When students do not feel safe at school, their academics suffer. With the continual highlights of high-profile shootings, bullying, and violence, there is an increasing need to understand how students are safe while at school and how school safety affects student outcomes. Research has shown that school safety is a pressing issue in urban public schools compared to suburban and rural schools (Steinberg, 2012). Therefore, based on the staying safe and comprehensive school safety framework theories, this phenomenological qualitative study examined the relationship between school administrations’ perceptions of school safety and the impact on student achievement.
This research set out to answer what school-based administrators describe as specific policies and procedures around school safety preparedness, how school-based administrators implement strategic plans for school safety, and how school-based administrators perceive the impact of school safety on student outcomes. Semi-structured interviews were used to assess school-based administrators’ perceptions of school safety in an urban school district. The research demonstrated that there is a perception that safety contributes to the overall development of students, including their social and emotional well-being. It was highlighted through this research that school administrators should, however, emphasize enhancing school safety and, subsequently, student outcomes. The findings in this study were central to the vital role that school and district leaders can play in fostering safe school environments for students, especially in schools that serve students from marginalized neighborhoods.
Keywords: academics, achievement, administration, marginalized, school safety, urban schools.
Table of Contents
- List of Tables
- List of Figures
- CHAPTER 1: INTRODUCTION TO THE STUDY
- Background of the Study
- Purpose of the Study
- Research Questions
- Conceptual Framework
- Application of Staying Safe Framework
- A Comprehensive School Safety Framework
- Application of Comprehensive School Safety Framework
- Theoretical Significance
- Scope
- Assumptions
- Delimitations
- Limitations
- Significance of the Study
- Definition of Terms
- CHAPTER 2: LITERATURE REVIEW
- School Safety and Academic Performance
- Research on School Safety and Academic Performance
- History of School Safety
- Trends in the 1990s
- Trends in the 2000s
- Trends in the 2010s
- Trends in the 2020s
- Policies and Practices
- School Safety in Urban School Settings
- Conceptual Framework - School Safety
- Tailored and Adaptive Frameworks
- Research Significance
- Improving Academic Outcomes Through Safety
- Filling Research Gaps
- Practical Applications for Urban Districts
- Theme Analysis
- Allocating Resources to Improve School Safety
- Building Supportive School Systems
- Comprehensive School Safety Approach
- Research Gap
- Research Methodology
- Conclusion
- CHAPTER 3: METHODOLOGY
- Research Paradigm
- Research Design
- Validity
- Reliability
- Research Questions
- Site Selection and Participants
- Data Sources
- Participation Selection
- Methods of Data Collection
- Relevance to Research Questions
- Overview of Data Analysis
- Data Collection Procedure
- Assumptions
- Limitations
- Role of the Researcher
- Trustworthiness
- Ethical Considerations
- Summary of Methodology
- CHAPTER 4: DATA ANALYSIS AND RESULTS
- Introduction
- Research Design
- Overview of Data Collection Process
- Reflexivity
- Trustworthiness of the Data
- Significance of Findings
- Interview Data from School Administrators
- Research and Analysis of Findings
- Research Questions
- Themes
- SEL (Social Emotional Learning)
- Emotional vs. Physical Safety
- Sense of Belonging, Community, and Family Engagement
- The Drive to Student Outcomes
- Summary
- Conclusion
- Limitations
- CHAPTER 5: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
- Summary of Key Findings
- Theoretical, Practical, and Future Implications
- Theoretical Implications
- Practical Implications
- Research Implications
- Recommendations for Policy
- Recommendation for Future Research and Practice
- Recommendations for Future Research
- Recommendations for Future Practice
- Strengths and Limitations of the Study
- Conclusion
- References
- Appendix A.
- Appendix B. Site Authorization
- Appendix C. IRB Approval Letter
- Appendix D. Informed Consent
- Appendix E. Copy of Instrument(s) and Permission Letters to Use the Instrument(s)
- Appendix F. Codebook
- Appendix G. Transcripts
Objectives & Thematic Focuses
This qualitative phenomenological study aims to explore school administrators’ perceptions of school safety and its impact on student academic achievement within marginalized communities in an urban school district. The research seeks to understand specific policies and procedures for school safety preparedness, how strategic plans for school safety are implemented, and how these perceptions influence student outcomes.
- School safety policies and preparedness procedures.
- Implementation of strategic plans for school safety.
- Impact of school safety on student academic outcomes.
- The role of school administrators’ perceptions in fostering safe learning environments.
- Focus on urban school districts and marginalized student populations.
- Interconnection of physical safety, emotional well-being, and academic success.
Excerpt from the Book
CHAPTER 1: INTRODUCTION TO THE STUDY
This qualitative research focuses on the perceptions of school safety on student academic achievement in an urban school district (Cornell & Mayer, 2010). School safety is a particularly pressing issue in urban public schools, where the incidence of violent episodes is almost 60 percent higher than in suburban schools and 30 percent higher than in rural schools (Neiman et al., 2009). Due to the increasing levels of threats perpetrated upon students, teachers, and faculty, pupil safety has become a focal point (Cobb, 2021). Both students and teachers are greatly impacted by school safety (Roberts et al., 2007). Urban schools have an understanding of unsafe behavior perceptions and actualizations due to exposure to such acts in an urban area (Cobb, 2021), yet very little work to date has examined how school safety has impacted student academic performance. It is critical to note that researchers have documented correlations between the attributes of school safety and student outcomes, finding that both students and teachers benefit from having clean air, good light, and quiet, comfortable, and safe learning environments (Schneider, 2002).
Research (Stark, 2017) has shown that students require and deserve safe facilities in order to thrive academically. There is no more important endeavor than protecting the well-being of students, and creating safe schools is central to this purpose and priority. The findings of this study will directly help urban school districts make decisions that strengthen their safety practices. It will also help spark conversations around best practices to implement effective policies that support students' safety and well-being. Reviewing the perceptions of safety in schools from school-based administrators is an effort to provide a critical safety assessment that will inform district officials in ways to prioritize investments in school safety while utilizing the data to leverage ways to develop comprehensive safety protocols that are regularly reviewed, communicated to all stakeholders, and inform ongoing improvements and adaptations. This chapter explains why school safety is critical to a student's success while considering relative attributes.
Summary of Chapters
CHAPTER 1: INTRODUCTION TO THE STUDY: This chapter provides the background for the study, outlining the problem of school safety in urban districts, its impact on student achievement, the research questions, and the conceptual frameworks guiding the research.
CHAPTER 2: LITERATURE REVIEW: This section reviews existing literature on school safety and academic performance, tracing the history of school safety trends from the 1990s to the 2020s, and discussing relevant policies, practices, and specific challenges in urban school settings.
CHAPTER 3: METHODOLOGY: This chapter details the qualitative phenomenological research design, including the research paradigm, participant selection, data collection methods such as semi-structured interviews, and strategies employed to ensure the validity, reliability, and ethical considerations of the study.
CHAPTER 4: DATA ANALYSIS AND RESULTS: This chapter presents the key findings and emergent themes from the interview data, exploring school-based administrators’ perceptions of safety preparedness, strategic plan implementation, and the perceived impact of safety on student outcomes, emphasizing relationships, communication, and support systems.
CHAPTER 5: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS: The final chapter summarizes the study's key findings, drawing conclusions about the significant role of school safety in academic success, and offers theoretical, practical, and future research recommendations for enhancing safety protocols and student well-being.
Keywords
academics, achievement, administration, marginalized, school safety, urban schools, student outcomes, perceptions, qualitative research, policies, strategic planning, emotional safety, physical safety, school climate.
Frequently Asked Questions
What is the main topic of this dissertation?
This dissertation fundamentally explores school administrators’ perceptions of school safety and its profound impact on student academic achievement, particularly within urban school districts serving marginalized communities.
What are the central themes explored in this work?
The central themes include school safety policies and procedures, the implementation of strategic safety plans, and the perceived relationship between a safe school environment and student outcomes, encompassing both physical and emotional well-being.
What is the primary objective or research question of the study?
The primary objective is to investigate the extent to which elementary schools’ safety best practices impact student academic outcomes in urban school districts with a disproportionate number of marginalized students.
Which scientific method is employed in this research?
This research employs a qualitative phenomenological study design, utilizing semi-structured interviews to gather in-depth insights into the lived experiences and perceptions of school administrators.
What key areas are covered in the main body of the work?
The main body covers the background and purpose of the study, a comprehensive literature review on school safety trends and practices, the detailed research methodology, data analysis and results including emergent themes, and concludes with summaries, implications, and recommendations.
What are the keywords that characterize this study?
Key terms characterizing this study include academics, achievement, administration, marginalized, school safety, urban schools, student outcomes, perceptions, qualitative research, policies, strategic planning, emotional safety, physical safety, and school climate.
What conceptual frameworks guide this study's understanding of school safety?
The study is guided by the "Staying Safe Conceptual Framework" (Twigg, 2007) and the "Comprehensive School Safety Framework" (U.S. Department of Justice, 2020), which provide a holistic approach to risk and emergency management and integrate physical safety, school climate, and student behavior.
How have school safety policies evolved over recent decades?
School safety policies have evolved significantly since the 1990s, driven by high-profile violent incidents. Initial legislation like the Gun-Free Schools Act led to increased security measures, emergency management training, threat assessment teams, and more recently, comprehensive safety plans and a focus on both physical and emotional safety.
What is the perceived relationship between school safety and student academic achievement?
School administrators perceive a direct and profound link, emphasizing that a safe and supportive environment, fostering emotional and physical security, is foundational for students to engage in learning, reduce behavioral issues, take academic risks, and ultimately achieve academic success and overall well-being.
What are the core components of the Comprehensive School Safety Framework?
The Comprehensive School Safety Framework comprises three major components: physical safety, school climate, and student behavior. It advocates for an integrated approach that focuses on preventing and responding to violence, recognizing that these elements are critically interrelated for a comprehensive safety strategy.
- Quote paper
- Anonymous,, 2025, School Administrators Perceptions of School Safety and the Impact of Student Achievemnt, Munich, GRIN Verlag, https://www.grin.com/document/1649600
