The sequential process of change in which a child

learns about how to survive, protect himself/herself

against all forms of danger or accident. (Drug
Abuse, Environment, Human rights, Gender, Family
Life/HIV/AIDS, Road Safety all targeted to protect
the child from harm)

Safety education is a series of instructions and

warnings that provides awareness about possible
harms and injuries with an objective of minimizing
injuries and their fatal consequences.
Promotes the protection of students from violence,
exposure to weapons and threats, theft, bullying, and the
sale or use of illegal substances on school grounds In
particular, emotional and physical safety in school. At the
same time, students who are victims of physical or emotional
harassment or who are involved in the sale or use of illegal
substances.

Safety education is the teaching of specific knowledge,

skills and understanding that children need in order to stay
safe in a given situation.

The main aim of safety education is to provide necessary

warns and precautions so that the possible accidents would
be prevented.
Safety Instruction
"nice to know" information. A typical session
might include watching a video about common
hazards in some form of discussion or group
activities. Employees may actually learn how to do
something, but they won't have to prove it to anyone.

Safety Training
"hands-on-how-to" experience. Trained to
gain adequate knowledge and skills to perform
specific procedures and practices before they are
exposed to hazards, safety training, rather than
instruction, is the most common form of formal
education.
Injury prevention sometimes
called accident prevention

Person safety include includes

bullying, prevention of child
abuse and abduction and
violence prevention.
1. Encourage the adoption of, or reinforce, a whole school
approach, within the wider community
2. Use active approaches to teaching and learning
(including interactive and experiential learning)
3. Involve young people in real decisions to help them stay
safe
4. Assess children and young people’s learning needs
5. Teach safety as part of a comprehensive personal
social and health curriculum
6. Use realistic and relevant settings and resources
7. Work in partnership
8. Address known risk and protective factors
9. Address psychosocial aspects of safety e.g. confidence,
resilience, self esteem, self efficacy
10. Adopt positive approaches which model and reward
safe behaviour, within a safe, supportive environment
You can use the principles to help you decide which are the most appropriate
resources to help children and young people to stay safe.

You can also use to identify gaps in provision, whether in the curriculum, at a
whole school level or in the wider community.