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We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher use of the framework components, improvements in student perceptions of school safety, reductions in student reported peer victimization, and reductions in teacher and parent reported inappropriate student behavior. Consumer satisfaction rating were adequate. We present recommendations for implementing a school safety framework emphasizing student voice.

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and identified equity, accountability, and home−school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multitiered student support systems.

Objective: Playground injuries result in over 200,000 US paediatric emergency department visits annually. One strategy to reduce injuries is improved adult supervision. The Stamp-in-Safety programme, which involves supervisors stamping rewards for children playing safely, has been demonstrated in preliminary classroom-based work to reduce child risk-taking and increase the quality of adult supervision. This study evaluated the efficacy of delivering Stamp-in-Safety to playground supervisors via the Internet. Design: Pre-post design following a pragmatic trials approach. Setting: Twenty-four preschools in the USA. Method: Guidance for implementing the Stamp-in-Safety programme was delivered to preschool supervisors via the Internet. Supervisors and preschool directors completed online surveys concerning self-efficacy to keep children safe, playground supervision behaviour, perceptions about playground safety, and knowledge about playground supervision/Stamp-in-Safety both prior to and after the intervention was implemented. They completed a usability survey after using the online intervention. Results: Ratings of usability and satisfaction with the programme were high, indicating feasibility. Paired-samples t-tests showed some improvement in supervisors’ self-efficacy, and improvement in most aspects of supervisory behaviours, perception of playground safety, and knowledge about playground supervision/Stamp-in-Safety. Conclusion: Results suggest the Stamp-in-Safety programme can be delivered successfully via Internet. A public health challenge is translating effective interventions to broad dissemination. Internet delivery of Stamp-in-Safety holds the promise to overcome this challenge and improve playground supervision practices.