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 M Gmail Establishment Coordination <ecsectionT@gmail.com>

Fwd: Regarding Guidelines on School Safety and Security, developed by

Department of School Education and Literacy , Ministry of Education
Sridhar Srivastava <director.ncert@nic. in> Fri, Oct 1, 2021 a|4.25 PM
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From: "isl 1 section moe" <is1 1 section.moe@gmail.com>

To: "secyedn and" <secyedn.and@gmail.com>, "Anjali Sehrawat" <secedn.and@nic. in>, "Anjali Sehrawat"
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secedu-pri@gujarat.gov. in, secedu@gujarat.gov. in, acssehry@gmail.com, "Mr RAJEEV SHARMA" <secy-
hedu-hp@nic. in>, pssed2020@gmail.com, hrd.iharkhand@gmail.com, prspim-edu@karnataka.gov. in, "A
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xl \ Cc: "santosh Kumar Yadav" <yadavsk. up@nic. in>, "Ms Ritu Sain" <ritusain@ias nic.in>, "RUCHI
MAHAJAN" <us-is'1 1.edu@govin>
(l s Sent: Friday, October 1, 2021 1:21.14 PM
I subrect: Regarding Guidelines on school safety and security, developed by Department of school
Education and Literacy , Ministry of Education
\
Sir/Madam,

please find attached Guidelines on School Safety and Security, developed by the Department of School
Education and Literacy , Ministry of Education for fixing the accountability of the School Management in ihe
matter of Safety and Security of Children studying in Government, Government-aided and Private Schools.
The Guidelines are advisory in nature and States/UTs may incorporate additions/modifications to these
guidelines, if deemed necessary, according to the State/UT specific requirements.

Regards,

Ram Niwas, Section Officer

lS-11 Section,
O/o SE & L, M/o Education,
Shastri Bhawan, New Delhi.
 adi
Amrit

2 attachments

Guidelines on School Safety and Security (29.09.2021).pdf

:.1 2951K

:l DO Letter.pdf
39K
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GOVERNMEiIT OF INDIA
Santosh Kumar Yadav,
MINISTRY OF EDUCAIION
Joint Secretary, DEPARTMENT OF SCHOOL EDUCANO & LITERACY
Telephone No. 0ll -23387781 SHASTRI BHAVAN
E-mail: yadavsk.up@nic.in NEW DELHI.I1O 115

D.O. No. 17-ll2020-I$11 New Delhi Dated rhe LsL O(jtober,2o|t

?e*F.-"Xz-* Y4''o* (9,i.,

Please find enclosed a copy of 'Guidetines on School Safety and Security',
developed by this Departrnent for fixing the accountability ofthe School Management in the

matter of Safety and Security of Childrcn studying in Govemmenl, Govemment-aided and

Private Schools, in pursuance of the order of Hon'ble Supreme Court in Writ Petition
(Criminal) No. 136 of 2017 and Writ Petitioo (Civil) No. 874 of 2017; and in line with the
provisions contained in the National Education Policy, 2020.

2- These guidelines have been prepared by an expert committee and through extensive

consultation with all stakeholders. The State/LIT Govemmenl,'exercising its power u/s 35(2)

of the RTE Act, 2009, CrPC, 1973 and as per its mandate under Rule 93 of th€ Juyenile
Justice Model Rules,2016; shall notify these guidelines. The Guidelines are advisory in
nature and StatesruTs may incorporate additions/modifications to these guidelines, ifdeemed
necessary, according to the State/UT specific requirements.

W,tl,-
W Yours sincerely,

Enclosure: As atlove

(Santosh v)

l. The Addl. Chief Secretary/Principal Secretary/Secretary,

Department of Education,
All SEtes and [.ns as per list attached.

2. Heads ofall Autonomous Bodies ofDoSEL

Frer ot srfuol{
YEAES OF
CELEBRATI G lrdfoarstro6
rHE TAHATMA seG s{€e
 ffi'
ffi
Department of School Education & Literacy
Ministry of Education
Government of lndia

Guidelines on School
Safety and Security

2021

0
 Department of School Education
State
Notification

In pursuance of the order of Hon'ble Supreme Court in the Writ Petition (Criminal)
No. 136 of 20'1,7 and Writ Petition [CivilJ No. 874 of 20L7 and decision taken by
Ministry of Education (MoE) to frame guidelines for fixing the accountability of the
School Management in the matter of safety of the children; MoE has recommended
the Guidelines on School Safety and Security (2021) for fixing the accountability of
the School Management in the matter of Safety ofthe Children studying in all Schools
including Private Schools.

Exercising its power {s 35(2) of the RTE Act, 2009 and as per its mandate under
Rule 93 ofthe luvenile Justice Model Rules, 2016; the State Government notifies the
Guidelines on School Safety and Security for fixing the accountability of the School
Management in the matter of Safety of the Children studying in all Schools including
Private Schools with effect from

1
 !N DEX

Sl. No. Pa iculars Page No.

l. Abbreviation.......... 6-7

ll. Executive Summary ................ 8-9

1. Background... 10

1.1Order ofthe Apex Court ....

1.3 Three-pronged approach to safety and security of children in schools: 11

1.4 Operational Definitions .......... 1,2

2. National and lnternational Context............. 13

2.1. National Education Policy, 2020...................... ..........13

2.2 Rights of Children, 5DGs, lnternational conventions 13

3. Constitutional Provisions and legal framework 15

3.1 Constitutional provisions .15

3.2 Central Legislation and Policies.......... .15

3.3 State Specific Provisions ............. .....2L

3.4 Categories of Negligence............. 27

3.5 Legal Provisions in case the offence has been established ................................22

3.6 lnterpretations of Legal Provisions ........................................23

4. Accountability Framework: Responsibility of School/School Management/Head of Schoo1................24

4.l Accountability .24

4.2 Legal Provisions for government and government-aided schools 24

4.3 Legal provisions w.r.t private schools ........-... ....-.....25

4.4 Ensuring compliance by private/unaided elementary schools 25

4.5 Ensuring compliance by government/government aided elementary schools . ..27

2
 4.6 Ensuring compliance by government/government aided/private schools of secondary/ senior

secondary level .28

4.7 Rationale for para 4.4, 4.5 and 4.6 regarding fixing accounta bility 28

4.8 Role of NCPCR and SCPCR .

4.9 Legal provisions w.r.t role of NCPCR and SCPCR .................30

4.10 Responsibilities of School/School Management in the accountability framework.....................30

4.11 Responsibility of the State/UT gove rn ment: SSSA 33

5. Whole School Safety Approach....... 35

5.1 Whole School Safety: Concept. 35

5.2 Why the Whole SchoolSafety Approach? 35

5.3 Whole School Safety: Scope........ ...........35

5.4 lmplementation of Whole School Approach............... .36

5.5 How will the Whole SchoolApproach be implemented....

5.7 Residential 5chools.... .38

5.8 Pre-School Centres (PSC)..... .39

.39

5.10 Health and Physical safety............. .40

5.11 Cyber Safety .40

5.12 Curriculum.... 4t
5-13 Teaching-Learning Process.

5. 14 Assessment and Examination....... ..........41

5.15 Parent-Teacher lnteraction 42

5.15 Parent-Staff lnteractions............ 42

5.17 Training of School Personnel. ..43

3
 5.18 School Pr€paredness for Disaster 43

5.19 Other recommendations for schools to comply......-. .....43

5.20 Developing Safe and Secure Schools: System Functionaries .............44

5.21 System Functionaries at State and District level: Disaster M anagement......................................45

5.22 COVTD-19. 45

5. Whole School Safety Approach: Roles and responsibilities of stakeholders.. ........48

6.L Roles and responslbilities of School/School Management in Whole School Safety... 48

6.2 Roles and Responsibilities of Principals/School Heads ....49

6.3 Roles and responsibilities of Teachers .......... 50

6.4 Roles and responsibilities of the Parent............... 50

6.5 Roles and responsibilities of Warden.................................... 50

6.6 Roles and responsibilities of a counse11or............................. .51

5.7 Roles and responsibilities of students................... 51

5.8 Roles and responsibilities of non-teaching staff.. ........51

6.9 Roles and responsibilities of School Nurse/ Health Workers/ Visiting Medical
Person ne1......

7. Developing a Safe and Secure Society (Multi-sectoral Approach). ..........53

7.1 Law and Justice...............- 53

7.2 Women and Child Development. ..... ... ... . .5 3

7.3 Electronics and lnformation Technology............. ....,,,,.,54

7.4 Health and Family Welfare 54

7.5 Home Affairs ....... ......55

7.6 lnformation and Broadcasting

7.7 Panchayati Raj 56

7.8 Urban Development................... 56

7.9 Higher Education ........................ ..5 6

4
 7.10 Social Justice and Empowerment................................-......... 56

7.11 Labour and Employment.... ...............57

7-12 Sports, Youth and Cultural Affairs...........................,. .57

7.13 Skill Development and Entrepreneurship........,.... 57

7.14 Drinking Water and Sa n itation... -......

8. lmplementation P1an............................ s8

List of Annexures. 61-91

l. State Specific Provisions ............61

ll. Constitution of Parent Teach€r Association.......... 72

lll. Comprehensive Checklist 74

lV. Constitution of School Safety Committee................ .... 83

V. lntegrating learning about Safety in School Education 84

Vl. School Safety Pledge ............91

5
 t. ABBREVIATION

CBSE Central Board of Secondary Education

COTPA Cigarettes and Other Tobacco Products fProhibition ofAdvertisement and Regulation
ofTrade and Commerce, Production, Supply and Distributionl Act, 2003
covID-19 Corona Virus Disease 2019
CPCR Commission for Protection of Child Rights Act, 2005
CPO Child Protection Officer
CPR Cardio Pulmonary Resuscitation
CPTD Child Parent Teacher Dialogue
CrPC The Code of Criminal Procedure Act
CSA Child Sexual Abuse
CTE College of Teacher Education
CWSN Children with Special Needs
DC District Collector
DEO District Education Offi cer
DIET District Institute for Education and Training
DM District Magistrate
DRISHTI Disseminate, Roll-out, lntervene, Support, Hand-hold, Track and lncentivize
IASE lnstitute ofAdvanced Studies in Education
ICPS The lntegrated Child Protection Scheme
ICSE lndian School Certificate Examination
ICT Information and Communication Technology
IPC Indian Penal Code
IT Information Technology
KVS Kendriya Vidyalaya Sangathan
MDM Midday Meal
MoE Ministry of Education
NCERT National Council of Educational Research and Training
NCPCR National Commission for Protection of Child Righs
NDMA National Disaster Management Authority
NEP National Education Policy
NPC National Policy for Children
NVS Navodaya Vidyalaya Samiti
POCSO The Protection of Children from Sexual Offences Act and Rules
POSH Prevention, Prohibition and Redressal Act
PTA Parent Teachers Association
PTM Parent Teachers Meeting
PSC Pre-School Centres
RTE The Right ofChildren to Free and Compulsory Education Act, 2009
SCERT State Council ofEducational Research and Training
SCPCR State Commission for Protection ofChild Rights
SDG Sustainable Development Goal
SJPU Special Juvenile Police Unit

6
SM School Management
SMC School Management Committee
SOP Standard Operating Procedure
SSC School Safety Committee
sssA State School Standards Authority
UNCRC United Nations Convention on the Rights ofthe Child
UNESCO United Nations Educational, Scientific and Cultural Organization
USA United States of America
UT Union Territory
VAC Violence against Children
wHo World Health Organization
wsA Whole School Approach

7
 il. Execulive Summory

Aim/Purpose of this guideline:

The purpose ofthis guideline is:

Firstly, to create an understanding among all stakeholders, including students and parents,
on the need for co-creating a safe and secure school environment for the holistic development
of children.
Secondly, it is to make different stakeholders aware about the acts, policies, procedures and
guidelines already available on different aspects of safety and security i.e., physical, socio-
emotional, cognitive and specific to natural disasters as well.
Thirdly, it is to empower different stakeholders and enable clarity on their role in the
implementation of this guideline.
Fourthly, it is to fix accountability for keeping children safe and secure in schools (including
while children are transported to and fro, to attend school or go back to their homes in a
school transportl on School Management and Principals and Teachers in Private/Unaided
Schools, and Head/in-charge Head of School, Teachers and education administration in case
of government/government-aided schools.
A key purpose is to emphasize the'Zero Tolerance Policy'against any negligence on the part
of any individual or management when it comes to the safety and security of children in
schools.

An integrated approach to the guidelines:

This Guideline has been developed following an 'accountability framework'with the help of
existing legal provisions; 'whole school approach' by integrating safety and security aspects in
education itseli by including deliberations upon the health, physical, socio-emotional, psycho-social
and cognitive aspects ofschool safety and security; and at the same time'addressing multi-sectoral
concerns' to further create a safe society, giving recommendations for the other Ministries and
Departments in addition to Education Department. Some areas that have been integrated are as
follows:

a. This guideline includes Laws and Acts applicable in the context ofschool safety and securiqy
at the state and national levels for creating awareness among various stakeholders to further
strengthen the implementation of legal provisions in this area. With the first quarter of 21*
Century witnessing a pandemic, COVID-19, that is giving a new challenge ofsocial distancing
and maintenance of health and hygiene protocols at schools, this guideline takes into
cognizance the precautions to be followed for making schools safe and secure from the health
point of view as well. Therefore, this guideline recommends all schools to follow Standard
Operating Procedures/guidelines issued by this Department, the Ministry of Home Affairs,
Health Ministry and also state-level administration from time -to- time on COVID-19 issue.
b. ln view of urgency for sensitization, orientation and capacity building of teachers, school
heads, teacher educators, this guideline recommends state-level educational institutions to
come forward to not only conduct special awareness and capacity building programmes for

I
 school heads, teachers, parents, students and teacher educators but also to integrate
pandemic challenges, concerns and actions into the other regular capacity building
programmes. The national Ievel capacity building programme for elementary school
teachers, i.e., NISHTHA has already integrated a special module on education response to
covlD-19.
c. Further, as this pandemic has forced school education to reflect upon its mode of
transaction/delivery of education, and a gradual shift of a percentage of teaching-learning
towards on-line blended mode appears to be imminent, this guideline also emphasizes
cybersecurity and safety for children and teachers.
d. The guideline is also adequately linked to the guidelines provided by NDMA for compliance
in physical infrastructure and disaster-related issues, and guidelines given by NCPCR for the
compliance of safety issues related to residential schools and CBSE and other school boards
for the accountability framework.
e. The guidelines also include a comprehensive checklist of the essentialities of school safely
and security and actions to be taken by the school in this regard.
f. Finally, in the context of school safety and security, the guideline recognizes that
Accountability is an obligation of the School Management, Principal, and Teacher to adhere
to the Laws/norms/guidelines; accept responsibility towards providing safety conditions for
children in school; account for their activities; to disclose the actions and impacts in a
transparent manner; and most importantly to be held legally responsible in case of any
negligence.

THESE GUIDELINES MUST BE READ ALONG WITH THE FOLLOWING:

. National Commission for Protection of Child Rights (NCPCR) has developed a Comprehensive
Manual on Safety and Security of Children in School. The Manual available at
www.ncpcr.gov.inis a compilation of various existing guidelines, circulars, notifications,
Government Orders on safety and security related issues in schools issued from time to time.
. NCPCR's Cuidelines for Hostels ofEducational Institutions
o The National Disaster Management Authority (NDMA) has also formulated and issued the
National Disaster Management Guidelines on School Safety Policy, 2016.

9
 Chopler 1

Bockground
l.l Order ofthe Apex Court:

In the Writ Petition (Criminal) No. 136 of 2017 and Writ Petition (Civil) No.874 of 2017 before the
Hon'ble Supreme Court, Petitioners sought guidance to frame guidelines for fixing accountability of
the school managements in the matter of safety of children studying in schools. The order of Hon'ble
Supreme Court in the said petitions, states that being a matter of policy and governance, call ought
to be taken thereon by the Secretary, Department of School Education, Ministry of Human Resource
Development (now Ministry of EducationJ, Government of India, and may obtain and consider inputs
from all relevant sources and take such decision as may be considered appropriate.

Realizing the criticality ofsafery and security ofevery child, a meeting was organized by MoE under
the leadership of Secretary (School Education & Literacy) to discuss the problem, its magnitude, the
roles and responsibilities of different stakeholders and different departments that are linked with
the issue; and the modalities for preparation ofguidelines for "fixing the accountability in the matter
of Safeqy of the Children studying in all Schools including Private Schools". It was decided in the
meeting that draft model guidelines will be prepared by a comminee constituted by MoE through
consultations with different stakeholders, across managements, depaftments and sectors.

In the meeting, it was also noted that various organizations have already issued guidelines on various
aspects ofschool safety and security. These include a Comprehensive Manual on Safety and Security
of Children in all schools including private schools, issued by National Commission for Protection of
Child Rights (NCPCRJ in 2017. The Manual is a compilation ofvarious existing guidelines, issued from
time to time. The National Disaster Management Authority (NDMA) has also formulated the National
Disaster Management Guidelines on School Safety Policy, 2016 with a vision to ensure the creation
of safe learning environment for stakeholders for preparing plans, developing capacity,
incorporating risk reduction in the guidelines. [t was issued on 9th lanuary 2017 to State and UT
Governments for further dissemination and implementation at appropriate levels in the State.

It was also decided in the meeting that MoE will take cognizance of each of the existing guidelines
developed by different agencies at the national level and also the measures taken up by different
States like Delhi, Tamil Nadu, Sikkim and others on child safety and security in a broader perspective
and adding teeth to the existing framework by fixing accountability and defining roles and
responsibilities of different stakeholders as the key purpose of redrafting the existing guidelines.

Further, the draft model guidelines prepared by NCPCR earlier in consultation with MoE were
circulated to all States and UTs, Ministry of Women and Child Development, Ministry of Home Affairs,
CBSE, ICSE, NDMA, KVS, NVS, NCPCR & Independent School Federation of India for comments. The
guidelines were also uploaded on the website of MoE for comments/suggestions. As per the

10
suggestions from states/UTs and other stakeholders, it was felt that there is a need to prepare a
single guideline/document in a simple implementable format which also incorporates accountabiliry
at various levels.

L.2 Fixingaccountability:
When children attend school, where they spend about half a day on every school working day, the
responsibility to ensure their safety and security lies with the school authorities. When a child is in
school, the school has the actual charge or control over a child, and ifthe school willfully neglects the
child, in a manner likely to cause the child unnecessary mental or physical suffering, it may be treated
as violation of luvenile Justice Act, 2015. Hence, it is the school i.e., School
Management/Principal/Head of school that has the responsibility of ensuring safety of children in
schools and parents play an important role in monitoring whether the school is fulfilling its
responsibility.

1.3 Three-pronged approach to safety and security of children in schools:

These guidelines are based on a three-pronged approach to the safety and security concerns in
schools as follows:

a. Accountability framework and legal provisions: The legal framework has been discussed
first of all along with an accountability framework for safety and security of children in
schools.
b. Whole School Safety Approach: This approach entails the participation ofall stakeholders,
including among others, school management, Principals, teachers, students, parents, non-
teaching staff, etc. with clear roles and responsibility towards school safety and security.
c. Multi-sectoral approach: It is not only schools, but also homes and society; not only
Ministry of Education, but also other ministries and departments that need to share the
responsibility of developing safe and secure society in which the school functions.

1.4 Ope rational Definitions:

Some terms that have been used in these guidelines require a clear understanding; therefore, a set
of operational definitions is given belou

11
 1.4 Operational Definitions

1. School Safety: Creating safe environment for children, starting from the transportation from
their homes to their schools and back.
2. Safety: A state in which hazards and conditions leading to physical, psychological or material
harm are controlled in order to preserve the health and well-being of individuals and the
community.
3. Security: A condition that is created taking measures in coordination with concerned people
to make the environment free of crime, violence and injury.
4. School Management Committee: To be constituted as per Section 21 (1J of the RTE Act
2009.
5. School Management: ln case of Private Schools, School Management refers to an
administrative set up of school system, in which a group of persons like owner/Trustee,
Principal, Vice-Principal, Senior Teacher, Superintendent of Hostel (in case of residential
school), student leader and any other such person, who is entrusted with the duty to
supervise, plan, organize, review and evaluate various aspects of an educational institution
in formal way i.e., school order, notice, duty chart, etc. School Management is also responsible
for monitoring and managing the overall strategic directions, finances, performance and
policies ofa school and provides advice and guidance to the principal ofthe school.
6. Parent Teacher Association: A school-based association of parents and teachers for
promoting closer relations, providing continuous support to the child at home and in school,
and providing feedback to the school for improving the child's learning environment at
school.
7. Parent Teachers' Meeting (PTM): PTM refers to class/grade wise meetings called by
schools between parents and teachers to reflect upon and take and give feedback regarding
the progress ofthe child.
B. Competent Authority; Means an officer who is head of district education department as
applicable in respective States and UTs.
9. Schools: (defined under section 2 (nJ of RTE Act, 2009)
"School" means any recognised school imparting elementary education and includes--
i. a school established, owned or controlled by the appropriate Government or a
local authority;
ii. an aided school receiving aid or grants to meet whole or part of its expenses
from the appropriate Government or the local authority;
iii. a school belonging to specified category; and
iv. an unaided school not receiving any kind ofaid or grants to meet its expenses
from the appropriate Government or the local authority
10. School Safety Plan: A comprehensive all-hazards plan that takes into account all threats and
hazards for a particular school.
11. Corporal Punishment: means the subjecting of a child by any person to physical
punishment that involves the deliberate infliction of pain as retribution. Right of Children to
Free and Compulsory Education (RTEI Act, 2009, prohibits 'physical punishment' and
'mental harassment' under Section 17(1) and makes it a punishable offence under Section
1,7(2).

12
 Chopter 2
Nolionol ond lnlernotionql conlexl

2.1 NationalEducationPolicy,2020:
The NEP, 2020 lays down the goal of every educational institution - from pre-school to University-
"A good educational institution is one in which each student feels welcomed and cared for, where a
safe and stimulating learning environment exists, where a wide range of learning experiences are
offered, and where good physical infrastructure and appropriate resources conducive to learningare
available to all students. Attaining these qualities must be the goal ofevery educational institution."

Para 5.9 of the policy lays down the need for adequate and safe infrastructure, adopting systems to
ensure that teachers and students, including children of all genders and children with disabilities.
receive a safe, inclusive, and effective learning environment, and ensuring that in-service training has
inputs on safery, health and environment at workplace in schools to ensure that all teachers are
sensitized to these requirements. Safety of all inmates of residential hostels, particularly of girl
children is laid down in para 6.9 ofthe policy.

Para 8.5 (c) gives a framework for ensuring safety in schools. It states as follows: "To ensure that all
schools follow certain minimal professional and quality standards, States/UTs will set up an
independent, State-wide, body called the State School Standards Authority (SSSA). The SSSA will
establish a minimal set of standards based on basic parameters (namely, safety, security, basic
infrastructure, number ofteachers across subjects and grades, financial probity, and sound processes
of governance), which shall be followed by all schools. The framework for these parameters will be
created by the SCERT in consultation with various stakeholders, especially teachers and schools."

The policy is very categorical on the multiplicity of safety issues and their provisioning; it requires
careful attention to be paid to the safety and rights of children and adolescents enrolled in schools,
particularly girl children and the various difficult issues faced by adolescents, such as substance or
drug abuse and forms of discrimination and harassment including violence, with clean, safe, and
efficient mechanisms for reporting and due process on any infractions against
children's/adolescents' rights or safety. It further emphasizes according high priority to the
development of such mechanisms that are effective, timely, and well-known to all students.

2.2 Rights ofChildren, SDGS, International conventions

Rights ofChildren are an integral part ofthe Constitution, reflected in PART I, Fundamental Rights as
well as PART IV, Directive Principles of State Policy. Specifically, Article 39 (f & e) mentions
promoting good health (more details in chapter 3).
A discussion on international context is limited here to the Sustainable Development Goals. The
Sustainable Goals also include those related to Child Rights, and lndia also commits to the
achievement of these especially the following:
. SDG 3: 'Ensure healthy lives and promote well-being for all at all ages.'

13
 SDG 4:'Ensure inclusive and qualiry education for all and promote Iifelong learning,
highlighting the importance ofknowledge and skills on human rights and the promotion ofa
culture ofpeace and non-violence' (TargeI4.7') as well as'the provision ofchild, gender and
disability sensitive facilities and safe, non-violent, inclusive and effective learning
environments for all' (Target 4.81.
SDG 5: 'Promote gender equality and empower all women and girls' (Target 5.2),'eliminate
all forms of violence against all women and girls in the public and private spheres, including
trafficking and sexual and other types of exploitation' and
SDG 16: 'Addressing violence against children and promotion of peaceful and inclusive
societies', under this goal (Target 16.1), states 'significantly reduce all forms ofviolence and
related death rates everywhere'and Target 16.2 states'end abuse, exploitation, trafficking
and all forms ofviolence against and torture ofchildren'.

Action to address school violence and bullying is an essential component of other international
conventions and commitments, including the Convention on Rights ofthe Child, which obliges states
to ensure that children are protected from violence. Thus, providing safe and secure learning
environment for children at home, in school, in the community and society, becomes a collective
responsibility of all the stakeholders.

The COVID- 19 pandemic in the first quarter of the 2 t$ Century across the globe has further posed a
challenge of maintaining health of the entire school fraternity. This has added a new dimension for
social distancing in school, which relates not only to infrastructure and other physical aspects but
also to health, hygiene and mental well-being.

74
 Chopter 3
Conslilulionql Provisions ond legol fromework

3.1 Constitutionalprovisions:
Provisions of the Constitution of India for the protection and safety of children are as given below:

Corstitutional RiChts
Provision
Article 14 Fundamental right to equality and equal protection of the law
Article 15 [3) Fundamental right to special provisions
Article 21 Fundamental right to life and personal liberty
Right to free and compulsory elementary education for all children in
Article 21 A
the 6- 14-yearage
Articles 23 and 24 Fundamental right against exploitation
Article 39 (e) Right to health and freedom from abuse due to economic necessity
Right to development with dignity and guaranteed protection of
Article 39 (0
childhood and youth against exploitation and against moral and
material abandonment
Right of weaker sections to special educational care and protection
Article 46
from social injustice and all forms of exploitation
Article 47 Right to nutrition and standard of living and improved public health
Article 514 (k) Duty of parents or guardians to provide opportunities for education

3.2 Central Legislations & Policies

Further, states under Article 15 (3) of the Constitution of India can make any special provision
for women and children.
lncluded in these constitutional protections, also is the mandate of the State under Article
21A to ensure fundamental right to education. In other words, the Constitutional mandate on
the State requires the State to ensure the right to education and the right of every child to a
sa[e and protected educational environment.t
As a result, a number ofcentral and state legislations, policies and guidelines are framed from
time to time.
A few key central legislations are highlighted below:

IFor a more detail€d list: please see "Chapter III: InsEuments and Standards for Protection ofChild Rights- in the Strdy on Child Abuse
lndia 2007, produced by th€ Ministry ofwomen and Child Developmenl Covernment oflndia

15
Cenhd
Legislatior/Polic Overview
Yl€tidelines

Right to In the wake ol school safety incidents in 2017, the Department of

Education: School Education & Literacy, MoE, reissued the guidelines on safety
Consolidated and security of children (earlier sent vide letter dated 9th October,
guidelines on 2014), lvhich has suggested preventive institutional mechanisms and
safety and procedures that should be put in place in the schooling system along
security of with the reliefand redressal strategies in case ofany such incidents.
children dated
11th September,
20t7
RTE Act 2009: The NCPCR constituted under section 3, or, as the case may be, the
Section 31 SCPCR constituted under section 17, of the CPCR Act, 2 005 (4 of 2006)
shall, in addition to the functions assigned to the Act, also performs the
following functions, namely;
(a) Examine and review the safeguards for the rights provided by or
under any Law related to children and recommend measures for their
effective im plementation;
(b) Inquire into complaints relating to child's right to free and
compulsory educatioU and
(c) Take necessary steps as provided under section 15 and 24 of the
said CPCR Act, 2005.
(2) The said Commissions shall, while inquiring into any matters
relating to child's right under clause [1)(c), have the same powers as
assigned to them under sections 14 and 24 of the said CPCR Act, 2005.
(3) Where the SCPCR has not been constituted the appropriate
Government may, flor the purpose of performing the functions
specified in clause (1)[a) to (1)(c), constitute such authority, in such
manner and subject to such terms and cooditions, as may be
prescribed.
RTE Act 2009: t) Notwithstanding anything contained in section 3L, any person
Section 32 having any grievance relating to the right ofa child under this Act may
make a written complaint to a local authority having jurisdiction.
2) After receiving the complaint under sub-section (1), the local
authority shall decide the matter within a period ofthree months after
affording a reasonable opportunity of being heard to the parties
concerned.
3) Any person aggrieved by the decision of the local authority may
prefer an appeal to the SCPCR or the authority prescribed under sub-
section 3 of section 31, as the case may be.
4) The appeal preferred under sub-section 3 shall be decided by
SCPCR or the authority prescribed under sub-section 3 of section 31,
as case may be, as provided under clause (c) of sub-section (1) of
section 31.

16
Central
Legislation/Polic Overview
y/ Guidelines

The fuvenile Founded on the principles of the UNCRC, the lf Act provides a
Iustice (Care & framework for the care, protection, treatment and rehabilitation of
Protection of children in the puryiew of the ,uvenile iustice system.
Children) Act
2015 0, Act) and
luvenile lustice
Rules 2016
The Juvenile The fuvenile Iustice Act, 2015 under section 75, clearly states that
fustice Act, 2015: "Whoever, haying the actual charge of, or control over, a child,
Section 75 assaults, abandons, abuses, exposes or willfully neglects the child or
causes or procures the child to be assaulted, abandoned, abused,
exposed or neglected in a manner likely to cause such child
unnecessary mental or physical suffering, shall be punishable with
imprisonment for a term which may extend to three years or with fine
of one lakh rupees or with both".
If in case ofan accident in the School/ school transport during or after,
or before school hours it is found that the school, which has actual
charge o[ or control over the child when the child is in school, has
willfully neglected the child that has caused the child unnecessary
mental or physical suffering, it may be treated as violation of luvenile
Justice Act,2015 and should be referred to the Police by the School
Management/Authority.

luvenile Justice Rule 93 ofthe luvenile fustice Model Rules, 2016 "empowers the State
Model Rules, Covernment to take action against such officer/ institution, statutory
zot6 body etc. after due inquiry who fails to comply with the provisions of
the Act and the Rules framed thereunder, and simultaneously make
alternative arrangements for discharge of functions for eflfective
implemenlation of the Acr"

fuvenile lustice Section 109 of the fuvenile Justice Act, 2015 also entrusts NCPCR and
Act,2015: Section SCPCRs with the responsibility of monitoring the Act, in addition to the
109 functions assigned to them under the CPCR Act,2005.

Sexual An Act to provide protection against sexual harassment of women at

Harassment of work place and for the prevention and redressal of complaints of
Women at sexual harassment and for matters connected therewith or incidental
Workplace thereto.
(Prevention,
Prohibition and
Redressal) Act,
2013 (POSH)

77
CeDtral
Legislation/Polic 0verview
y/ Guidelines

The National The NPC 2013 drew extensively from and reiterated the commitments
Policy for for upholding righs of children already enshrined in the Children's
Children, 2013 Charter and the NPA 2005. Cuiding Principle X ofthe NPC 2 013 states
(NPC 2013): that "safety and security of all children is integral to their well-being
and children are to be protected from all forms of harm, abuse, neglec!
violence, maltreatment and exploitation in all settings including care
institutions,schools, hospitals, crdches, families and communities."
The Protection of Places an obligation on tie state to prevent sexual violence against
Children from children, identiry and respond to such violence and notiry guidelines
Sexual Offences that must be adhered to by various stakeholders including the
Act and Rules, educational institutions- It seeks to protect all children from sexual
2012 (POCSO): assault, sexual harassment and pornography and provides for
stringent penal action against offenders, including presumption of
gu ilt.

POCSO Rule, Rule-3 (Awareness generation and capacity building) of POCSO Rule,
zoz0 2020 provides that Central Government, or as the case may be, the
State Government shall prepare age-appropriate educational material
and curriculum for children, informing them about various aspects of
personal safety. lt also provides that any institution housing children
or coming in regular contact with children including schools, creches,
sports academies or any other facility for children must ensure a
police verification and background check on periodic basis, of every
stafl teaching or non-teaching, regular or contractual, or any other
person being an employee of such lnstitution coming in contact with
the child. Such Institution shall also ensure that periodic training is
organized for sensitizing them on child safety and protection.
The IT Prescribes security standards for personal information stored
(Reasonable electronically.
Security
Practices and
Procedures and
Sensitive
Personal Data or
Information)
Rules 2 011
Right of Children Section 17 prohibits physical punishment and mental harassment of
to Free and children.
Compulsory
Education Act Section 29(2)(g) while laying the procedure for curriculum
2009 (RTE): transactions emphasizes making the child free from fear, trauma and
anxiety and helping the child to express views freely-

Section 19 (1) states that 'No school shall be established, or

recognized, under Section 18, unless it fulfills the norms and standards

1B
Centr:il. .

Le4slationlPallic Overview
ylGriidellnes

specified in the Schedule.'

The Integrated Launched by the Ministry of Women and Child Development,

Child Protection Government of India, to bring elements of all child protection
Scheme 2OO9 programs under one umbrella, it set in place child protection
(rcPS): mechanisms with trained personnel, from national to local level and
for the first time provided budgetary allocations as per the 1Zth Five
Year Plan.
National Plan of The NPAC 2005 was formulated and adopted as India's response to the
Action for UN General Assembly Session on Children, set out in the "World Fit for
Children, 2005 Children" outcome document. India became a signatory to this UN
(NPAC 2005): session in May 2002 decisions and the NPAC 2005 re-enforces the
State's commitment on protection issues highlighted in the outcome
docu me nt.
The Commission This provides for the constitution ofa National Commission and State
for Protection of Commissions for protection of child rights and children's courts for
Child Rights Act providing speedy trial of oflences against children or of violation of
2005: child rights and for matters connected therewith or incidental thereto.
It also ensures the monitoring of implementation of legislation and
policies at all levels ofgovernance for upholding child rights and action
for non-compliance.
Section 13(1) of This section empowers NCPCR to:
the Commissions (a) Examine and review the safeguards provided by or under any law
for Protection of for the time being in force lor the protection ol child rights and
Child Rights recommend measures for their effective implementation;
{CPCR) Act, 2005 [b) Present to the Central Government, annually and at such other
intervals, as the Commission may deem fit, reports upon the working
of those safeguards;
(c) Inquire into violation of child rights and recommend initiation of
proceedings in such cases;
[d) Examine all lactors that inhibit the enjoyment of rights of children
affected by terrorism, communal violence, riots, natural disaster,
domestic violence, HIV/AIDS, trafficking, maltreatment, torture and
exploitation,pornography and prostitution and recommend
appropriate remedial measures;
(e) Look into the matters relating to children in need of special care
and protection including children in distress, marginalized and
disadvantaged children, children in conflict with law, luveniles,
children without family and children of prisoners and recommend
appropriate remedial measures;
(0 Study treaties and other international instruments and undertake
periodical review ofexisting policies, programmes and other activities
on child rights and make recommendations for their effective
implementation in the best interest ofchildren;

1c]
Certral
Legislation/Polic overview
y/ Guidelines

(g) Undertake and promote research in the field of child rights;

(h) Spread child rights literacy among various sections of the society
and promote awareness of the safeguards available for protection of
these rights through publications, the media, seminars and other
available means;
[i)lnspect or cause to be inspected any juvenile custodial home, or any
other place of residence or institution meant for children, under the
control of the Central Covernment or any State Government or any
other authority, including any institution run by a social organization;
where children are detained or lodged for the purpose of treatment,
reformation or protection and take up with these authorities for
remedial action, if found necessary;
[i) Inquire into complaints and take suo motu notice of matters relating
to-
(i) deprivation and violation of child rights;
(ii)Non-implementation of laws providing for protection and
development of children;
(iii)non-compliance of policy decisions, guidelines or
instructions aimed at mitigating hardships to and ensuring
welfare of the children and to provide relief to such children, or
take up the issues arising out of such matters with appropriate
I
authorities; and
[k) Such other functions as it may consider necessary for the
promotion of child rights and any other matter incidental to the above
functions.
Section 13(2) of As provided in Section 13 (2)
ofthe Commission for Protection ofChild
the Commissions Rights [CPCR) Act,2005, the Commission shall not inquire into any
for Protection of matter which is pending be[ore a State commission or any other
Child Rights commission duly constituted under any law for the time being in force.
(CPCR) Act, 2005
The National This Charter emphasizes protection from economic exploitation and
Charter for all forms ofabuse; protection ofthe girl child; care, protection, welfare
Children in 2003 of children of marginalized and disadvantaged communities; and
(Children's ensuring child-friendly procedures.
Charter):
The Cigarettes Section 6 of the COTPA Act:
and other "Prohibition on sale of cigarettes or other tobacco products to a person
Tobacco below the age of 18 years and in particular area".
Products
(Prohibition of Section 24 of the COTPA Act:
Advertisement
"Punishment for sale of cigarettes or any other tobocco products in
and Regulation of
certdin places or to persons below the age of 18 years."
Trade and
Commerce,

2(l
 Central
Legislation/Polic Overview
y/ Guidelines

Production,
Supply and
Distribution) Act,
2003
The Information Section 67 B of the IT Act, 2000:
Technology Act, "Punishment for publishing or transmitting materiol depicting children
2000 in sexually explicit acts, etc., ln electronic form."
Scheduled Castes Though the Act is not specific to children or does not have specific I

and Scheduled provisions flor crimes against children, it does apply to all crimes
Tribes committed against SC or ST children.
(Prevention of I

Atrocities) Act,
1989

3,3 State Specific Provisions:

Maiority ofthe States and UTs have made provisions relating to management and safety measures in
the State/UT Education Act. The detailed State and UT wise provisions ate at Annexute- I.

3.4 Categories of negligence:

It shall be the responsibility of the School Management and Principal in private schools and
Principal/Head of school along with local school administration, be accountable to take preventive
measures against all forms of negligence towards the safety and security aspects of children in
schools. The negligence committed by the School Management/Authorities/Principal/Head of
school/teaching and non-teaching staff may be broadly categorized as follows:

a Negligence in establishing a secured infrastructure for the students and children with
special needs.

b. Negligence to the quality, standard ofthe food served and portability ofwater provided
to students in school for consumption.

C Negligence related to security measures adopted by the School Authorities for the safety
of students-

d. Negligence in providing timely medical aid to the students.

e. Negligence in taking action against a complaint reported by a student.

f. Negligence on corporal punishment including mental, emotional harassment.

Negligence in preventing bullying, discriminatory actions, substance abuse in the

school premises.

27
 h. No regular monitoring and reporting to appropriate authority as mentioned

i. Delaying actions in case of crime or disaster.

j. Suppression of facts and not reporting to the appropriate authority.
k. Negligence in strict implementation of COVID guidelines resulting in threat or
vulnerability for safety and security ofstudents.

3.5 Legal Provisions in case the offence has been established:

Accountability of School Legal Provisions and Rules attracted

Mana ment
a. Criminal Negligence Secrions 304, 308 etc. of Indian penal Code. Section
75 offuvenile fustice Act, 2015
b. Medical Aid Ne encc Section 77 ofthe Juvenile lustice Act,2015
c. Co ral Punishment Section 75 ofthe fuvenile lustice Act,2015
d. Conspiracy Section 16 of the POCSO Act,2012, Section 34 and
I

I
1208 etc. ofthe Indian Penal Code, 1860 and Section
87 ofthe Juvenile Justice Act.2015
e Concealment/non-reporting of Section 21 of the POCSO Act and Section 202 of
offence Indian Penal Code, 1860
f. Tampering Evidence Section 201,203 etc. ofthe Indian Penal Code, 1860
Sexual abuse Section 19 ofthe POCSO Act, 2012
h. Cyber Safety and Security Section 67 B of IT Act, 2000 and Sections 13 and 15
of the POCSO Act,2012
l. lnfrastructural Safety and The National Building Code of lndia,2004
SecuriW
i. Food Safety Sections 272, 273 of the lndian Penal Code, 1860
k. Environmental Safety Section 278 of the Indian penal Code, 1860
l. Sexual harassment and Sexual Section- 4, 6, 8, 10, 12, 14 and 15 of the POCSO Act,
Assault 20t2
m. CWSN
I Legal Rights of CWSN Section 16, 17,31&32 ofthe Rights of Persons with
Disabilities Act,2016
Section 31 ofThe Persons with Disabilities (Equal
Opportunities, Protection of Rights and Full
Participation) Act, 1995
ii. Punishment for violating the Section 89 ofthe Rights ofPersons with Disabilities
rights of CWSN Act"2OL6
iii. Punishment for offences against Section 5 and 9 ofthe POCSO Act,2012 and Section
CWSN 85 ofthe Juvenile Iustice Act,2015
n Constitutional rights of Articte 15 (3), 21 tA), 23,24,39 (e'),39 [t), 46, a7
children and 51A [kJ ofthe Constitution oflndia

22
3.6 Interpretation of Legal Provisions:

(a) Negligence with regard to the Medical-Aid: If the School

Authorities/Management/Teaching and non-teaching staffgives intoxicating Iiquor or narcotic drug
or psychotropic substance to a child without the advice of the Medical Practitioner, they shall be liable
to be tried under Section 77 of the [uvenile lustice Act, 2015.

(b) Corporal Punishment to a child: lf the School Authorities/Management/Teaching and non-

teaching staff are found imposing corporal punishment to a child, they are liable to be prosecuted
under Section 75 ofthe Juvenile lustice Act, 2015.

(c) Conspiracy: Conspiracy is said to have committed when two or more persons jointly commit
an act which is against the law. If the School Authorities/ Management/ Teaching and non-teaching
staff are found liable for hatching a criminal conspiracy against a student or on the commission of a
crime they are found suppressing it flor any reason, they may be prosecuted under Sections 34, 120 B
etc., of the Indian Penal Code, 1980.

(d) Concealment or non-reporting ofan offence: Intentional omission to give information of

offence by the school management or any other concerned person-Whoever, knowing or having
reason to believe that an offence has been committed against the child, intentionally omits to give
any information respecting that offence which he/she is legatly bound to give, shall be punished as
per Sections 202 etc. ofthe lndian Penal Code, 1.860.

(e) Tampering/eradicating the evidence: If the school authorities/ Management/ teaching

and non-teaching stafl to attain any purpose, try to cause disappearance ofvital evidence ofoffence
or produce any false information during investigation or before court, in order to rescue the offender,
they shall be liable to be prosecuted under sections 20L,203

(0 Mandatory reporting of sexual abuse against a child: Section 21(1) of the POCSO Act,
2012 requires mandatory reporting ofcases of child sexualabuse to the law enforcement authorities,
and the same applies to everyone including parens, doctors and school personnel. Failure to report
a suspicion of child abuse is an offlence under the Act and the offender may be prosecuted for the
same as per the provisions of POCSO Act, 2012. Any private person who fails to report suspected
child abuse, having acquired the information in the discharge of his or her professional
responsibilities, commits a summary conviction offence.

23
 Chopler 4
Accounlobility Fromework: Responsibilities of School2/Schoo!
Monogemenl/Heod of school for ensuring sofely ond security
of children in school

4.1 Accountability:

Accountability is an obligation of the School Nlanagement, Principal, and teachers to adhere

to the Laws/norms/gu idelines and accept responsibility towards providing safe conditions
for children in school, account for their activities, disclose the actions and impacts in a
transparent manner and most importantly be aware of their legal responsibility in case of
any negligence.
There are different Laws and Acts (already discussed in Chapter 3) in India, which accord
appropriate punishments to the criminals responsible for crimes against children, including
in schools. Where the offence is established, appropriate action under relevant law shall be
taken; it is also importa nt to focus on measures to prevent any crime against children to occur
in school or while commuting to the school.
In the school education system - School Management, Principal, Head of School,
teacher (in case ofany incident during class or under her watch), local administration
supervising the government/government-aided school (particularly w.r.t to safe
infrastructure, mock drills, training, etc.) are accountable for ensuring the safety and
security of the children in school, and responsible for preventing neglect of any aspect
of safety and security of children, or any non-adherence to the safety Guidelines (such
as, the NCPCR'S Manual for Safety and Security of Children in Schools, NCPCR'S
Guidelines for Hostels of Educational lnstitutions) or any other safety norms
prescribed by the Appropriate Government, recommendations ofSMC/PTA, etc.

4.2 Legal Provisions for government and government-aided schools:

a. For the purposes of these guidelines, "School Management Committee or SMC"3 will hereon
refer to the SMC formed/to be formed under section 21 of the RTE Act for all schools covered
by sections 2[n)(i], 2(n) (ii) and 2(n)(iii) ofthe RTE Act,2009.
b. Section 21 of the RTE Act 2009 provides for "School Management Committee" and it states
that - a school, other than a school specified in sub-clause (iv) of clause (n) of section 2, shall
constitute a School Management Committee consisting of the elected representatives of the
local authority, parents or guardians of children admitted in such school and teachers.
Therefore, schools that are mandated to have School Management Committee include:

,The word 'School' here implies that the Principal/Head of School, even in'charge, will take responsibility ofall matters related to
safety and security of the school 'f
'For Kendriya Vidyalayas and Navodaya V,dyalayas, this would mean the Vidyalaya Management Committee

24
 i. a school established, owned or controlled by the appropriate Government or
a local authority;
ii, an aided school receiving aid or grants to meet whole or part of its expenses
from the appropriate Government or the local authority;
iii. a school belonging to specified category
c. [t requires that at least three-fourth of members of such Committee shall be parents or
guardians, proportionate representation is to be given to the parents or guardians ofchildren
belonging to disadvantaged group and weaker section, and that fifty per cent of Members of
such Committee should be women.
d. The said provision lays down the functions ofSchool Management Committee as follows:
y' monitor the working of the school;
y' prepare and recommend school developmentplan
/ monitor the utilisation of the grants received from the appropriate Government or
local authority or any other source; and
y' perform such other functions as may be prescribed.
e. The responsibility for monitoring the actions taken for the safety of child while on school
premises is inherent in the provision, however, states/UTs must undertake its specific
incorporation in their RTE Rules.
f. Every government/goyernment-aided school must call parents to regular Parent Teacher
Meetings (PTM).

4.3 Legal provisions w'r.t private schools:

a. As per section 21 of RTE Act, 2009, private schools covered under section 2[n) (iv) of the Act
are exempted from formulating SMCS in the format laid down by the AcL
b. However, eyery private school has its own School Management
Board/Group/Committee/Trust/etc. which shall herein be referred as "School Management
or SM" for the purpose of these guidelines.
c. Further, under section 18 (1) of RTE Act it is mandatory for all priyate schools functioning
within the geographical limits/jurisdiction of the state, to obtain recognition by the state in
the manner prescribed.
d- Section 18 (2) of the RTE Act also empowers states to lay down conditions for recognition.
e. Recognition Certificate under section 18 of the RTE Act from the Competent Authority is an
essential requirement to establish a private school. Further, without the Recognition
Certificate, a school cannot apply for affiliation to the Examination Boards.
f. The private schools defined under section 2 (n) (iv) of RTE Act, 2009 should have a Parent
Teachers Association (PTA) as per the composition given in Annexure-ll.

4.4 Ensuring compliance by orivate/unaided elementary schools:

a Every private elementary school must mandatorily apply under the provisions of RTE
Act for recognition: Section 2(n)(iv) of RTE Act defines a private unaided school as -
"school" means any recognised school imparting elementary education and includes an

25
 unaided school not receiving any kind of aid or grants to meet its expenses from the
appropriate Government or the local authority.
b. States/UTs are empowered to recognize the school with conditions: Recognition is given
to schools by the state/UT government under section 18(1) of the RTE Act and conditions for
recognition can be laid down by the state/UT government under section 18(2) oFthe Act for
recoBnition of the school. No elementary school can function in the country without obtaining
such recognition. Under these powers of the RTE Act, all states should ensure that
constitution of PTA is made a mandatory condition for recoBnition of the school, as PTAs are
an important link in monitoring the safety and security measures in private unaided schools.
The other conditions for recognition may include preparation and implementation oIa school
specific accountability framework for every stakeholder in school like, principal, teachers,
non-teaching staffs and members of the school management on all the components given
above. The conditions may also include directions on the constitution of committees that will
be responsible for observing the above components in the schools at different levels. The
Safety Cuidelines and Accountability Framework, and compliance with all related laws, rules,
norms, guidelines, etc. should be made an essential condition under section 18(2) of the RTE
Act, 2009 for giving recognition certificate to schools by the state governments.
c. The conditions for recognition of school u/s 18 can include conditions for fixing
responsibility ofsafety and security on School Management/Principal/Head ofSchool:
All State/UT governments may also lay down specific conditions fixing responsibility of
safety and security of the children in schools on the School Management/Principal/Head of
School, and also ftxing responsibility of the School Management/Principal/Head of School to
be responsive to the suggestions of the PTA, and students, while giving recognition to the
school. States/UTs may review recognitions already given to include such conditions.
d. lncorporating conditions in laws/rules/bye-laws ofAffiliating Boards: ln case ofprivate
schools the Affiliating Boards need to ensure that compliance rvith all conditions Iaid down
by appropriate government becomes a mandatory condition for affiliation. The
Laws/Rules/Bye-laws of affiliating bodies may be revised accordingly to incorporate the
conditions of the Safety Guidelines as well as the Accountability Framework as laid down by
appropriate government.
e. Action in case ofa criminal offence: Ifthere is commission ofa criminal act/offence, itwill
be the duty of the Head of School/in-charge Head of School and the School Management to
take necessary action as per provisions of law. ln case of negligence in taking appropriate
action, they shall be hetd responsible. The Block Education Officer should also be informed
simultaneously.
f. Action in case of non-compliance: If there is non-compliance of Safety and Security
requirements or neglect or abetment by the school, which led to such an offence, the PTA
should approach the Block Education Oificer (BEO).
g. Action in case issue is not addressed at Block level: In case of non-redressal of the
grievances at BEO level the matter should be taken up with District Education Officer (DEO).
Ifthe issues are not addressed by the DEO, the PTA/complainant may take-up the matter with
the District Collector (Dc)/District Magistrate (DM). The DC/DM may arrange to hold an
enquiry and based on findings, give directions to the schools as may be deemed fit. After

26
 enquiry by DC/DM, if it is found that the school has not adhered to the safety guidelines,
and/or has neglected the safety and security of children and thus risked the lives of the
children, lollowing steps may be taken by the DC/DM according to the nature of negligence
by the School:
i. A fine on school equivalent to t yo of the total revenue generated in the preceding year
for the first time oI non-compliance and/or debarring the school for taking admission
in the subsequent academic year:
ii. 3% for second time of non-compliance and/or debarring the school for taking
admission in the subsequent academic year;
iii. 50lo for third time of non-compliance and/or debarring the school for taking
admission in the subsequent academic year.

h. Action in case of continued non-compliance: In case of complaint of continued non-

compliance of the private elementary schools even after the above directions of the DC/DM,
the DC/DM may escalate the issue to the state/UT School Education Departmenl The
Department can arrange to conduct an enquiry and if found true, actions ranging from
directing school to fulfill compliance rvithin certain number of days, to penalising the school
to temporary/permanent withdrawal of recognition ofthe school, as may be deemed fit, can
be undertaken by the state/UT government. (Since there are different categories of private
schools ranging from budget or low-fee schools to high-fee private schools; the fine imposed
should be in proportion to the total revenue generated by the school in the preceding year).
lt may be noted that this part ofthe guidelines is to ensure Safety and security of children in
schools and are meant to be followed as a preventive measure by fixing the accountability of
school management. Further, no student is supposed to suffer due to the action against the
school.
i. Permanent withdrawal of recognition must not be resorted to unless in case of an
exception o[ extreme cases of repeated non-compliance. However, in case required, it
should be resorted to only after taking care of the interests of all children enrolled and
studying in the school.
i. In case of temporary withdrawal of recognition ofthe school, the appropriate Government
to take over the Management ofthe school until school complies with the safety measures
specified in NCPCR's Manual on Safety and Security of Children in Schools and any other
guidelines. Provided that the appropriate Government after taking over the school, shall
appoint administrator not below the rank of Sub-Divisional Magistrate as administrative
head of the school to ensure its smooth functioning. During this period, no further
development shall be taken up in the school except activities related to education and
safety of children.

4.5 Ensuring compliance by :

a. Action in case of a criminal offence: lf there is commission of a criminal act/offence, it will

be the duty of the Head of School/in-charge Head of School and the School Management, if
any, to take necessary action as per provisions of Iaw. On complaint from any parent/student,

27
 the Head ofthe school and School Management are expected to act quickly and take necessary
actions under various provisions of law.
b. Action in case of complaint: On non-compliance oIsafety and security requirements in the
school, the parent/guardian should approach the Block Education Officer [BEO). ln case of
non-redressal of the grievances at BEO level the matter should be taken up with District
Education Officer [DEO). If the issues are not addressed by the DEO, the parent/guard ia n may
take-up the matter with the District Collector (DC)/District Magistrate (DM). The DC/DM may
arrange to hold an enquiry and based on findings, give directions to the schools as nray be
deemed fit.
c. Action in case of complaint of continued non-compliance: In case of complaint o[
continued non-compliance by the school even after the above directions of the DC/DM, the
DC/DM may escalate the issue to the state/UT School Education Department. The
Department can arrange to conduct an enquiry and if found true, may take appropriate
disciplinary and other administrative action against the erring members, including against
the School Management, if required.
d. Non-compliance of the recommendations of SMC: For Government Schools, in case
of non-compliance of the recommendations of SMC by the school; the SMC should bring it to
the notice of appropriate authority as defined under the respective State RTE Rules. The
Appropriate Authority shall take/recommend action against the responsible officials for non-
compliance as per the service rules.

4,6 Ensuring compliance by government/ government aided/private schools of

secondary/senior secondary level:

a. Allsecondary/senior secondary level schools are affiliated to a secondary school examination

board. The affiliation laws/rules/bye-laws of such boards must include conditions for the
purpose of initial affiliation and continued affiliation relating to compliance of all safety and
security provisions ofAppropriate Authority for school children.
b. The state/UT government may also like to frame their own conditions for continuance of
recognition under theIr own laws/guidelines/etc.
c. If there is commission of a criminal act/offence, it will be the duty of the Head of School/in-
charge Head of School/PSM to take necessary action as per provisions of law.
d. Violation of conditions of affiliation by private schools should be viewed seriously by the
state/UT government in which the school is located. State/UT government will be expected
to take necessary action under extant laws.
e. Provisions must be made in affiliation laws/rules/bye-laws for strict action in such cases by
affiliating board in consultation with Appropriate Authority.
f. In case of complaint by PTA/parent of non-compliance, actions in accordance with paras 4.4
(d) to a.5 (i) above may be followed in the case of secondary/senior secondary/composite
schools too.

4.7 Rationale for para 4.4, 4.5 and 4.6 regarding fixing accountability

4.7.1 Rationale based on fuvenile Justice Act,2015 and fuvenile fustice Model Rules, 2016
 The fuvenile fustice Act, 2015 under section 75, clearly states that " [,yh oever, havtng the actual
charge of, or control oven a child, assaults, abandons, abuses, exposes or wilfully neglects the
child or couses or procures the child to be assaulted, tbandoned, abused, exposed or neglected
in a manner likely to cause such child unnecessary mental or physical suffering, shall be
punishable with imprisonment for a term which may extend to three years or with fine of one
lakh rupees or with both"
Rule 93 of the fuvenile fustice Model Rules, 2076 "empowers the State Government to take
action against such officer/ institution, statutory body etc. after due inquiry who fails to comply
with the provisions of the Act and the Rules framed thereunder, and simultaneously make
alternotive arrangements for discharge of functions for effective implementation of the Act."

4.7.2 Rationale based on Code of Criminal Procedure, 1973

Section 32 and 33 olthe CrPC, 1973 provides that the High Court or the State Covernment, as
the case may be, confer powers to a person holding an office in the service ofthe Governmenl
Section 32 of the CrPC, 1973, states that, in confercing powers under the CrPC, the High Court
or the State Covernment, as the cose may be, may, by order, empower persons specially by name
or in virtue of their offices or classes of offtcials generally by their official titles.
Further, section 33 defines the powers of officers appointed and as per this, whenever any
person holding an office in the service of Government who has been invested by the High
Court or the State Government with any powers under this Code throughout any local area is
appointed to an equal or higher office of the same nature, within a like local area under the
same State Government, he shall, unless the High Court or the State Government, as the case
may be, otherwise directs, or has otherwise directed, exercise the same powers in the local
area in which he is so appointed.
Also, Section 144 (1) ofthe CrPC, 1973 states that the Power to issue an order in urgent cases
ofa nuisance ofapprehended danger iIsuch direction is Iikely to prevent, or tends to prevent,
obstruction, annoyance or iniury to any person lawfully employed, or danger to human life,
health or safety, or a disturbance of the public tranquillity, or a riot, of an affray. As per 144
(7), in cases where, in the opinion of a District Magistrate, a Sub- divisional Mdgistrate or any
other Executive Mogistrate specially empowered by the Stote Government in this behalf, there
is suffrcient ground for proceeding under this section dnd immediate prevention or speedy
remedy is desirable, such Magtstrate may, by o written order stating the material facts of the
case and served in the manner provided by section 134, direct any person to abstdin from a
certoin act or to toke certoin order with respect to certoin property in his possession or under
his monagement...

4.7.3 Rationale based on RTE Act, 2009

The RTE Act, 2009 u/s 35(1) empowers the Central Covernment to issue guidelines to the
appropriate government or, as the case may be, the local authority, as it deems fit for the
purpose of implementation of the provisions of the Act.

z9
 Section 35(2J empowers the appropriate Government to issue guidelines and give such
directions, as it deems fit, to the local authority or the School Management Committee
regarding implementation ofthe provisions ofthis Act.

4.8 Role ofNCPCR and SCPCR:

NCPCR and SCPCRs, as the case may be, shall be responsible for monitoring the
implementation of the legal aspects of these guidelines.

4.9 Legal provisions w.r.t role of NCPCR and SCPCR:

The provisions with regard to Monitoring a child's right to education, including the role as
mentioned above in para 3.1 for NCPCR/SCPCR are given in Section 3 1 and 32 of the RTE Act,
2009 and also in the Section 13(1) of the Commissions for Protection of Child Rights (CPCR)
Act, 2005. Section 109 of the luvenile Justice Act, 2015 also entrusts NCPCR and SCPCRs with
the responsibility of monitoring the Act, in addition to the functions assigned to them under
the CPCR Act, 2005. Please see these provisions in chapter 3.

4.10 Responsibilities ofSchool/School Management in the accountability ftamework:

To ensure the effective implementation ofsafety and security measures in school and to ensure safety
and security of each child in the school, the School/School Management shall have certain specific
roles and respons ibilities other than those mentioned in the aforementioned pamgraphs, for which
they shall be held accountable, which are as follows:

a. Compliance with NCPCR manual for schools: The School/School

Management/Principal/Head of School should ensure compliance with the roles and
responsibilities assigned to it under NCPCR'S Manual on Safety and Security of Children in
Schools and any other guidelines, as applicable. [t shall also ensure analysis of the current
safety and security measures within the schooling system and identiry the gaps therein to
undertake remediation. Periodic review of the compliance of this Manual shall be discussed
in the PTA/PTM meetings.
b. Compliance with NCPCR Guidelines for residential schools: The School
Management/Principal/Head of School of the schools with residential facility should ensure
the implementation of NCPCR's Regulatory Guidelines for Hostels of Educational Institutions
for Children. [t shall also ensure analysis of the current safety and security measures within
the schooling system and the residential system and identify the gaps therein to undertake
remediation. In residential schools which do not have a PTA, the House Master/Warden/ln-
charge teacher for the hostel must be taken into confidence for any decision related to safety
and security of students.
c. Including safety components in SDP: School Management/Principal/Head of School
should conduct plannin8 meeting at the beginning of every academic year to develop the
School Safety and Security Plan. The 'School Safeb/ and Security Plan'ofChildren should be
included as one of the major components while preparing School Development Plan. The

30
 Safety and Security components of School Development Plan (SDP) may be shared with SMC
members, PTA/PTM/student representatives for their feedback/suggestions.
d. Meetings with SMC/PTA/PTM on school safety and security by School/School
Management: School/School Management/Principal/Head of School shall also conduct
meetings with the SMC, teachers, PTA representatives and student representatives at least
once in a quarter, for reviewing the implementation ofthe School Safety and Security PIan in
the school. The minutes/decisions of the meeting shall be properly recorded and made
available to the School Principal to be put on school's website and notice board so that it is
available to every parent. The School/School Management/Principal/Head ol School should
also receive suggestions flrom parents on safety issues during these meetings and record the
same in minutes for taking appropriate action.
e. Periodic Safety inspection of school: The School/School Management shall arrange to
carry out thorough inspection of the school at least once in a quarter, during school hours.
The School Inspection Report prepared by this inspection team and duly signed by the team
should be uploaded on the school website for transparency. This quarterly inspection of
schools will look at the compliance of the School Safety and Securiry Plan, using the checklist
provided in NCPCR's Manual or comprehensive checklist given at .{nnexure-Ill of this
guidelines; NCPCR's Regulatory Cuidelines [or Hostels of Educational lnstitutions for
Children in case of residential educational institutions; and other guidelines issued from time
to time, and suggest appropriate measures. Appropriate actions to be taken by
schools/school management regarding any gaps pointed out during this exercise.
f. Safety Walk: The School Management/SMC should designate members including Principal,
teachers and parents, along with student representatives chosen randomly, as the School
Safety Committee, to conduct 'Safety Walk' of the entire school premises, in order to ensure
compliance ofstandard safety measures. 'Safety Walk' may be conducted once every quarter.
The composition suggested for the School Safefy Committee may be seen atAnnexure-lv.
g. Integrate learning about Safety as an activity for students: Learning about safety oF
schools may be integrated as an annual learning and awareness exercise flor students. The
format suggested at Annexure-V may be considered in this regard.
h. In-service training ofteachers on their roles and responsibilities: The School/School
Management/Authorities should organise periodic in-service
training/orientation,/sensitisation ofthe teachers on the roles and responsibilities defined in
NCPCR's Manual on Safety and Security of Children in Schools. (Here Authorities reFers to the
District Education Officers (DEO), respective State/UT Education Department/respective
SCERT/DIET). The school should use proper training modules and certification systems. In
this regard, the states may consider issuing guidelines based on
guidelines/modules/directions and prescribed mechanism issued by NCPCR/Authorities
from time to time.
i. Periodicity of in-service training: The in-service training/orientation/sensitization of the
teachers should be conducted at least once every three-years. In case of introduction of any
new guidelines/laws/policies the orientation should be conducted immediately. All new staff
should also be trained immediately on ioining.

31
i. Method of in-service training: For training/orientation/sensitization of the teaching as
well as non-teaching staffthe schools may follow either/both ofthe following options:
/ Through collaboration with DIETs for preparation of modules and/or conducting
such training. (lf required, DIETs may also take services of the NCPCR's empaneled
agencies/organisations).
/ Through the NCPCR's empaneled agencies/organisations.
k. Display of School Safety and Security Plan: Every school should prepare and display
School Safety and Security Plan. The School Safety and Security Plan should be prepared by
involving not only SMC/PTA, but also children of all grades, by making it an age-appropriate
exercise in developing the competency of understanding the idea of personal safety, school
community safety and security, and the roles and responsibilities of teachers, school
management, peer groups and their own roles and responsibilities in ensuring the same. The
display of the overall plan should be done creatively in a common area of the school, along
with infographics and photo-graphics, etc. so that children ol all grades understand it and
management, teaching and non-teaching staff and parents also do. The school Plan can also
have a sub-component of a Classroom Safety and Security Plan. Students can be involved in
displaying the Classroom Safety and Security Plan in a creative manner.
l. Role of individuals/school/school management under section 19 of POCSO Act: All
schools must constitute a Grievance Committee on Child Sexual Abuse [CSA) within a month
of beginning of every academic year. The Committee and school staff should be oriented
about their role under section 19 of POCSO Act,201,2. Section t9 of the Act states that any
person, who has apprehension that an offence under this Act is likely to be committed or has
knowledge that such an offence has been committed, shall provide such information to: a) the
Special fuvenile Police Unit; or b) the local police.
m. Punishment of individual/institution/school management for non-compliance of
section 19 ofPOCSO Act: There is individual as well as institutional (management) liability
to report commission of an offence under Section 21 of POCSO Acl,2012 as may be seen
below:
y' Section 21 (a) states that - if any person, who fails to report the commission of an
offence under sub-section (1) ofsection 19 or section 20 orwho fails to record such
offences under sub-section (2) of section 19 shall be punished with imprisonment
of either description which may extend to six months or with fine or with both.
y' Section 21 (b) states that - Any person, being in-charge of any company or an
institution fby whatever name called) who fails to report the commission of an
offence under sub-section (1) of section 19 in respect of a subordinate under his
control, shall be punished with imprisonment for a term which may extend to one
year and with fine.
Therefore, in case ofsexual offence against children in the school premises/school transport
during school hours OR after OR before it, and the school management/individual fails to
report the commission ofan offence under sub-section (1) ofsection 19, action may be taken
under POCSO Act, 2012 against school management/individual.
n- Anti- Bullying Committee: An Anti- Bullying Committee may be constituted in school,
comprising of Vice-Principal, a Senior teacher, School Doctor/Nurse/Health worker,

3Z
 Counsellor, SMC/PTA representative, School Management representative, senior students
etc. The decisions taken in Anti-Bullying Committee and Grievance Committee on Child
Sexual Abuse (CSA) meetings should be discussed in the meeting of SMC/PTA. The school
should, lointly with SMC/SM/PTM/PTA and student representatives develop bullying
prevention programme and create awareness.
o. Follow all directions from Appropriate Authorities: The School/SMC/SM shall carry
out any other functions as notified/prescribed by appropriate Covernment, Central
Government, affiliating body, competent authority from time to time in relation to the safety
and security of children in schools.
p. School Safety Pledge: Department of School Education and Literacy has circulated the
School Safety Pledge to all States, Union Territories and Autonomous Bodies for being
displayed on a board or painted on the wall in English/ Hindi or any other regional language
approved by the State/ UT, at a prominent place in every school. The School Safety PledBe
seeks to address the expectations of all stakeholders in the School for providing a safe and
secure learning environment for children. It also has the contact numbers of some of the
important stakeholders like Childline, State Counselling Helpline etc. The Sample of School
Safety Pledge is at Annexure-Vl.
q. School Safety Week School Safety Week can be celebrated in the beginning o[ the session
to take stock of all the arrangements related to saFety and security of children in schools.

4.Ll Responsibility of the State/UT government: State School Standards Authority (SSSA)
a, Para 8.5(c) of NEP provides for all schools - public or private - to follow certain minimal
standards, including those on safety and security of children, by setting up a SSSA as follows:
i. To ensure that all schools follow certain minimal professional and quality standards,
States/UTs will set up an independent, State-wide, body called the State School
Standards Authority (SSSA).
ii. The SSSA will establish a minimal set o[ standards based on basic parameters -
namely, safety, security, basic infrastructure, number oI teachers across subjects and
grades, financial probity, and sound processes ofgovernance, which shall be followed
by all schools. The dimensions on which information has to be self-disclosed, and the
format of disclosure will be decided by the SSSA in accordance with global best
practices [or standard-setting for schools.
iii. The framework for these parameters will be created by the SCERT in consultation
with various stakeholders, especially teachers and schools.
iv. Transparent public self-disclosure of all the basic regulatory information, as laid
down by the SSSA, will be used extensively for public oversight and accountability.
v. This information will have to be made available and kept updated and accurate by all
schools, on the aforementioned public website maintained by the SSSA and on the
schools' websites.
vi. Any complaints or grievances from stakeholders or others arising out of the
information placed in the public domain shall be adjudicated by the SSSA.
vii. Feedback from randomly selected students will be solicited online to ensure valuable
input at regular intervals. Technology will be employed suitably to ensure efficiency

33
 and transparency in all work ofthe SSSA, This will bring down significantly the heavy
load of regulatory mandates currently borne by schools.
b. The states/UTs are therefore expected to detail outthe parameters for self-disclosure [including
on safety and security of children), establish an IT based mechanism for online public self-
disclosure, set up the SSSA, and empower it to adiudicate complaints and grievance arising out of
the self-disclosure.
c. The SSSA may be undertaken by states/UTs on priority.
 Chopter 5

Whole School Sofety Approoch

5.1 Whole School Safety: Concept

Schools are generally seen as spaces where communities oflearners are expected to develop
in a safe and secure environment. School management, principal, teachers, other staff and
students, all spend around 1/3 part of a day and around 220 days in a year in schools across
the states/UTs in India.
Therefore, if classes are held for six hours a day, 220 days a year, and a child is awake on an
average flor 16 hours a day, a child spends 220lo of her waking time in a year in a day school.
In a residential school on the other hand, a child spends 600/o of their life during schooling
years in the school.
Schools are thus accountable for a substantial chunk of the child's life, and thus have a huge
responsibility to make the stay in schools ofall children comfortable, joyful, secure and sa[e-
Therefore, it is important for the school that everyone concerned with school education
should understand his/her clear roles and responsibility towards school safety and security.
This will lead them to take appropriate action, not only preventive but also developmental,
so that risk of any kind o[ incident which harms students or staff will be eliminated. The
Whole School Approach (WSA) is based on a humanitarian and developmental approach
integrating a collective sense of responsibility and accountability towards children in
particular and society in general. Thus, involyement and participation ofall stakeholders is
the key ro WSA.

s.2 Why the Whole School Safety Approach?

Research shows that multi-component whole-school initiatives involving all the school
community are more Iikely to reduce crimes, violence and bullying behaviours, than single-
component programs, such as those involving only classroom curriculum or appointing
counselors.
A whole-school approach recognizes that all aspects of the school community can impact
students' holistic development including health and wellbeing and that learning and
wellbeing are inextricably linked.
Given that children spend much of their first 15 years in a school environment, school is not
only the focal point ol children's academic development but also their social and emotional
development, since it is where they make friends and develops healthy relationships.

5.3 Whole School Safety: Scope

Safety and security are terms often used together to convey the same meaning; however,
these need to be understood separately to further understand the essential steps to ensure
school safety and security as a holistic process.

35
 'Safety'is understood as a protection against undesirable unintentional threats or dangers,
while 'Security' is understood as protection from undesirable intentional human behaviours
or actions. A safe school environment is, therefore, one that protects against all dangers and
creates an environment of harmony promoting the physical, socio-emotional and
psychological well-being of all.
The school environment can be understood as the total of all features of school that create
the learning environment or effective learning spaces.
School environment comprises the physical spaces, the norms, practices and culture and
relationships that create the psychosocial environment and links the school activities in such
a way that not only ensures safety and security but also effective and productive education
and achievement of school goals.
School's physical environment encompasses school buildings, school grounds and
surroundings as well as service systems; the social environment includes the norms of
behavior, the culture, the discipline, the relationships and the interactions; while the
psychological environment encompasses the attitudes, feelings, values and behaviours
manifested and encouraged.
All this put together forms the school climate and is reflected in the perceptions and the
demonstrations of its memLlers, positive interpersonal relationships, recognition of
individuals' needs, success and even failures, support for and building of self-esteem in
students and staff and health and well-being of entire school community.
It needs the collaborative working of School Management (owners in case of private schools),
PTA, SMC/SMDC (in case o[ government schools), principals, teachers and all school sta[f, as
well as parents, students and the wider community.

* A whote-school safety approach inyolves al[ parts of the school working together
and being committed to taking measures to make the school enyironment free
of crime and yiolence, buttying, lrauma, anxiety, etc.

{ lt is atso about developing a democratig fear-free and Positive school culture

through redeftnang schoot beliefs and yalues, policies and norms of behaviour
and ensuring collectiye accountability through coordinated efforts in such a way
as to gradua[y lower the risk of violence and mentat stress, etc.

* Schools which recognize the importance of a whole-schoo[ approach take care

of not only physicat infrastructure but also its formal classroom teaching and
learning and many moro aspects of the whole-school environment.

5.4 Implementation of Whole School Approach:

Schools and educational authorities are expected to manage school safety appropriately not
only to prevent physical accidents and incidents but also to create an environment that
promotes whole school safety - consisting ofphysical, emotional and social well-being, both
individually and collectively.

36
 The other important requirement is to develop a sense of ownership among students and
staff that the place [school) they belong to is under their ownership, so they have to look
after it. This sense is termed as territoriality. Carter and Carter [2001)apoint out that the
objectives of territoriality are mainly to increase a sense of pride and ownership felt by
learners, educators and other school personnel and put others on alert that they are coming
into a territory that is owned and cared for. It is about capitalizing on the specific strengths
of the schools while working on the needs.

5.5 How will the Whole School Approach be implemented?

Para 5.9 of the National Education ?olicy, 2020 also states that - Adequate and safe
infrastructure, including working toilets, clean drinking water, clean and attractive spaces,
electricity, computing devices, internet, Iibraries, and sports and recreational resources will
be provided to all schools to ensure that teachers and students, including children of all
genders and children with disabilities, receive a safe, inclusive, and effective learning
environment and are comfortable and inspired to teach and Iearn in their schools.
For implementing the whole school safety approach, following aspects o[ the school system
need to be addressed with a mind-set of: (i.) understanding children' interest and [ii.) making
their stay comfortable and safe in school including outdoor camps, sports activities,
educational fairs and festivals etc.
A whole-school approach is about developing positive ethos and culture of school safery and
security- where everyone feels safe.
It involves working with families and making sure that the whole school community is
welcoming, inclusive and respectful.
lt means maximizing children's learning, providing them with a fear-free environment and
conditions, including infrastructure, which promote mental and physical health and
wellbeing across the school - through the curriculum, counseling support to students,
teacher-student relationship, leadership and a commitment from everybody.
Following paragraphs discuss various aspects of whole school safety approach more in detail.
These are not exhaustive in nature; however, they may be considered as the minimum
requirements.

5.6 lnfrastructure safety and signage:

a. Under the whole school approach, availability and maintenance of essential physical
resources, is very crucial for making the physical environment of the school safe; mainly to
prevent iniuries and securing equipment aimed at securing the school.
b. While this is the responsibility of School Management/Principal to provide safe and
comfortable infrastructure in school as per the norms already in place, however, school
heads, teachers, other stafl students and even parents need to be oriented for critical
observation of infrastructure facilities (entry, classrooms, laboratories, libraries, sports

acarter, S.P. & Carte. S.L. (2001). Planning safe schools. Amencon School & l]niversity.

37
 grounds, toilets, dispensary, (first aid arrangements), other secluded places and transport in
schools, etc. and reporting if there is a need of additional facility or maintenance oI the
existing facility.
c. Further continuous supervision of every nook and corner in the school as well as access
control, signage, etc. also come under the whole school safety. There should be child safety
posters, POSCO E-Box details and Child helpline number on display in prominent locations of
the school.
d. Section 19 of the RTE Act, 2009 lays down norms for school buildings in the schedule of the
Act: (a) Schools should have at least one classroom for every teacher and one office cum store
room cum Head's room (b) Barrier-free access (c) Separate toilet for boys and girls (d) Safe
and adequate drinking water facility for all children (d) Kitchen where Mid-Day Meal is
cooked (f) Playground (g) Arrangement for secure building with a boundary wall or fencing.
These need to be complied by all schools.
e. Schools should conduct mock drills on emergency preparedness and disaster management
for students and staff at least once a year.
f. Every school should prepare and display the School Safety PIan including a School Disaster
Management Plan containing classroom wise disaster sub-plans as per the template provided
by NDMA. The school and each classroom/room in the school must display the related
disaster management plan, clearly showing exits, etc.
g. Every school/school management/state/UT should also undertake/ensure the following:
i. Display the School Safety Pledge at a prominent place in the school. Sample ofSchool
Safety Pledge is at Annexure-Vl.
ii. Provide barrier-free infrastructural facilities and necessary equipment to differently-
abled children as per state/UT policy.
iii. Provide sufficient and safe drinking water.
iv. Provide sufficient number of well-lit, airy toilets with proper fittings, with safe and
secure access for boys and girls.
v. Ensure compliance with Building Codes.
vi. Make efforts to design more and more buildings with the provisions for
efficient/renewable enerry, such as, solar powel use of solar cookers and biogas.
vii. Provide boundary wall or a fence to mark the safe area.
viii. Ensure that the secluded/isolated areas are well lit and there is frequent invigilation
of such areas.
ix. Regularly monitor communication systems in the school such as landline phones,
safety alarms, etc. for their functionality.
x. To the extent and only if and wherever possible, CCTV cameras may be installed at
the entry points, exit points and vulnerable locations in the School. Proper monitoring
and storage of recordings in such cases must be ensured.

Residential Schools:
a Schools should ensure minimum living space for each inmate to be approximately 40 sq. feet
excluding kitchen, toilet and other common space.

3B
 b. Sufficient number of well-lit and airy bathrooms with proper fittings and safe and secure
access;
c. Provision of functional sanitary napkin vending machines and incinerator in girl's hostels;
d. Wherever hostels have internet facility, internet security provisions for cyber-safe usage may
be provided [or.
e. There should be child safety posters, POSCO E-Box details and Child helpline number on
display in prominent locations ofthe hostel.
f. Every hostel should have a warden/in-charge teacher who can devote time for interacting
with students on a day-to-day basis concerning adolescence problems and other conflicting
situations if any.
g. Warden/in-charge teacher/resident teacher and all other staff/workers working in or
looking after a girls'hostel should all be females only.
h. Sensitization of other hostel staff- guards, caretaker, staff in the mess, etc. to be done regularly
by the principal and concerned teacher on child and substance abuse.

5.8 Pre-School Centres (PSC):

a. PSC may be located on the ground floor, ensuring a child-friendly access.
b. Provision for a variety of activities like running, iumping, climbing, cycling, sand and water
play, gardening etc, may be made by ensuring the safety of children.

5.9 Psycho-social safety:

a. Psychosocial safety would entail providing a stress-free environment for conducive teaching
learning in the classrooms, which promotes positive student-teacher relationships, violence
prevention in schools and ensures socio-emotional development in students.
b. Unusual behaviors, continuous absence from classes or any other signs of stress or
depression, if observed, may be brought to the notice of parents for follow up with the
counselor at nearest Adolescent Friendly Health Clinics (AFHCs) / Health & Wellness Centers
(HWCs).
c. Schools should make provision for strong action against teaching and non-teaching staff in
case of any involvement in or negligence of physical or sexual violence, bullying and/or
corporal punishment, subiecting the child to physical or psychological harassment (Rel
Section 17 of the RTE Act 2009 &Protection of Children from Sexuol Offences Act, 2012).
d. Schools should ensure inclusive practices and under no circumstances subject any child to
discriminatory practices on the grounds of caste, creed, religion, disability and gender. (Rel
Section 8 ond 9 (c) of the RTE Act, 20091.
e. Schools should be sensitive towards the confidentiality of all personal issues shared by
students.
f. All the efforts, the humane qualities and other talents of the child should be appreciated
rather than iust emphasizing on scores to reduce exam-related stress and suicidal tendencies.
As recommended in NEP 2020, group counselling and guidance can be provided through an
online, offline or blended mechanism. Students can also avail counselling through
Manodarpan (https://mhrd.gov. in/covid-19/index.html) an initiative of MoE, which mobilizes
psychosocial support for Mental Health and Well Being of Students during and post COVID

39
 outbreak. A National Toll-free Tele counselling helpline- 8448440632 has also been
developed under Manodarpan, which should be widely disseminated.

5.10 Health and Physical Safety:

a Sports, Yoga and physical activities/exercises must be encouraged for each child in an age-
appropriate manner. The importance of physical fitness in productivity of an individual must
be explained grade appropriately to the child and the parents.
b Every school should have a basic medicine/first aid kit and emergency medical care numbers
including ambulance services on display.
C Schools should conduct health check-ups at least once in a year and maintain health cards.
The school health cards must be comprehensive covering both physical and psycho-social
aspects of child development and also include child's medical history, any serious
ailment/allergy that child has, or other disability issues.
d Schools should follow Central/State Goyt. notifications/circulars/SOPs on Health and
Physical Safety issued from time to time.
Mid-day meal served should be as per the guideliness on calorific value, Food Salety and
Hygiene.
f. Schools should sensitize students and parents on important health issues such as role of
nutrition in physical and mental growth, nutritious alternatives to iunk food, the importance
ofa balanced diet, etc., and its impact on child behavior and Iearning.

s.11 Cyber Safety:

a Computer Education is an integral part of the modern-day education- The COVID-19
pandemic has given further impetus to leveraging technology for education through online
platforms, TV, radio, podcasts, etc. This entails internet access to students at a very young
age, which further warrants ensuring that the children are made aware about safe use of
internet and other aspects of cyber safety, including cyber bullying, Further schools should
also ensure the following as given at serial numbers 5.5.1(e)to 5.5.1(p).
b. Euery school should have a clear mandate on access to, usage of internet and its security
checks, while the child is within the school premises.
(htto:,/ /cbseacademic.nic.in/r,veb material/Manuals /Cyber Safety Manual.odfl
C Schools should follow the advisories issued by Ministry of Electronics & IT (MeitY) from time
to time e.9., National Cyber Security Policy (2013) of MeitY
tt s: writereaddata
v.l n
d. Awareness of mental health and behavioral aspects ofcyber safety along with cautious use of
internet by students should be encouraged.
e. NCERT and UNESCO have jointly developed guidelines on cyberbullying and internet safety,
"Safe Online Learning in Times of COVID-19", which may be used for such orientation of
students on Do's and Don'ts and the consequences of engaging in cyber bullying and violence.
( available at h n

'http://mdm.nic.inlmdm_website/Files/Guidelines/2015/Guidelineso,62o_Food%20Safeq4/o20and%20Hygjene.pdf

40
 f. Awareness may be generated about POCSO e-box and Chitdline for reporting concerns
relating to physical and cyber safety of students. These may be placed on the school website
and home page of the devices being used in schools as well.

5.12 Curriculum:
Curriculum encompasses pedagogy, syllabi, textbooks, all educational activities, assessment and
many other activities in which children participate for their holistic development.
a. It is the responsibility of Principals/School Heads and teachers to carefully anallze syllabi
and textbooks selected by the school (in case school is not following textbooks prescribed by
NCERT/SCERTs) on the following parameters:
i. it should not promote any kind of discrimination based on caste, class, religion,
gender, ethnicity, language, etc.
ii. it should promote sensitivity towards environmental protection, gender parity,
inclusion, ethical behaviour, etc.
iii. it should promote healthy habits of eating, cleanliness and sanitation, reading,
working together, helping each other, collaboration in place of competition, etc.
b. In case school selects books not prescribed by NCERT/SCERT or those not prescribed by
concerned Secondary School Examination Board, the School shall put up a list of books
prescribed/selected by it on its website and notice board. It will also put up a written
declaration on its website, jointly signed by the Manager and the Principal in private schools,
and by the Principal or Head of school in government schools, to the effect that the school
owns the responsibility of having thoroughly checked and having gone through the contents
of the books prescribed by the school with respect to ensuring the parameters mentioned at
para 5.12 (a) above.
c. Further, the routine of the school must include enough space for dialogue, reflection and
discussion on school safety, on-road safety, healthy and nutritious food, adolescence issues, -
i.e., in the morning assembly, mid-day mealtime, sports ground, during the classes, etc. Space
should also be created in the school schedule for the training and drills to address disaster
managemenL

5.13 Teaching-learning Processes:

a Classroom teaching-learning needs to be done in a learner-friendly environment, where no
student should feel that he or she is not respected by the teacher or peer on the grounds of
Ianguage, socio-economic background, caste, creed, gender, abilities, etc.
b Group work, collaborative learning proiect work, etc. need to be made regular features ofthe
classroom to move away from rote methods and bringing in learners' experiences.
c Teachers also need to have discussions (formal and informal) with students about school
safety, any emotional disturbance they are going through, any problem of peer, they have
come across, etc,

5.r4 Assessment and Examination:

a. Assessment and examination in schools must be non-threatening.

4L
 b. Students'assessment needs to be seen as a process ofappreciating what they have learnt and
bringing further improvement in learning rather than a process which criticizes students for
what they have not learnt.
c. Moreover, all the assessments and examinations at the school level need to focus not only on
cognitive Iearning but also on psychomotor and emotional learning.
d. This also has implications for report cards. Report cards need to be transformed to focus more
on student's strengths rather than on weaknesses. It needs to start with quantitative
statements on psychomotor and emotionallearning ofstudents and come to academic aspects
lurther making linkage among all other aspects. Para 4.35 ofthe NEP 2020 states that - "The
progress card will be a holistic, 360-degree, multidimensional report that reflects in great
detail the progress as well as the uniqueness of each learner in the cognitive, affective, and
psychomotor domains. It will include self-assessment and peer assessment, and progress of
the child in project-based and inquiry-based learning, quizzes, role plays, group work,
portfolios, etc., along with teacher assessment. The holistic progress card will form an
important link between home and school and will be accompanied by parent-teacher
meetings in order to actively involve parents in their children's holistic education and
development. The progress card would also provide teachers and parents with valuable
information on how to support each student in and out ofthe classroom." All states/UTs and
all schools will ensure moving towards this holistic system of giving feedback to each
child.

5.15 Parent-Teacher lnteraction:

a. Since parents and teachers both own a major share of the development of a child's
personality, both should curb their tendency of criticizing children on any ground -whether
cognitive, affective or psychomotor.
b. Both need to start their interactions by appreciating the strengths of the children. Both
parents and teachers need to work together to bring improvements in the weaknesses they
have observed.

5.16 Principal-Staff Interactions:

a There should be regular interaction among Principal, teachers and staff on the issues related
to school safety and security.
b Principals need to carefully examine the report from every teacher and staff about any
problem related to infrastructure safety/students' safety/emotional/etc. aspects or medical
facility in the school.
C The Principal should share the infrastructure related report with SMC/SMDC/local
administration (in case of government schools) or School Management (in case of Private
schools) and take immediate action on the essential points wittrout any negligence.

A')
5.17 Training of School Personnel:
a. It will be the responsibilify ot School Principals/Heads and Management to ensure that
teachers and other school staff are trained on the whole school approach to safety and
integration o[safety and security aspects in education. They should be well aware of all legal
provisions in this regard too.
b. Teachers should also be trained to address unseen situations under different disaster
conditions and keep the children safe.
c. Training of all general teachers on dealing with emotional aspecb of children must also be
arranged to provide essential counseling to children. However, it is advisable to also have a
regular qualified counselor in school.

5.18 School preparedness for disaster:

a. Every school must have its own school disaster management plan.
b. The plan must identiry the first responders and lay down their roles and responsibilities,
along with the roles and responsibilities of all concerned stakeholders. The first responders
may be given requisite training.
c. The inventory of school resources available for responding to a disaster must be listed.
d. The school disaster plan must be disseminated to alI concerned.
e. Utilize the opporturiities provided by social media and mobile technologies for dissemination.
f. Drills must be conducted in school to familiarize all to this plan and the plan must be updated
frequently.
The CBSE Teachers Handbook at pages 191-198 and CBSE Principal's Handbook at pages
L36-144 give in great detail how planning and capacity building can be done for disaster
preparedness and management. These resources may also be utilized.
(Links: htto:/ /cbseacadem ic.nic.infweb material/Manuals/Handbook for Teachers.pdfand
h cb mtc.nlc.ln materi M n P

5.19 Other Recommendations for schools to comply:

a. Every child in the school should have an identity card on her person that displays the child's
photo, name, class in which the child is studying, school name, parent name and mobile
number, residential address, blood group, etc., on it.
b. Children and teachers should ensure the identity cards are being worn by the students during
school hours and on their way to and from school.
c. Every school should maintain an updated contact details list of parenS/guardian for every
student of the school.
d. Schools can consider establishing Youth Clubs and/or Topic Circles as a platform for
strengthening self-esteem, confi dence and empowerment amongst students.
e, Life skill-based education for students across all levels in schools may be taken up
(integration in the cufficulum as also stand-alone enhancement programmes).
f. Schools should have a recruitment and verification procedure for all teaching and non-
teaching staff including contractual employees.

43
 g. Parent Teacher Meetings should always start with
discussion on unique things about the Child.
h. All vehicles used by children for transportation to 9-monlh Diplomo in
and from the schoolshould have a fitness certificate School Counselling
and the school's name, address and telephone
number should be prominently displayed on these SCERT Nogolond hos
vehicles. introduced o9-month
i. Parents may be encouraged to use school buses Diplomo course in School
rather than private vans, if found economically Counselling hos been
equally or more viable. Schools should also ensure designed ond introduced
adequate and regular maintenance of school from 20l8with the primory
ve h icles. objeclive lo troin
j. There should be a responsible staff member teochers in theory ond
assigned to be in the school bus/vehicle to make a proclice of School
safe arrangement for transporting, boarding and Counselling so os to
deboarding of children to and from the school bus. ensure thot every school
hos of leost one mole one
5.20 Developing Safe and Secure Schools: System femole School Counsellor.
Functionaries at State, District level and at
school management level:

a. Constitution of a School Management Committee (SMC) in case of a Government School, as

per Section 21 of the RTE Act 2009.
b. As per section 21 of the RTE Act, 2009, private schools are exempted from formulating SMCs.
The private schools defined under section 2 (n) [iv) ofthe RTE Act, 2009 should have a Parent
Teachers Association; meetings of which should be held regularly.
c. Pre-School Centres (PSCs) should preferably be in the same premises of the primary school
or it should be close to or adjacent to a primary school.
d. Information about NCPCR online helpline, as stated in Rule 26 of the RTE Rules, 2009, to
register complaints regarding violation of rights of the child under the Act, must be
disseminated to all students and all parents.

The Notionol Commission for Protection of Child Rights (NCPCR) hos o

dedicoted/ tronsporent Online Comploint Sysfem, e-boolnidoon
(hltp://www.eboolnidon.nic.in/), to ensure limely/speedy redressol of
comploints of vorious violotions ond deprivolion of child rights. Further,
NCPCR hos lounched POCSO e-Box
{hftps://www.ncpcr.gov.in/index2.php} for eosy qnd direct reporting
of sexuol offences ogoinst children os well os timely oction ogoinst the
offenders under the POCSO Act,2A2.

44
 e. The school premises shourd be used only for education and samaiik
chetna Kendra activities
following proper guidelines/SOps to be issued by state/UT government in this
regard.
f' Funding provision shoutd be made by private schoor management/state governments
for
conforming to the provisions of the guidelines for safe and secure schools.
g. capacity building of Teacher Educators from SCERTs, DIETs, IASEs, crEs, etc.,
must be
undertaken on different issues related to safety and security.
h. Capacity building of Principal, Teachers and other Administrative staff must be undertaken
on different issues related to safety and security through scERTs, DIETs or NCpcR.
i. The UDISE+ and Performance crading Index of MoE wilr include parameters on schoor
safety
and security for effective implementation and follow up of the Guideline.
j. For Central Board of Secondary Education and other school Boards and School Affiliating
Agencies:
i. school Affiliation bye-laws need to be revised incorporating sarety measures for
schools and hostels keeping in view the whole school safety approach and also the
existing acts, policies and guidelines ofappropriate authority.
ii. Reformulated bye-laws need to be disseminated to all the affiliated schools for
compliance in stipulated time decided by the concerned board or agency.

5.21 System Functionaries at State and District level: Disaster Management

a- The State Covernments have the basic mandate for management of disasters and executive
actions are taken at the district level with the District Collector playing a pivotal role.
lmplementation of the National Disaster Management Cuidelines5 on School Safety Policy
must be ensured by the State and UT Governments and the Private Management Schools
under supervision and monitoring at District Ievel.
b. Compiled quarterly reports should be submitted by the State to NDMA ard Department of
School Education and Literacy within one month after the end of the quarter.
In case of emergencies, the guidelines/advisories/SoP issued by Ministry oF Education;
Ministry of Health & Famity Welfare; Ministry of Home Affairs; and/or other concerned
Authority should be followed.
d. For building construction/development work states/UTs to ensure use of Vulnerability
Atlas for reducing the vulnerability in the given area and Tenders may reflect the same,
wherever required. The Vulnerability Atlas created by Building Materials and Technology
Promotion Council IBMTPC) was updated in 2019. This atlas gives the latest information
regarding vulnerability of housing stock to earthquakes, cyclones; floods, landslides and
thunderstorms.

5.22 COVrD-19:

a The COVID-19 pandemic has caused an unprecedented public health emergency, affecting
almost all countries and territories globally since early 2020. The only effective and

6NDMA guidel'nes, Febft ary, 2016

45
 preventive measure for this disease as suggested by the health ministry is wearing of face
mask, hand hygiene and social distancing.
b. AII schools must follow guidelines issued by the Ministry of Health, Ministry of Education and
the State/UT administration, [rom time-to-time, in this regard.
c. The world Health organization [wHo) has also developed a documenton Mental Health and
psychosocial considerations during the COVID-19 outbreak to help deal with the stress
generated due to the pandemic (httos://www.who.int /docs /default-
C C

COVID-19 reloted heolth ond Sofety SOP/Guidelines for school

re-opening
After issue of MHA guidelines for unlock-S, on sth October, 2020. MoE hos
issued detoiled SOP/guidelines regording heolth ond sofety precoutions
for reopening of schools. Port I refers to the heolth ond sofety ospects for
reopening schools. These ore bosed on the prevoiling instructions of
Minislry of Home Affoirs, Ministry of Heolth ond Fomily Welfore ond Ministry
of Educolion with regord to heolth ond sofety protocols, ond ore to be
implemented by odopting/odopting in occordonce wilh the locol
situotion in oll stoles/Uls. The guidelines con be occessed ot:
( httos://www .mhrd.qov.in/ sites/uolood filesl mhrdlfiles/SOP Guide/ines for
reooenl nq schoois.pdfJ

46
 !

)
Availability &
Maintenance of
Promoting
Conducive
Building
Relationships
with all
L Advocacy and

I
Physical Stakeholders Capacity
lnfrastructure identification, Building
and early
lntervention

\/

i Stress and trauma free

I Promotion of effective
school environment (as
per RTE Act 2m9)
Famity-Schoot i Principats &
Partnership Management
I As per the + Exercise/Ptay/Yoga
I Forming Peer PersonneI
guidetines (Spirituat Wettbeiog)
issued by I Batance Diet /Nutrition
Educators Network i Teachers
(PER} (Ambassadors &
NDMA and + First Aid and CPR training I Earty ld€ntification of Representative
attied agencies I Equipped Medicat aid Common emotionat I
s)
on the + Basic Heatth Education and behaviorat I
I conservancy
availability of I Awareness of Chitd Rights probtems
Staff (Non-
and & Protection I I Hotistic of teaching staff)
maintenance I Prevention of Physicat, Speciat
I Parents/
Emotionat and Sexual + Families
Abuse
I Pocso a.t
a Students (Peer
orientation
and lmplernentation
educators/
Representative)
I

' Poster, AV, charts and handout need to be deve(oped and maintained atong with videos and short fitms for promotion
and intervention.

47
 ChoPler 6

Whole School SofetY APProoch:

Roles ond responsibilities of slokeholders

This chapter presents guidelines, roles and actions to be taken on the part of school management,
whole-
teachers, other school functionaries, community members and parents for implementing the
school approach of safety and security of children in school.

While safety and security ofthe child is the prime focus, the guidelines emphasize only on concerning
safety issues that are either school-based or are related to school transportation or related to outside
visits organized by the school. Monitoring violence outside school hours/premises can however not
be addressed. Therefore, school safery should not be misinterpreted as moral policing.

Following paragraphs lay down the actionable roles and responsibilities of all major stakeholders
who are responsible for the effective functioning of the whole school safety approach, including the
provisions already mentioned in chapter 4 and 5.

6.1 Roles and responsibilities ofSchool/School Management in Whole School Safety:

a. [n case of occurrence of any untoward incidents e.g., physical or sexual violence, bullying,
iniury, etc., the school management should report to the concerned authorities and
immediately take necessary action and also corrective measures so that the incident should
not get repeated.
b. In view of the present COVID- 19 situation, equipment and material such as thermal scanners,
masks, sanitizers, etc., may be made available in school. Social distancing norms have to be
followed with strict compliance till the COVID-19 situation normalizes.
c. The School Management should ensure safety of physical infuastructure ofthe school, including:
i. Emergency maintenance i.e., repair or replacement of facility components or
equipment requiring immediate attention such as school building- roof,
windows; emergency alarm; communication system; potable drinking water
systems; electrification system, etc.
ii- Routine maintenance, which includes repair, replacement and general upkeep of
the grounds and buildings.
iii. Preventive maintenance, which is the scheduled maintenance of equipment
installed in schools so as to ensure that equipment is always in working order
and provides safety.
d. Informing competent local authorities and taking necessary action in case of sale of toba cco
or any other intoxicating substances is noticed within 100 yards of the school premises.
e. Ensure that quarterly inspections are conducted following the checklist given in NCPCR's
Manual on Safety and Security of Children in Schools on indicators for day and boarding
schools and/or comprehensive checklist given at Annexure-lll of this guideline and upload
the reports on the school's website regularly.

48
 f. At the beginning ofthe session, School/School Management should:
i. Conduct meeting for the development ofa School Safety plan.
ii. Ensure the constitution ofthe school safety committee (SSC) within one month.
g. Regular conduct of disaster related mock drills in collaboration with experts from
NDMA/NDRF/Fire stations/local appropriate aurhorities.
h. Ensure maintenance of health cards, basic medicine, first-aid kits and regular check-ups.
i. Declare and monitor school as corporal punishment Free school and Zero Tolerance to
Student's Abuse and Bullying.
j' Developing a system wherein students can drop their complaints or share observations or
ask questions with regard to child abuse, drug use, anxiety, curiosity (complaint/Help Box).
It is the role of the Principal to address or arrange to address each of these complaints to
ensure safety and security.
k. No hawkers should be allowed inside the school. However, being vigilant about the presence
ofshopkeepers in the school premises, ifany.
I. Set norms for maintaining regular hygiene (both personal and school hygiene) and
sa nitization routines.

m. School/School Management should ensure the orientation cum training of Principal,

Teachers, Staff, Students and Council members on essential drills related to fire, earthquake,
first-aid and acts such as POCSO, Cyber Security, etc.
n. While government schools in some ofthe states such as Assam, Goa, Delhi, etc. do follow Code
of Conduct under the State Education Act, management of private schools need to come out
with code of conduct for the members of the management board, PTA, school principal,
teachers and students based on the code of conduct already formulated by these States. Code
of conduct formulated by Kendriya Vidyalaya Sangathan can also be seen in this context.

6.2 Roles and responsibilities of Principal/ School Heads:

a. Orient all teachers and students at the beginning of the session regarding the school safety
plan using the morning assembly platform.
b. Regular meeting with teachers and members ofthe School Safety Committee to discuss issues
related to school safety and security and decide appropriate actions.
c. Ensure display of the School Safety and Disaster Evacuation plan at prominent places in the
school.
d. Regular health check-ups to be conducted in school and teachers to be instructed to maintain
health cards.
e. Orienting teachers, parents and students on the purpose and process ofconducting Parent-
Teacher Meetings and its impact on all-round development.
f. Sensitizing parents and teachers on releasing child's stress and anxiety by focusing on
uniqueness, strengths, his/her coping strategies, attitudes and values along with the
academic areas ofimprovement and making PTMs as Child-Parent-Teacher-Dialogue (CPTD).
g. In case ofa complaint against a teacher or other staffof the school, conduct a discreet enquiry
to protect the identity of the victim/complainant.
h. Equipping the school with basic supplements and medicines.

49
 Daily monitoring of maintenance of sanitation and hygiene particularly in washrooms and
drinking water areas, and generally in the entire school premises' including
classrooms/canteens,/laboratories/libraries/etc.
Identifying students with positive leadership qualities and making them part of the Anti-
Bullying Task Force or the School Safety committee to act as peer counselors and educators
to develop a bullying and violence-free school campus.

6.3 Roles and responsibilities ofTeachers:

a. supporting the Principal in gently orienting students towards the safety and security in
general.
b. Teachers should also help set classroom norms and standards that support child safety and
security.
c. Collaboratively develop [with students) healthy classroom norms and conduct of behavior
which ensures a safe and secure classroom environment'
d. Encourage the habit of inquiry and sharing through placing of'Question box'/ 'Opinion box'
and addressing regularly the curiosiry and problems of all children.
e. Conduct relaxation exercises such as mindful breathing/yoga either in assembly or in
betlveen different periods to improve concentration and reduce stress.
f. Being sensitive in the use of language and refrain from passing judgment on child behaviors
to nurture positive attitudes and relationships amongst and with children.
g. Being vigilant and observant about unusual behaviors and signs of stress or depression in
students and informing and holding discussions with parents accordingly.
h. Highlight the strengths of every child not just within the classroom but also in the PTMs so
as to promote self-esteem and confidence. Appreciate efforts more than the scores to reduce
the exam-related stress which is increasingly affecting the child and parent psyche.
i. Engage in inquiry and dialogue in classrooms around challenging stereotypes among
students with regards to gender, caste, class, ethnicity, language, etc.

6,4 Roles and Responsibilities ofthe Parents:

a. Developing a friendly relationship with the child so as to have hesitation/fear-free dialogues.
b. Connecting with schools and school related activities so as to develop a symbiotic
relationship.
c. Regularly attending the Parent Teacher Meetings and PTA meetings (in case of membership).
d. Following guidelines circulated by the school from time to time on child safety and security.
e. Ensure that their wards leave for schools with masks and sanitizers and are following the
safe distance and hygiene norms during school hours.

6.5 Roles and Responsibilities ofWarden:

a. Creating a friendly and trustlvorthy environment in the hostel and regularly interacting with
students.
b- [mplementing rules and code ofconduct (provided by the school authority) including timings
for various activities.

50
 c' Building the capacity of other hostel staff (canteen staff, cleaners, caretakersl
on various
aspects ofsafety and security.
d. wardens/ caretakers and House master/Assistant Housemasters to take the onus and
responsibility of work assigned in context of safety and emotional well-being of students.
e. Maintaining Diary with updated phone numbers of school principar and staff, teachers,
school bus drivers, parents of students, etc.

6.6 Roles and Responsibilities of a Counsellor;

a. Building strong rapport and trust with all students to encourage fear-free interaction and
dialogue.
b. The counselor should ensure confidentiality of all personal issues shared by students in
confidence.
c. Being vigilant about unusual behaviors and intervening to give professional help.
d. Counselors along with HMs, AHMs, teachers, wardens, should facilitate students to build
personal connectivity/bond !vith each other, understanding their views and helping them to
clear their confusions and cope with their challenges by realizing their strengths and building
resilience.
e. To support holistic development of the students by empowering them with psycho-social
competencies, instilling responsible behavior and inculcating skills for help seeking so as to
ensure their preventive, curatiye and developmental needs and a safe and healthy childhood.

6.7 Roles and Responsibilities of Students:

a. Every student needs to follow the guidelines on the safety and security issued by the school
principal and teachers, from time to time.
b. In case, students observe tobacco/drug/related substances supply activities outside the
school premise or inside the premise, they may intimate the school authorities through the
Complaint Box.
c. Senior Students may discuss various issues Iike butlying and sexual harassment with other
younger students under guidance of teachers.
d. Act as peer support or peer educator for other students, wherever possible.
e. Stay physically active.
f. Not hesitate to seek support from teachers/Counsellors/parents when required-

6.8 Roles and Responsibilities of Non-teaching Staff:

a. Every staff is a stakeholder in protection of child rights and safety.
b. Non-teaching staffto ensure thattheyarewell informed on all aspects ofsafetyand security
ofstudents and comply with all aspects.
c. Being observant to their Inter-personal relationships, disposition towards students and stafi
temperament, effective communication, conflict management, risky trehaviors, knowledge,
and awareness of Child rights and safety etc.
d. Be vigilant about infrastructure safety.
e. Inform school head ofuntoward behaviour by any stakeholder in the system.

51
6.9 Rolesand Responsibility ofSchool Nurses/Health Workers/Visiting medical personnel:
a. Monitoring and Supervision through regular visits in the school.
b. Nurses/Visiting Doctors/Health workers associated with the school can provide education
on important health issues such as sanitation, hygiene including menstrual hygiene,
substance misuse, mental health and healthy nutrition (alternatives to junk food, importance
of a balanced diet etc.) to the canteen supervisors, students and stakeholders.
c. Nurses/Visiting Doctors/Health Workers associated with the school along with Physical
Education Teachers may promote Yoga and practice of Meditation.
d. Nurses/ Visiting Doctors/Health Workers associated with the school along with Physical
Education Teacher to promote FIT India Campaign by organizing intra class activities.
e. Nurses/Visiting Doctors/Health Workers associated with the school to participate in annual
health check-up of 100% students and maintaining the records ofpast medical history for all
students and stafF.

52
 Chopter 7
Developing o Sofe ond Secure Sociely: Mulli-seclorol Approoch

It is not only schools, but also homes and society; not only Ministry of Education, but also other
ministries and departments that need to share the responsibility of developing safe and secure
society in which the school functions. This chapter presents recommendations for the departments
and ministries other than School Education.

Developing Safe and Secure Society (Inter - Department Recommendations):

ln Jonuory, 2019 o stole-wide bon on PUBG wqs issued ocross

primory schools in Gujorol owing lo children's sfudies being
odversely offecled. Even in lhe colleges of Mumboi, lhe users
of Wi-Fi nehilork hove been reslricled from occessing PUBG
gome. The Noliono! Commission for Proleclion of Child Rights
olso recommended boning lhe gome for its violenl nolure.
PUBG hqs now been bonned in lndio.

7.1 Law and Justice:

a Speedy adjudication and enforcement of Laws that prohibits all forms of violence against
children including corporal punishment, sexual abuse, exploitation of children, physical
violence and bullying, etc.
b Speedy adiudication and enforcement of laws relating to harmful substances/products, such
as cigarettes, e-cigarettes, alcohol, firearms, narcotics, etc.
C Incorporate changes in existing laws to include bullying and cyber bullyin& sexting, addictive
and violent internet video games and exposure to inappropriate content on internet as legal
offence.
d Spread awareness about the laws/acts, provisions for support and consequences for
contributing to school-based violence amongst teachers, students and parents/families in
collaboration with other related ministries.

7.2 Women and Child Development:

a. Providing specialized help and support for families at risk ofviolence.

b. Proactively providing support to victims of sexual abuse or violence cases in schools.
c. Conduct ofawareness and sensitization programme, preparing e-modules and
disseminating on sexual abuse and violence, parenting, nutrition, safety of girl child, etc.

53
 The Ministry of WCD is implemenling o Cenkolly Sponsored Scheme'
"Child Proteclion Services", under the umbrello scheme of Integroted
Child Development Scheme, to provide lnslilutionol ond Non-
inslilutionol sofety net for vulneroble children os envisoged under the JJ
Act. Ihe scheme supports 24x7 oukeoch helpline service for children in
dishess. This service is ovoiloble lhrough o dedicoted toll-free number,
1098. which con be occessed by children in crisis or by odulls on lheir
beholf from ony ploce in lhe geogrophicol locolion of lndiq. Cunenlly.
CHILDIINE service is funclionol in 579 locolions while Child Help Desk
(CHD) hos been set up ol 130 mojor Roilwoy Stolions.

7.3 Electronics and Information Technology:

a. Surveillance and censoring of different Apps, Gaming Sites and Digital Serials and Movies for
monitoring offensive and vulgar content encouraging physical or sexual violence and abuse.
b. Formulating cyber security policies appropriate for school and college going children.
c. Organize awareness programmes with Experts/Law Enforcement Officers to explain the
dangers and lmplications of flouting the Law.

7.4 Health and Family Welfare:

a. Conduct health safety, fitness and nutrition awareness camps in schools and towns at least
once in a year.
b. Integrate prevention of violence against young children in routine health delivery; engage
with adolescent girls and troys; strengthen referral services.
c. Plan T3 (Test, Treat, Talk) camps on Anemia Mukt Bharat IAMB) campaign.
d. Conduct training programmes for school staff in general first aid and CPR.
e. Ensuring free medicines, supplements and regular health check-up in schools through RBSIG
(Rashtriya Bal Swasthya Karyakram initiated by the Ministry).
f. Visits of ASHA and counsellors from AFHCs/HWCs to local schools for awareness generation
and general interaction with parents.

54
 Accrediled Socio! Heotth Activist (ASHA)
The ASHA progromme hos been in ploce since 2005 os o porl of the Nolionol Rurol
Heolth Mission. which in 2013 become Nolionol Heolth Mission by odding Urbon oreos
os well. Roles of AsHAs includes: focilitoting lhe community to seek core from public
heollh system, ocl os on octivisl to creole oworeness on entillements ond services
within the heollh systems ond oct os community level core provider for bosic
oilmenls. ASHA ore volunleers selected from within lhe community ond get
remunerotion bosed on the finonciol ond non-finonciol incenlives os per lhe losks
performed. She hos helped buill trusl in lhe public heollh syslems. The totol numbers
of ASHAS (Rurol & Urbon) ore 9.85 lokh os per NHM MIS reporl doled 3ist December.
2020.

7.5 Home Affairs:

a Implementation and enforcement of Laws that prohibits all forms ofviolence against children
including corporal punishment, sexual abuse, exploitation of children, physical violence and
bullying, etc.
b lmplementation and enforcement of laws that limit access of students to harmful products,
such as cigarettes, e-cigarettes, alcohol, firearms, narcotics, substance abuse, etc.
C Sensitization and orientation programmes for police personnel on approaches to deal with
cases of abuse against women and children.
d Administrators, teachers and students must be trained on self-defence practices as a part of
community policing.
e Developing an easy and child sensitive approach of enquiry in case of occurrence of child
abuse to encourage children and youths to report crime.
f. Developing collaborative training programs with schools within local jurisdiction about legal
provisions and support against any kind ofabuse and atrout the process of reporting- This can
also tre taken up as a part of community policing.

7.6 Information and Broadcasting:

a. Censoring of advertisements, tele-serials and cinema content promoting any kind of

discriminatory practices and provoking physical and sexual violence and/or abuse.
b. Running active media campaigns for generating momentum in the country/society around
Safety and Security of children.
c. Creating special social media/media campaigns through its Media Units aboutacts related to
child's safety and security strictly, not only in schools but also in the entire society.

55
7.7 Panchayati Rai:

a. Local governance in rural areas can play an important role in linking parents and
communities with ICDS, health, education and child protection services'
b. Dissemination ofall children related services with high levels ofcoverage'
c. play the role of a nodal agency in rural areas in ensuring universal access to child-related
services; strengthen [inkages between them to ensure children's and women's safety; work
on campaigns to change social norms around the use of violence, and strengthen institutions
of care and iustice.
d. Critically look at the possibility of convergence of schemes and allocation of funds to schools
flor improvement of infrastructure, providing barrier free access and ensuring safety and
security of children.

7.8 Urban Development:

a. Local governance in urban centers can play an important role in linking parents and
communities with ICDS, health, education and child protection services.
b. Dissemination ofall children related services r,vith high levels ofcoverage.
c. Play the role of a nodal agency in urban areas in ensuring universal access to child-related
services; strengthen linkages between them to ensure children's and women's safety; work
on campaigos to change social norms around the use of violence, and strengthen institutions
of care and justice.
d. Critically look at the possibility ofconvergence ofschemes and allocation offunds to schools
For ensurinB safety and security of children.

7.9 Higher Education

a. Even though majority ofthe students in Higher Education institutions are adults, it is the duty
oFthe Institution to have a Campus Safety and Security Plan in place that is available on the
public domain.
b. The PIan must include safety assessment by students.
c. Departments of Higher Education to ensure that such Plans are made and implemented by all
Higher Education Institutions IHEI) in accordance with prevailing laws.
d. All HEIs to undertake short (2-3 hours) modules on personal and campus safety for all its
students.

7.to Social f ustice and Empowerment

a. Making schools aware of the special safety concerns of children with disabilities.
b. Making schools aware about any special provisions for the protection and safety of these
children.
c. Conduct awareness programmes for teachers, parents and students on the harmful effects of
drugs, impact of doping on budding athletes and also about counseling and rehabilitation of
drug addicts.
d. Provide safe transportation facilities to schools for children belonging to tribal belt and rural
remote areas with adequate monitoring.

56
7.Ll Labour and Employment
a conduct awareness programmes for parents and teachers to protect small children from
child labour.
b. In case there are school going children above the age of 16 years supporting their parents by
working at different places, then such students and their parents must be aware of the
provisions related to their safety and security.

7.12 Sports, Youth and Cultural Affairs

a. Create awareness in schools about safety provisions for children participating in state,
national and international level events.
b. Ensure medical facilities to deal with sports iniuries are available nearby the schools.

7.13 Skill Development and Entrepreneurship

a. Creating awareness in schools about the safety concerns while dealing with various
vocational courses- iob roles-in which field visit, experience in industry, etc. are required.
b. Ensure that job roles approved for schools must not have the use of heary machines or
dangerous chemicals.

7.14 Drinking Water and Sanitation

a. Ensure supply of Safe piped drinking water to schools.

b. Create awareness among adolescent girls in schools about Menstrual Hygiene and Safe
disposal of Menstrual Waste.
c. Undertake Swachchata drives and related competitions.
d. Develop and provide engaging educational material to create awareness amongst students.

c,7
 Chopter 8

lmplemenlolion Plon

8.1 DRISHTI:
a An overall implementation plan for making schools safe and secure'DRISHTI' facronym
stands for Dissemination, Roll-out, tnterventions, Support, Handholding, Tracking,
Incentivizing) has been worked out with seven basic steps as follows:

i. Dissemination
These guidelines need to be disseminated to all the concerned officials in mentioned
sectors including Education Secretaries in all the states/UTs by the MoE, relevant boards
of education, the state training agencies like SCERTs and DIETs with a request to guide
officials and institutions including schools, to take actions in the line ofsuggestions given
in the guidelines.

ll Roll out
. These guidelines need to be made available to every government and government-aided
school by the SCERT/Department of Education.
. These guidelines need to be made availatrle to schools under alI managements including
government, aided, private, schools under KVS and NVS as also other residential schools
like Ashram schools, Eklavya Model schools and Sainik Schools respectively.
. Along with it, schools should draw flexibility in using contextual approaches in the
implementation and roll-out ofthe guidelines to ensure need-based interventions.

III. lnterventions
. Capacity Building of Resource Group members, teachers under all kinds ofschools, school
leaders and faculty from SCERTs/ DIETs on school safety and security norms, guidelines
and provisions.
. Designing and developing need-based interventions through a multi-tier system for
prevention, promotion of wellness, professional treatmentetc.

IV, Support
. Support through the development of material and modules, online training material for
building competencies in basic counseling skills as also in enhancing life skills and
ensuring a healthy school climate.

v Handholding
. Hand holding of each of the schools, whether affiliated to CBSE or state boards, to be done
by state/UT governments through SCERTS and DIETs in collaboration with DEOS, BEOS,
and through a nerwork of school clusters not only for the implementation of guidelines

5B
 but also for sharing of training resources, guiding awareness programmes and safety
drills, walks and external monitoring of safety norms.

vl. Tracking
. The UDISE+ includes components on School Safety and Security; with few additional
items, it would be ready for online tracking of the status of school safety and security
across the country with annual Safefy Inspection Reports being uploaded by every school.
. DEOs and BEOs may track safety and security measures in schools during their routine
or surprise visits.
r [n case of gaps in school security and safety at the school level, Principal of the School
may be informed immediately for taking necessary action. If the gap is due to funding or
state initiative, the state authorities may accordingly be informed by the respective
DEOs/BEOs concerned.

vu. lncentivizing
. Schools which have gone beyond the prescribed norms in conducting regular Safety
lnspection at their level and during visits are found to have harmonious school climate
could be appreciated through a letter from the DEO/ Collector/ Secretary, School
Education and schools may be given positive titles like SAJAG fAlert) Schools,
SAMVEDANSHEEL (sensitive) schools and/or AATMIYA (Harmonious) schools
(suggestive only). They may be issued a certlficate for the same under Samagra Shiksha
by the state authorities or by concerned school boards to which the schools are affiliated.

59
 X@ ' ,iil -,, iifi' -w'7ffi6:>
* Government departmeflts, SCERTS and DIETs
* Boards of Education and Managements
=
o * All mana8ements ofSchools

IJ Roll-out .! All managements ofSchools

.:.Constituting School Safety Committee
o -& Integrating safety io classroom transactions
C .:.
.'u
o-
spngnn.r .!
Capacity building of teachers and students
orientation progmms for Parents
a
i Need based interventi ons-r+ > Counselling
> Preventing the at risk
> Promoting wellness for all

'\, * Support state agencies for clear adherence to norrns

o Support .1. Support teachers and principals dlrough capacity building
art
T' I * Supports parents arld students through awareness arld orientation programs

co I in conducting sa us

o
,U
@@
*
/BEO5 for training

U-DISE data for submission

of

ofsafety related data

I IT
vt * Routrne and surprise visits to inalude safety checks
Progress charts in health and wellness
o
o
.E ', States/districts with 1000,6 schools uploading their Safety Inspectiol report on
t
ttt Incentivizing their website
* Best Practices of Schools and sharing on national platforms
* Awarding Schools with tides like: Alert/Saiag Vidhyalaya,
 Annexure-l
STATE SPECIFIC PROVISIONS

State Act fYear) Provisions

Andhra Pradesh Cha pter IV - Primary Education and its Implementation
Education Act
Section-14 Children not to be employed so as to prevent them from
(1e82)
attending school: - No person shall employ a child in a manner which
shall prevent the child from attending an approved school.

Section-z4 Appointment and removal of manager of private

institution: - (1) The management of every private institution shall be
constituted in such manner and shall consist ofsuch number of members
I as may be prescribed: -

(z). .............

[3Xa) .............
(b) Where the competent authority is satisfied that the manager alone is
responsible for the lapses or irregularities of the institution, action shall
be taken against him by the management, as recommended by the
competent authority-
(4)...............

(s)
(6) For the removal of doubts it is hereby declared that any failure or
negligence on the part of a management to take action against the
manager as required under Clause (b) of sub-section (3) or to nominate
another person as manager under sub-section [4) shall constitute an act
of mismanagement and action shall be taken against the private
institution under this Act accordingly.
Section- 25 Duties of manager of private institution
Section-26 Private institution not to be closed down, etc., without
sufficient notice: - (1) Save as otherwise provided in this Act, no private
institution shall be closed down or discontinued, unless a notice of not
less than one academic year expiring with the end ofany academic year
and indicating the intention to do so, has been given by the mana8er to
the officer authorized by the competent authority in this behalf.

(2) If any manager fails to give notice as required under sub-section (1),
he shall, on conviction, be punished with fine which may extend to [five]
thousand rupees or with simple imprisonment which may extend to [one

6l
 State Act [Year) Provisions

yearl or with both and with a fine of [rupees one hundred] for every day
of further default.

Section-3o Parent-teacher association: - (1) There shall be parent-

teacher association for every educational institution other than an adult
educational centre.

[2) The composition and functions of the parent-teacher association

shall be in accordance with such rules as may be prescribed.

Section-31 Inspection of educational institutions: - (1) The

Government or the competent authority may authorize any officer not
I

below such rank as may be prescribed to inspect any educational

institution in the State.

[2) The officer authorized under sub-section (1) shall exercise general
polvers of inspection over the working of the educational institution.
(3) The manager and the employees of the educational institution shall
at all reasonable times be bound to afford to the aforesaid officer all such
assistance and facilities as may be required for the purpose of such
inspection.
(4) The manager shall comply with such directions or suggestions as may
be given by the competent authority on the report of the aforesaid
officer:
Provided that the manager aggrieved by any such direction or suggestion
may appeal, within thirty days from the date of receipt of such direction
or suggestion to the prescribed authority whose decision on such appeal
shall be final.

The Assam Primary Section-19 Penalty for employment ofchildren or interference with
Education Act their attendance at school- shall be prosecuted by the education
{tez6l committee, and shall on conviction before a magistrate be liable to a fine
not exceeding rupees ten for a first offence and not exceeding rupees
twenty-five for each subsequent offlence.
A. The Assam Non-Government Educational Institutions
(Regulation and Management) Act, 2006.
Section-3 Power of the State Government to regulate non-
government educational institutions
1) The State Government may regulate all the non-government
educational institutions in the State ofAssam in accordance with the
provisions of this Act and the rules made there under.

62
 State Act fYear) Provisions
z) On and from th e commencement of this Act, the establishment of
non-government educational institutions or the opening ofa higher
class or the closing down of an existing class in any existing non-
government educational institution in the State, shall be subject to
the provisions of this Act and the rules made thereunder and any
non-government educational institution or any higher class
established or opened otherwise than in accordance with the
provisions of this Act shall not be recognized under section 5 by the
Director and shall be closed down under Section 24.
I
I

Section-12 Constitution of Managing Committee

Every non-government educational institution shall constitute a
Managing Committee consisting of Chairman & Members.

Section-13 Power and functions ofManaging Committee

Section-14 Scheme of Management
Section- 15 Appointment and disciplinary matters
Section- 16 Code of Conduct for the Employee
Bihar Education 'No Provision' for Management Committee & Safety Measures
Code (1961) I

The Chhattisgarh
Primary Education 'No Provision' for Management Committee & Safely Measures
Act (1961)

The Delhi School Section-S Scheme of management- (1) Notwithstanding anything

Education Act contained in any other law for the time being in force or in any
(7e73) instrument having effect by virtue of any such law, the managing
committee of every recognized school shall make, in accordance with the
rules made under this Act and with the previous approval of the
appropriate authority, a scheme of management for such school:
Provided that in the case of a 63recognized private school which does
not " receive any aid, the scheme of management shall apply with such
variations and modifications as may be prescribed:
Provided further that so much of this sub-section as relates to the
previous approval of the appropriate authoriry, shall not apply to a
scheme oI management for an unaided minority school.

(2) a scheme may be made, in like manner, to add, to vary or modify any
scheme made under sub-section [1).

63
 State Act fYear) Provisions

Section-8 Terms and conditions of service of employees of

recognized private schools
Section-g Employees to be governed by a Code of Conduct- Every
employee of a recognized school shall be governed by such Code of
Conduct as may be prescribed and on the violation of any provision of
such Code of Conduct, the employee shall be liable to such disciplinary
action as may be prescribed.
I

Chapter vll- Taking over the Management of School

Section-zo Taking over the management of schools- (1) Whenever
the Administrator is satisfied that the managing committee or manager
of any school, whether recognized or not, has neglected to perform any
of the duties imposed on it by or under this Act or any rule made there
under and that it is expedient in the interests ofschool education to take
over the management of such school, he may, after giving the managing
committee or the manager of such school, a reasonable opportunity of
showing cause against the proposed action, take over the management
of such school for a limited period not exceeding three years :

Chapter VIII-Miscellaneous
Section-22 Delhi Schools Education Advisory Board- (1) There shall
be an Advisory Eoard for school education, to be called the "Delhi School
I Education Advisory Board" for the purpose of advising the
Administrator on matters of policy relating to the education in Delhi.
(2) The Advisory Board shall be constituted by the Administrator and
shall consist of a Chairman and fourteen other members, to be
nominated by the Admin istrator.
(3) The Advisory Board constituted under sub-section (2) shall include

a) Heads of recognized private schools;

b) representatives of the organizations o[ teachers of the recognized

private schools;

c) managers of the recognized private schools;

d) representatives of parents or guardians of students of recognized

private schools;

and

e) Eminent educationists.

(4) The Advisory Board shall regulate its own procedure.

64
 State Act (Year) Provisions

[5) The terms of office of every member of the Board and travelling and
other allowances payable to a member ofthe Board shall be such as may
be prescribed.

The Goa School Section-z(n) "managing committee" means the body of individuals
Education Act which is entrusted with the management of any recognized private
(1e84) school;

Section-6 Scheme of Management- Notwithstanding anything

contained in any other law for the time being in force or in any
instrument having elfect by virtue of any such law, the managing
committee ofevery recognized school shall make, in accordance with the
rules made under this Act a scheme of management for such school:

Provided that in the case of a recognized school which does not receive
any aid, the scheme of management shall apply with such variations and
modifications as may be prescribed.
Chapter lV- Terms and conditions of service of employees of
recognized private schools
Section-11 Terms and conditions of service of employees of
6Srecognized private schools
Section-12 Employees to be governed by a Code of Conduct
Chapter VII-Taking over management ofschool
Section-20 Taking over management ofschool
Chapter lX-School Education Advisory Eoard
Section-24Advisory Board- [1) There shall be constituted an advisory
board to be called the Goa, Daman and Diu School Education Board
(hereinafter referred to as the Advisory Board) for the purpose of
advising the Government on matters oI policy relating to education An,
the Union territory.

(2) The composition ofthe Advisory Board shall be as follows, namely: -

(a) the Chairman of the Goa, Daman and Diu Board of Secondary and
Higher Secondary Education, ex-offi cio;
(b) three persons, who are the heads of 65 recognized private schools;
(c) three representatives of organisations of teachers of recognized
private schools;
(d) three representatives of the managements of recognized private
schools;

65
 State Act [Year) Provisions

I the Director, who shall be the Secretary to the Advisory Boa rd;

(0 the Principal ofone ofthe colleges in the Union territory;

(g) two members of the Legislative Assembly of the Union territory to be
nominated by the Speaker;

[h) two eminent educationists;

(i) two representatives of the parents and guardians of the students of
recognized private schools; and

0) two representatives ofthe students ofrecognized private schools.

The Gularat Section-14 Penalty for employing a child to whom the scheme
Compulsory applies.
Primary Education Whenever knowingly takes into his employment, either on his own
Act ( 1961)
behalf or on behalf of any person, any child in respect of whom the
provisions of Section 9 apply, so as to interfere with the education or
instruction ofsuch child shall, subject to the provisions ofsection 20, on
conviction, be punished with a ftne not exceedinB tlventy-five rupees and
in case ofcontinuing contravention with an additional fine not exceeding
rupee one for every day during such contravention continues after
conviction for the first of such contravention.

Haryana School Section-Z(l) "managing committee" means the body of individuals

Education Act entrusted with the management of any recognized private school or
(1ees) schools;

Section-Z(o) "private school" means a school which is not run or

sponsored by the Government, Director, a local authority or other
authority designated or sponsored by the Government;
Section-5 Scheme of management

Section-8 Terms and conditions ofservice ofemployee ofaided schools

Section-g Employee to be governed by a Code of Conduct.

The Himachal Section-2 (g)"lnspecting Officer" means the District Education Officer,
Pradesh Board Of Depury District Education Officer, Block Education officer or any other
School Education officer appointed for the inspection of schools by the Education
Act (1968) Department of the Himachal Pradesh Government;

The fharkhand 'No Provision' for Management Committee & Safety Measures
Education Trihunal
Act (2005)

66
 State Act fYear) Provisions
lammu and Kashmir Section-1l No private school to be established or run without
School Education permission (1) No private school shall be established, run or
Act (2002)
-
maintained without permission, in writing, of the Government or the
Competent Authority.

(2) The Government shall prescribe the procedure to be followed for the
grant of permission to establish, run or maintain private schools.

Section-13 Management of private schools

- (1) No private school
shall be managed and run by any person other than an educational
agency. The Covernment shall prescribe the procedure for registration
I

of educational agencies.

[2) Every educational agency shall appoint a Manager to look after day-
I

to-day running an adm inistration ofthe school managed and run by such
educational agency.

Section-20 Conditions of service of staff in private schools

Section-22 State Education Advisory Board
The Karnataka Section-sA Safety and security of students- Every educational
Education Act institution and an employee of such educational institutions shall take
(1e83) such measures to ensure safety and security of students including
protection from sexual offences, in the manner as may be prescribed.
Chapter VII - management of recognised private educational
institutions and local authority institutions, etc.
Section-42 Managing Commiftee
Section-46 Powers and functions of the Managing Committee
Chapter XVII Penalties
Section-11zA Penalty for contravention of section 5A- (1) Any
employee or member of the management of an educational institution
who contravenes section 5A shall on conviction, be punished with
imprisonment for a minimum term of six months and with a fine which
may extend to one Iakh rupees.(2) Whenever any educational institution
is found to be in contravention of section 5A in an enquiry conducted,
after giving an opportunity of being heard, by the District Education
Regulatory Authority, it shall impose a penalty which may extend to ten
lakh rupees. [3) The District Education Regulatory Authority after such
enquiry has found that any educational institution has contravened the
provisions of section 5A shall also recommend to the competent
authority or concerned authority for withdrawal of recognition or
affiliation to such institution.

67
 State Act (Year) Provisions

The Kerala Section-S4Management of Government schools an d Aided Schools

Education Act taken over or acqutred by Government: - The Management of every
(1es8) Government school and that of aided school taken over or acquired by
the Government under section 14 or section 15 as the case may be shall
vest as specified below in the local authority noted against each namely.
I

Section-12A Disciplinary powers ofGovernment over teachers ofaided

schools
I Section-14Taking over management of schools
The Madhya Chapter III-Responsibilities of Institutions and Parent or Guardian
Pradesh lan Shiksha
Section-20) "Parent Teacher Association" means association of the
Adhiniyam (2002) parents ofthe students enrolled in a school and teachers ofthat school.
I

Section- 12 Parent Teacher Association

Section-13 Education Committee-The Education Committee shall
monitor the regular attendance of teachers in schools. The committee
may direct the authority concerned to take action, including withholding
of the disbursement of salary/ honorarium, against the teacher for his
wilful absence or negligence for such period as it may deem fit and refer
the case to the disciplinary authority concerned for further action. The
I

committee shall also perform such other functions as may be prescribed.

The Maharashtra This act speaks about the constitution of Board etc. no provision found
Primary Education regarding Management for Private School and the safety measures.
Act (L9471

The Manipur Section-3(i) "Managing Committee" means a Managing Committee of a

Elementary and High School or a higher Secondary School;
Secondary
Education Act
(Le72)
The Meghalaya Section-6 Scheme of management
School Education
Section-g Terms and conditions of service of employees of recognised
Act, 1981
private schools

Section-20 Taking over the management ofschools

Section-22 Meghalaya School Education Advisory Board

The Mizoram Section-2(18) "Managing Committee" means anybody of individuals, by

Education Act whatever name called, in which the management ofa school vests;
(2003)

6B
 State Act [Year) Provisions
Section-S Managing Committee or Governing Body of Educational
lnstitutions.
Provided that in the case of a recognized private educational institution
which does not receive any aid from the Government, the scheme of
management shall appty with variation and modification as may be
prescribed.

Section-9 Terms and conditions of Service of Employees of Recognised

Educational Institutions.

Section-10 Employees to be governed by a Code of Conduct

I

Section-z4 Taking over by the Government of the management of

educational institutions.

Section-z6 State Advisory Board of Education

The Nagaland Board 'No Provision' for Management Committee & Safety Measures
of School Education
Act (1973)
The Orissa Managing Committee or Governing Body of educational institution.
Education Act
Section-7A Supersession and reconstitution of managing committee or
(1e6e)
Covernment body.
(1) Whenever the prescribed authority is satisfied that the Managing
Committee or, as the case may be, the governing body of any private
educational institution has neglected or failed to perform any of the
duties imposed by or under this Act or the rules or to give effect to
the order or direction issued by the Tribunal under Section 24-A or
has acted in excess of the authority vested in it or in any manner
which is preiudicial to the interest of the educational institution, he
may, after giving the Managing Committee or the Governing Body, as
the case may be, a reasonable opportunity of showing cause,
supersede the Managing Committee or the Governing Body, as the
case may be.

Chapter - Ill-Advisory Council and District School Board

Section-15 State Advisory Council of Education

The Puniab Primary Section-10 No person shall employ a child in a manner which shall
Education Act prevent the child from attending an approved School.
(1e60)

69
 State Act [Year) Provisions

The Raiasthan Section-zz Appointment and constitution of Committees - (1) The

Secondary Board shall appoint the following Committees, namely: -
Education Act
[a) Committees of courses,
(1es7)
(b) An Examination Committee,
(c) A Curriculum Committee,

(d) A Recognition Committee,

[e) An Evaluation Committee,

[l) A Finance Committee, and

(g) Such other Committees, as may be prescribed.

The Sikkim Primary The State of Sikkim has separately framed the provisions in Sikkim
Education Act Education Act in respect of accountability of the School Management
(2000) Committee. The abstract of these provisions is annexed as flag -A in the
booklet.

The Tamil Nadu

I
Section-6 Competent Authority
Compulsory
1) The Government may, by notification, appoint any officer ol the
Elementary
Education department, not below the rank of District Educational
Education Act
Officer, to be competent authority for the purpose of carrying into effect
(r994)
the provisions of this Act and the rules made there under and different
competent authorities may be appointed for different areas.
(2) The competent authority shall exercise such powers and perform
such other functions as may be prescribed.

Section-10 Power ofCovernment to give directions

The Government may, in the public interest, by order, direct the

competent authority to make an enquiry or to take appropriate
proceedings under this Act in any case specified in the order, and the
competent authority shall report to the Government the result of the
enquiry made or the proceedings taken by him within such period as
may be prescribed.

The Uttaranchal Section-zz Constitution of Committees - (1) The Board shall

School Education constitute the following Committees as prescribed in the regulations. A
Act (2006) Difference Committee may be constituted for different areas.

(2) The following shall be the committees of the Board, namely -

(a) Curriculum Committee,

(b) Syllabus Comminee,

70
 State Act fYear) Provisions

[c] Examinations Committee,

(d) Results Committee,

[e) Recognition Committee, and

[0 Finance Committee.
The Uttar Pradesh 'No Provision' for Management Committee & Safety Measures
Easic Education Act
I
(te72)
The West Bengal 'No Provision' [or Management Committee & Safety Measures
Primary Education
Act (1973)
Other Provisions
State of Uttar Uttar Pradesh Government bans liquor shops near schools, colleges
Pradesh (April, and religious places
z0t7)
State of Adapting Section 6 of the COTPA Act, 2003, the Maharashtra state
Maharashtra government has passed an act stating that no person shall sell, offer for
(201s) sale, or permit sale of, cigarette or any other tobacco product- to any
person who is under eighteen years ofage and in an area u/ithin a radius
of 100 yards of any educational institution.

State of Tamil Nadu Rule 8 of Tamil Nadu Liquor Vending (ln Shops and Bars) Rules, 2003
(2003) states that no liquor shop should be established in municipal
corporations and municipalities within a distance of 50 meters from an
existing place ofworship or educational institutions and that a minimum
distance of 100 meters should be maintained between such places in all
other local bodies.

71
 Annexure-ll

CONSTITUTION OF PARENT-TEACHER ASSOCIATION

As per section 21 of RTE Act,2009, private schools are exempted from formulating SMCs. In such
schools, PTA should be made mandatory as SMCs and PTAs are an important link in monitoring the
safety and security measures in schools. The private schools defined under section 2 (n) (iv) of RTE
Act, 2009 should have a Parent Teachers Association (PTA).

The following is only a suggestive model for the same.

Co mpos ition oI Parents -Teachers A ssocia tio n (PTA)

a. There may be only one PTA in every school.

b. The PTA may be formed within one month ol the beginning of the academic session and
may be sensitized,/ oriented on NCPCR's Manual on Safety and Security of Children in
Schools.

c. Fifty per cent of members of such Committee can be women

d. PTA may consist of two parent representatives from each stage (pre-primary,
elementary, secondary and senior secondary including parents of children with
disability) such that three-fourth of members of such Committee may be parents or
guardians.

e. Out of the 3/4th member parents, 25 percent of the total strength of parent members
could be reserved for parents or guardians ofchildren admitted under section 12 (1) (c)
ofthe RTE Act,2009
f. One teacher from each level of schooling i.e. pre-primary, elementary, secondary and
senior secondary may be nominated by the principal
g. One special invitee member with expertise in any school related fields that would impact
the overall school development;

h. One representative member ofthe School Management;

i. Adequate representation ofparents from disadvantaged categories may be ensured.

j. In case, the ward of parent member leaves the school in between the academic session,
another parent/guardian member from that class may be inducted into the PTA within
one-month;

k. The School Management may display/upload the names of PTA Member on their website
and on the notice board.

72
Terms of Reference:
a. The term of the PTA should be one academic year.
b. The School Management shoutd display/upload the names of PTA Members on their website
and on the notice board.

c. As per section 2 1 of RTE Act, 2009 a school, other than a school specified in sub-clause [iv) of

clause (nJ of section 2, shall constitute a School Management Committee consisting of the
elected representatives of the local authority, parents or guardians of children admitted in
such school and teacher.

73
 Annexure-lll

MAKING SCHOOLS SAFE AND SeCURE: COMPREHENSIvE CHECKLIST

Not
Needs Further
Sr.
t{o.
Criterion Satisfactory
Attention
taker up
vet l-^l Remark!

School Safety and Security Prog.am

I Does your School Safery and Security Program include:

Monitoring ofcertificates for safety and fitness
rl ofschoolbuilding
I

Natural or Man-made Disaster management

I b)
tl
I and Safety Drills
ZeroTolerance about weapons and illegal drugs
cl
in and around school ptefiises (For Adolescent)
Measures for Student Conduct - including
Attendance, Regularity, Punctuality, Respect,
dl Tolerance, Helping Attitude and also other
disruptive behaviors such as Bullying, Fightin&
Violence, etc.
Measures for Teacher Conduct - Attendance, I

el Regularity, Punctuality, Respectfu! and

I
I

dignified behaviour to all I I

Mechanism against harassment, sexual or

r)
verbal abuse, or discrimination ofany sorts. I

Reporting mechanisms in case of any instance

of harassmenL abuse or discrimination. I
3) (Are parents and students aware of these
policies?)
lssuing notification to authorities, parents,
h)
studeots and staffabout security related events

74
 Sr. Not
Cdterion IVeeds Further
l{o. Satisfactory taken llp NA Remarks
i
Attention
Yet
Measures for dealing with victim, perpetratoC
I
i) parents, other sta keho lde rs, police and media in I

case ofany untoward incident

Clear norms on Acceptable and Unacceptable
i) use ofthe internet in school premises
Norms on use of cell phones during school I
k)
hours I

Monitoring of building entrances, hallways and

l) classrooms before, during and after school I

hours
Emergenry Evacuation Plan, its display and
m)
regular drills on this.
Police verification for hiring of teachin& non-
n) teachin& contractual, voluntary and other I

staffs?
Performance reviews of employees in
o) compliance wth safety policies aod preventive
I
I actions
Are the School Principals/HM, Teachers and I I

p) Staff aware of standard Child Protection I

l Mechanisnrs
Has the School implemented the Cuidelines by
2. National Disaster Management [NDMA) on
School Safety and emergenry preparedness?
Does thp s.hool have a viable communication
3 system in place, e.9.. landline phone, safety and
fire alarm, etc.? I

Does your school have suggeshon

bores/question boxes/grievance boxes or any
4. other mechanism for studen6/parents to
I
inform or communicate about any safety
concerns of their children?

75
 Not
NeedsFurther Remfiks
Criterion Satisfactory takeE up NA
lIo. Attention
ret
Are Students / Teachers /Non-Teaching Staff
5. oriented to deal with common medical
emergencies?

16. Do you have lhe 'school safety Pledge

I
prominenrly displayed in your school campus?

B
I

Are the schools enkances, exits and doorways

I clearly marked (Signagel?
Are the school's entrances, exits and doorways
8 L

free ofobstruction?
Is there regular maintenance of the Entry-Exit
9.
log for parents/visitors atthe main gate?

10.
Is there a Security guard/Ccw/any other
mechanism of surveillance in school?
Are the electric wires and cables insulated with
proper earthing and beyond the reach of
t,, children?
I

Are exit signs marked on each floor (e.g.,

auditorium, laboratories, big classrooms,
libraries, etc.) to show pathways during
t,, emergency?
Are the lire extinguishers suitably placed in the
t3. school?
Are these fire extinguishers regularly checked
I4,
for expiry and functioning?
Are staffand students trained to the use of fire
lq
extinguisheas?
Does the school have a Medical/Sick Room witl I
16.
essential medicirles and first aid equipment?

76
 Sr.
No.
Criterioo Satisfactory
Needs Further
Attention
!lot
taken up
Yet
*l Remarks

Does the school have a designated parking

t1.
area? I

18.
Is the School building surrounded by a
boundary wallor le nce?
Are hazardous goods and substances
appropriately labeled, stored and kept away
from students' access?
Are all lighting fi.(tures securely mounted, and l
20.
in working condrtion?
Are the isolated rreas olthe School well-lit and
2t.
under frequent invigilarion?
Is sufncient and safe drinking water available
22. I

for the students?

Is regular cleaning and fogging of water tanks
23. I

and storage facilities being done?

l Are the water tank and septic tank well
24. I

covered and access blocked for children?

Are separate and functional toilets available for I
I
25.
boys and girls fForAdolescent)
Are separate and functronal toilets available for
26.
other staffmembers?
Does the school have a pre-primary class? lfso,
27
is it located on the ground floor?
Has the school implemented the NCPCR
za. guidelines for physical and infrastructural
safety for residential schools?
Is there any stagnant water anywhere on the
29. premises?

77
 I'Iot
S.. lleeds Further
CriterioD Satisfactory taken up NA Remarks
No. Attention
vet
I
c.
Does the school have access to qualified
30. Counsellor on call, as per requirement? [For
Adolescenc)
Are the students especially from primary
classes oriented on Personal Safety, e.g., the
I

Ir. I
difference between'Safe touch' and'Unsafe
to].lch' (For Childrenl I

Does the school have a Students Councit/ BaI

32. .tonsdd that deals with students' issues and I
I

concerns?
Are srudents oriented on life skills, exam
preparedness and coping skills to mdna8e [ear,
33
anger, peer-pressure, bullyin& elc.l (For
Adolescentl
Does the school have regular orientation
34. sessions with parents on commoo behavioural
issues of children and adolescents?
Are there opportunities lor parents apart from
PTMS to interact with teachers and other
35.
appropriate authorities and inform about any
safety concern?
The school addresses and does not tolerate
issues of bullying harassment and
36. discrimination/preiudice against students on
I basis of religion, caste, gender, language,
physique or disability or any other factor?
lvlisconduct and inappropriate social behavior
37 is strictly monitored andaddressed like stealing
/needless wrinng on the walls/ harming

78
 t

Not
Sr. Needs Further
Satisfactory takea up NA Remarks
No. Attention
another student physically or emotionally and
displaying any antisocirl behavior I

D
Does the Schoolhave a basic medicine box/nrst
38.
aid kir? I

Are the emergenry medical caae numbers

19. displayed in the school? I

Does tie School conduct reBular health check-

{0. ups and maintain comprehensive health cards
ofstudents?
Does the school orient the students on
important health issues such as nutritious
41.
alternatives to iunk food, importance of a
balanced diet, etc.? (For Adolescent)
Does the School maintain an updated contact I

42. list of parents/guardians for every student of

rhe school?
Are self-defense paogrammes conducted forthe
43.
srudents?
+4-
Are School Safety posters displayed at
I
prominent places in the school? I I

Is the school taking necessary steps for staff

45.
health and wellness promotion? I

Does your school have a tie up for necessary

46.
refeffals in case ofcommon medical
emergenries lo nearby hosprtrls/nursinB
homes?
E

79
 Sr. NeedsFurthe. I -Not uo
No.
Criteriotr Satisfactory
Attenuotr I| tal(en
,.. '
NA Remarks

Does the School keep a fitness certificate of all I I I

l +7. 1
vehicles used to transportchildren to and from
the school?
Do the vehicles used to transport children
rB. prominendy display the school's name, address
and telephone numbers?
Is there a staff membe. to make safe
+9_ arrangements ior boardin& de-boarding and
accompanyinq children from these vehicles?
Are the driving licenses of all drivers verined
50. before they are allowed to operate vehicles
transporting students?
Is there a female attendant or teachea on board I
51.
in all school buses?
52.
Are the students oriented about nrles of
conduct on and around school vehicles?
Has the school marked designated boaadin& de-
53. I
boarding stops?
Are parents/guardians informed about the
54. nearby boarding and de-boarding bus stops?

Are first aid boxes with adequate, updated,

55.
necessary medicines placed in school buses?
Are these medicines periodically checked for
expiry?
Is the safe physical distancing and health norm
56. I
maintained in taa nsport veh icles? I

F
ICWSNI I

Does the School provide barrier free access for

57. CWSN, e.9., Ramps, Hand Rails, warning blocks
for steps, etc.?

BO
 Not
Sr. Needs Further
C.iterion Satisfactory takeo up NA Remarks
No. Attention
Does the School have CWSN friendly toilets e.9.,
58. grab bars, outward or two way opening door,
maneuvering space for the wheel chai., etc.?
Does the school have a sensitization program
59. for students and teachers so as to accommodate I

and harmonize with CWSN?

Are the School authorities aware that Schools

can now report incidents ofcyber bullying and
60.
abuse through POCSo e-box or email or
I

I
tele Dhooe? ( Fo r Ad o le t ce n t)
Are students and parents oriented on reporting
to the cyber-crime depaatmentofthe concerned I
6t,
state in case of any incident of cyber bullying I

and abuse?
Is access to computer rooms and use of I

62. electronic and technological devices in the

school supervised by te ache. s? lFo r A do I esce n t)
H
Have $e school staff and Teachers been
sensitized on Child Protection Policy and Child
63.
related leglslations such as PoCSo,lJAct, Cyber
safety Act, Anti-Narcotics Act etc.?
Has any teacher in the School undertaken any
64. professional course on skills in guidance and
counselling?
Have the School Staff been oriented to be

65.
watchful towards irregularities in the
surroundings [e.g. suspicious vehicles,
containers, broken air vents, etc.), etc.

81
 Not
Sr. t{eeds Further
Criterion Satisfactory Attention
taken up NA Remarks
No.
yet
lt
66
Has thc School conducted an, oricntation on
ways to integratc Jatil,. s€curiq and \lclt-
bcin in the clNsft)om d

82
 Annexure-lV

Constitution of School Safety Committee ISSC)

The suggested constitution of the Committee is as flollows:

1. Chairperson: Head of institution (Principal or the Headmaster) as s/he is the key nodal
person.

2. Student Safety Officer [SSO) or Child Protection Officer (CPO): The Head shall be assisted
by a SSO/CPO, who may be nominated from amongst the teaching or non-teaching staff of
the school- The CPO should not be a contract employee or a part-time employee. The CPO
must be a permanent employee, if possible with at least 5 years' service in the School and
preferably, with a background in child psychology and counselling or experience of
working with children and familiar with child protection concerns and procedures.
3- Faculty representatives: 2 or more representatives from the teaching or non-teaching staff,
of which at least one should be woman. This could also be broken down as follows

a. One management representative.

b. One faculty representative each from primary, middle and senior school.

4. Parent representatives: 2 parents including where applicable one parent who is also a
parent representative of the School Management Committee (SMC) or a Parent Teachers
Association (PTA). The parental membership must be rotational with their term not
exceeding 01years.
5. Student representatives: 2 from senior students, preferably where possible one girl and one
boy.

6. Alumni representatives (optional): 1-2 representatives from active alumni members who
have passion for school development and could devote time

Functions:
1. The SSC is to hold quarterly meetings, and minutes ofthe meeting are to be maintained and
made available for the records.

2. SSC must undertake a Safety Walk' of the entire school premises once every quarter, in
order to ensure compliance of standard safety measures. In addition to the students, all
members of the School Safety Committee must be present during every safety walk, as far
as possible.

3. Feedback/complaint boxes on safety measures must be maintained at one-two prominent

locations in all schools and the same be opened during the school safety walk and action
must be taken on queries/complaints/suggestions within 1.5 days of opening of the
suggestion boxes.

B3
 Annexure-V

INTEGRATING LEARNING ABOUT SAFrTY IN SCHOOL EDUCATION

Grade appropriate Learning about Safety of Schools: Checklist

ln view of inculcating sensitivity towards safety of oneself and others, schools need to
organize relevant activities and on regular basis.

Teachers may design variety of activities in this regard e.g., School Safety Puzzle, School
Safety Quiz, School Safety Role Play, School Safety Snake-Ladder Board Game, School Safety
Puppet Show, Learning about School Safety, etc.
These activities may be conducted as a group or individual activity. Learning about School
Safety also needs to be conducted on a regular basis, preferably once in six months using
following two approaches:
/ The Learning about School Safety Team of the School comprising students and
teachers conduct a survey with students across the classes using tools developed by
them.
/ Learning about School Safety as teaching-learning activity with in-built assessment
by all the class students.

Following is a suggestive approach to integrating Learning about School Safety in the

education of children:

A. Safety tnspection of the School by a team comprising Students and Teachers

Interview for Students

The team can make arrangements to have a small group of students ffour to eight) who represent a
cross-section of the middle through secondary grades fin so far as possible 6 to 12) meet with the
team at a time that is least disruptive to the instructional schedule. The responses need to be
anonymized for protecting the interest of all students. Schedule approximately 15 minutes-no
longer than 30 minutes-to conduct the following interview with students:

a Are there any places in this building or any times of the day when you feel unsafe? If so,
explain.

B4
 b. This school year, have you or your fellow students physically harmed, threatened or bullied
at school? If so, what was the extent of injuries? What was the school's response to the
situation?
c. lfyou knew that there was the potential for danger or harm being done to yourselfor others
at this school would you tell some adult about this? [fso, to whom would you go? If not, why
not?
d. Do the teachers and principals in this school encourage students to report incidents of
harassment, bullying; threats, etc.? Is there a process in place for doing so?
e. Are you aware of any gang activity at this school? If so, do you believe this presents any
danger to yourselfor to others at this school? Why or why not?
f. Do students who get into fights get help in learning how to resolve conflicts without fighting?
g. Are there programs in this school to help students whose grades are falling?
h. Have students been encouraged to establish clubs and actisities with a safety focus?
i. Haye students had any training in personal safety and how to avoid becoming victims of
violence?
j. Is there a safety or security issue that, in your opinion, is not being adequately addressed to

eliminate the problem? What would you suggest to address the issue?

B. Rating Scale for Preparatory and Middle Stage Students

This may be a group/class survey activity. Children may be asked to give their views on the Rating
Scale. These Rating Scales need to be developed involving students as per the context and location of
the school. An exemplar rating scale is given below:

At this school: Always Sometime Never Don't

Know
We take good care of the play grounds

We keep the building and toilets clean.

My classroom looks nice.

Students help make decisions

Students can be in many different groups

and activities.
Teachers here are nice people.
My teachers respect me.
T----T----

85
 Teachers let me know when I'm doing a
good job.

I have good relationships with my teachers.

Students respect the teachers. I
l

l'm comfortable talking to a teacher about

my problems.
I feel very safe
I feel safe on the way to school and on the

way home- I

When students have an emergency, they

know whom to approach I

You can trust most people. I

Adults care about students.

Even people who are different are

respected.

Filled up lnspection Forms may be collected by the School Team and they can analyse the data and
make a report to be submitted to school authorities for taking necessary steps.

C. Safety as Teaching-learning Activity in Foundational Years

Learning about School Safety needs to be conducted for all the students at the four school stages, i.e.,

Foundational, Preparatory, Middle and Secondary. The levels may be decided accordingly, e.g., for
Foundational Stage Children, it may be in the form ofanswering following questions: -

a. When and why the child or his/her friends feel angry?

b. When and why the chitd or his/her friends feel sad?
c. Does the child feel happy and relaxed in the school?
d. What thing does the child not like about tle school?

D. Safety Inspection as Teaching-learning Activity/ Group Activity in a Classroom for

older children

B6
Children at all the stages need to be motivated to develop their own questions regarding the
inspection- This may be conducted as a group activity in a classroom. Details of conducting this
activity are given below;

Group Work I n order to do this activity with children of specific class, the teacher may divide them
into groups with equal/proportionate number ofchildren and assign the following task:

Group I. To nnd out about safery ofschool infrastructure

Group ll, To explore points related to safe interpersonal interactions in and outside the school.

Group lll. To find out points related to emotional safety and security

Group lV. To find out points related to cyber safety

Likewise, if more groups are there, tasks may be repeated or teachers may assign smaller
tasks to each of the groups

Observe and record: The teacher may ask each group to divide the task amongst the group members
for framing questions, take observations and record them. She may help children in the process. Some
ofthe exemplar questions developed areas under:

Infrastructure related Safety

a. Does your School building have a boundary wall or fence?

b. Does your school provide sufficient and safe drinking water available for the students?
c. Are ceiling fans fixed properly and in working condition?
d. Number ofdoors/ windows/ventilators in the classroom
e. Are the school's entrances, exits and doorways clearly marked (Signage)?
f. Does your school have an Emergency Evacuation Plan on display and are regular drills
conducted on this for staffand students?
g. Does your school have a viable communication system in place in the school, e.g., landline
phone, safety and fire alarm, etc.?

h. Does your school have suitably placed fire extinguishers in the school?

Socio-emotional Safety

a. Have you noticed any child in your class who often gets angry?

b. When you are feeling down, do you share our feelings with others?

87
 c. Does your teacher encourage studen6 to talk about their feelings?
d. Does your school provide access to a counsellor?
e. Are students oriented on importance of personal safety' e'g ' difference between 'good
touch' and 'bad touch'?
f. Does your school have a student council/Bal Sansad that deals with students' issues and
concerns?

Health and Physical SafetY

a. Do you have access to a basic medicine box/first aid kit in the school?
b. Are regular health check-ups conducted in the school?
c. Do you have access to a nurse/doctor in times ofmedical crisis?
d. Does your school maintain comprehensive health cards flor every student?
e. Does your School have a Suggestion/ Complaint Box in place?
f. Do you have a School Safety Pledge in the school?
Cyber Security

a. Do you have lnternet facility in the School?

b. Are mobile phones allowed in the Classroom?
c- Is the access to computer rooms and use ofelectronic and technological devices in the school
supervised by teachers?

Disaster response

a. Does your school have a disaster management plan?

b. Have you seen and understood the disaster management plan for your classroom and school?

c. Does your school have mock drills for disaster response?

d. Have you participated in the dritls and understood your responsibilities?

Think, Rellect and Act

Teachers may also provide opportunities to think and reflecL Create opportunities for cross-age
mentoring: Younger students are receptive to both the attention and leadership of older students,
and likewise, the older students benefit from the added responsibility of modeling appropriate
behaviors. Some questions in this regard are:

a. How to make the school more safe and secure.

88
 b' consider ways to redirect
negative behaviors toward positive
leadership opportunities;
respect diversity; devel
c. Exprore ways to r",r'tT :::T,:I1il;::u,::,'*..,pport sroups, erc
"'" 5r rc v drrces/ contllcts reach the authorities for
appropriate action. timely and

Assessment

The teacher may help children

rhe report berore whore
which roilowed discussions *,J:,.l;:::;,:1'ff::ffi::nred crass.

using rubrics that a reacher three-poinr scare

mav design herserfor invo,"" ""
.n,,0..1, ,l"rl,i:tr:
Level I
F raming Questions
Level III
F rames questions F rames new questions F rames questions
with the help ofpeers on her/his own and independently
finalizes with the help
of teacher and peers
Data Collection Asks questions and Ask questions with Probes deeply and
uses few probes many probes even modifies or
frames new questions
on the spot
Data Recording Recording the Systematically records Systematically records
responses is not the collected and presents the
organised information information
Drawing conclusion Makes some sense of Draws appropriate Makes meaning and
the information meaning explains logically
Reporting Prepares report but Prepares report and Prepares
unsure while presents with comprehensively
presenting confidence articulated report and
explains logically with
confidence
Working Together Difficulty in working Works patiently in Works patiently in
with others groups groups and also helps
sometimes others

B9
 teacher/adult'
chitd needs a lot of support from
activity or outcome(s)
Level I- For a given and support
with proper feedback
or outcome[s) child is able to perform
activity
Level Ir- For a given
occasional support
child works independently with
given activity or outcome[s)
Level Ul' For a

90
 Annexure-VI
SCHOOL SAFETYPI,EDGE

we' the teachers' parents and students

or (Name of schoor) predge to
ensure that our Schoor is a
SAFE, SECURE and HAppy place for all.

We pledge to support the Head

of the School who shall_

1) Leave the school building at the

end of the school day onry after
ensuring that no chird is ,eft
behind inside or outside the school premises.
2) Ensure that students, teachers
and staff stay back in schoor for
various activities onry with
his/her permission.
3) Meet and interact with all students and teachers
regularly and at least once a week
4) Ensure that teachers are sensitive to the needs
and concerns ofstudents, especially
those in
the primary classes.
sl Create a healthy, clean and non-threatening
environment and curb bullying-
6) Carry out evacuation drills regularly.
7) Maintain a Suggesrion/pocso
Box and check the comments shared
by students regurarlv
lmportant telephone numbers: -

National Emergency Response: - 112

State/UT Disaster Helpline Number:

CHILDLINE: - 1098

State Counselling Helpline: -

Hospital: -

Fire: -

Block Education Officer: -

District Collector: -

Name of Head ofSchool: -

91