for education and learning promoting health and safety in school self-protection with children: what...

For education and learningFor education and learning

Promoting health and safety in school

Self-protection with children: what pedagogical resources can improve community preparedness?

Symposium 7.-9.4.2010

Concorde Montparnasse Hotel, Paris

Heidi Peltonen, Counsellor of Education

Finnish National Board of Education, Finland

For education and learning

HOW TO ENSURE SAFETY IN SCHOOLS?

Safety and factors related to it are viewed through a wide perspective and action is taken in all fields.

Action in safety and welfare is proactive, not only reactive.

The operating environment and culture are well known and changes in them are monitored.

General development patterns and change forces of phenomena are monitored, megatrends assessed and trends and weak signals observed.

The chance of ’wild cards’ is identified and prepared for.

Co-operation and the creation of common goals and operating models are needed.

19.04.23 2Heidi Peltonen 2010


The structure of my presentation Education in Finland, NBE, the levels of the

curriculum system, briefly National core curriculum

• Student welfare • Cooperation between home and school• Safety education, Health education, Cross-curricular

themes

Topical issues Stakeholders, cooperation and participitation

• Students, parents• Parents associations• Cooperation, multi-professional, NGOs etc.• Examples of the cooperation



Education in Finland, NBE, the levels of curriculum system

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Ministry of Education

Finnish National

Board of Education

THE ADMINISTRATION OF EDUCATION IN FINLAND

State Provincial Offices

Education providers

Educational institutions

PolytechnicsUniversities


The Finnish National Board of Education is the agency responsible for development of education and training in Finland, working under the auspices of the Ministry of Education.

It is responsible for developing pre-primary and basic education, morning and afternoon activities for schoolchildren, general upper secondary education, vocational upper secondary education and training, adult education and training, liberal adult education and basic education in the arts.

The Board was established in 1991.

FINNISH NATIONAL BOARD OF EDUCATION


FNBE: DEVELOPING EDUCATION The Board draws up National Core Curricula for pre-primary education, basic education, general upper secondary education and upper secondary vocational qualifications and the Requirements of Competence-based Qualifications

These documents determine the core objectives, contents and guidelines for teaching. Education providers prepare their own local curricula based on these national documents

The Board steers implementation of curricula and explores reform needs. It undertakes various projects to develop education

For more information:

www.oph.fi www.edu.fi


Basic Education Act 1998

General National Objectives and Distribution of lesson hours 2001

Teacher training

(universities, NBE, municipalities)

Local curriculum (municipalities,

schools)

Study materials

(publishing houses, NBE)

LEVELS OF THE CURRICULUM SYSTEMLEVELS OF THE CURRICULUM SYSTEM

National Core Curriculum 2004 (NBE)

Teaching and learning919.04.23 9


Levels of promoting welfare and safety in school

National norms and guidelines- legislation- national core curriculum

Local levelMunicipal level

- curriculum- local solutions concerning welfare,

safety and special supportSchool level

- curriculum- interpretation

Practice

At all levels: Cooperation in student welfare Cooperation in safety



The National Core Curriculum

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Legislation

The pupils/students have the right to a safe learning environment. The school must cooperate with homes.

Basic education

Education must be provided in accordance with the age and development level of the pupil, and in such a manner that it supports healthy growth and development of the child.

Pupils are entitled to free pupil welfare necessary for participation in education.

Every school day a free, well organized and full school meal.

General and vocational upper secondary education

The education provider shall ensure that students are given information about health and social services and that he/she is guided to seek these services.

Every school day a free school meal.

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Pupil/student welfare in schools includes

Definition: Pupil/student welfare refers to the promotion and maintenance of good learning,good mental and physical health as well as social well-being of students, and to activities improving their precondition.

Pupil/student welfareMultiprofessional cooperation

and 3. support to upbringing the Child Welfare Act

school social worker and school psychologist

1. Pupil/student welfare, in accordance with the curriculum,

approved by the provider of education

and student welfare services, which are

2.school health carethe Primary Health Care Act

school health nurseand doctor



The pupil/student welfare plan


Includes: Activities to promote health, well-being, safety, social responsibility in

the whole school community, early intervention. Individual support to the child’s physical, psychological and social

development and support in various difficulties. Plans for preventing and taking care of problems and crisis situations:

- monitoring of absences;

- bullying, violence and harassment

- mental health issues;

- abuse of smoking, alcohol and drugs

- accidents, misfortunes, deaths and other crises. Cooperation between home and school, pupil welfare personnel,

other authorities and local networks. Safety in School transport. Health and nutritional education with the provision of school meals.


Essential in pupil/student welfare

The continuum of pupil. Consists of both individual and communal support. Belongs to everyone in the school community. The student welfare plan as a part of the curriculum is to be

prepared in collaboration with those in charge of implementing student welfare services: school health and dental care, school psychologists, school social workers, school catering services...

Pupil welfare services are usually coordinated by a multi-professional pupil welfare team.

Cooperation with parents is important.



Key principles and objectives of home-school cooperation

Children and young people live within the spheres of influence of school and home simultaneously.

Requires to cooperate and interact in supporting the pupil's healthy growth and good learning in a holistic way.

The starting point for cooperation is mutual respect and equality among the parties.

The school must cooperate with the parents or guardians so that they can, for their part, support their children's purposeful learning and schooling.

Home-school cooperation is to be defined in the curriculum in collaboration with those in charge of implementing social and health services in the municipality.




Basic education

At the final stage of basic education, the parents or guardians must be given an opportunity to discuss the questions and possible problems associated with the pupil's further education.

As necessary, the parents or guardians must also be given a chance to discuss these issues with the pupil's guidance counsellor and the various pupil welfare experts.




Implemented at both the communal and individual level. The parents carry primary responsibility. The school supports the home's educational task and takes

responsibility for the pupil's education and instruction as a member of the school community.

This calls for the teachers to take the initiative in the cooperation. The parents or guardians must be given information about the curriculum, the provision of instruction, pupil welfare,

opportunities to take part in home-school cooperation and the rights and responsibilities of all.

Interaction with the home adds to the teacher's knowledge of the pupil and helps the teacher to plan and implement the instruction.



Common forms of cooperation between homes and schools

Community level Parental meetings of entire schools. Celebrities, parties and happenings of the whole school.

Class level Parental meetings of an individual class.

Individual level Meetings between the teacher, student and his or her parents :

development discussions Meetings with the student welfare group.

Actual: internet contacts. Various other operating models have also been developed locally, where

parents and authorities and NGOs (nongovernmental organisations) form networks aimed at promoting well-being of children and young people.



The cross-curricular themes common to all

The comprehensive school

Growth as a Person Cultural Identity and

Internationalism Media Skills and

Communication Active Citizenship and

Entrepreneurship Responsibility for the

Environment, Well-Being, and a Sustainable Future

Safety and Traffic Technology and the Individual

The upper secondary school

Active citizenship and entrepreneurship

Safety and well-being Sustainable development Cultural identity and knowledge

of cultures Technology and society Communication and media

competence

In addition to these cross-curricular themes, education providers may also accept other cross-curricular themes for their own curricula.

Heidi Peltonen 2010


Health education

Health learning and health literacy are considered as basic

rights of children and young people.

Health education in Finland was recognized as an autonomous

and official school subject 2001 (before an integrated theme).

Health education includes: actual health education and health promotion, improving social skills and general life skills and achieving safety skills and capabilities,

- with the intention that issues pertaining to health shall constitute the core of health education



Topical issues

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Crisis management

The two severe shooting incidents in Finnish schools in the last years have urged to update the emergency plans and the plans for psychosocial support after crisis:

Nine people were killed and several others injured in a shooting at a school centre in southern Finland (Jokela) on 7 November, 2007

First severe shooting incident in a Finnish school

Eleven people were killed and several others injured in a shooting in Seinäjoki University of Applied Sciences and the Vocational Education Centre Sedu in Kauhajoki, Finland on 23 September, 2008.

Second severe shooting incident in a Finnish school.


FNBE: Directly After the Crisis

The Finnish National Board of Education (FNBE) has an emergency readiness team which convenes and coordinates emergency actions to be taken by the FNBE, including agreement on responsibilities and media relations.

The emergency readiness team started actions immediately after the event of a crisis.

The Finnish National Board of Education (FNBE) website provided material on crisis situations in schools, including instructions, links and background information on how to act in a crisis situation; how to draw up a crisis plan; answers to questions on security and co-operation between homes and schools.

The material stressed the importance of discussion, togetherness and mutual support.

The operations are coordinated in collaboration with the Ministry of Education and other partners.


After the Crisis: Starting Again

Background information on the website was extended to cover topics such as media education, internet use, bullying.

Instructions for schools and principals was sent for drawing up readiness and security plans in schools.

Additional political actions and statements were planned in collaboration with the Ministry of Education and other Ministries

Planning considered cooperation with opettaja.tv (teacher´s tv, a TV and online service for teachers provided by YLE and FNBE) as a resource for training.


FNBE Organises Training for Crisis Situations

Teachers and principals have been offered free training for crisis situations at various locations around Finland from 2008-2010.

The participants will develop their security plans for schools and institutions.

FNBE Organizes Training for Crisis Situations. Training is going on: the participants will develop their security

plans for schools and institutions and update the pupil/student welfare plan.

The main principles of the in-service training: relies on cooperation at the national level: the planning and training together with education, social welfare and health authorities as well as police and fire and rescue authorities.

During the process the schools work together with the local student welfare authorities, local police, fire and rescue authorities etc.


27

Legislation and norms

The school or educational institution must monitor and update safety-related information regularly

Safety / security plans andguidelines

Ensuring safety

Supervision The personnel and pupils/students must be familiarized with the safety plans, guidelines and procedures

The school must be familiar with safety-related regulations:legislation, core curricula, municipal instructions and guidelines.

The school must have plans and guidelines related to safety, emergency situations as well as occupational safety and health.

The education provider must supervise that schools and educational institutions have up-to-date plans and guidelines related to their safety.The functioning of the plans must be rehearsed in practice.

www.oph.fi/ajankohtaista/turvallisuuskoulutus19.04.23 Heidi Peltonen 2010


28

Safety / security plans andguidelines

The school must have plans and guidelines related to its safety, emergency situations as well as occupational health.

Ensuring safety and security

Plan to protect pupils from violence,bullying and harassment withinoverall pupil-student welfare

Rescue plan

Action plan for occupational safety and health

1. Guidelines on action in a potentially violent situation.

2. Guidelines on the teacher’s supervisory responsibility.

3. The school or educational institution must ensure through information, training and induction that the entire personnel, students and their guardians are aware of the content of the plans and guidelines.

School regulations

In the curriculum:implementation plan for pupil/student welfare

Role of and cooperation of pupil welfare groups

Heidi Peltonen 201019.04.23


29

Safety must be included in theannual action plan of the school,systematic updating

Safety of the learning environment must be evaluated as part of the annual school evaluation

Safety of the learning environment must be assessed in connection with school visits

Cooperation of pupil/student welfaregroups in promoting and assessinghealth and safetySchool health care, Decree 380/2009

Cooperation of pupil/student welfaregroups in promoting and assessinghealth and safetySchool health care, Decree 380/2009

Heidi Peltonen 2010

Monitoring and supervision

The education provider must supervise that the safety-related plans and guidelines in schools and educational institutions are up-to-date.

19.04.23


STAKEHOLDERS

Examples of the cooperation

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National Pupil and Student Forum/organized by FNBE

Objectives

Create a real channel for dialogue and participation for children and the youth >get their opinions and views in local and national decision-making

Foster the implementation of the values of education and objectives of the curriculum in schools

Develop the local and regional participation structures UN Convention on the Rights of the Child as a tool



The Parent Associations

The goal is to combine parents’ resources in order to build a good learning and growing environment for all children and young people.

Strive to influence national opinion and decisions. Cooperation with educational, social and health institutions

both on national and local level. The most important forms of activity:

supporting the upbringing of children and young people,

informing and exerting influence, advising, education seminars and parental parliament where parents gather once a

year to discuss current issues of social relevance.



19.04.23

The Parent Associations

In Finland two central nongovernmental Parent Associations operating at both national and local level.

The Finnish Parent´s Association, 1308 local associations, over 200 000 parents involved

Home and School Association (Swedish-speaking schools), 228 local associations, over 55 000 parents involved

The Parent Association

In almost all the schools in the comprehensive school with grades 1-6

In 69 % of the schools with grades 7-9


The KiVa Program

A new national anti-bullying program, KiVa (2006-09), funded of the Finnish Ministry of Education

Developed and initially evaluated at the University of Turku, in collaboration between the Department of Psychology and the Centre for Learning Research.

In fall 2009, 1400 Finnish comprehensive schools (50 % of all) started implementing the program.

Emphasis on influencing the onlookers, who are neither bullies nor victims.

Several universal actions, such as in service training of teachers, student lessons, and an anti-bullying computer, individual and small group discussions with the bullies, victims, and prosocial classmates who are challenged to support the victimized peers, school teams, together with classroom teachers.

www.kivakoulu.fi



The School Peace- programme

The aim is to increase the physical and psychological safety in schools.

Linked to the national programme of violence reduction. National level cooperation

the Mannerheim League for Child Welfare, the Finnish National Board of Education, the Police Department of the Ministry of Interior and Folkhälsan, a radio channel, Declaration on radio and TV.

Local level cooperation Schools, the peer students and other pupils, local authorities and

NGOs. Survey 2006: 58 % of primary schools declared school peace

Survey 2008: 61 % of secondary schools declared school peace



The School Peace- programme

Declaration of School Peace in the beginning of the school year. The continuum in cooperation: started 1991. One national event every year in one chosen city and smaller,

local events around the country. The themes varies each year, focus on safety. The pilot schools are chosen in the city where the event will be

held to produce plans on how they are going to promote safety and prevent bullying and violence in their school.

The peer pupils and other pupils in active role, teachers and NGOs supporting the planning.

Competitions, Demo-08, Foto-09, Cartoon-10 The material produced during the years can be found on the

internet www.koulurauha.fi or www.skolfreden.fi.



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Participation

Expressions

Prevention, Promotion

Local resources

Feedback

Joy, empowerment,togetherness

Local cooperation

Continuity, learning from each other, transmission of good practices

19.04.23 37


THE NATIONAL PROGRAMME FOR INJURY PREVENTION AMONG CHILDREN AND YOUTH (under 25 years old) 2009

Why a programme? Injury-related losses in health

Up to 90 % of injuries could be prevented through uniformly implemented strategies

Establishing a common basis for co-operation in safety promotion and

injury prevention. Now the prevention is scattered.

Priorities

What are the leading causes of losses in health?

Which measures should be given more attention?

What issues have been neglected so far?

What improvements could be done at organisational level?



Checklist for safety

Assess dangers and risks regularly. Appreciate children’s experiences and views.

Correct deficiencies and minimize risk factors in physical and social environment.

Record accidents and near misses. Utilize the information gathered. Update plans related to preventing accidents.

Train the personnel, especially those responsible for safety and first aid. Remember to revise regularly and share your knowledge with others.

Raise to safety-consciousness and act as an example. Preventing accidents is not just about prohibiting.

Encourage to take safety into account as part of daily life.



Spiritual- values, things for which you have high regard, the meaning of life

Mental- life-management skills- problem-solving skills- knowledge of self- emotional skills- survival skills

Physical- caring for yourself- sleep & rest, daily rhythm- nutrition & eating- exercise- hobbies

Social- human relations skills- family, friends, safety network

Intellectual- thinking- understanding- learning- knowledge and putting it into practice

Sexual- accepting and empowering your sexuality

Environment

Com

munity

Example of the psychosocial dimension of promoting safety Implementation of the curricula in cooperation with NGOs

Cul

ture

and

cul

tura

l val

ues

Mental health is

a resource

Model for mental well-being © Hannukkala & Törrönen, Finnish Association for Mental Health, 2009

Social structures and resources (education, livelihood, knowledge, skills, attitudes)

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41

• Group skills• What is mental health?• Strengths and personal resources• Weighing out values• Getting familiar with emotions• Talking about worries

7th grade

• Support and risk factors of mental health• Social skills (empathy, assertiveness, how to get rid of loneliness)• Troubles and crises in life, how to cope with crises• Media and mental health

8th grade

• Attitudes towards mental health problems• Grief and traumatic crises • Challenging emotions• The most common mental health problems among adolescents• Dreams about future 9th grade

Eval

uatio

n

• Lifespan, sexuality• Support network

13-14 years old

14-15 years old

15-16 years old

© The Finnish Association for Mental Health

Example : Implementation of the curricula in cooperation with NGO:sContent of the teaching material ”Promoting Mental Health in Schools”

19.04.23


Feels safe at school1994-1998 (%)

5 gr 7 gr 9 gr 5 gr 7 gr 9 gr

BOYS GIRLS



THANK YOU !

www.oph.fi www.edu.fi

19.04.23 43

[email protected]+358408441716

for education and learning promoting health and safety in school self-protection with children: what...

Documents

learning education

education u

health education

preprimary education

development of education

administration of education

presentation education

school safety education