Securing Schools against Terrorist Attacks

Hošková-Mayerová, Šárka; Bekešienė, Svajonė; Beňová, Petra

doi:10.3390/safety7010013

Cited by 7 publications

(6 citation statements)

References 16 publications

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“…Public security incidents that damage the personal safety and property safety of teachers and students will lead to corresponding risks, namely public security risks of PSS. Common forms of public security risks include intentional damage to public property, theft, injuries caused by trespassers, and terrorist attacks [33][34][35].…”

Section: Public Security Risksmentioning

confidence: 99%

“…Defects in the quality of campus facilities [29,30] X 32 Routine maintenance of campus facilities X 33 School facility safety management system X 34 Personal safety protection X 35 Operational use of school facilities Accidental Injury Risks (X 4 ) X 41 personal safety risk awareness [31,32] X 42 Teacher-student misbehavior X 43 The facility is operating abnormally X 44 Accident investigation mechanism X 45 On Regular health checks…”

Section: Indicator Design For Safety Risks In Pssmentioning

confidence: 99%

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Safety Risks of Primary and Secondary Schools in China: A Systematic Analysis Using AHP–EWM Method

2022

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Owing to the frequent accidents in primary and secondary schools (PSS) in China in the past decades, a systematic analysis of indicators influencing safety risks in PSS is critical to identifying preventive measures. A two-hierarchy structure of indicators was identified by analyzing various cases, intensive interviews, and related previous literature. A combination of the analytic hierarchy process and the entropy weight method was developed to synthetically assess the primary and secondary risk indicators through a case study of Ma Shan School in China. The results are as follows: (1) the primary risk indicators, namely, natural disasters, public health, facility safety, accidental injury, public security, school bullying, and individual health constitute the evaluation framework of the safety risks in PSS. (2) Public health risks and accidental injury risks are the most critical factors that should be prioritized. In addition to providing academic implications, several managerial implications are proposed for these stakeholders to reduce the safety risks in PSS.

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Section: Public Security Risksmentioning

confidence: 99%

Section: Indicator Design For Safety Risks In Pssmentioning

confidence: 99%

Safety Risks of Primary and Secondary Schools in China: A Systematic Analysis Using AHP–EWM Method

2022

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“…Globally, there is a lot of research done on school safety, and we discuss a couple of recent publications. Hošková-Mayerová et al (2021) focused on exploring schools' safety in the Czech Republic, specifically when it comes to terrorist attacks. Although they focus on the Czech Republic, they provide recent statistics (2000 -2017) about terror attacks in schools and school facilities around the world.…”

Section: Literature Reviewmentioning

confidence: 99%

Safety Factors Associated With Mathematics Achievement in South African Schools

Graham

Mokgwathi

Villiers

2021

EURASIA J Math Sci Tech Ed

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This study analysed secondary TIMSS 2019 data for respondents from South Africa and proposed a model containing ten constructs; nine independent variables (socio-economic status and eight variables about safety aspects in schools) and one independent variable (mathematics achievement). Qualitative data was also collected using interviews and field notes. The HLM model identified the following significant predictors to learners' mathematics achievement: learners whose family members were frequently insulted; who were victims of theft; who were forced to do things they didn't want to do; who were physically hurt; living in impoverished areas; enrolled in schools with a shortage of or inadequate instructional space; enrolled in schools where physical injury amongst learners is a problem; disrespecting property. Findings from the thematic analysis indicated that participants believed that schools' safety concerns are associated with learners' mathematics achievement and that difficulties in developing and implementing school safety policies are due to a lack of training.

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“…Though policy was considered in the study of Hasan et al (2022), few publications emphasise secondary school students' knowledge level. The urgent need to learn what to do during a sudden shock event like a terrorist attack in school or another place was also highlighted by Stene et al (2019) andHošková-Mayerová et al (2021). Similarly, the importance of first-aid training has been shown in a Norwegian context (Bakke et al, 2017), but these areas have not been studied in a Bangladeshi context.…”

Section: Introductionmentioning

confidence: 99%

State of knowledge on emergency response and crisis management

Rashid

Sony

Aninda

2023

GJSD

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In the era of late modernity, individual vulnerability is affected by various threats and risks. Consequently, people need to be aware of these and fit in more than ever before. To help people become competent in this changing world and to prepare for future threats, academic institutions play a vital role. To understand such an academic role, a part of the literature has highlighted how a student can better learn emergency responses (ER) and crisis management (CM). Nevertheless, very little literature has focused on how a developing country’s students, particularly teenagers, learn and understand ER and CM. Focusing on such gaps in the literature, this study aims to understand a sample of Bangladeshi secondary students’ state of knowledge related to ER and CM. With the help of cluster sampling, the researcher distributed a survey among a sample of 360 students between 9th and 12th standard from two southern districts respectively Khulna and Noakhali, which are also disaster-prone areas of Bangladesh. Adopting Krathwohl’s model of knowledge typology, such as factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge, the researcher collected and evaluated the data with descriptive statistics. The findings of this study show that even though most of the students are familiar with different ER- and CM-related keywords, they have limited deeper knowledge. Furthermore, there was a significant knowledge difference between the genders. Similarly, the lack of training in the academic environment also makes these young students vulnerable to any kind of threat from their surroundings that could affect the districts’ weak institutional and legislative structure. The scholarship of this study, which has policymakers and young academics as its possible audience, could assist them in raising the knowledge levels of students by adding new information to textbooks with illustrations and by setting up drills.

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Securing Schools against Terrorist Attacks

Cited by 7 publications

References 16 publications

Safety Risks of Primary and Secondary Schools in China: A Systematic Analysis Using AHP–EWM Method

Safety Risks of Primary and Secondary Schools in China: A Systematic Analysis Using AHP–EWM Method

Safety Factors Associated With Mathematics Achievement in South African Schools

State of knowledge on emergency response and crisis management

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