Safer Schools Together

A safer school (SST) has proved that the whole North American school has helped students minimize and manage student violence through reliable vocational training. We are the first company to provide mandatory local violence threat assessment and bullying training to Canadian schools and communities.

We support all the students who are acting to make the school safer. As a student, we can create a school culture, learn together and prosper together. This is not just a policy. We can not say verbally to determine the policies and circumstances that these tragedies can have in our schools. We listen to the stories of others, influence policy makers, and eventually create a safer school for the students, ensuring excessive isolation, the role of individuals and communities You can do it and you will start from now. Now is the time to make students take the initiative in deciding our action policy on the political arena.

A safer school (SST) has proved that the whole North American school has helped students minimize and manage student violence through reliable vocational training. We are the first company to provide mandatory local violence threat assessment and bullying training to Canadian schools and communities.

Small schools are safer. Rich and poor people in cities, suburbs, rural areas and nationwide are safer places for our children. Early studies of small schools show dramatic differences in safety, violence and vandalism. The National Education Statistics Center reported that while more than 750 students decreased accordingly, teachers and faculty and weapons major and other forms of violence decreased significantly at 350 school or less. Smaller schools reported less battle and no serious violence (US Department of Education, 1996-97). Through years of research, we have found one thing in common. Smaller schools have always been associated with a stronger and safer school community (Franklin & Crone, 1992; Oxley, 2004; Oxley, 2007; Nguyen, 2004; US Department of Education, 1996). -97; Zane, 1994)