3. Apoio aos alunos

3.1. Criar um ambiente seguro e saudável

Uma abordagem de escola holística encoraja a um ambiente seguro e cuidadoso e apoia relações positivas para e entre professores, pessoal não docente e alunos. Isto pode ser alcançado intervindo em muitas dimensões diferentes.

Um espaço físico que seja seguro, acolhedor e estimulante, assim como desportos e atividades físicas regulares para todos os alunos, tais como sessões de exercício de manhã/à hora de almoço, meditação ou exercícios entre pares/de grupo ajudam a criar um clima positivo e um sentido de pertença em todos os alunos. As escolas podem tentar definir salas de descanso permanente ou locais para meditação e gestão de conflitos nos espaços comuns da escola, no sentido de promover a cultura de diálogo e diversidade. Facultar áreas onde os professores e os alunos possam partilhar instalações e o espaço pode ajudar a construir relações baseadas no respeito e confiança mútuos.

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Recursos ( Pesquisar todos os recursos )

Note que por enquanto o conteúdo nas páginas de recursos só está disponível em inglês.

Anti-Bullying Procedures for Schools

The Irish Department of Education and Skills recommends procedures to introduce in schools to prevent and tackle bullying. Some crucial elements are a positive school climate, effective leadership, shared understanding of what bullying is and its impact, awareness, education and prevention strategies, effective supervision and monitoring of pupils, support for school staff, consistent investigation, follow-up and recording of bullying behaviour, as well as ongoing evaluation of the effectiveness of the anti-bullying policy.

Área: 3. Apoio aos alunos

Sub-área: 3.1. Criar um ambiente seguro e saudável

Língua: EN

País: Irlanda

Checklist and recommendations for prevention of absenteeism and school drop-out

It is undeniable that medical, psychological, social, educational and legal interventions are required in a number of cases of truancy and early school leaving, but research also shows clearly that in all cases, school and teaching staff can have a decisive influence. This document comprises a checklist for self-assessment of schools, 59 detailed recommendations for improvement of school attendance, pupil engagement and school culture, as well as proposals for behaviour agreements and examples of questionnaires for teachers and parents. The recommended measures are primarily directed at the target group of teachers, principals and parents. The document has been translated from the manual by Nairz-Wirth, Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

Áreas: 1. Governação escolar; 2. Apoio aos professores; 3. Apoio aos alunos; 4. Envolvimento dos pais; 5. Envolvimento de intervenientes

Subáreas: 1.1 Criação de uma visão estratégica; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.1. Criar um ambiente seguro e saudável; 3.3 Orientação e aconselhamento; 3.4 Currículo e percursos de aprendizagem; 3.6. Aprendizagem extracurricular e alargada; 3.7 Monitorização de alunos em risco; 4.1 Comunicação e informação; 5.2 Redes de intervenientes

Língua: EN; DE

País: Áustria

E-tool for preventing bullying

Swedish education is built on respect for human rights and fundamental democratic values such as inviolability of human life, equal value of all people, respect for the individual?s personal integrity and gender equality. In accordance with these values, there is a strong emphasis that all education should be inclusive and actively prevent discrimination and harassment in all forms, which includes bullying.

Áreas: 1. Governação escolar; 3. Apoio aos alunos

Subáreas: 1.1 Criação de uma visão estratégica; 1.2 Planeamento e monitorização escolar; 3.1. Criar um ambiente seguro e saudável

Língua: EN

País: Suécia

Feel Well, Learn Better - ABMA program in France

The 'Feel Well, Learn Better (Aller bien pour mieux comprendre - ABMA)' measure builds on the consideration given to pupils' overall health to improve the school environment and school achievement, thus reducing health inequalities. It promotes harmonious interactions and well-being among pupils and staff. This is a pilot programme that will run for 3 years until 2016, under the Lyon Education Authority, in partnership with the National Institute for Prevention and Health Education.

Áreas: 3. Apoio aos alunos; 5. Envolvimento de intervenientes

Subáreas: 3.1. Criar um ambiente seguro e saudável; 5.1 Equipas multidisciplinares

Língua: EN

País: França

Health and Citizenship Education Committee (CESC) in France

The Health and Citizenship Education Committee involves all members of the educational community and the local partners of the primary or secondary school (local government, police, justice and associations). Chaired by the school head, the committee is active in citizenship education, drawing up the plan for the prevention of violence, proposing initiatives to support parents in difficult situations and combating social exclusion, defining a health and sex education programme aimed at promoting safe behaviour. The CESC brings together a variety of measures, with the aim of preparing pupils to act and to live together, with respect for equality between women and men and to make choices and exercise their citizenship rights.

Áreas: 3. Apoio aos alunos; 5. Envolvimento de intervenientes

Subáreas: 3.1. Criar um ambiente seguro e saudável; 5.2 Redes de intervenientes

Língua: EN

País: França

Healthy school climate and well-being of learners

Many Irish schools put a focus on the well-being of all learners and the school climate as happy and healthy schools where children feel safe. A range of initiatives are in place not only to support the emotional, health and well-being of the learner but also to reflect the diversity of the study population. Guidance, counselling, psychological provision is common practice, complementing less formal provision aimed at embracing/engaging learners. For example, some schools have introduced mediation rooms/corners, yoga/mindfulness classes, or place stronger emphasis on arts and sports.

Área: 3. Apoio aos alunos

Sub-área: 3.1. Criar um ambiente seguro e saudável

Língua: EN

País: Irlanda

KiVa antibullying programme

KiVa is a research-based antibullying program that has been developed in the University of Turku, Finland, with funding from the Finish Ministry of Education and Culture. The effectiveness of KiVa has been shown in a large randomized controlled trial. In Finland, KiVa is a sought-after program: 90 % of all comprehensive schools in the country are registered KiVa schools implementing the program. Currently, KiVa has licensed partners in Belgium, Estonia, Luxembourg (the European School network), the Netherlands, New Zealand and the United Kingdom (the regions of Wales, West Midlands, North East, North West as well as Yorkshire and Humbert). The program is being or has been evaluated in Estonia, Greece, Italy, South Africa, Sweden, the Netherlands, UK and the US.

Área: 3. Apoio aos alunos

Sub-área: 3.1. Criar um ambiente seguro e saudável

Língua: EN

País: Finlândia

Luka Ritz Award for tolerance in schools

The annual award of Luka Ritz was established to promote tolerance among children and youth and violence-free schools. All primary and secondary schools in the Republic of Croatia can nominate pupils who are promoting tolerance and non-violent behavior, and at the end of each school year one primary student and one secondary student receive the award.

Área: 3. Apoio aos alunos

Sub-área: 3.1. Criar um ambiente seguro e saudável

Língua: EN

País: Croácia

Multi-Interdisciplinary teams for early school leaving prevention

This paper seeks to examine evidence regarding the potential for multidisciplinary and interdisciplinary teams to play a key role in the prevention of early school leaving. As part of developing a strategy for such multi/interdisciplinary teams, an important focus is on necessary and supportive conditions for their effectiveness, rather than a deterministic assumption of their inevitable effectiveness. The report highlights the need to provide strong strategic guidance to the teams on important issues to be engaged in by the teams such as mental health support, alternatives to suspension, marginalized families outreach, teacher conflict resolution and diversity training skills, bullying prevention skills, positive school climate promotion, engagement with parenting skills and a focus on children?s language development etc.

Áreas: 3. Apoio aos alunos; 5. Envolvimento de intervenientes

Subáreas: 3.1. Criar um ambiente seguro e saudável; 3.3 Orientação e aconselhamento; 3.9 Apoio direcionado - Migrantes, Etnia cigana; 3.10. Apoio direcionado - Necessidades educativas especiais e dificuldades de aprendizagem; 5.1 Equipas multidisciplinares

Língua: EN

País: Albânia; Alemanha; Bulgária; Bélgica; Chipre; Croácia; Dinamarca; Eslováquia; Eslovénia; Espanha; Estónia; Finlândia; França; FYROM (Macedónia); Grécia; Hungria; Irlanda; Islândia; Itália; Letónia; Lituânia; Luxemburgo; Malta; Noruega; Países Baixos; Polónia; Portugal; Reino Unido; República Checa; Roménia; Suécia; Sérvia; Turquia; Áustria

PRINED - Inclusive Education in Slovakia

The project PRINED concerns the inclusion of children and pupils of socially disadvantaged background. The main aim of this project is to enhance the successful implementation of compulsory education.

Áreas: 2. Apoio aos professores; 3. Apoio aos alunos; 4. Envolvimento dos pais; 5. Envolvimento de intervenientes

Subáreas: 2.2 Os professores e a sua relação com alunos e pais; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.1. Criar um ambiente seguro e saudável; 3.3 Orientação e aconselhamento; 3.5 Aprendizagem e Avaliação; 3.6. Aprendizagem extracurricular e alargada; 3.7 Monitorização de alunos em risco; 3.10. Apoio direcionado - Necessidades educativas especiais e dificuldades de aprendizagem; 3.11. Apoio direcionado - Alunos provenientes de contextos socioeconómicos desfavorecidos; 4.2 Envolvimento dos pais na governação escolar; 5.1 Equipas multidisciplinares

Língua: EN

País: Eslováquia

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