipped withrelevantlearningmaterials.

57
 Option frequency Percentage
StronglyDisagree 28 14
Disagree 37 18.5
Neutral 56 28
Agree 48 24
StronglyAgree 31 15.5

60

50
NumberofParticipant

40

30

20

10

0
Strongly Disagree Neutral Agree Strongly
Disagree Agree
frequency 28 37 56 48 31
Percentage 14 18.5 28 24 15.5

Figure4.29.Schoollibraryiswellequippedwithrelevantlearningmaterials.

Table 4.29 indicates that 15.5 percent studentsstrongly agree thatschool library iswell

equipped with relevant learning materials. 24 percent students agree thatschool library

is well equipped with relevant learning materials. 28 % students were neutral about

the view.18.5% students disagree whereas only 18.5 % students strongly disagree

about the given point.

Table4:30Playgrounds arefreeofdangerous items.

58
Option frequency Percentage
StronglyDisagree 31 15.5
Disagree 42 21
Neutral 46 23
Agree 47 23.5
StronglyAgree 34 17

50
45
Numberof Participant

40
35
30
25
20
15
10
5
0
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
frequency 31 42 46 47 34
Percentage 15.5 21 23 23.5 17

Figure4.30.Playgroundsare freeofdangerous items.

Table 4.30 indicates that seventeen percent students strongly agree that playgrounds

are free of dangerous items. Twenty three percent students agree that playgrounds are

free of dangerous items. 23 % students were neutral about the view. 21% students

disagree whereas only 15.5 % students strongly disagree about the given point.

Chapter5

59
 Findings,ConclusionsandRecommendations

This chapter gives the summary of the whole study and the implications of the

findings from literature review and the empirical research are further analysed and

discussed. This is followed by recommendations and conclusions.

MajorFindingsoftheStudy

Findings based on aim of the study: Support for learners with language barriers to

learning by government primary school teachers.

1. The result of present study shows that a numberof teachers were strongly agree that

they know their children's teachers by name.Only 14% of the teachers strongly

disagree they know their children's teachers by name.

2. It was also initiate that a large number of the teachers neutral that they feel

supported by thedisciplinary practices for students at this school.Samenumbers of the

teachers agree that they feel supported by the disciplinary practices for students at this

school.

3. It was also exposed that the majority of the teachers agree that they feel physically

safe at this school.Just 12.5% of the teachers disagree that they feel physically safe at

this school.

4. The majority of the teachers agree that they worry about someone committing a

shooting at this school.Only 31 out of 200 teachers strongly disagree that they worry

about someone committing a shooting at this school.

60
5. The majority of respondents agree that they feel that there is adequate safety and

security in this school.Just 14% of the respondents disagree that they feel that there is

adequate safety and security in this school.

6. The majority of the respondents agree that the disciplinary practices at this school

are effective. Only 9% of the teachers strongly disagree that the disciplinary practices

at this school are effective.

7. The finding of this research indicated that the majority of the respondents neutral

that the student stole or damaged their personal property. Only 14% ofthe respondents

strongly disagree that the student stole or damaged their personalproperty.

8. It was also found that the majority of the respondents agree that the student said

rude or insulting things to them.Only 14% of the teachers strongly disagree that the

student said rude or insulting things to them.

9. The majority of the respondents agree that the student physically attacked, pushed,

or hit them. Only 33 out of 200 respondents strongly disagree that the student

physically attacked, pushed, or hit them.

10. It was also revealedthat alargenumberoftherespondents disagreethat theparent

threatened to complain about them to the administration. Just 27 out of 200

respondents stronglydisagree that the parent threatened to complain about them to the

administration.

11. The finding of this study explained that the number of respondents strongly

disagree that the colleague said rude or insulting things to them.Only 28 out of 200

respondents strongly agree that the colleague said rude or insulting things to them.

61
12. It was also found that a large number of the respondents disagree that they felt

burned out about their job.Only 19.5% of the respondents strongly agree that they felt

burned out about their job.

13. The majority of the respondents agree that tStudents in this school areteased about

their clothing or physical appearance.Just 39 out of 200 teachers strongly agree that

Students in this school are teased about their clothing or physical appearance.

14. The finding also discovered that the majority of the respondents agree that

harassment is a problem at this school. Only 21.5% of the respondents disagree that

harassment is a problem at this school.

15. It was also discovered that the majority of the respondents disagree that it made

them think about whether to continue teaching.Just 46 out of 200 respondents neutral

that it made them think about whether to continue teaching.

16. The finding also indicated that a large number of the students strongly disagree

that student fights on school increase their fear for their safety at school.Only 37 outof

200 respondents strongly agree that student fights on school increase their fear for

their safety at school.

17. The majority of the respondents strongly disagree that they have witnessed or

heard of at least one physical fight at this school.Only 17% of the teachers strongly

agree that they have witnessed or heard of at least one physical fight at this school.

18. It was also revealed that the majority of the respondents agree that they feel

physically safe when they are in at least one of their classes at school. Only 27 out of

200 respondents strongly disagree that they feel physically safe when they are in at

least one of their classes at school.

62
19. The finding of the research exposed that the number of respondents agreethat they

feel physically safe when they are not in class, but in school. Only 12% of the

respondents stronglydisagree that theyfeel physicallysafe when theyare not in class,

but in school.

20. The greater part of respondents agrees that students show respect for all other

students.Just 29out of 200 respondents strongly disagree thatstudents show respect for

all other students.

21. It was also found that a large number of the respondents neutral that there is

caring, respectful atmosphere in this school. Just 29 out of 200 respondents strongly

disagree that there is caring, respectful atmosphere in this school.

22. The finding also illustrated that the greater part of the respondents disagree that

they feel safe in the school building.Only 31 out of 200 teachers strongly agree that

they feel safe in the school building.

23. It was also revealed that a large number of the respondents agree that they feel

theylike reallybelong at this school. Just 27 out of 200 respondents saythat they feel

them like really belong at this school.

24. The majority of the respondents agree that they learn better at school when they

arenot feelingworried,sad, and angry. Just 22%ofthestudents stronglydisagreethat they

learn better at school when they are not feeling worried, sad, and angry.

25. Thefindingalso revealed that alargenumberoftherespondents disagreethat they feel

worried, sad, or stressed at school. Only 44 out of 200 students neutral that they feel

worried, sad, or stressed at school.

63
26. It was searched that the majority of the respondents strongly agree that classroom

doors and windows open outwards. Only 44 out of 200 respondents disagree that

classroom doors and windows open outwards.

27. The majority of the respondents agree that they believe that Furniture in the

classrooms is appropriate.Only 21.5% of the respondents disagree that Furniture inthe

classrooms is appropriate.The greater part of the respondents agrees that Furniture in

the classrooms is appropriate.

28. It was also claimed that the best part of the respondents stronglyagree that School

laboratories are spacious enough for students to learn safely. Only 21 of the

respondents disagree that School laboratories are spacious enough for studentstolearn

safely.

29. The majority of the respondents agree that school library is well equipped with

relevant learning materials.Just 29 out of 200 students strongly disagree that school

library is well equipped with relevant learning materials.

30. The finding also revealed that a large number of the respondents agree that

playgrounds are free of dangerous items.On the other hand just 13.5% of the

respondents strongly disagree that playgrounds are free of dangerous items.

Conclusions

The purpose of this research was to explore impact of safety in school education at

secondary level in Bahawalnagar. The conclusion focuses on recommendationsto help

students, teachers, administrators, and parents create a safe school environment

wherestudentsdonothavesafetyissuesandstudentlearningcantakeplace.This

64
research study investigated the following three research questions and discussed the

summary of results:

1. Whatistherelationshipbetweenstudents’perceivedsafetyandacademic

performance?

2. Isthereadifferenceinperceptionofschoolsafetybystudents,teachers,and

administrators?

3. Whatis theimpactofsafetyin schooleducationatsecondarylevel?

The first research question brought out two emerging themes andthe results of the data

collected were listed previously in the summary of results. The conclusion looks at

specific areas rural as well as urban schools in Bahawalnagar need to address to create

a safe school environment.

The first research question had two themes that emerged from the research. The first

themewasstudents,teachers,andprincipalsfeltthattheirschoolsweresafe.Research

hasshownthatschoolsize,ruralorurban,alsoplays aroleonperceptions ofhowsafe the

school is and makes a great influence on educators’ safety perceptions of the school

(Bakioglu & Geyin, 2009). Rural districts have the benefit that most teachers and

students know each other. The area this research found that needs to be addressed

byrural districts was that teachers and administrators believed students will come and

talk to them if a safety issue arises, when the reality is that students fail to go to

teachers or administrators. Students must feel both physically and emotionally safe

from harm and believe the teachers and administrators have a genuine concern for

their well-being (National Center for Technology Innovation and Center for

ImplementingTechnologyinEducation,2008).Schoolsmustcreateaclimatethat

65
promotes safety, where students believe it is safe to speak to adults. A positive school

climate promotes students’ abilities to learn and encourages cooperative learning,

group cohesion, respect, and mutual trust (Koth et al., 2008). Teachers and

administrators must create a culture in the school that promotes safety and caring in

order for students to be successful. Establishing and sustaining a school environment

free of harassment, bullying, and discrimination should involve an examination of a

school’s climate and culture. School climate and culture have a profound impact on

student achievement, behavior, and the school community’s culture (Elias etal., 1997).

The second theme that emerged was students believed teachers do not listen to them

all the time. Previous research has indicated students do not feel safe in schools when

there is a breakdown of interpersonal and contextual variables that define a school’s

climate (Thapa et al., 2012). The trust must exist between teachers, administrators,and

students. Students must know that when they report an issue to an adult in the school,

the adult will take care of the problem. The biggest obstacles to effective discipline

are inconsistencies of expectations and consequences (Lewis, 2007). Teachers and

administrators must be consistent with the consequences of discipline and how they

deal with safety concerns. Students must have the culture of trust in teachers and

administrators or they are more likely to experience bullying and other types of peer

violence, which may lead to absenteeism and reduced academic achievement within

schools that do not create these types of safe classrooms where positive relationships

exist (Thapa et al., 2012).

Research Question 2 asked, ―Is there a difference in perception of school safety by

students, teachers, and administrators?‖ There were two emerging themes that came

from the surveys. The first emerging theme was students only go to the teachers with

66
safety issues 50% of the time, which also deals with trust and concern for what will

happen if a student reports safety issues to an adult. Students reported during the

survey that many of their teachers looked the other way or pretended not to notice

when bullying or other safety issues occurred. When teachers or principals look the

other way when bullying occurs or put certain students ahead of other students, it

sends a message to the other students (Kelmon, 2014; Long, 2012; Wright, 2010).

Teachers and administrators must be consistent in their discipline and create policies

that address the safety issues of their school and community.

The second theme that emerged from the second research question was that both

students and teachers were verbally insulted and degraded by other students and

sometimes by parents. This is not something unique to rural school districts in

Bahawalnagar. A researcher doing national research reported that 33% of females and

30% of males reported being bullied at school (Backus, 2010). Bullying, insults, and

degrading were a common theme in the four rural school districts in this research.

Administrators and teachers must create policies that address these issues and then

uphold these policies. Teachers and administrators must take action when they hear

these issues and cannot stand by and pretend they did not hear or take no action. This

sends a clear message to all students and will define the culture of theschool.Creating

a safe, positive learning environment or school climate will reduce the amount of

bullying and create success in academics. Lehr (2004), describing how the climate of

the school is one factor that is always a characteristic of high academic performance,

stated, ―School climate is consistently identified as a variable that is a characteristic

of effective schools and one that is positively associated with academic success‖.

67
The finalresearchquestionthatwasaddressedin thisstudywas, ―Whatis theimpact of

school safety policies on perceived safety by students?‖ This wasthebiggest failure

bythe all schools that were part of this study. The students who were surveyed

revealed that only seven of them knew a single school safety policy. With help from

theresearcher,allstudentsidentifiedazero-tolerancepolicyasbeing―no weaponsor guns,‖

but few could come up with other policies. School districts must create safety policies

that are meaningfuland address the safety issues that students are dealing with on a

daily basis. Previous research concluded that only after violence happens does a

district spend the time necessary to create the policy and programs needed to prevent

such events (Eller, 2006; Juvonen, 2001). School districts have safety issues going on

that range from bullying to carrying weapons in the school. Six of the students

interviewed reported seeing knives in the school, and teachers reported that weapons

were not an issue. This also is not uncommon. In other research, students reported

seeing knives, drugs, or alcohol at school at a much higher rate than was reported by

teachers in the same school (Booren, 2007). The safety issues arethere and theymust

be addressed. Oneof the issues is that schools need to create policies to address school

safety in order to help ease parents’ fear over the safety of their students in schools

(Cowan et al., 2013; Muschert et al., 2014). The policies need to address the issues

going on in the school. Zero-tolerance policies are not favored by teachers, and in this

research, only half of the teachers thought that zero-tolerance policies would have a

positive effect on students and keep them from doing the same thing in the future.

Policies need to address safety issues directly. Research has been conducted on the

implementation of school-wide positive behavioral supports, which promotes

enhanced outcomes in problem behavior, academic achievement, and

perceptionsofschoolsafety (McIntoshetal.,2011).Thepoliciesneedtobecreated

68
collaboratively with parents, teachers, students, administrators, and local law

enforcement. The policies then need to be taught to the same groups of people so

everyone has an understanding of what these policies are and how they will affect

students.Districtsandschoolsmust workcollaborativelywithparents and community

stakeholders to create crisis plans, discipline policies, and ensure consistent

enforcement of these policies (Diepenbrock, 2010). Ensuring schools establish

effective discipline practices helps students understand how behavior relates to

academic success and how a safe learning environment benefits all students

(Luisellietal.,2005).Policyisthe keytocreatingthe

safeschoolenvironmentstudentsneedto achieve success in school.

Recommendations

1. Schools must create a school safety team, including teachers, administrators,

counselors, psychologists, students, parents, and other community members.

2. This team must focus on theoverall school climate, as well as crisis and emergency
preparedness.

3. Students, teachers, and staff need to be trained in school safety so they understand
how behavior relates to academic success.

4. The policyis created to promote a safe learning environment and be a benefit to all
students and staff of the school.

5. Policy needs to address issues such as school environment, bullying, problem

behaviors, attendance, zero-tolerance, and mental health issues.

6. Teachers and administrators must understand the policy and then be consistent in
upholding that policy.

7. High schools need to address the issue of policies to create a positive school
climate, which leads to better student engagement, less discipline, and high student
academics.

69
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 Appendix:A

QUESTIONNAIRE
Direction:PleasereadthestatementitemscarefullyandTicktherelevantoption. First

Fifteen for Teachers:

1. Education: _3.Area:(A)Rural(B) Urban

2. Gender: A.(Male)B.(Female) 4.Age:(A)25-31(B)35-45

LastFifteenfor Students:

1. Class: 3. Area:(A)Rural(B) Urban

2. Gender: A. (Male)B. (Female) 4. Age:(A)11-13 (B) 13-15

Rating Scale:

1)Stronglydisagree2) Disagree 3).Neutral 4)Agree 5)Stronglyagree

StatementItems 1 2 3 4 5
1 Iamtreatedwithrespectbystudentsatthis school.
2 Ifeelsupportedbythedisciplinarypracticesfor students at
this school.
3 Ifeelphysicallysafeat thisschool.
4 Iworryaboutsomeonecommittingashootingatthis
school.
5 I feel that there is adequate safety and security in this
school.
6 Thedisciplinarypracticesat thisschoolareeffective.
7 Astudentstoleordamagedtheirpersonalproperty.
8 Astudentsaidrudeorinsultingthings to me.
9 Astudentphysicallyattacked,pushed, orhitme.
10 A
parentthreatenedtocomplainaboutmetotheadministration
.
11 Acolleaguesaidrudeorinsultingthingsto me.
12 Ifeltburned outabout myjob.
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13 Students in this school are teased about their clothing
or physical appearance.
14 Harassmentisaproblematthisschool.
15 Itmadethemthinkaboutwhethertocontinue
teaching.
16 Studentfightsonschoolincreasemyfearformy
safetyatschool.
17 Ihavewitnessedorheardofatleastonephysicalfight
atthis school.
18 I feel physically safe when I am in at least one of my
classes at school.
19 IfeelphysicallysafewhenIamnotinclass,butin school.

20 Studentsshowrespectforallotherstudents.
21 Thereiscaring,respectfulatmosphereinthisschool.
22 Ifeelsafeintheschool building.
23 IfeelIlike reallybelongatthisschool.
24 I learnbetteratschoolwhenIamnotfeelingworried,
sad,andangry.
25 Ifeelworried,sad,orstressedat school.
26 Classroomdoorsand windowsopen outwards.
27 Furnitureintheclassroomsisappropriate.
28 Schoollaboratoriesarespaciousenoughforstudents
tolearn safely.
29 Schoollibraryiswellequippedwithrelevantlearning
materials.
30 Playgroundsarefreeofdangerous items.

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