This article presents an equity-centered comprehensive model of school safety that would also contribute to positive youth development; the paper lays out the context of the problem; explains the authors’ proposed model of comprehensive school safety which addresses various environmental contexts; presents various environment aspects and relevant strategies to address each aspect; explains equitable strategies and responses and their role in school safety; and discusses outcomes and findings for the proposed model, and the proposed model’s implications for school safety environment.
Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K-12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well-being and prosocial behavior. Despite research demonstrating positive outcomes associated with school safety, there is no comprehensive conceptual model in the literature that considers precursors, strategies, mechanisms, and outcomes of school safety together. The current paper presents an equity-centered comprehensive model of school safety, which is intended as a holistic representation of the multiple factors and pathways that contribute to school safety and positive youth development. This model can guide research and practice through an equity-centered and comprehensive approach. It can also enable practitioners, researchers, and policymakers to make informed decisions and reach consensus regarding planning and decisions related to reducing violence and establishing supportive school environments. The model suggests that a comprehensive approach can ensure the safety and well-being of students and staff. By thinking ecologically, schools, communities, and stakeholders can ensure that all aspects of the school context are included in school safety. (Published Abstract Provided)