Safe and Caring Projects
Bullying and Violence Prevention, Character Education,
Conflict Management, and Respecting Diversity

The following list of projects, from newest to oldest, links to descriptions of the projects and the related resources.

Completed Projects

Safe and Caring Schools and Communities Restorative Justice Project, Phase Two: Training and Leadership Development

Towards Achievement of the Millennium Goals: Students Taking Action

The Development of a Youth Action Process to Build a Safe, Caring and Inclusive Learning Community—A pilot project

Dealing with Homophobia, Phase II : Expansion, Evaluation & Promotion of Phase I Resources

Building Intercultural Respect through Policy Development

Becoming the Change We Want to See

The Establishment of a Centre for Research, Policy, Practice and Evaluation in the Prevention of Bullying and Violence in Preschool and School-Aged Children—The Safe and Caring Schools and Communities Research Institute.

Building Safe, Caring and Inclusive Schools and Communities through Restorative Justice

Crystal Methamphetamines in Our Schools: A Teacher Professional Development Workshop

SACSC Centennial Celebration

Building Safe, Caring and Inclusive Schools and Communities for Aboriginal Children and Youth – Creating a Community-Based Model for Positive Social Development

Respecting Diversity and Preventing Prejudice: Promoting Social Development in Schools and School Communities

Meeting the Intercultural Challenge in Schools: Respect for Faith and Diversity
(SACSC Interfaith Education Project)

Dealing With Homophobia: Resources for School Communities in Alberta

ATA/SACSC Safe Spaces Initiative

The ATA’s Safe and Caring Schools Project Toward a Safe and Caring Secondary Curriculum (TSCSC): Resources for Integration

Safe and Caring Schools and Communities: Curriculum Development and Evaluation

Preventing Prejudice by Building Respect for Self and Others Toward a Safe and Caring Community Program

Promoting Caring and Wellness in Schools: A Guide for Taking Action

Supporting a Safe and Caring School

Violence Prevention for High School Students

Completed Projects

Safe and Caring Schools and Communities Restorative Justice Project, Phase Two: Training and Leadership Development

Supporting Organization: Alberta Solicitor General and Ministry for Public Security

Duration: September 2006–August 2007

Phase one of this project developed lesson plans for grades four through twelve based on restorative justice approaches in a variety of subjects. A restorative justice model using conferencing and healing circles to help schools deal with conflict or inappropriate behaviours was also created.

Phase two focuses on training school staff and students to implement the resources and the process developed in phase one. Several Alberta schools are piloting these resources, including an evaluation of the resources and program. Student training provides leadership and research training for youth so that they can train others within the school and evaluate data collected in the restorative justice process.

Feedback from training participants will allow SACSC to improve and adapt the resources to ensure they effectively help students to work out their problems using the restorative justice approach in a way that provides restitution to the victim. By empowering students and staff to communicate their thoughts and feelings in an open and honest way, this project will provide them with an opportunity to build understanding, repair any harm caused by the conflict and crime and begin the healing process.

In addition, SACSC will collaborate with schools and school districts in a policy review to identify policies that promote the restorative justice approach.

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Towards Achievement of the Millennium Goals: Students Taking Action

Supporting Organization:
Canadian International Development Agency

Duration: September 1, 2006–August 31, 2007

This project will undertake student-led action research and professional development activities for teachers and student teachers. Student leader cohorts will form learning relationships with local and international NGOs and spearhead student-created projects that are integrated into curricula outcomes and focused on GCI themes. The Millennium Goals will be a key theme. Student leader cohorts will conduct action research using focus group methods to identify what the students in the school know about the Millennium Goals and to identify what action is already taken that is related to the Millennium Goals. With the findings of their research in the schools, students will identify priority areas and one or more of the Millennium Goals that are most relevant to their school and community. Students will then develop and implement an action plan. Following implementation, students will engage in further research to evaluate the actions taken. Matches between NGOs and schools will be based on the millennium goal(s) selected by the students. Students will learn about the needs related to the millennium goal(s) selected, which groups in Canada are addressing those needs, what gaps in service are evident and what students can do to improve the situation. Schools will not be dovetailing into pre-existing projects sponsored by the NGO nor are they expected to fund raise for the NGO. Through collaboration with each other and with non-governmental organizations, students will increase their awareness of global issues, how they impact their local community and the larger global community as well as the potential positive impact their actions can have as global citizens—students taking action.

Workshops for practicing and student teachers will be developed. An application for UNESCO patronage for this project will be submitted if the project is approved by CIDA. The NGO Directory of Alberta International Development Non-Governmental Organizations, previously funded by CIDA in 2002–2003, will be updated to better meet the needs of teachers and then uploaded onto the Society’s website.

Resource development will include two guides for teachers, two student action workshops, four student action research manuals, one directory of Alberta international development NGOs, one workshop for pre-service teachers, three workshops for teachers based on curriculum unit plans, one meeting of teachers representing each of the schools, one workshop for teachers to help them make use of the resources developed in this project, one summer institute and a display for teachers’ conferences.

Concept, themes and objectives

The purpose of the project will be to develop responsible global citizens by helping students become informed about and engaged in global issues so that they understand and value Canada’s international efforts.

The objective of the student-focused portion of the project will be to enhance students and teachers’ understanding of global issues and to promote action within the school through

• Developing greater understanding and respect for the diversity of human beings within one’s own school community and throughout the global community,
• Enhancing students’ understanding about and commitment to the Millennium Goals,
• Developing an understanding of actions that students can take to promote achievement of the Millennium Goals and Canada’s international efforts to achieve these Goals,
• Discussing first hand, the actions taken by international development NGOs towards meeting the Millennium Goals,
• Becoming more aware of the work of the Canadian International Development Agency,
• Participating in action within the school to promote the achievement of the Millennium Goals,
• Building a more inclusive learning community where students and staff go out of their way to help other students and staff feel like they belong and are making a positive contribution,
• Creating stronger feelings of attachment to the school that should translate into more contentment and enthusiasm while at school as well as increased attendance,
• Developing leadership and research skills,
• Enhancing communication and conflict management skills,
• Building self-esteem and confidence as learners,
• Promoting the Four A’s of Safe and Caring Schools and Communities: Attachment, Achievement, Autonomy and Altruism, and
• Building a safer and more caring school culture where all students can learn.

What would your school need to contribute to the project?

Hopefully the costs associated with the following contributions could be paid out of the school’s AISI or another grant. If AISI is not an option, SACSC will provide some other sources for funding that the school could apply to. Since the master application will be developed by SACSC, the school will not have to develop its own proposal from scratch for its portion of funding.

• Integrate the student leadership training and action into curriculum in one or more subjects.
• Provide 0.05 to 0.10 release time for a teacher to coordinate the project at the school level (or some other way to provide the coordination time at the school level).
• Provide input into the development of the training materials. Materials will be developed by SACSC staff, but teachers from the schools involved will be asked to review and make suggestions.
• Bring the student leaders and teacher supervisor to Barnett House in Edmonton (or an alternative site in Calgary for schools in the south) for two one-day training sessions where they will have an opportunity to interact with students from other schools who are also taking the training. The school would be responsible for the transportation expenses of the students.
• Send teacher representative (probably the teacher coordinator, but this would be a school decision) to project steering committee meetings at Barnett House. There would likely be four half-day meetings over the school year. The school would be responsible for the teacher’s expenses (release time if necessary and travel)
• Adapt and copy materials that are provided for use in the project.
• A full year project is preferable. If all classes are semestered, the school would participate in the project during the second semester.

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The Development of a Youth Action Process to Build a Safe, Caring and Inclusive Learning Community—A pilot project

Supporting Organization:
Alberta Education

Project Duration: September 1, 2006–August. 31, 2007

This project is an expansion of a Youth Action pilot project that the Society is scheduled to undertake in Edmonton during the 2006-2007 school year. Students will undertake the Youth Action process; however, for the purpose of the project these schools will focus on building a safe, caring and inclusive learning community in the school. Students will narrow the theme based on their focus group findings during the first stage of the youth action process.

Lead teachers from the participating schools will be involved in the fall of 2006 on a planning/working committee. This one-year project is intended to be a pilot of the SACSC Youth Action process with implementation occurring during the second semester, February to June. This pilot project will inform a revision of the process and resources so that full implementation may take place the following year.

This project will undertake student -led action research and professional development activities for teachers and student teachers. Student leaders will conduct action research using focus group methods to identify what the student s in the school know about SACSC topics and identify priority areas that are most relevant to their school and community. Students will then develop and implement an action plan. Following implementation, student s will engage in further research to evaluate the actions taken. Youth Action resources and student project descriptions will be available on the SACSC website to inspire similar youth action experiences across Alberta .

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Dealing with Homophobia, Phase II : Expansion, Evaluation & Promotion of Phase I Resources

Supporting Organization:
National Crime Prevention Centre—Crime Prevention Action Fund

Duration: September 1, 2006—August 31, 2007

Phase II of the Dealing with Homophobia project will focus on the expansion, evaluation and promotion of the resources developed in the first phase of this project. In Phase I, SACSC partnered with the Alberta Teachers’ Association to develop resources that help school districts deal with homophobia and reduce the risk factors affecting LGBT youth.

The resources were met with extremely positive reactions and most of the educators who piloted them felt that all teachers, counsellors and parents should have access to these resources. This feedback has confirmed the need for LGBT resources for administrators and school staff. One component of this second phase will be to promote the resources and findings through a SACSC conference and related events, as well as the ongoing advertisement and communication to schools and communities across Alberta through meetings, conferences, school mail-outs and SACSC partners’ networks.

The Society will involve youth in creating their own workshops to present these topics to their peers. First, materials from SACSC Community workshop series will be used to create a new facilitator training institute for youth. Through this program, a team of youth will be given the tools, confidence and materials necessary to design and facilitate workshops that engage other youth in discussions around diversity, equality, human rights and how these relate to LGBT issues. The main purpose of these workshops is to encourage the appreciation of diversity among youth and to address the bullying, violence and harassment due to homophobia that we know happens in schools.

In this training, youth will also learn how to conduct focus groups with their peers to obtain feedback on phase I resources. Once a team of youth is trained, focus groups will be organized. Data will be collected and compiled into a report to inform the improvement and expansion of the resources from phase I as well as other SACSC resources on preventing prejudice and appreciating diversity.

Objectives:

• To empower students to lead and engage peers in dialogue around diversity, equity and human rights and how these relate to high-risk groups.
• To improve and expand on the resources available to help teachers, administrators, counsellors and parents address LGBT issues and prevent homophobia.
• To increase the awareness of resources addressing LGBT issues and encouraging respect for diversity

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Building Intercultural Respect through Policy Development

Supporting Organization:
Alberta Human Rights, Multiculturalism and Citizenship Education Fund

Duration: August 1, 2006–July 31, 2007

The Society for Safe and Caring Schools and Communities and the project partners/supporters—the Public School Boards’ Association of Alberta, the Alberta Home and School Councils Association, the College of Alberta School Superintendents and the Alberta Teachers’ Association—will work together in a policy review and development process. The specific purpose of the project is to create a policy kit and related resources in order to guide policy development that encourages programs (curricular and extra-curricular) and practices in schools that increase the understanding and appreciation of cultural diversity with a particular emphasis on gaining understanding and building respect for visible and behavioural differences—customs, traditions, beliefs, physical appearance—and preventing racism, discrimination, harassment and bullying. The expected outcome of such policy development is to ensure more equitable opportunities for all children and youth to succeed in school and become positive, contributing citizens in Alberta society.

Much of the racism, discrimination and intercultural tension that occurs in Canadian society stems from a misunderstanding or lack of knowledge of people’s beliefs, traditions and world views. Thus, an important step in preventing racism and discrimination is promoting a greater understanding of and building g respect for visible and behavioural differences such as customs, traditions, beliefs and physical appearance.

In order to infuse Canadian culture with values like appreciation for diversity, mutual respect, empathy and altruism, these values must be rooted within the policies of our schools. For policy to be useful in influencing social culture it must be written clearly, specifically and it must be understood by those whose roles it governs.

By supporting administrators and school boards in developing policy that enables school staff to effectively deal with intercultural issues, and by ensuring that school staff have access to adequate resources to prepare them for this challenge, this project will reduce discrimination and racism in schools. Since character education and violence and bullying prevention efforts attempt to change attitudes and behaviours, the positive effects on students will impact their behaviour not only at school but in the community.

The project will address this by:

• Identifying through research:
• the benefits of building respect through the discussion of different cultures, beliefs and world views,
• effective methods of preventing hate/bias and unhealthy attitudes toward people of different cultures, and
• provincial, national and international policies which give schools and teachers the capacity to engage students in intercultural learning
• building awareness among the school boards’ associations, school jurisdiction superintendents, school board trustees, administrators, parents and school councils about the importance of developing respect for different customs, traditions and beliefs, particularly those that are visibly evident in people’s appearance and behaviour;
• building awareness among the school boards’ associations, school jurisdiction superintendents, school board trustees, school councils and administrators about the need for school districts to develop their own policies to allow teachers to address intercultural issues and use related resources in the classroom;
• obtaining feedback from school boards’ associations, school jurisdiction superintendents, school board trustees, administrators and school councils about their interest in and need for a policy development kit and their recommendations for the contents of such a kit;
• increasing stakeholder awareness and understanding of the need to teach students about diversity in race, culture and beliefs as an important component of character education;
• engaging administrators, school councils and school leaders in dialogue around teaching about diversity and different world views and how to objectively, sensitively and effectively bring these issues into the classroom; and
• increasing administrator, teacher, parent, student and school council awareness of the importance of diversity to our foundation as a multicultural province and country. This will help schools begin addressing issues in order to enhance student understanding of other cultures and traditions. Having knowledge about one another allows groups from varying cultures and beliefs to better understand different points of view. This enables them to work cooperatively and collaboratively and to respect each others’ ideas and beliefs.

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Becoming the Change We Want to See

Supporting Organization
The Canadian International Development Agency Global Classroom Initiative
www.acdi-cida.gc.ca

Project Duration: 2005-2006

The Becoming the Change We Want to See project developed a comprehensive, Alberta-based global education initiative by re-developing and uniting three provincial programs from three different organizations: the Alberta Teachers’ Association (ATA), the Society for Safe and Caring Schools and Communities (SACSC) and the Canadian Commission for UNESCO Associated Schools Project Network (ASPNet).

By launching the ASPNet within Alberta, the project expanded students’ and teachers’ knowledge about international development and helped youth appreciate different world views and get to know their global neighbours better. Students and teachers increased their understanding of Canada’s role in international development and developed the knowledge, skills and attitudes that will better prepare them to develop positive relationships, think creatively and make wise decisions that will benefit humankind.

For information about ASPNet, the Canadian Commission for UNESCO Associated Schools Project Network please click here.

The Becoming the Change We Want to See project:

1. developed, marketed and delivered research-based global education professional development workshops for teachers;
2. developed, marketed and delivered a facilitator training program to train teachers to deliver the global education workshops;
3. developed a teachers’ guide summarizing successful practices for developing knowledge, skills and attitudes among students that promote a commitment to and a deeper understanding of international development and the roles that Canadians play;
4. developed research-based unit and lesson plans on all of the themes identified on pages three to five in the ‘Eligibility’ section of the Global Classroom Initiative [www.acdi-cida.gc.ca/gci]; 
5. worked with 10 ASPNet pilot schools to launch the UNESCO ASPNet in Alberta;
6. developed links with schools in other countries through ASPNet;
7. promoted and shared resources (via the SACSC website) with teachers and students throughout Alberta, the Global Classroom Initiative, the provincial members of the Canadian Teachers’ Federation, ASPNet schools and the public; and
8. developed and delivered a conference for students and teachers in Edmonton titled Becoming the World We Want To See that shared all the resources developed in this project as well as successful practices in global education from across the country. 

Becoming the Change We Want to See Brochure
This brochure outlines Becoming the Change We Want to See, the SACSC Global Education Project. It is available in a convenient easy to ready online version or a printable PDF.

Please click here for more information on the Becoming the Change We Want To See conference.

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The Establishment of a Centre for Research, Policy, Practice and Evaluation in the Prevention of Bullying and Violence in Preschool and School-Aged Children—The Safe and Caring Schools and Communities Research Institute.

Supporting Organization
Prevention of Family Violence and Bullying Community Incentive Fund (CIF)

Project Partners
Alberta School Boards’ Association
Alberta Teachers’ Association
Bigstone Community School
College of Alberta School Superintendents
Edmonton Regional Learning Consortium
Mistassiniy High School
MORGEX Insurance
Northern Alberta Alliance on Race Relations
St. Theresa School
University of Alberta Faculty of Education
Youth Understanding Youth
Additional partners to be announced.

Period Covered: September 1, 2005–August 31, 2006

The Society for SACSC collaborated with the University of Alberta’s Faculty of Education and other partners to establish a centre for research, policy, practice and evaluation in the prevention of bullying and violence in preschool and school-aged children and youth. The SACSC research centre supports a collaborative, community development-based, trans-disciplinary approach to the prevention of childhood bullying and violence. It does this through research and policy development as well as through the development, implementation and evaluation of resources and educational programs. The research centre shares and communicates its findings with organizations from all sectors, in order to support their programs, resources and projects. Although the research centre focuses on prevention, some of its work addresses interventions that help adults and students intervene in bullying situations and provide support to victims. A holistic approach that reflects Aboriginal culture and tradition is also a research focus at the centre.

The Society’s programs, projects and resources are all research-based and field-tested. The research centre will provide strong quantitative and qualitative evidence that will contribute towards changes in current programming and direction for future programming. It will also track the effectiveness of programming with target groups. One of the target areas of research for SACSC is the prevention of bullying and violence in preschool and school-aged children in Aboriginal communities. The information gathered through the research institute will help increase the effectiveness of SACSC programming with Aboriginal and non-Aboriginal audiences alike.

Research and programming will encompass the following perspectives:

• community development;
• social development;
• professional development;
• post-secondary education;
• leadership training; and
• knowledge, skill and attitude development in children and youth through school, community, and other institutional programs.

How the Project will Increase Knowledge and Decrease the Impact of Bullying?

By taking a comprehensive ecological approach that focuses on the child’s total environment and all the people in that environment, the project will

• increase public awareness and knowledge and skills related to the prevention of violence and bullying by:
  • promoting and conducting relevant research;
  • providing violence prevention training and resources for families, schools and communities and
  • developing professional development programs.
and

• decrease bullying and other forms of violence by:
  • Building awareness around bullying, and strategies for dealing with it;
• promoting pro-social behaviour, positive, respectful relationships, social inclusion and respect for diversity in children and youth and
• developing knowledge, skills and attitudes necessary for managing anger and managing and resolving conflict peacefully.

Long-Term Outcomes:

1. Undertake research, resource and program development, program implementation and support and evaluation projects that will guide policy and practices in:
   • raising the awareness of bullying and violence among children and between children and adults;
   • establishing norms that make bullying and violence unacceptable by changing social and community conditions that contribute to violence;
   • building networks of leaders within a community through adult training programs; and
   • making the work of the Centre and the institutions and agencies associated with it accountable to community need
   The Centre will accomplish these through:
   • related research, development, implementation and evaluation;
   • dissemination of research and successful practices in lay-persons terms on the internet and through regular newsletters, publications and conferences;
   • the delivery of research-based violence prevention, character education and social development programs integrated into school curriculum and community recreation;
   • community speakers and workshops for parents and other adults in children’s lives;
   • research-based, trans-disciplinary focused preservice and professional development programs for the professionals who work with children and youth on a day to day basis; and
   • clear and open communication with the community.
2. Facilitate collaborative violence and bullying prevention programming at the community level by involving front-line professionals who work with children and youth on a day to day basis.
3. Offer interdisciplinary, collaborative practicum projects for pre-service education, social work, recreation and nursing students.
4. Establish a much needed link between research, policy and practice.
5. Enhance the quality and quantity of bullying and violence prevention education in professional degree programs in education, social work, recreation and nursing.
6. Provide opportunities for graduate student participation in research projects related to bullying and violence prevention.
7. Develop leadership in collaborative, trans-disciplinary, community development-based bullying and violence prevention.
8. Provide opportunities for partners to expand their contributions to the project.

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Building Safe, Caring and Inclusive Schools and Communities through Restorative Justice

Supporting Organization:
Alberta Community Restorative Justice

Project Duration:
April 2005–March 2006

This project focused on improving the safety and well-being of all students using a restorative justice model. The emphasis was on crime prevention and restitution for those affected by crime. The project aims to enhance principles of restorative justice, including reconciliation and interpersonal healing related to involvement in violence and other anti-social behaviours that lead to crime. Since Aboriginal and minority students are at the highest risk of being victims of youth violence, the project focused on these students and their peers in rural Alberta schools.

The project helps students learn to behave appropriately and to take into consideration the consequences of their actions against their victims. It builds future support for restorative justice practices in school districts and communities and accomplish this through:

• implementing programs at four rural schools,
• using implementation experiences to develop a model for implementation that can guide similar implementation in other schools,
• developing web-based educational resources for teachers, students and parents including lesson plans for grades 4-12.
• developing lessons for upper elementary (Grades 4-6) and junior high level, which are integrated into the current Alberta Curriculum.
• incorporating lessons into modules for a leadership course to be offered in different course formats (3 credit, 1 credit or modules in CALM courses)
• holding focus group sessions with different groups within the school and community (including teachers, students, administrators, parents, agency personnel, business representatives, support staff, etc.) to build support for and gain input into the model, and
• developing and providing workshops to school staff, who will provide leadership and organization in the implementation and who will be able to facilitate the workshops with other school staff.

Short Term Outcomes:

• Enhance the understanding of and appreciation for restorative justice principles and practices among students, teachers and parents.
• Develop lessons and student resources that will teach the restorative justice model through prescribed curriculum.
• Involve teachers, parents and students in the practice of restorative justice to deal with inappropriate behaviour in schools.
• Develop and implement a restorative justice education/professional development program for teachers and train teachers in each of the schools.
• Develop a component of the SACSC community workshop series for parents and other adults that will promote deeper understanding about restorative justice principles and practices.
• Build a restorative justice model for schools.
• Incorporate a plan for restorative justice in the schools as a component of their current SACSC programming.
• Evaluate this project according to the short term outcomes and outputs.

Long Term Outcomes:

• Raise public awareness of an alternative to the existing justice system approach.
• Provide training and encourage youth to participate in school and community restorative justice practices.
• Provide training to teachers and parents related to restorative justice that becomes sustainable through a train the trainer approach.
• Address the issues of alternatives to punishment through resources and programming that is sustainable in schools and their communities.
• Provide a research-based and evaluated model and procedures for restorative justice programs in schools that will be used by other school communities and result in sustainable programs within the schools.
• Demonstrate the effectiveness of the process of victim-offender mediation as a satisfactory justice-making process. Students will continue to use the skills and principles that they learn and practice, to resolve issues with others using a problem-solving restorative justice approach.

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Crystal Methamphetamines in Our Schools: A Teacher Professional Development Workshop

Supporting Organization:
Health Canada

Project Partners:
Steering Committee to sit as volunteers:
The Society for Safe and Caring Schools
Alberta Teachers’ Association
AADAC – lesson plans and vetting materials \
Kerry Labarge (external consultant - Camrose)
Towns of Hinton and Drayton Valley Community Drug Action Groups
(access to information regarding grassroots initiatives that have been established to deal with the issue of crystal meth usage in the two communities)  

Project Duration:
May 1, 2005–March 31, 2006

Teachers are often the first to recognize changes in students behaviours and are often confidants to the many students they teach. Due to the availability of crystal methamphetamines (meth) and its potential for harmful impact on students, this project created a workshop to help teachers address a wide number of issues related to crystal meth as a drug, use prevention, providing assistance to users, and implications of crystal meth/substance abuse on how teachers react to and teach students.

The project involved the following stages:

• Research information available from government agencies: Federal, Provincial, and Municipal.
• Research grassroots initiatives that deal with crystal meth problems.
• Extend the research to include other drugs (i.e. alcohol, cannabis, etc.).
• Teacher professional development workshop development.
• Presentation to the Alberta Teachers’ Association Instructors’ Corp for training Instructors to present the workshop as well as to review and edit.
• Presentations to classroom teachers.
• Review the effectiveness of the workshop. Make amendments as needed.
• Lesson plans and micro lessons to be written and placed on the web.
• Share workshop and materials with other teaching organizations.

Specifically, the workshop will address the following objectives:

• To increase teacher knowledge of crystal meth and other substances used by students.
• To investigate what is driving methamphetamine use.
• To understand the consequences of methamphetamine use.
• To discuss how crystal meth impacts students and their learning.
• To allow teachers to explore the extent of the methamphetamine problem in their schools.
• To assist teachers in troubleshooting and suggest strategies for approaching the problem.

Crystal Methamphetamines and Alberta’s Students:

It is becoming increasingly crucial that teachers learn to recognize the signs of students who are at risk and who are using crystal meth, not only for the protection of those students but also for the protection of other students in their classrooms. Because of the sinister effects of using crystal meth, including delusional thinking, paranoid, violent, and impulsive decision making, teachers must become aware of issues related to crystal meth and how to recognize its use and intervention techniques in order to maintain safe and caring school communities. Furthermore, because of the physiological and psychological damage caused by crystal meth use, (disturbed sleep, social isolation and withdrawal, paranoid and violent behaviour, irritability, nervousness, distractibility, difficulty focusing and remembering, extreme depression and suicidal ideation) nerve pathways have been altered. The result is confusion. Further, in order to understand the long-term effects of crystal meth use (brain damage and impairments in learning) teachers must be aware of the implications of using crystal meth in order for them to offer appropriate support to their students.

For information on crystal meth, please visit the CBC News website: http://www.cbc.ca/news/background/drugs/crystalmeth.htm

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SACSC Centennial Celebration

Supporting Organization:
Alberta Aboriginal Affairs and Northern Development, Centennial Grant

Project Partners:
Bigstone Community School
Lakedell School
Mistassiniy High School
St. Theresa School

Project Duration:
September–December 2005

This project will assist in the organization and delivery of community centennial celebrations in Wabasca and Ma-Me-O Beach. These events will bring the Aboriginal and non-Aboriginal people in the communities together to learn more about Aboriginal culture and celebrate 100 years of sharing the richness of diversity in Alberta. SACSC will work together with the schools, community groups and businesses to plan community celebrations that will promote appreciation and respect for Aboriginal people and their cultures while encouraging involvement and collaboration from all community members. These events will be similar to the Community Dinners SACSC has held in Wabasca.

Children and youth will perform and participate in various activities including Aboriginal crafts, ceremonies, story-telling, poetry, visual arts, games and sports. Displays will showcase students' schoolwork related to the Aboriginal SACSC activities while highlighting Alberta's Centennial through banners and other promotional materials. Parents, staff, elders and other community members will be encouraged to participate. The entire community will be invited and supper will be included.

Purpose:

• To promote a respect for Aboriginal culture and world views by creating a venue for both Aboriginal and non-Aboriginal children, youth and adults to participate in cultural activities and art forms.
• To encourage all members of the community to recognize and celebrate the ways in which the Aboriginal cultures have influenced Alberta in positive ways.
• To celebrate 100 years of living together in Alberta and promote respect for others in the next 100 years.

These celebrations will develop self esteem and pride among Aboriginal people by engaging all community members in Aboriginal ceremonies, crafts and related activities, and by encouraging Aboriginal children and youth to take a leadership role in the community events. It will also bring Aboriginal and non-Aboriginal people together by providing a community-based venue for celebrating Alberta's centennial, and may provide the impetus for annual SACSC community celebrations. 250 people expected to attend in Wabasca and approximately 100 to attend at Ma-Me-O Beach.

Please click here for an event description and photos from the 2005 Provincial Supporters' Dinner and Centennial Celebration which was jointly funded through the NCPS and Alberta Aboriginal Affairs and Northern Development.

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Building Safe, Caring and Inclusive Schools and Communities for Aboriginal Children and Youth– Creating a Community-Based Model for Positive Social Development

Supporting Organization:
Public Safety and Emergency Preparedness Canada, National Crime Prevention Strategy, Investment Fund

Project Duration: 2003-2006

Children and youth who encounter obstacles to social and academic development are at greater risk of becoming involved in violent criminal behaviour. Although the root causes of violence and crime are similar for all populations, programs to address risk factors for Aboriginal (First Nations, Métis, and Inuit) children and youth require resources that are culturally relevant. In schools and communities where people from diverse cultural backgrounds coexist, violence and bullying prevention programs must not only be sensitive to a diversity of cultures but must also build trust among those cultures and promote cooperative and collaborative action to address risk factors.

The goal of this project is to encourage home, school, and community practices that teach model, and reinforce socially responsible and respectful behaviours so that living and learning can take place in a safe, caring and inclusive environment. The project includes Aboriginal children and youth aged five to eighteen years, their peer groups, their parents and guardians, teachers, coaches, community support workers and any other adults in the community who interact with them. The project is designed to:

• promote respect responsibility and trust,
• increase scholastic achievement and school completion among Aboriginal students,
• reduce bullying, harassment and assault among students,
• reduce the suicide rates of Aboriginal youth,
• prevent violence and crime through improved parenting and the development of knowledge, skills, and attitudes that promote pro-social behaviour, and
• enhance student responsibility evidenced by increased intervention and reporting of bullying, harassment and assault by peers.

An Aboriginal SACSC coordinator works collaboratively with school staff, students and members of the community. The community coordinator facilitates workshops for adults in the community on the five SACSC topics, works with volunteers to develop extracurricular mentorship and peer-support programs and encourages noon-hour and after-school activities that involve students in Aboriginal cultural activities and in doing good deeds in the community. The Aboriginal SACSC coordinator works with SACSC and school staff to promote opportunities for students to develop their own workshops, cultural performances, dramas and musical presentations based on the SACSC topics, which the students then present to their parents and to younger students. Participating schools are encouraged to integrate whole-school activities, performances and celebrations that reflect Aboriginal culture of their students. A workshop series for parents and teens will also be adapted from the adult workshop series if there is interest in the Aboriginal community.

Professional development activities for all school staff focus on integrating SACSC topics and an Aboriginal perspective into the curriculum, strategies to build trust, promotes respectful and responsible behaviour, and build self esteem. Staff learn more about Aboriginal world view as it relates to behaviour of children. The SACSC problem solving paradigm will be adapted as necessary with input from Aboriginal education experts and will be promoted as a guide for dealing with students’ inappropriate behaviour.

One of the outcomes of this project will be the development of a model for implementing the SACSC comprehensive approach to bullying and violence prevention programming. This model will be developed to be appropriate and effective in schools and communities with high Aboriginal populations. Please click here to learn more about the SACSC Model for Implementation.

Please click here for an event description and photos from the 2005 Provincial Supporters' Dinner and Centennial Celebration which was jointly funded through the NCPS and Alberta Aboriginal Affairs and Northern Development.

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Respecting Diversity and Preventing Prejudice: Promoting Social Development in Schools and School Communities

Supporting Organization:
Canadian Heritage Multiculturalism Program

Project Duration: 2004-2006

Canada’s diversity of culture, religion and race is most evident in our schools. Schools need to adapt to their growing diversity so that they can continue to provide a safe haven where all students have equitable opportunities to learn and ultimately make a contribution to Canadian society. The implementation of this project is designed to impact the culture of the school through programming that influences knowledge, attitudes and behaviour of the students and the adults connected with the school and the school’s community.

This project is designed to help schools respond to issues surrounding ethnic, religious, and cultural diversity. It assists schools in identifying and removing barriers to equitable access to education and supports the involvement of school staff, parents and students in the decision making processes related to programs. The project involves a comprehensive social development and education approach that promotes positive change in school cultures, encouraging people of different backgrounds to live and learn together in harmony. The approach encourages home, school, and community practices that teach, model and reinforce socially responsible and respectful behaviour so that living and learning for all children and youth in the community can take place in a safe, caring and inclusive environment.

This project provides for leadership training and the development of relationships with post-secondary colleges and universities to grant course credit for completion of the SACSC leadership training programs, the development of a college training program for safe and caring community coordinators and necessary resources. It is designed specifically to reduce the risk factors that result from a lack of respect and responsibility, low self esteem, prejudice and discrimination, bullying and aggressive responses to conflict while increasing protective factors among children and youth by :

• developing knowledge, skills and character that promote positive social behaviour,
• enhancing respect, responsibility and trust,
• developing greater respect for diversity, particularly between Aboriginal and other cultural groups living within the same community,
• improving parenting skills,
• building leadership capacity within the community,
• promoting volunteerism and mentorship,
• decreasing bullying, harassment and assault among children and youth,
• increasing scholastic achievement, attendance and completion among all students with particular emphasis on Aboriginal students and students from other marginalized cultural groups,
• reducing suicide rates among Aboriginal youth, and
• preventing antisocial behaviour and lifestyles.

The SACSC programs are based on the premise that children develop their socially constructed attitudes and behaviour firstly from the important adults in their lives and secondly from their peers. The project will also adapt and implement components of the ATA’s Healthy Interactions conflict management program which is consistent with the SACSC philosophy. Many conflicts arise from misunderstandings based on cultural differences. Healthy Interactions helps members of the school community manage and deal with community member, parent, student, and staff complaints in an ethical manner that respects cultural differences, promotes peaceful resolution and models appropriate conflict resolution for the community’s young people.

These program components will contribute to sustainability thereby promoting the continuous development of a school culture where diversity is viewed as an asset and equitable opportunities for learning are available for all students, no matter what their backgrounds. In addition, program components developed in this project will support SACSC program implementation in other communities not being served by this specific project.

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Meeting the Intercultural Challenge in Schools: Respect for Faith and Diversity initiative
(SACSC Interfaith Education Project)

Supporting Organizations:
Canadian Heritage Multiculturalism Program

Partner Organizations:
The United Nations Association of Canada Edmonton Branch
and
The Edmonton Interfaith Centre
and
The Society for Safe and Caring Schools and Communities

Project Duration: 2003-2006

With funding from Heritage Canada the three partner organizations are implementing a project to increase public awareness and understanding about interfaith issues. Creating more awareness of religious diversity in schools, and developing practical strategies for cross cultural understanding that goes beyond religious tolerance, will help students discover new levels of mutual understanding. The public information campaign will promote acceptance and support for student and teacher resources.

For some students, religion is an important part of life, where other students are raised in households that do not teach or adhere to any faith. All students’ backgrounds must be respected, and schools must be havens where all students are accepted for who they are without fear or intimidation. Teachers play a vital role in building a safe, caring and inclusive learning environment, and though they do not promote any specific belief system, they can help students respect religious diversity, and celebrate one other’s individual identities, world views and customs. This project is not designed to “convert” any student or attempt to alter people’s current beliefs. It is designed to encourage students and teachers to learn and teach about religious diversity, in a safe and discrimination-free school environment.

The goals of the Interfaith Project are to increase:

• awareness of inter-religious dialogue, respect and cooperation within the school systems,
• critical cross-cultural understanding through knowledge exchange,
• understanding of the complexities of Canada’s religious diversity within the school and other contexts, and
• understanding of the ways of knowing about faith, which can highlight the dilemmas and lived experiences of students as they grapple with intolerance and religious discrimination.

Project Elements

• Developing information that will allow understanding of other faiths
• Designing a province wide campaign to create a demand for the teaching of religious faiths through public acceptance of the information. This will demystify and moderate fears about religious instruction in schools and provide the opportunity for teachers to include the content in their curriculum.
• Creating an interfaith website that will provide the public with free access to interfaith resources. The website was completed March 18, 2005. To visit this website please visit www.ibelievein.ca
• Creating and promoting school “interfaith study circles” which provide students with opportunities to explore different religious perspectives within their school communities.
• Creating and promoting a national/international study circle hosted by the interfaith website, which will allow students all over the world to share interfaith knowledge with one another.
• Developing 30 lesson plans with teachers (K-12) to insert into the existing and approved curriculum in a variety of subject areas. The lesson plans will also be posted on the website.

• The I believe in respect multi-media presentation (video) is specifically designed to appeal to students. With corresponding discussion questions available on the website this resource can initiate an open dialogue within the classroom.
  Please click here to download/watch the I believe in Respect video

Canada is a diverse society with many religious and spiritual practices. Schools are small versions of the society in which they operate, and issues related to religious beliefs and practices emerge there as well. Students who are victims of religious intolerance suffer academically, emotionally and sometimes even physically. Dealing with these issues increases in importance when students are ridiculed, harassed or bullied because of their religious or spiritual beliefs.

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Dealing With Homophobia: Resources for School Communities in Alberta

Supporting Organization:
Public Safety and Emergency Preparedness Canada, National Crime Prevention Strategy, Community Mobilization Program

Project Duration: 2003-2004

Daily, Lesbian, Gay, Bisexual, and Transgender (LGBT) students are taunted, put down, subjected to ridicule and physically abused, and form one of the most at-risk groups in Alberta schools and communities. While policy changes have been made at all levels of government to protect LGBT people, there are few resources available to schools to take action to educate school staffs, inform parents and help students who are victims of homophobic actions. It is important for all members of the school community to examine their roles in bullying and harassment of LGBT students. This may mean dealing with or confronting personal prejudices and reflecting on the impact these can have on school-aged children and youth. Adults also need to learn ways to help children and youth develop positive attitudes toward LGBT people, otherwise discrimination, taunting and abuse will continue. We know that issues relating to low self-esteem, lack of respect for diversity, intolerance of difference and unwillingness to take individual and collective responsibility contribute to victimization and bullying. If these issues are not addressed, LGBT students are at a much higher risk of dropping out of school, becoming homeless and possibly taking extreme actions such as turning to crime or suicide.

The goal of this project is to involve school staffs, community members and parents in understanding issues and taking action to address homophobia and reduce discrimination directed toward LGBT students. The project will develop resources for school communities that will provide a variety of material tailored to teachers, administrators, counsellors, parents and students. The resources will be designed to help school communities address homophobia by:

• increasing awareness of risk factors associated with LGBT students, and
• providing opportunities for adults to reflect on their attitudes and providing ideas and strategies to address it.

The resource includes:

• A Resource Kit Guide designed to guide the use of the kit’s resources
• Three easy-to-read practical guides specific to meeting the need of teachers, principals, and school counsellors
• A new workshop for parents to complement the school-based workshops,
• Surveys and assessment tools to carry out pre and post tests to measure changes in students’ attitudes related to school activities to combat homophobia
• A micro-workshop for teachers that feature case studies designed to provide opportunities to discuss and solve issues such as homophobic language, taunting, harassment and bullying, same-sex parents, gay-straight alliances and other related topics. Micro-workshops will enable teachers to access specific topics for individual reflection. Lead teachers will be able to download these workshops from the SACSC website and use them to engage a school staff in professional development.
• A workshop series of three workshops intended to stimulate a critical dialogue that examines teacher, student, school and community attitudes, dispositions and beliefs about lesbian, gay, bisexual, transgender and Queer (LGBT) identities and issues in schools.
• Samples of secondary lesson plans from a variety of subject areas that integrate Alberta curriculum outcomes with LGBT issues.
• A Resource list and Internet addresses to sites that include information and resources on LGBT issues

Please click here to download the available resources from this project.

This project involves many partners representing the interests of the school, home, and community. SACSC is coordinating the efforts of teachers, parents, school staff, and other adults and students in developing the toolkit. Project staff consult with specialist councils and partner organizations to capitalize on their expertise. Student participation is handled with sensitivity to the ethical and personal concerns of the students. For students who have been victims of taunting, bullying and/or harassment, the experience of taking action by participating in the creation of resources for teachers should help them feel that they can make a difference for themselves as well as others.

We cannot deny that homophobia permeates out culture – it is alive in our schools and classrooms. Change will not occur without school leaders becoming aware of their role in influencing policies and helping others in the school community know how they can make a positive difference. School leaders need to know that positive actions to deal with homophobia are supported by law and that it is vitally important for everyone to support changes necessary to reducing homophobia that can debilitate young people who are LGBT or labelled as such.

This project will play a vital role in improving the chances to LGBT students to achieve their academic potential, stay in school, build positive relationships and most importantly live without fear in their schools.

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ATA/SACSC Safe Spaces Initiative

The Society and the Alberta Teachers Association have formed a partnership for the Safe Spaces Initiative, which will work in conjunction with Dealing With Homophobia: Resources for School Communities in Alberta to address discrimination against LGBTQ students.

The Safe Spaces materials are available as .PDF files that can be downloaded and printed in colour.

ATA/SACSC Safe Spaces Poster
ATA/SACSC Safe Spaces Brochure
ATA/SACSC Safe Spaces Sticker

Please click here to learn more about the ATA/SACSC Safe Spaces Initiative

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The ATA’s Safe and Caring Schools Project Toward a Safe and Caring Secondary Curriculum (TSCSC): Resources for Integration

Supporting Organizations:
Canadian Heritage Multiculturalism Program
and
Alberta Human Rights, Citizenship and Multiculturalism Education Fund

Project Duration: 2002 (February to April)

This is a public education project that primarily focuses on students at the secondary level (grade 7 to 12) Students at this level are on the brink of becoming involved in public decision making. They are exploring ideas and establishing their own independent frames of reference. The attitudes, beliefs, and values they learn at this stage often stay with them throughout their lives. It is important for youth to focus on improving society by learning respect, appreciating diversity and understanding the benefits of living in a multi-cultural country.

The main purpose of this project is to develop teaching resources for grades 7 to 12 to help young people develop knowledge, skills, and attitudes that will enhance respect for self and others, increase appreciation of diversity and reduce discrimination. The resources help teachers integrate these concepts into the Alberta Program of Studies. These resources focus on:

• Increasing awareness of human rights and individual responsibilities
• Understanding self and building self respect (the foundation for respecting others)
• Promoting appreciation of differences (race, religion, ethnicity, and sexual orientation)
• Preventing prejudicial behaviour
• Promoting a value system that respects diversity, equity and human rights

Research has shown that young people better internalize concepts and behave in ways consistent with the goal of this project when appropriate social development concepts are integrated into the regular curriculum rather than when the same content is taught in one course as separate subject matter. When integrated into all subject areas, students see how the content applies to a variety of situation. When addressed through prescribed Alberta curriculum, these social issues take on greater significance. When all teachers address these concepts and model respect for diversity and non-discriminatory behaviour the importance of these concepts are reinforced. In addition, the school setting allows all young people to benefit from the resources whereas community programs touch the lives of fewer young people.

These resources for integration include unit and lesson plans, information booklets, micro-workshops, and other materials containing information and strategies that promote active participation, inclusive learning environments and equity within the classroom and community. Writing workshops composed of secondary teachers from all subject areas held throughout the province were used to develop the unit and lesson plans. The booklets were developed by small groups of teachers and others who have expertise in each topic. These booklets focus on diversity issues and provide practical strategies for combating racism, religious intolerance, and ethnocentrism. The resources for this project support all five safe and caring topics. These topics are:

• Building a Safe and Caring Classroom / Living Respectfully
• Developing Self-Esteem
• Respecting Diversity and Preventing Prejudice
• Managing Anger and Dealing with Bullying and Harassment
• Working It Out Together / Resolving Conflicts Peacefully

These resources are available to download free from the Secondary Unit and Lesson Plans pages.

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Safe and Caring Schools and Communities: Curriculum Development and Evaluation

Supporting Organizations:
The Muttart Foundation
and
The Lion’s Club of Alberta

Project Duration: 1999-2001

This project is a core component of the SACSC project. This project is a comprehensive violence-prevention and character education program aimed at encouraging socially responsible and respectful behaviours. Although schools cannot be solely responsible for preventing all physical and psychological violence in our society, the ATA acknowledges that schools have a responsibility to provide a safe and caring environment for all children. While Alberta teachers have not identified physical violence as a major concern in their classrooms, they report that violence in the form of disrespectful behaviour is a serious problem which needs to be addressed. Disruptive, intimidating and unkind actions are occurring at progressively younger ages. Such actions can cause students to perceive their classrooms as unsafe or unfriendly and make it difficult for teachers to maintain positive learning environments. The tragic school shootings in Littleton, Colorado, and Taber, Alberta in 1999 compellingly reinforce the need to address disrespectful behaviour among children and youth.

Research links the teaching of conflict resolution and other social skills to academic achievement. It is this link coupled with a genuine desire to improve the lives of our students that provides the rationale for the SACSC programs. The major focus of Toward a Safe and Caring Curriculum program is helping students develop positive social values and conflict-resolution skills.

This resource enables teachers to take advantage of the social learning potential across the curriculum. Through the integration of pro-social and conflict-resolution skills into the Alberta Program of Studies, teachers can achieve the provincial government’s goal of creating safe and caring schools while teaching mandated curriculum. It is integrated into every subject area in varying proportions. This program addresses 100% of the learning outcome in Language Arts, 90% in science, 90% in social studies, 90% in physical education, 50% in math, 90% in health, 50% in music, 60% in drama, and 70% in the art curriculum.

The emphasis of the ATA’s SACS Project is on building respect and responsibility among children and adults alike, and acquiring the knowledge, skills and attitudes needed to build positive relationships, resolve conflicts peacefully and lead productive, non-violent lives. This project includes the following resources:

• Elementary Curriculum Resource for Integration
• Secondary workshop Toward a Safe and Caring Secondary Curriculum – Approaches to Integration
• The teacher inservice workshop Toward a Safe and Caring Curriculum – ATA Resources for Integration: ECS to Grade 6
• Community Workshops, with video components, on each of the five topics
  • Building a Safe and Caring Classroom
  • Developing Self-Esteem
  • Respecting Diversity and Preventing Prejudice
  • Managing Anger and Dealing with Bullying and Harassment
  • Resolving Conflicts Peacefully
• Niska News, the SACSC newsletter published monthly to keep schools updated on projects and new resource development.
• Common Attributes of a safe and caring school, document

This project included the following elements:

• Research, design and implementation of the Safe and Caring Schools and Communities Curriculum Resources
• Analyze pilot data and revise design
• Develop resources for each of the five topics at seven grade levels (K-6)
• Distribution of resources to seven elementary schools
• Develop bullying information booklets for students, teachers, and parents
• Implement adult SACS program Toward a Safe and Caring Community
• Revision of curriculum resource based on evaluation, prepare for distribution
• Program evaluation

Evaluation Findings:

Implementation Interim report findings identified factors that facilitated project implementation including relevancy and age-appropriateness of the materials:

• the ease with which the materials were integrated into the Program of Studies,
• the potential for the project to effect change in the students and
• the common language offered by the project for talking about safe and caring issues.

Outcomes:

• In general, the educators indicated that their students’ safe and caring behaviours and attitudes improved.
• Specifically, they reported that they had observed more incidents of sharing and respect for differences of opinion, culture and race.
• They reported fewer incidents of physical and psychological bullying committed by students against other students and
• fewer cases of students threatening teachers.
• Students level of knowledge related to violence/bullying increased significantly.

The knowledge skills and attitudes taught through this program enhance students’ self-esteem, interpersonal skills, and problem-solving abilities. As students learn about themselves and others, they can better accommodate diversity and different viewpoints, express empathy for the thoughts and feelings of others, build satisfying relationships, maintain a positive school environment and become positive contributors to our democratic society.

Appropriate behaviour is important to students’ social and academic success. Therefore, social knowledge, skills, and attitudes need to be taught in a planned, systematic manner. However, teaching social behaviour in isolation has proven to be ineffective because the transfer of these skills to new situations is minimal. This program therefore encourages responsible behaviour by integrating the teaching of social knowledge, skills and attitudes and the reinforcement of their application throughout the day. Positive social behaviour taught in a variety of contexts and reinforced by all members of the school community facilitates the students’ ability to generalize the knowledge, skills and attitudes and encourages transfer to real-life situations. It is therefore recommended that the entire school participate when integrating this program.

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Preventing Prejudice by Building Respect for Self and Others Toward a Safe and Caring Community Program

Supporting Organization:
Alberta Community Development; Human Rights, Citizenship, and Multiculturalism Education Fund; Community Initiatives Financial Assistance Program

Project Duration: 1999-2002

The general outcome for our project is to help youth in Alberta to develop greater self-respect, understand and value diversity, take action to reduce discriminatory practice and internalize beliefs and values that reflect equity and fairness. We have done this by creating education resources for grade 7 to 12 to help young people develop knowledge, skill and attitudes that will enhance respect for self and other, appreciation of diversity and reduction of discriminatory practices. Our focus is on how to help teachers integrate respect for diversity into curriculum and into teaching practice.

The resources are designed to:

• Increase awareness of human rights and individual responsibilities
• Promote understanding of individual identity and build self respect
• Promote appreciation of difference (race, religion, ethnicity, sexual orientation, etc.)
• Prevent prejudicial behaviour
• Promote a value system that respects diversity, equity and human rights

This includes:

• Developing resources for teachers to help them integrate the SACS topics and concepts that reflect respect for self and others and respect for diversity with Alberta curriculum outcomes in all subjects at the secondary level.
• Increasing accessibility to these resources by making them available on the internet.

Through this project more important adults in the lives of children and youth will be modeling positive behaviour and this will affect how children learn to interact and relate to others. As well as modeling consistent behaviour by having more important adults will have consistent expectations of behaviour and what is acceptable. The positive behaviours we want children to adopt will be reinforced consistently by a variety of important adults in their lives.

Resources developed through this project:

• Violence Prevention – Catalogue of Alberta Agencies’ Resources
• Toward and Safe and Caring Community Action Handbook – Guide to Implementation
• Series of Nine booklets that address bullying
• Safe and Caring Schools – Havens for the Mind
• Niska Newsletter
• Publicity material for CARE 2000

SACSC is based on the premise that the skills taught in schools and reinforced in the school, home and community will create the environment necessary for children and youth to develop self esteem, accept diversity and different points of view, have empathy for others’ feelings, resolve conflict peacefully and build satisfying relationships. Such a home, school and community environment is not only conducive to learning but will inspire children to become positive contributors to our democratic society.

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Promoting Caring and Wellness in Schools: A Guide for Taking Action

Supporting Organizations:
Alberta Learning
and
Alberta Health and Wellness

This project was a collaboration between:
Calgary Learning Centre
and
Calgary Catholic School District
and
The Alberta Teachers’ Association
and
Calgary Health Region
and
Health Canada
and
University of Calgary

Project Duration: 2002

The document produced through this project includes a model for Action Planning and a school assessment instrument Supporting a Safe and Caring School. The resource is valuable tool for schools, as it helps them identify their strengths and specific areas that need improvement. Schools can then measure their progress with the survey instrument, identifying the changing needs of their students. Many schools are already taking steps to promote caring and inclusiveness, and have a sense of student needs. This guidebook can help validate impressions about what is working and identify issues staff may not be aware may have been missed. The guidebook can help schools recognize and celebrate success as well as plan for future action.

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Attributes of a Safe and Caring School

Supporting Organizations:
The Alberta Teachers Association
and
Alberta Learning Special Education Branch

Project Duration: 1999-2002

With the assistance of a team of violence prevention, measurement, evaluation, and school improvement experts, an assessment instrument based on the Supporting a Safe and Caring School: Common Attributes document was designed to help schools identify their strengths and weaknesses with respect to each attribute. Schools can use this tool to set objective and goals in the area of violence prevention programming. The Society for SACSC also developed a catalogue of resources for helping schools cultivate attributes on which they are weak, the development of new resources to assist schools with implementation of the program.

The purpose of this project is to:

• Develop an evaluation resources to assist school communities to improve in each of the attribute areas identifies in the “Common Attributes” document
• Develop information booklets related to improving the SACSC culture for students, teachers, and parents

Schools across Alberta are interested in ensuring their school culture is most conducive to teaching and learning. Educators know that when students’ social and emotional needs are unmet students are not predisposed to learning. An extensive review of school and community violence prevention research and additional research carried out by SACSC reinforces the importance of encouraging practices which model and reinforce socially responsible and respectful behaviours. Schools that want to enhance their safe and caring cultures need first to know what a safe and caring school looks like. Only when schools have a goal to aspire to, can they objectively assess their strengths and weaknesses and determine which areas to focus their improvement efforts.

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Violence Prevention for High School Students

Supporting Organization:
National Crime Prevention Centre, Community Mobilization

Project Duration: 2000-2001

After the shootings in Littleton, Colorado, and Taber, Alberta, the Safe and Caring Schools Project started receiving 20 to 30 calls per day requesting information, advice and ordering resources to help school staff institute violence prevention activities in their schools. At this time they did not have any secondary curriculum resources developed, and the majority of calls were from junior and senior high teachers. They had heard about the curriculum resources for elementary teachers, and were looking for a similar resource at the secondary level. To provide both schools and communities with a resource to help initiate youth violence prevention, the SACS project developed workshops and training sessions to 1) help teachers implement SACS resources, and 2) train teachers and community members to facilitate these workshops in their own communities throughout Alberta.

The purpose of this project is to:

• Expedite the development and implementation of the secondary program
• Facilitate parental and community awareness of and support for the provincial safe and caring schools and communities violence and crime prevention program
• Alleviate some of the public’s fear about violent youth through familiarizing people with SACSC programming.

With the following Objectives:

• Through the development and delivery of workshops, to introduce SACSC programming to junior and senior high school staff, parents, students and the community members, providing an opportunity to set priorities and engage in initial planning. There are two workshops, an overview workshop and video ands a workshop designed specifically for secondary teachers.
• To deliver the workshops in all schools and communities that request them by developing a training program for secondary school facilitators, elementary inservice leaders and community facilitators throughout the province. The trained facilitators then deliver workshops in their own communities. They receive information and program up-dates on a regular basis through the SACSC newsletter.
• To make the SACSC overview workshops available to all interested Albertans by publicizing them to all target groups. In formation about the workshops will be provided to schools, school districts, weekly newspapers, government agencies, community organizations and businesses through mailings, the internet, newsletters, advertising and other communications media.
• To deliver the workshops to people in the target groups who request them by developing a program for the SACSC community facilitators and elementary school inservice leaders at six locations throughout the province. Facilitators and inservice leaders will deliver the workshops within their communities and schools.
• To provide information that will help teachers understand the academic value as well as the violence prevention function of SACSC programming by developing a quick-read booklet that reviews brain research linking a safe and caring environment with learning for all students and including specific sections that address the special needs of students with attention deficit disorders.
• To conduct on-going formative evaluation methods aimed at improving the program as it is being implemented throughout the project.

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