Designing and building safer schools using two visual methods for teacher evaluation
Bibliographic Data
| ID | 21577592 |
|---|---|
| Authors | Jan Grannäs (0000-0002-0331-8482, University of Gävle, corresponding author), Anneli Frelin (0000-0002-1871-4488, University of Gävle), Karolina Lorentzi, Marie Lundmark Bergström (Integrated Cardio Metabolic Centre) |
| Year | 2025 |
| Volume | 133 |
| Pages | 102721 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2025.102721 |
| OpenAlex | W4413125378 |
| Language | EN |
| References cited | 27 |
Introduces Mapping and Diamond Ranking as tools for evaluating school safety. • Reveals how adult presence and clear spatial definitions enhance safety perceptions. • Identifies privacy and supervision issues in changing rooms as key safety challenges. • Adapts Gislason's model to integrate safety dimensions for school design analysis. • Demonstrates the value of participatory methods in designing safer school environments. Ensuring safety in school environments is a fundamental right for children, essential for fostering learning, well-being, and inclusivity. This study examines how physical design, organizational structure, educational upbringing, and social dynamics interact to influence safety in schools. Given that adult presence and professional judgments are essential to ensuring students’ right to safety, this study analyses teachers’ evaluations using two visual methods to explore how such rights are practically interpreted and enacted in school spaces. Using two complementary visual methods, Mapping and Diamond Ranking, teacher evaluations were analyzed to identify critical factors shaping perceptions of safety. The findings suggest the importance of adult presence, clearly defined spaces, and a sense of ownership in creating safe environments. Conversely, poorly designed areas, such as corridors and changing rooms, were associated with unsafety due to privacy concerns and inadequate supervision. By adapting Gislason’s school environment model to include dimensions of safety, this study offers a framework to understand how design and social factors intersect in shaping safe schools. The findings may provide insights for architects, planners, and educators seeking to foster safer and more inclusive school environments that support educational outcomes
Computer security · Mathematics education · Medical education · Pedagogy · SAFER · Computer Science · Early Childhood Education and Development · Educational Environments and Student Outcomes · Medicine · Psychology · Teacher Education and Leadership Studies
The impact of classroom design on pupils' learning
Case Study Research
A Review of School Climate Research
Making sense of space
How School Security Measures Harm Schools and Their Students
Differential rights consciousness
Getting the story, understanding the lives
Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy
School bullying and fitting into the peer landscape
CCTV, school surveillance and social control
Elicitation Techniques
Multi‐level aspects of social cohesion of secondary schools and pupils' feelings of safety
Unowned Places and Times
| Citation velocity | historical |
|---|---|
| Highly cited | No |