How effective is digital training for whole school safeguarding planning?
In this article, Dr Bryn James discusses three of the most important considerations when it comes to planning whole school safeguarding training using digital professional development tools in Chinese international schools.
Considering the importance of safeguarding plans in any school setting, the need for one in an international school in China increases exponentially due to the diversity of cultures and training backgrounds among the faculty, particularly as a result of the COVID recruitment changes. Safeguarding plans for international schools in any location should account for a variety of specific considerations and management goals.
While there is no single overview of the most important factors to consider when creating a whole school safeguarding plan in an international setting, there are three key elements that should be addressed in order to provide an effective, comprehensive plan. These include (1) leveraging digital professional development tools to educate faculty, staff, and students, (2) utilising effective communication strategies between school members, and (3) structuring the plan’s implementation timeline.
1. Leveraging digital professional development tools
For an international school in China, one of the most important steps to developing and maintaining a comprehensive safeguarding plan is to leverage digital professional development tools to educate faculty, staff, and students. The use of professional development training tools is an effective means of ensuring that all parties understand the importance of safeguarding as well as their respective roles in keeping the learning environment safe and secure. Digital resources can include webinars, tutorials, or video lectures, as well as direct contact with experienced professionals or virtual support networks.
By proactively utilising digital training, school members can be engaged and remain informed about any updated or revised policies or procedures related to safeguarding through scalable, sustainable systems. Additionally, it can enable teachers and staff to develop the skills and understanding needed to identify and manage any instances of bullying, abuse, or other safety concerns that arise.
2. What are the most important factors to consider in terms of effectively communicating a whole school safeguarding plan for an international school in China using digital professional development training tools?
Effectively communicating a whole school safeguarding plan for an international school in China using digital professional development training tools requires careful consideration. It is essential to have a thorough understanding of the needs and culture of the school and its community. Consideration should be given to the language and message used, in addition to customisation for different stakeholders. Understanding the demographics of school staff is often a vital first step towards building a shared culture and language around safeguarding.
The digital tools used for training should be appropriate for the school's context and selected in accordance with the specific needs of stakeholders. It is also important to make sure that the procedures and information presented are clear. Interactive exercises such as quizzes and surveys can help to keep participants engaged, and build in the accountability required from a legal and ethical perspective.
The use of multimedia such as videos and podcasts should be considered, as well as potential collaboration with external partners in order to create a comprehensive training plan. Researching existing anti-bullying/cyber-safety campaigns in the Chinese community is recommended, in order to ensure that any materials used are culturally sensitive. In China, regional localisation of training materials is key to ensure that communication is understood: this may mean bilingual training in English and Chinese, as well as avoidance of particular topics.
The safeguarding plan should be clearly communicated to students and parents, and there should be follow-up activities in order to reinforce the message. At a minimum, a Safeguarding Lead in the Senior Leadership Team should periodically review the plan to ensure it remains effective. Utilizing digital training tools that are specific to China can help to maximise the impact and reach of the plan. This is especially true to often overlooked groups such as local site staff.
3. What are the most important factors to consider when effectively timing and scheduling a whole year teacher training safeguarding plan for an international school using digital professional development training tools?
In order to develop an effective timing and scheduling plan for a year-long teacher training program using digital tools, a few key factors should be considered. Providing adequate training time is the most important factor. Since digital tools are used, it is also necessary to determine how much time to allocate to training completion, and whether this will be completed at staff discretion, for example as summer training. Furthermore, it is wise to divide the training into manageable chunks based on the expertise and experience of the teaching staff. This can help to make sure that the plan is achievable. The pacing of the program should also be guided by existing school schedules, and ideally integrated into a whole year Professional Development plan.
In terms of scheduling, schools may want to balance in-person developmental workshops with online digital training. This can help to create a comprehensive training plan and ensure teachers have a thorough understanding of the material based on post-digital training discussion with peers. For example, setting digital safeguarding training over the summer holidays, to be followed up by a short in-person session during on-site training before school starts creates accountability. Furthermore, scheduling regular follow-up sessions over the school year can make sure that the teachers are fully engaged and any issues that stem from the process can be addressed swiftly, particularly in Year One of implementation. The final recommendation is to include short online surveys to measure the effectiveness of the training and ensure that the necessary knowledge has been acquired.
Dr Bryn James has worked in the BASIS China International Schools network for six years, taking leadership roles in two school foundings, and currently serving as Head of High School at BASIS International School Hangzhou.
We are grateful to Bryn for sharing his expertise with us. If you are interested in connecting with Bryn, please visit his LinkedIn profile.
