TEORÍA DE LAS RESTRICCIONES

Firstly, I endeavoured to capture the students’ views, perspectives and understandings about the concepts of safety and freedom. Gauging students’ understanding of safety was indispensable primarily because their understanding influenced the promotion of a learning environment that was free from violence, especially for girls who are most likely disadvantaged in terms of accessibility, participation and retention in PNG schools.

Secondly, when the aspects and attributes of safety were understood well by the participants, their chances of behaving well in the school is very high in contrast with those who are not aware of what was collectively expected of them. This helped everyone to easily identify any behaviour issues that were out of the traditionally expected behaviour contexts and boundaries.

4.1.1. Good teachers create ‘safe schools’

According to the students, teachers play determinant roles within a school. That is, teachers are motivators and catalysts for the subsequent emergence of a safe

school. This is further elucidated in the words of the following students who defined ‘safe school’ in this manner:

A safe school is when the teachers always remind you about safety and rules of the school (JPIS/MSL-53).

A school that has its rules and laws enforced by teachers are strong (JPIS/FSL-26).

A school in which the teachers make sure the school rules are strictly observed by the students, to make sure students complete their studies successfully (IPS/MSt- 72).

A safe school to me means a school environment in which the teacher's actions towards students are healthy. Also it is an environment where there's no disturbance from the locals (JPIS/FSL-1).

Being respected by teachers and school mates in the school and high respect for gender equity (JPIS/FSt-32)

Good teachers, no violence, no racism. No corruption with teachers, no drugs (JPIS/MSL-2).

It was evident that safety was not entirely imposed by teachers and school leaders, but teacher-led and teacher-facilitated. It was also apparent that the students were well aware of certain deliverable attributes that guided everyone in their daily conducts. For example, attributes like respect, no violence, no racism, effective security, stronger school board and effective and stronger school rules (refer quote JPIS/FSL-1, JPIS/FSt-32, JPIS/MSL-2, JPIS/FSL-30 above) helped enhance the schools as an ideal and peaceful learning environment. Furthermore, the research data confirmed that in such environments, the spirit of genuine peace was nurtured and promoted, notably led by teachers.

4.1.2. Students’ views on their safety in the schools

Student participants at both schools confirmed feeling safe at school (see Figure 4.3). While a significant number also reported they felt “safe only sometimes” (36%), very few felt unsafe.

Figure 4.3. Students’ views on their safety

Difference between male and female students feeling safe at school. When

students were asked whether they feel safe at school, it was evident that boys felt safer at school than girls (see Figure 4.4). Eighty-four per cent of the total males indicated that they felt safe at school compared to 49% of the females. Furthermore, though 31% of the females indicated they felt unsafe in the school, none (0%) of the males felt unsafe. While 20% of females indicated they felt safe sometimes, only 10% of the males felt safe sometimes (see Figure 4.4).

Figures 4.4. Showing the differences of feeling safe between the two sexes

Generally it appeared that students felt safe in terms of their physical, emotional and social wellbeing. For example, the idea of improving girls’ learning through concepts such as ‘safe school’ is confirmed by a student from the rural school who described ‘safe school’ as: “A place that is free from bullying and harassment of

Do you ever feel safe at school?

Yes =60% No =4% Sometimes=36% Male Female Column1 0% 20% 40% 60% 80% 100% Yes (feel

safe) No (unsafe) _Sometimes safe 84% 6% _10% 49% 31% 20% Male Female

girls, where girls learn better” (JPIS/FSt-49). This is further supported by students noting:

It means a school in which both the male and female students are free from risks, or danger or harm (IPS/FSt-94).

Schools which are free of problems and secure from violence and harmful things (IPS/FSL-79).

To me a safe school is when there is no bullying around, there is no cult practices going on and everybody feels free and respected (IPS/FSL-73).

Everything in and around the school is safe for us [girls] (JPIS/FSL-24).

A safe school means students are not at risk from any harm or violence while they are at school (IPS/FSt-78).

A school that is free from all kinds of violence like bullying (IPS/FSL-77). No violence, no fighting or rough games against girls (JPIS/MSL-17).

Means a school that is free from violence, abuse and discrimination (JPIS/FSL- 34).

A school that is free from violence, anti-social behaviours and maybe sicknesses and diseases (IPS/FSL-93).

The school area is safe for girls to move around (JPIS/FSL-22).

However, despite the above positive responses, a significant number indicated that they sometimes felt safe and sometimes unsafe. For example, 36% (Figure 4.3) held that they sometimes felt safe. Therefore, it is appropriate to look at the actual location within the schools where students feel safe.

4.1.3. Places that students feel safe

The feeling of being safe is not guaranteed everywhere within the premises of the school (see Figure 4.5).

0% 10% 20% 30% 40% 50% 60%

Classroom Toilets Everywhere I don’t know 52%

2%

30%

Fifty two per cent indicated that they felt safe in the classroom. However, only 2% testified that they were safe in the toilets. Thirty per cent held that they are safe everywhere. Finally, 16% stated that they don’t know where safe places are. It is difficult to interpret this group’s responses, but explanations could include: they are not sure of any safe place in the school; they are not in a position to provide an answer; or they have simply ignored answering it by selecting this option. If a school were to be seen as safe, all areas within the school boundary must be conducive for its students to learn, play and stay without any form of intimidation, violence, threats and risks.