Pelotas

Let´s Care Theoretical Model

Let´s Care Safe Education Model

Safe schools are places where students feel physically, emotionally, and psychologically safe in an environment of acceptance, respect, and trust.

Safe education takes care of the physical, emotional, and relational needs of students from the structures of the political system itself. It incorporates an intersectional perspective boosting everyone's well-being and preventing cases of educational exclusion

sAFE education

School safe policies

School Development policies

sAFE school

Kind school

Strong School

Wise school

Children need to feel secure and confident in order to learn. Children's security for learning includes their psychological well-being, their socio-emotional security and the quality of their relationships.

Teachers need to feel confident and secure enough in order to offer security to their students and contribute to safe learning. Safe teaching is made of their own sense of security, some skills and safe interactions.

sAFE teaching

Safe Teacher relationships

Safe teacher

Safe teaching skills

sAFE LEARNING

Safe relationships

Safe functioning

Safe learner

vulnerability

school outcomes

sAFE education

School safe policies

School Development policies

sAFE school

Kind school

Strong School

Wise school

sAFE teaching

Safe Teacher relationships

Safe teacher

Safe teaching skills

sAFE LEARNING

Safe relationships

Safe functioning

Safe learner

vulnerability

school outcomes

sAFE education

sAFE school

sAFE teaching

sAFE LEARNING

vulnerability

school outcomes

sAFE LEARNING:

Dimensions and subdimensions

Back to the model

Safe relationships

Safe learner

Safe functioning

Socio-emotional security

Mental Health

Relationships with family

• Family functioning
• Developmental relationship with family
• Sense of relatedness to parents/guardians
• Parental involvement in education
• Family preassure

• Attachment working models
• Personal safety

• Internalizing problems
• Externalizing problems

Well Being

Relationships with peers

• Happiness
• Psychological well-being

• Developmental relationship with friends
• Sense of relatedness to peers
• Bulling victimization

Socio-emotional skills

Relationships with teachers

• Emotional control
• Responsability
• Assertiveness
• Prosocial behaviour
• Curiosity

• Developmental relationship with teachers
• Teacher Student Relationships
• Sense of relatedness to teachers

sAFE TEACHING:

Dimensions and subdimensions

Back to the model

Safe Teaching Skills

Safe Teaching Relationships

Safe Teacher

Teaching practice

Relationships with students

Teacher Distress

• Teachers’ assessment of student's safety
• Teacher Student Relationship

• Cognitive activation
• Teachers focus only on outcomes
• Promotion of colaboration among students
• Disciplinary climate

• Teacher workload stress
• Teacher’s work overload

Self-efficacy

Teaching training and profesional development

Relationships with other adults

• In multicultural classrooms
• In student engagement
• In instruction

• Teaching training program
• Teaching in multicultural settings
• Teaching qualification
• Teaching training subjects
• Teaching training diversity
• Adaptation of instruction
• Needs for professional development for teaching for diversity
• Profesisional development barriers

• Relationship with families
• Relationship with partners
• Relationship with coordinators/ principal

Social vocacion

• Social utility
• Sense of purpose

sAFE school:

Dimensions and subdimensions

Back to the model

Kind school

Strong School

Wise school

Teaching and learning

Structural organization

Quality of interpersonal relationships

Environmental adequacy and availability of resources

Connectedness

Professional development

Community partnership

Leadership

Respect for diversity

Physical and emotional safety

Order and discipline

sAFE education:

Dimensions and subdimensions

Back to the model

School Development Policies

School Safe Policies

Pedagogical guidelines

Response to educational needs

Flexibility of curriculum, time and spaces

Coexistence and well-being

Boosting teaching profession

Integration and diversity

Cooperation between school and other actors

Key role of kindergarten

Family involvement at school

OUTCOMES:

Dimensions and subdimensions

Back to the model

Educational Engagement

Educational achievement

Behavioral engagement​

Academic results

Emotional engagement​

Sefl-efficacy

Cognitive engagement​

Self percieved academic status​

Agentic engagement​​

Academic competence​

Future expectations​​

Fear of failure​

Chronic truancy and lateness

Learning goals

VULNERABILITY: vARIABLES

Back to the model

Born in country

Gender

Family structure

Age​

Migrant background

Home language​

Ethnic group​

Religion

Parental employment status​

Subjective socioeconomic position

Hampered health​

Injuries

Family Affluence​

Child material depravation

Self-rated health​

Environmental adequacy and availability of resources

• Lack of resources
• Lack of personnel
• Multidisciplinary teams
• Financial aids

Connectedness

• Schoolwide engagement
• Sense of belonging to school
• Participation among stakeholders
• Supporting extracurricular activities
• Promoting student participation

Family involvement at school

• Parental participation
• Parental training

Coexistence and well-being

• National coordination structures
• School coordination structures
• Commitment to relational climate
• Promoting students' participation
• Funds for art education
• Supporting extracurricular activities
• Approach to bullying prevention

Key role of kindergarten

• Free access to kindergarten

Physical and emotional safety

• General safety
• Bullying schoolwide
• Student experiences of being bullied
• School delinquency and violence
• Student's disruptive behaviors
• Socioemotional education
• Emotional support
• School commitment to relational climate
• School approach to bullying prevention

Professional development

• Needs of professional development
• Professional development barriers
• Professional development program
• Professional development for inclusive education
• Professional development for diversity and career guidance
• Professional community

Boosting teaching profession

• Teacher training for inclusive education
• New teachers' support strategy
• Educational policy instability

Respect for diversity

• Diversity practices
• Diversity beliefs
• Overcoming school segregation
• Supporting vulnerable populations

Response to educational needs

• Early warning systems
• Financial aids
• Funds allocation considering priority zones
• Multidisciplinary teams
• Emotional support

Integration and diversity

• Overcoming school segregation
• Supporting vulnerable populations
• Supporting special education needs in transitions

Pedagogical guidelines

• Commitment to avoid school tracking
• Commitment to avoid grade repetition
• Commitment to replace suspension and expulsion
• Commitment to socioemotional education
• Developing teachers' expectations

Leadership

• Transformational leadership

Flexibility of curriculum, time and spaces

• Flexibility and permeability of pathways

Cooperation between school and other actors

• Cross-sectoral cooperation

Order and discipline

• Fairness of rules
• Clarity of expectations

Community partnership

• Teacher-home communication
• Stakeholders' involvement
• Cross-sectoral cooperation
• Parental participation
• Parental training

Teaching and learning

• Developing teachers' expectations
• Academic pressure
• Cognitive activation
• Adaptation of instruction
• Availability of special programs
• Disciplinary climate
• Alternatives to grade repetition
• Alternatives to suspension and expulsion
• Flexibility and permeability of pathways

Structural organization

• Organization innovativeness
• Local coordination structures
• School coordination structures
• Commitment to limit school tracking
• Suporting special education needs
• Early warning system

Quality of interpersonal relationships

• Teacher-student relationships​ at school
• Student-student relationships​ at school
• Staff relationships at school