Hover to see how factors connect to Safety. Then click connected factors to explore strategies related to multiple factors.
Safety is being and feeling physically and psychologically secure at home, at school, and within our neighborhood and larger community. Students who feel safe are better able to focus on learning and therefore learn math more quickly. Students who feel less safe tend to miss school and participate less often in class activities, missing out on learning opportunities.
There are four key types of safety that affect a student's learning:
Bullying
Even under teacher supervision, bullying, primarily verbal aggression and exclusion behaviors, is common in classrooms. Bullying is unfortunately also common in the broader community outside of school. Students who are bullied in person or online experience higher rates of depression and anxiety and have lower levels of academic achievement. Perpetrators of bullying also experience higher levels of depression and suicidal thoughts.
Home Safety
Safety at home is critical to students' development because students who live in unsafe homes can suffer from chronic stress. Students can feel unsafe at home for many reasons, such as:
The traumatic effects of living in an unsafe home can in turn make it difficult for students to reach their full potential at school.
Neighborhood Safety
Students who live in safe neighborhoods have better academic outcomes, including learning math, than students who witness violence in their communities. Exposure to violence and crime in the community is linked to many negative outcomes because students who live in unsafe neighborhoods experience chronic stress that has implications for their mental health, an aspect of Emotion.
School Safety
The reduction of bullying and school violence are two main goals of school Safety. Because of the many repercussions of bullying, all states have implemented legislation to combat bullying in school and cyberbullying that moves into the school space.
The prevalence of school shootings in recent years is also an important concern. Students who survive these traumatic events are at risk for experiencing serious psychological issues such as post-traumatic stress disorder. Yet, despite the increase in the number of victims of school shootings, overall crime rates in U.S. schools have declined in recent years due to increased security measures. More research on the impact of school security measures, such as active shooter drills, is however critical across different age groups. Early findings for older students suggest that, while active shooter drills enhance student preparedness, they also bring more attention to the threat from potential shooters, which can increase anxiety.
Teachers support language development by using and providing vocabulary and syntax that is appropriately leveled (e.g.
Content that is provided in clear, short chunks can support students' Working Memory.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Building with blocks is ideal for promoting early geometric and Spatial Skills.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Continual use of foundational skills with different problems reinforces a conceptual understanding of math skills.
10 minutes in each math session devoted to building fluent retrieval of basic math facts sets the foundation for learning new concepts.
Daily review strengthens previous learning and can lead to fluent recall.
Knowing the language of math is critical because students must use this language to understand math concepts and determine calculations needed.
In explicit number naming, the structure of the number name labels the number in Place Value order and clearly states the quantity.
Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.
Teaching students to recognize common problem structures helps them transfer solution methods from familiar to unfamiliar problems.
Discussing strategies for solving mathematics problems after initially letting students attempt to problem solve on their own helps them understand how to organize their mathematical thinking and intentionally tackle problems.
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Dot cards build number sense and promote early math skills, particularly Spatial Skills and Non-symbolic Number knowledge.
Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.
When students explain their thinking process aloud with guidance in response to questions or prompts, they recognize the strategies they use and solidify their understanding.
Students are more likely to come to school when families feel like a valued part of the community.
Free choice supports learner interests and promotes the development of more complex social interactions.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Teaching students through guided play encourages them to take an active role in their learning and supports the development of a broad array of cognitive skills.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Imagining allows students to step back from a problem or task and think about it from multiple angles.
Practicing until achieving several error-free attempts is critical for retention.
Having space where students can go supports Self-regulation and individual deliberate practice.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
Math games use numbers and Spatial Skills, allowing students to practice many math skills in a fun, applied context.
Rhyming, alliteration, and other sound devices reinforce math skills development by activating the mental processes that promote memory.
When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Creating patterns for remembering classroom processes, narrative structures, etc.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their math work.
Multiple display spaces help develop oral language skills as well as Social Awareness & Relationship Skills by allowing groups to share information easily as they work.
Visualizing how ideas fit together helps students construct meaning and strengthen recall.
Providing physical representations of numbers and math concepts helps activate mental processes.
Easy access to seeing the relationships between numbers promotes number sense as students see these connections repeatedly.
Visual representations help students understand what a number represents as well as recognize relationships between numbers.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.
A parent evening meeting about how to support numeracy at home with one follow-up meeting with each family has shown strong results for students' math development.
Research shows physical activity improves focus and creativity.
When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Decreasing extra audio input provides a focused learning environment.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
Multicultural resources, such as posters with different types of people and word problems based in different settings, allow all students to see themselves in their math work.
Incorporating multiple senses with strategies like chewing gum, using a vibrating pen, and sitting on a ball chair supports focus and Attention.
Providing ways for students to adjust sound level supports individual auditory needs.
Using earplugs or headphones can increase focus and comfort.
Providing students a voice in their learning is critical for making learning meaningful.
Providing ways for students to meet their individual temperature needs supports focus and Self-regulation.
Transforming written text into audio activates different parts of the brain to support learning.
Students develop their skills by listening to and speaking with others in informal ways.
Timers help students learn to self-pace and transition.
Tossing a ball, beanbag, or other small object activates physical focus in support of mental focus.
Spaces that are structured, organized, and clean provide increased room for collaboration and active learning.
Having students verbally repeat information such as instructions ensures they have heard and supports remembering.
Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.
Visual supports, like text magnification, colored overlays, and guided reading strip, help students focus and properly track as they read.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
A word wall helps build the mathematical vocabulary and Language Skills that are necessary for problem solving.
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