Non-violence.

  War and other forms of interpersonal and group conflict clearly have an impact on children’s mental health and their ability to learn. Many young victims of violence suffer lasting physical, psychological, social-emotional and behavioural effects. Although it is difficult for schools to provide safe havens from some forms of violence, other forms can be … Continue reading “Non-violence.”

 

War and other forms of interpersonal and group conflict clearly have an impact on children’s mental health and their ability to learn. Many young victims of violence suffer lasting physical, psychological, social-emotional and behavioural effects. Although it is difficult for schools to provide safe havens from some forms of violence, other forms can be effectively prevented through interventions (World Health Organization, 1998).

Inclusive environments.

 

Reducing other forms of discrimination is also critical to quality improvement in learning environments. Most countries, in all parts of the world, struggle with effective inclusion of students with special needs and disabilities. An examination of special education policies and practices in China, Indonesia, Japan, Malaysia, New Zealand, South Korea, Thailand and Viet Nam found that although most educational policies include some philosophy of inclusion, significant gaps between policies and actual practices in schools and classrooms exist (Mitchell, 1995). Children of ethnic and language minorities, politically or geographically disfavoured groups, and groups at low socio-economic levels may also suffer from discriminatory policies and practices that hinder the advancement of quality education for all children. This can occur by excluding such children from school

Effective school discipline policies.

 

Well-managed schools and classrooms contribute to educational quality. Students, teachers and administrators should agree upon school and classroom rules and policies, and these should be clear and understandable. Order, constructive discipline and reinforcement of positive behaviour communicate a seriousness of purpose to students (Craig, Kraft & du Plessis, 1998). It is important not to mistake small group cooperative learning for disorder, however; although noise levels may increase, task-orientation and focus on learning signal effective practices. Policies are also needed on bullying, harassment, drug and tobacco use, and anti-discrimination with regard to disabilities, HIV/AIDS and pregnancy.