Many research-based safety strategies and school violence prevention measures are available for schools to implement; however, little is known about which strategies are important to students. The current study was designed to explore students' perceptions of the importance of specified safety strategies. A new quantitative measure (Indicators of Preferences for School Safety [IPSS]) was developed using successful safety strategies and best practices identified in the current literature. A principal components analysis of 184 student reports revealed that four factors emerged from the IPSS survey: Rule Enforcement, Education, Control and Surveillance, and Counseling. Additionally, grade level differences were found in students' perceptions of these four categories, but gender differences were not evident.

The two main aims of the research were to (a) examine any differences in perceptions of school climate and safety practices between students and teachers and (b) investigate whether school climate and major safety variables predict the perceived importance of safety strategies. Using 184 student reports and 32 teacher reports, results revealed teachers’ perceptions of the connection/climate items were significantly higher than students’ perceptions. Students’ feelings of school climate and violence were associated with ratings on the importance of safety strategies, such that higher ratings on the connection/climate and incivility and disruption scales significantly predicted the perceived importance of rule enforcement strategies.

Family and consumer sciences (FCS) teachers are frequently changing programs to meet the needs of society and their local communities. Preparation for FCS teachers undergoes the same evolution. Teaching standards in family and consumer sciences prepare teachers for the challenges of the classroom. The need to respond to a changing environment prompted teacher educators to review and update the National Standards for Teachers of Family and Consumer Sciences. Standards and competencies were reviewed in teams of stakeholders with justified responses. Changes reflect two new standards, Wellness and Laboratory Management, alignment with Family, Career, and Community Leaders of America (FCCLA), InTASC standards, edTPA assessments, 21st Century Skills, and career and technical education frameworks. Anticipated uses of the Standards cover a range of possibilities from program development and assessment to informing professional development plans.