TOOLS and RESOURCES
Safety Concerns, Remote Learning, Clean Air, Ventilation
Ideas, resources, and tips for school business officials
Change in K–12 Concerns C
OVID–19 safety measures are no longer the top concern among K–12 administrators and staff, according to new research from
Rave Mobile Safety. Student mental health ranked No. 1 among K–12 education pro- fessionals, with 61% of respondents citing it as one of their top concerns. The second- ranked concern was a tie between faculty and staff mental health and COVID-19 safety measures, with 52% of respondents citing each as a top concern. The report, Crisis Communication and Safety in Education Survey: Concerns, Challenges & Planning for the 2022–2023 School Year, involved responses from more than 800 K–12 and higher education profes- sionals in the areas of administration, emer- gency management, facilities and operations, IT services, marketing and communications, safety and security, and student services. Other major safety concerns for the com- ing school year were: • Bullying or cyberbullying (41%). • Physical health of students and faculty and staff (31% each).
• Active assailants (26%). • Crime (23%). • Severe weather (21%).
To address these concerns, 43% of respondents said they will increase their investment in mental health resources. Other measures respondents said they expect to implement included: • Increased availability of health and well- ness resources (40%).
• Increased investment in COVID-related safety resources (33%).
• Increased spending on safety/security staff, including police (29%).
• Daily checks for health for students (28%) and staff (27%).
42 MAY 2022 | SCHOOL BUSINESS AFFAIRS
• Increased investment in security-related technology (20%).
• Increased spending on “physical harden- ing,” such as bulletproof glass (16%).
Crisis Communication and Safety in Education Survey: Concerns, Challenges & Planning for the 2022–2023 School Year is available from
www.ravemobilesafety.com/ resources-center.
Remote Learning: Rapid Evidence Assessment
How did schools support remote learning during the 2020 pandemic and what can educators learn from the success of those strategies going forward? The Education Endowment Foundation and Durham Uni- versity partnered to explore those questions and compiled their findings in a report, Remote Learning, Rapid Evidence Assess- ment, published by the Education Endow- ment Foundation.
Key findings and implications include: 1. The quality of the teaching is more important than how lessons are delivered. Ensuring the elements of effective teaching are present—for example, clear explana- tions, scaffolding, and feedback—is more important than how or when those elements are provided. For example, teachers might explain a new idea live or in a pre-recorded video. What matters most is whether the explanation builds clearly on students’ prior learning or how students’ understanding is subsequently assessed. 2. Ensuring access to technology is key, particularly for disadvantaged students. Almost all remote learning uses digital technology, typically requiring access to computers and the internet. Because lack of technology is a barrier to successful remote instruction, districts should ensure all stu- dents have access to technology. In addition,
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