Comprehensive: The SCSS Model defines ‘school safety’ broadly. The definition includes social, emotional, and physical safety and encourages the use of both prevention and intervention. Prevention means addressing the root causes of violence by increasing the safety of the areas in the long run, and intervention means decreasing threats in the currently unsafe environment.
Data-driven:The SCSS Model uses both individual and system-level data to identify each school’s specific strengths, challenges, needs and gaps related to safety.
Actionable:Based on identified needs, the school team will develop an individualized school action plan for the implementation of the SCSS Model at their school.
Adaptable:The tools and processes included in the SCSS can be tailored to fit the context, because every school community is unique.
Monitoring, evaluation, and learning:
Monitoring, evaluation, and learning:The principles of Monitoring and Evaluation (M&E) and learning are used together with the SCSS Model to provide feedback on the progress and adjustment, and develop an understanding of effectiveness and potential impact of implementations.
Wellbeing: The project focusses on quality-of-life notions of wellbeing, particularly psychological/emotional health, as a foundation for education and skills development and increased social connections within schools, families, and communities.
Four studies are integral parts of the original SCSS model in Colorado, USA:
1. Action Plan Questionnaire
2. Pre-Post School Climate Survey (pupils, staff, parents)
3. Readiness Assessment
4. Process Evaluation (e.g. implementation fidelity)
The following three studies planned for Indonesia are supplementary to the original version of SCSS model:
1. Assessment of Recognition of Signs, Symptoms and Practice
2. Analysis of Social Networks, Peer Contagion and Social Media Violence
3. Pre-Post-Clinical Assessment