WHAT ARE THE RISK ZONES IN THE SCHOOL? - ECONOMÍA - 2025

The risk zones in the school are those zones of the schools that imply physical danger (in stairs, canteens, parks, among other spaces) and emotional danger (for example, in the bathrooms or in the recreation areas). Understanding the school function and dynamics is basic to understanding each risk in school.

To think of this as the place where children and young people have the opportunity to develop intellectually, emotionally, socially and even physically, is to know that this carries risks since development implies leaving the known area, in literal and figurative terms.

Risk zones at school can pose physical and emotional dangers. Source: pixabay.com

According to Uriarte Arciniega, educational researcher, the school should serve so that people prepare themselves from childhood to be adults, with the ability to integrate and participate in society actively and with sufficient competencies to face effectively and resiliently the difficulties that may arise in different areas.

Despite constant supervision by teachers and other caring and / or significant adults, in the dynamics of the school it is expected that children begin to develop autonomy from a very young age, which already has its first trials since the parents They leave them until they come back for them at the end of the day.

The school must be conceived as the place where the child can function more and more freely, learning how to behave in each space and with each person. Thus, the behavior that is expected with their peers, with adults, with their teachers, with the institution's personnel and with others who live in it, should be different.

Although the school stage is characterized by fun, pleasant and happy moments, not all facets of growth and development have only the positive side. Like every effort and life rehearsal, there are risks and situations that are not so protected that occur during the school stage and that must be taken into account.

When thinking about risks, two broad categories can be established. According to the area of ​​development they impact, they are classified as physical risk and emotional-social risk.

The 6 most important risk zones in school

Physical risk in park areas, stairs and others

Various studies indicate that in preschool age and the first years of primary school, the risks of mechanical accidents have an occurrence rate of approximately 90%; of these, 60% are generated by falls.

Park areas, stairways and mid-height walls, among other spaces, are at high risk for children because these falls can limit normal growth and cause serious physical damage.

Accidents have become a public health problem. It is important to be clear that they should be treated as diseases are treated because they have factors that cause them, the consequences are known, they have treatments and they can be prevented.

Physical risk in the sports area

As children get older, the risk of accidents increases in areas that are supposed to be supervised.

In this context, it is valid to consider that the risk margin in sports training is natural. Falls and injuries due to improper movements are the most frequent; the risk comes along with the learning process of sports disciplines.

Physical risk in school canteens

Although it may not seem like it, an important nutritional risk factor can be found in school canteens because many do not comply with the regulations established in most countries regarding nutritional standards.

Keeping this situation under control depends on the regulation made by the institution itself and the community of parents and representatives, who have a fundamental role in controlling these processes.

It is well known that nowadays metabolism and eating disorders in general have increased considerably, so ensuring that children eat well goes hand in hand with seeking their proper comprehensive development. Obesity and food allergies are what concerns most of the current school population.

Eating habits must be carefully supervised, so nutritional regulations and recommendations should not be overlooked.

The objective is to promote the ideal consumption of sugars and fats, and the development of nutritious and really elaborate menus with an emphasis on the foods used being specifically chosen, to prevent inappropriate consumption of these by someone.

Emotional-social risk in playgrounds

Bullying or bullying is one of the biggest problems and risks for the integrity of the person. It is one of the most powerful generators of psychological, emotional and social difficulties. That is why campaigns to prevent it are becoming more and more frequent.

In this sense, it has been proven that play areas and playgrounds are highly frequent as a setting for the appearance of bullying, since they are the natural moments for peer aggression to occur.

However, this is also more frequent when it coincides with the teachers' break or when they use their cell phones instead of watching the children.

Emotional-social risk in the bathroom area

The bathroom area, although it can be highly crowded at certain times, is also the preferred area for those who act as bullies or intimidators at school because they are places where there is usually little direct supervision, as it is naturally a privacy area.

That is why institutions must be more and more careful and face their own problems, in order to generate forms and strategies of support and prevention that are effective.

Emotional-social risk in social networks

Aggressors or those who act as victimizers also tend to prefer those areas where it is not possible to supervise, accompany and establish a strategy to help the victim so easily.

That is why the most private area par excellence and in which regulations are less effective corresponds to social networks, which can be considered a continuation of the dynamics established in the school.

They are considered in this way because it is often observed that when bullying is established during the school day, it spreads to the networks in a natural and easy way. In this context, its reduction or disappearance also becomes more difficult.

References

1. Oliveros, I A. and Barrientos, "Risk factors for severe school violence (bullying) in private schools in three areas of the highlands of Peru." (2009) in Annals of the Faculty of Medicine. Retrieved in June 2019 from Scielo Peru: scielo.org.pe
2. Uriarte, Arciniega. "Building resilience at school" (2006) in Revista de Psicodidactica. Retrieved in June 2019 from Teaching and Research Digital Archive: ehu.es
3. Blanco et al "Risk factors for accidents in children who consulted the Medellín Children's Polyclinic December 1, 1998-March 6, 1999" (2001) in the Universidad de Antioquia Medical Journal. Recovered in June 2019 from Iatreia: udea.edu.co
4. McNamee, Mercurio, M. “School-wide intervention in the childhood bullying triangle” (2008) in Journal of Childhood Education. Recovered in June 2019 from Taylor & Francis: tandfonline.com
5. Austin, Reynolds, G. and Barnes, S. “School leadership and counselors working together to address bullying” (2012) in Education magazine. Retrieved in June 2019 from Ingenta Connect: ingentaconnect.com
6. Torres Márquez, M. and Fonseca, C. "Accidents in childhood: a current problem in pediatrics" (2010) in Medisan Magazine. Retrieved in June 2019 from Scielo: scielo.sld.cu