Popadić, D. et al.: Aspects of safety in edu
ucational instiitutions Sport Scien
nce 9 (2016) Isssue 2: 120‐12
26 ASP
PECTS OF SAFETY IN EDUCAT
TIONAL IN
NSTITUTIO
ONS
Dragan Popadić1, Milija Ljubisavljević2 and Ale
eksandra L
Ljuština3
1
University off Belgrade, Faculty
U
F
of Philosophy, Be
elgrade, Serb
bia
2
Minis
stry of Intern
nal Affair of Republic of Serbia
S
3
The Academy
A
of Criminalistic
C
and Police Studies
S
Original scientific paper
Abstract
A
T
The
paper diiscusses the
e basic form
ms of risks and
a
threats that jeoparrdize the se
ecurity of th
he education
nal
in
nstitutions. The
T
research
h was conducted in late 2014 and ea
arly 2015, on a sample of high scho
ool students in
S
Serbia,
in ord
der to determ
mine how much
m
they feel safe and where to turn to for hellp if they fee
el threatene
ed.
A
Anonymously
y were surve
eyed 1,861 high
h
school students
s
of both
b
genderrs (43% of b
boys and 57%
% girls). Data
w
were
collected by anonym
mous questio
onnaire. The
e results ind
dicate that th
he majority o
of students (83.3%) hav
ve
no fear of ex
xposure to violence
v
at school and ex
xposure to violence outtside the sch
hool. In case
e of threat by
b
another stude
ent or by so
omeone outs
side the scho
ool, usually are
a addresse
ed parents a
and friends. Depending on
o
th
he gender, age and pla
ace of resid
dence of stu
udents boys would not ask anyone
e for help. With age th
he
percentage of
o students that
t
are nott addressed to anyone increases (9
9.8% Class I - IV class 15.7%). Th
he
re
esults we su
uggest that itt is necessarry to work on
n building a safety culture:
K
Key
words: safety, socie
ety, educatio
onal institutiions, security
y culture, ed
ducational prrocesses.
Introduction
n
Security is a very com
S
mplex social phenomen
non,
w
which
can be analyzed as a huma
an need, so
ocial
sttate and as individual fe
eeling. Securrity as a hum
man
need can be considered
c
t
the
theory off human nee
eds,
siince any hum
man activity
y is the result of the effo
orts
of men to th
heir needs meet
m
and achieve in a safe
s
co
ommunity. According to Maslow (Abraham H.
M
Maslow,
1954) theory of
o human needs hierarrchy
are divided in
nto lower (ba
asic physiolo
ogical needs for
w
water,
air, fo
ood, extensio
on type and the need fo
or a
sa
afe environm
ment) and more (need
d for their own
o
development: communitty affiliation
n, respect and
a
elf-realizatio
on). It is sim
milar to the ERG, '' mo
odel
se
C
Clayton
Alerrter (Alderffer, 1972) in which the
different exis
stential need
ds (existence
e), the need
d to
co
onnect (rela
atedness) and developm
ment (growtth).
In
n both mod
dels, safety
y is one off basic nee
eds,
co
onstantly prresent in hu
uman society
y category that
t
does not cha
ange, takes the time regardless of the
hanges thatt brings progress and development
d
t of
ch
sc
cience and technology.
t
He was cha
anging just the
w
way
the man was trying to protect th
hemselves frrom
various forms of threats
s, challenge
es and dang
gers
th
hat brought the time in which he liived (Knežev
vićLukić et al., 2014). As a social sttate security
y is
analyzed as a framework within wh
hich daily so
ocial
liffe takes pla
ace. In tod
day's globaliized world has
in
ncreased the
e number off security ris
sks and thre
eats
th
hat global, regional and local charac
cter. Every man
m
has a primal desire to liv
ve and work
k in a safe and
a
human comm
munity in a safe physica
al environme
ent,
itt is thereforre imperativ
ve to achieve and sec
cure
so
ocial situattion. Security is one of the ba
asic
co
onditions of life, since it implies a certain state
e in
w
which
they can perform normal environmen
ntal,
so
ocial and oc
ccupational function. Crreating optimal
co
onditions off security is essential to
o the existence
and
progre
ess
of
the
individ
dual,
work
king
120
env
vironment and
a
the wide
er communiity. Individu
ual
sen
nse of security is reflected in the physical an
nd
psy
ychological dimension of security (Mijalković
ća,
200
09: 55). The
e psychologiical dimensio
on is reflecte
ed
in the fact th
hat people w
work and live a lifesty
yle
witthout fear, while the physical dimension is
refflected in the
e absence off danger (Fig
gure 1).
Figure 1. Basic modeel of securityy system Mo
odern society
y, as a whole, is in a phase
p
of gre
eat
soc
cial change, it is inevittable that these change
es
are
e reflected in the corre segments of societty.
Edu
ucational institutions are an impo
ortant part of
soc
ciety, they are
a compatib
ble society. The Compan
ny
cre
eates a visio
on of educa
ational institutions whic
ch
ena
able the maintenance, where the speciffic
relations of its participants
s realize com
mplex tasks of
edu
ucation and
d knowledge
e gained in
n education
nal
ins
stitutions sh
hould be us
sed in makiing decision
ns,
solving problem
ms and achie
eving specifiic goals of th
he
mpany.
com
Con
ntemporary forms of threats to
o security in
edu
ucational ins
stitutions
Mo
odern educational institu
utions are open
o
system
ms
from the surrrounding social environ
nment receiv
ve
the
e necessary "energy" in
n the form of
o informatio
on
on educational needs, rec
ceive ideas, money, etc
c.,
Popadić, D. et al.: Aspects of safety in educational institutions Sport Science 9 (2016) Issue 2: 120‐126 and the social environment in order to provide
output it operates. In this regard, it is necessary to
know the positive and negative impacts of security,
in order to stimulate a first, a second remove and
prevent. To achieve security in educational
institutions is of great importance to recognize
contemporary forms of threats to security, since it
is these forms of endangering the safety of the
product of social life in general manner. There is no
doubt that in the last few years, the world is faced
with a higher risk of terrorism. Terrorism in the
modern social conditions appear as one of the main
security threats, they typically manifested through
a planned, systematic and organized activity in
which he emphasized the absence of any
humanitarian considerations. Victims of terrorist
acts are usually simple (innocent) people.
The identity of the victims of the terrorists is often
totally irrelevant. Their goal is that by causing
chaos, terror, fear and uncertainty create
conditions for the realization of its goals. That is
why the terrorists are trying to produce their
actions of greater propaganda effect, but mainly
achieved by selecting the objects of attack (Ljuština
and Amanović, 2016: 67). Unfortunately, the
school can be found on the target of terrorists, it
warns the unprecedented tragedy that took place
on 1 September 2004 in Beslan in North Ossetia,
where he was a three-day hostage crisis, caused by
the terrorist attack on the local school, killed 314
hostages, of which 186 were children. Terrorism in
all its forms is a transnational threat to the life of
the individual, the nation, and it undermines the
territorial integrity, sovereignty and security of the
society, he represents a direct violation of human
rights, especially the right to life, liberty, security
and development. An effective fight against
terrorism is possible only by joint efforts of all
members of the international community; it is
primarily caused by the specifics of terrorism in
contemporary social circumstances carries a
transnational character. Security is necessary to
implement the preventive fight against terrorism
and prevention should be focused on to be
identified, eliminated, localize and minimize factors
that cause terrorism. Alongside terrorism that
threatens the security of society in general, the
most common form of endangering the safety of
the crime, which determined social character, that
is socially conditioned and, as such, represents a
modern form of compromising security.
Existing forms of crime and offenses that threaten
the security of educational institutions vary (theft
of personal items, vandalism, fighting, carrying
weapons, alcohol and drugs, violence, etc.). Even
when delinquent behavior taken as individual
behavior it has prioritized social character, to be
socially memorial should not lose sight of. However,
each company is obliged to protect children as the
weakest and most vulnerable part of society, even
children are protected both by the Constitution, as
the most important state acts and international
instruments Convention on the Rights of the Child
was adopted by the UN in 1989. Article 19 talks
about the protection of the child from all forms of
physical or mental violence, injury, abuse or
maltreatment. When we talk about security in
educational institutions involves a wide range of
security measures and activities that include the
safe functioning EDUCATION-educative process as
in classrooms, professional laboratories, sports
halls and in IT cabinets. Of course, any form of
professional education requires specific measures
and activities in order to achieve security. Thus one
of the conditions smooth functioning of the
educational process is to create safe conditions for
the implementation of the educational process that
involves the protection of life and health. Safety in
educational institutions involves a complex security
system that involves students from the state of
protection of real and foreseeable threats to the
social, technological and natural origin, that is,
providing a safe functioned educational process.
Security threats must not only come from the
targeted terrorist acts, criminal acts (activities for
groups and individuals), and security threats
technological and natural origin may also
jeopardize safety in educational institutions. The
reaction of society to the natural phenomenon
takes place in time before the onset and after the
occurrence of natural phenomena, for example,
attitude of society conditioned by whether events
such as earthquakes or floods turn into a disaster.
In modern conditions of life is not a natural
phenomenon need not be fatal to human life (at
least not catastrophic), if the company is aware of
the presence of the risk of natural phenomena and
if it is prepared to answer them. System security
measures and activities in educational institutions is
complex and presents a set of legislative and legal,
organizational-technical and psycho-pedagogical
measures, which are implemented by the control of
the management body of educational institutions,
education management authority, local authorities,
in cooperation with the state security bodies and
social organizations. In general, subject to
achieving security in the educational-educational
institution for the people - her life and health,
rights and freedoms, material and spiritual values.
Thus creating a culture of safety affects the whole
life and development of people in the continent.
In contemporary social circumstances safety in
schools violate the cases of peer violence and
violence against children and adult students toward
adults. Violence in the school context is defined as
"any form once committed or repeated verbal or
nonverbal conduct that has the effect of actually or
potentially endangering the health, development
and dignity of children / students." (Special
Protocol for Protection of Children and students
from violence, abuse and neglect in educational
institutions, 2007: 3). Violence among peers at
school includes a wide range of forms: physical
violence, emotional violence, social violence,
gender
violence,
economic
violence,
digital
violence, with violent interaction of a rule includes
various forms of violence. Protecting students and
all other participants in the educational process is
121
Popadić, D. et al.: Aspects of safety in educational institutions Sport Science 9 (2016) Issue 2: 120‐126 considered an important social task, and is among
the priority tasks of educational institutions.
According to the Ordinance on standards of quality
of work of educational institutions, which is the
National Education Council issued in 2012
(Ordinance on the quality standards of the
Institution, 2012), the quality standards also
include the extent to which the school is a safe
environment for all. Assessment of the extent to
which the school is a safe environment is derived
from the following indicators:
•
•
•
•
the school is visibly and clearly expressing
negative attitude towards violence;
at
school
functions
for
network
troubleshooting violence;
schools organize preventive activities that
contribute to security landscape in the
school community;
at school are monitored and analyzed all
cases of violent behavior and when violence
occurs at school, intervention measures are
implemented in cases of violence in
accordance with the Protocol on the
protection of children / pupils from
violence, abuse and neglect in educational
institutions.
Realization of safe conditions for residence and
work in educational institutions is implemented
through prevention measures (creating a safe
environment for life and work of children /
students) and intervention measures (in situations
when there is violence, abuse and neglect in
institutions). Preventive and emergency measures
to be taken in cases of school violence in schools
doubts school violence are regulated by a special
protocol for the protection of children and students
from violence, abuse and neglect in educational
institutions, passed in 2007, which is binding for all
participants in the educational -correctional
process. In addition, each institution is required to
form a team for the protection of children / pupils
from violence. Despite the considerable care given
to the prevention of school violence, it is also
largely present in our schools and in schools in
other countries around the world (Popadić, 2008).
According to the results of extensive research
conducted in 237 primary schools in Serbia in the
period from 2015 to 2013 (Popadić et al., 2014),
44% of students said that during the last three
months, two or more times been exposed to some
form of bullying . Maintenance of school violence
also contributes to lack of readiness of students to
seek help, as well as the reluctance of students
who have witnessed violence to help their
comrades.
Methods
Although school violence in elementary schools in
Serbia were subject to systematic and detailed
study, it is less known how school violence is
present in everyday life of high school. To learn a
little more about it, we conducted a survey on a
sample of high school students in Serbia, in order
122
to determine how much they feel safe and where to
turn to for help if they feel threatened. We were
also interested in how the feeling of safety
associated with gender, age and place of residence
of students. The survey was conducted in late 2014
and early 2015. Data were collected by anonymous
questionnaire. For the study used a questionnaire
of closed type which consisted of 5 questions in
which most of the questions presupposes a number
of answers that are formulated from positive to
negative in relation to exposure to fear of violence.
On the questions were answered by circling one of
the answers, depending on how much they agree
with each of the following. The results were
processed in SPSS program, done with descriptive
statistics, and calculated the "Kramer V" statistical
significance.
Sample
The sample consisted of 1,861 high school in
Belgrade, Kikinda, Indjija and Sabac, both genders
(43% of boys and girls 57%), from 1st to 4th grade
(1. The class 32%, 2 times. 31%, 3 times . 17%, 4
times. 20%). 56% were from the city, 27% of
suburban areas, and 17% from the countryside.
Sample is randomly selected.
Results and discussion
Table 1 shows the number of students who are
afraid that they might be exposed to violence at
school and outside of school.
Three-quarters of students (74.1%) are not afraid
to be exposed to violence, while one-quarter of
students are. I fear of exposure to violence within
schools and the fear of exposure to violence on
their way to school was about equally expressed.
18.3% of them are afraid that they might be
exposed to violence by someone from the school,
and 16.7% that they could be exposed to violence
by someone who is not in school. The link between
fear of exposure to violence with gender, class and
place of residence are shown in the following
tables. In girls both fears are a little more
pronounced than in boys. With age comes a
reduction in fear of violence at school, a borderline
significant reduction in the fear of violence outside
the school. In urban children are less afraid to be
exposed to violence, whether at school was out of
school. When asked where to turn for help in case
of threat by another student or by someone outside
the school, the answers are shown in Table 4.
Approximately every tenth student is not anyone
asked for help. Parents and friends are usually
elected. It is indicative that the school staff selects
the least, even when it comes to exposure to
violence in school. Especially is interesting and
alarming that interviewed students most rarely
asked for help a school police officer, although his
job is just to take care of security and protection
students. Whether to which the students first turn
for help if they were threatened by another student
depends on the gender, age and place of residence
of students, is shown in Table 5.
Popadić, D. et al.: Aspects of safety in educational institutions Sport Science 9 (2016) Issue 2: 120‐126 Table 1. Fear of exposure to violence at school and from exposure to violence outside school. When you go to school, do you fear that it
someone who is not from your school might
happen to be rude to you?
Total
never
sometimes
often
N
1369
131
9
1509
%
74,1%
7,1%
0,5%
81,7%
N
158
135
12
305
%
8,5%
7,3%
0,6%
16,5%
N
13
13
8
34
%
0,7%
0,7%
0,4%
1,8%
N
1540
279
29
1848
%
83,3%
15,1%
1,6%
100,0%
never
When you go to school, do you fear that it might
happen to you that a student or teacher at
school is rude to you?
sometimes
often
Total
Table 2. Fear of exposure to violence at school and gender, class and place of residence of students (in%). gender
Fears that some of
the students or
teachers may be
rude to them
class
residence
M
F
1
2
3
4
city
suburbs.
countrys
ide
N
792
1.064
607
564
321
364
1.006
487
310
never
88,0
76,8
76,9
82,4
86,0
84,1
83,4
83,4
73,9
sometimes
10,0
21,4
21,1
16,0
12,1
14,0
15,1
14,6
23,2
often
2,0
1,8
2,0
1,6
1,9
1,9
1,5
2,1
2,9
Kramer's V
0,15
0,06
0,07
Stat. significance
0,001
0,015
0,011
Table 3. Fear of exposure to violence outside of school and gender, class and place of residence of students (in%). gender
Fears that someone
who isn't from their
school may be rude
class
residence
M
Ž
1
2
3
4
city
suburbs
.
country
side
N
791
1.058
604
564
318
364
1.006
484
307
never
90,6
77,9
80,3
83,3
84,0
87,9
86,0
82,6
76,5
sometimes
8,2
20,2
17,7
15,6
14,2
10,7
13,3
14,7
20,8
often
1,1
1,9
2,0
1,1
1,9
1,4
0,7
2,7
2,6
Kramer's V
0,17
0,06
0,08
stat. significance
0,001
0,08
0,001
123
Popadić, D. et al.: Aspects of safety in educational institutions Sport Science 9 (2016) Issue 2: 120‐126 Table 4. Asking for help in case of danger by other students and by someone outside the school. Danger of students
Danger of someone outside
school
N
%
N
%
No one
226
12,4
191
10,2
Some of the friends
661
36,2
623
34,0
Some of the teachers
130
7,1
79
4,3
School policeman
32
1,8
105
5,7
Executive or psychologist
138
7,6
101
5,5
Parents
637
34,9
732
40,0
Total
1.824
100,0
1.831
100,0
The boys are, compared to girls, more often not
addressed to anyone help. They would be more
likely than girls to approach a fellow less frequently
than those parents. It is equally rare to seek the
help of someone from school. With age, rises
percentage of students who would not turn to
anyone for help, and reduces the percentage of
those who would turn to their parents. The most
common would help sought from peers in the
youngest age. No significant variations in responses
depending on whether children living in urban
areas, suburbs or the countryside.
Table 5. Differences in asking for help in case of threat by another student, depending on gender, age and place of residence N
No one
Some of the friends
Some of the teachers
School policeman
Headmaster or psychologist
Parents
Kramer's V
gender
M
772
17,7
43,5
8,0
1,8
5,6
23,3
0,25
class
F
1.048
8,4
30,9
6,5
1,7
9,0
43,5
1
594
9,8
26,8
11,4
2,4
8,6
41,1
2
557
11,8
41,5
5,2
1,1
7,9
32,5
3
312
14,7
41,7
5,4
2,6
5,4
30,1
0,11
4
357
15,7
38,9
4,5
1,1
7,0
32,8
city
984
12,7
37,7
7,0
1,7
7,4
33,4
residence
suburbs
countryside
477
310
11,5
12,9
39,6
28,7
6,7
8,1
0,8
2,3
6,9
8,7
34,4
39,4
0,06
Conclusion
Anonymously were surveyed 1,861 high school
students of both genders (43% of boys and 57%
girls), randomly selected secondary schools in
Belgrade, Kikinda, Indjija and Sabac. The analysis
of results obtained by surveying (Table 1) that the
majority of students (83.3%) have no fear of
exposure to violence at school and exposure to
violence outside the school. 16.7% of students
show fear that they could be exposed to violence by
someone from outside the school. The survey
results show that the fear among the girls from the
greater exposure to violence at school, outside, by
gender, class and place of residence of students
slightly more manifested, in relation to the fear in
boys. The first (I) class fear of exposure to violence
in both genders both in school and outside it is
most pronounced in relation to the II, III and IV
class. According to the city stay it is noticeable that
in urban areas of both genders exhibit lower fear of
exposure to violence in relation to the country
124
(Tables 2 and 3). Where to turn for help in case of
threat by another student or by someone outside
the school, almost every tenth (specifically axes),
and the student would not be asking anyone for
help. Most often they would turn to their parents
(which shows that the family still has a significant
impact on the lives of children as one of the most
important institutions of society) and companions.
The survey results show that school personnel
elected less for help, even when it comes to
exposure to violence at school. Rarest would turn to
help a school police officer, which is very worrying,
because his job is just to take care of safety and
protection of students (Table 4). In further research
is necessary to investigate in detail the role of
school police officer. In case you are threatened by
another student depending on the gender, age and
place of residence of students to help boys
compared to girls more often would not be turning
to anyone. With age percentage of students that
are not addressed to anyone is increased (I class 9
8% - class IV 15.7%).
Popadić, D. et al.: Aspects of safety in educational institutions Sport Science 9 (2016) Issue 2: 120‐126 The boys would usually be addressed to help some
of the companions (43.5%), and the girl's parents
(43.5%). According to the whereabouts of the most
commonly asked for help to the students who live
in the suburbs (39.6%), although there is a slight
difference with the city (37.7%) and the village
(28.7%), which indicates that no significant
Deviation from city life. As in the previous table - 4,
and this is expressed attitude of students of both
genders to for help in case of threat rarest
addressed by school staff (M - 13.6%; Z - 15.5%)
and school police officer (M-1, 8%; Z - 1.7%). Our
results suggest that we need to work on building a
safety culture:
•
•
•
•
•
•
teach students that it is not a shame to
report any problems,
pay attention to the presence of former
students and strangers because these are
segments that have a significant impact on
the safety of students,
parent education,
set up a video surveillance,
if
the
school
building
meets
the
requirements, set up multi-zone metal
detectors,
set up so-called combs to read and open
the door.
In
contemporary
social
circumstances,
unfortunately, we are witnessing unpleasant events
in educational institutions and in the world and in
the country. In addition to the worst forms of
endangering the safety of children, teachers
present the assets and criminal activities in the
form of problems with drugs, alcohol, violence and
many other issues that may affect the security.
Currently, security has become a prerequisite and
one of the criteria for the effectiveness of
educational institutions, and security is the basis of
unwinding teaching-learning process in schools.
Zone of educational institutions should be places of
zero tolerance to all forms of security.
Questions of endangering the safety of children
must be a priority of the whole society, and the
security should be standardized. The need to
preserve the life and health of school children is
imperative in finding measures and activities to
achieve the security of educational process.
The objective of security and protective and
preventive measures and activities is to ensure
maximum safety in educational institutions.
Ensuring security means security of both indoor
educational institutions, and in outer space.
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ASPEKTI SIGURNOSTI U OBRAZOVNIM USTANOVAMA
Sažetak
U radu se raspravlja o osnovnim oblicima rizika i prijetnji koje ugrožavaju sigurnost u obrazovnim
ustanovama. Istraživanje je provedeno krajem 2014. i početkom 2015. godine, na uzorku srednjoškolaca u
Srbiji, kako bi se utvrdilo koliko se osjećaju sigurno i gdje se obratiti za pomoć ako se osjećaju ugroženo.
Anonimno je anketirano 1.861 srednjoškolaca oba spola (43% dječaka i 57% djevojčica). Podaci su
prikupljeni od strane anonimnog upitnika. Rezultati pokazuju da većina učenika (83,3%) nema strah od
izloženosti nasilju u školi i izloženosti nasilju izvan škole. U slučaju opasnosti od strane drugog učenika ili
nekoga izvan škole, obično se obrate roditeljima i prijateljima. Ovisno o spolu, dobi i mjestu stanovanja
učenika dječaci ne bi bilo koga pitali za pomoć. S godinama postotak učenika koji nisu upućeni nikome se
povećava (9,8% Klasa I - IV razred 15,7%). Rezultatima predlažemo da je potrebno raditi na izgradnji
kulture sigurnosti.
Ključne riječi: sigurnost, društvo, obrazovne institucije, kultura sigurnosti, obrazovni procesi.
Received: November 11, 2016
Accepted: December 15, 2016
Correspondence to:
prof. dr. Dragan Popadić
University of Belgrade,
Faculty of Philosophy,
Belgrade, Serbia
Tel: +381 11 3207400
E-mail: [email protected]
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