Matsubara Municipal Chuo Elementary School

International Safe School

Application Report

Sept. 20, 2017

Index
Chapter 1

Overview of Chuo Elementary School ............................................... 2

1. School name, School emblem, Educational goals ..................................................................................... 2
2. Number of students ................................................................................................................................... 2
3. Timetable ................................................................................................................................................... 3
4. Environment surrounding Chuo Elementary School .................................................................................. 3

Chapter 2 Background of International Safe School Programs .............................. 4
1. Background of program ............................................................................................................................. 4
2. Past programs ........................................................................................................................................... 5

Chapter 3 Situation of Physical and Emotional Injuries .......................................... 6
1. Injuries inside the school ........................................................................................................................... 6
2. Injuries outside of the school ................................................................................................................... 20[Summary of Priority Problems] ................................................................................................................... 21

Chapter 4 Programs Based on Eight Indicators ................................................... 22
Indicator 1 An operational infrastructure to work on safety improvement based on collaboration is developed. ........... 22
Indicator 2 Program policies have been determined based on those of the Safe Communities, and conform to the overall directions of
the municipality and the Board of Education.............................................................................................................. 24
Indicator 3 There are long-term and sustainable school programs covering both genders, all ages,
environments and situations ........................................................................................................................ 25
Indicator 4 There are programs that target high-risk groups and environments .......................................... 34
Indicator 5 All programs are conducted based on available and usable evidences ..................................... 38
Indicator 6 There are programs that document the frequency and causes of injuries.................................. 44
Indicator 7 There are measures to assess and evaluate the programs, processes, and effects of change . 46
Indicator 8

Continuous participation in national and international Safe Community networks................... 53

Chapter 5 Future Challenges and Goals .............................................................. 54

1

Chapter 1

Overview of Chuo Elementary School

1. School name, School emblem, Educational goals
Chuo Elementary School was established in 1973.
We are celebrating our 44th anniversary this year.

[School emblem]

Educational Targets

Foster school children who have a solid sense of human rights, who
are rooted in the community, and who can act independently to build
a society that respects human rights

2. Number of students
The total number of students has continued to drop each year since SY2013. Still, we have the fourthlargest number of schools among Matsubara City's fifteen Elementary schools. The school has 30
teachers, 30% of which are young teachers in their 20s.
[Table 1-1]

[Table 1-2]

School year

Number of
students

SY2013549 students

SY2014505 students

SY2015

Number of students in SY2017

Grade

No. of students

No. of classe

Grade 165 students

2 classes

Grade 273 students

2 classes

484 students

Grade 369 students

2 classes

SY2016467 students

Grade 469 students

2 classes

SY2017434 students

Grade 583 students

3 classes

Grade 675 students

2 classes

Special(24 students)

5 classes434

18 classes* In Japan, the new school year starts from April.

support class

Total

Total number of students
Number of teachers

students

434 students (as of April 10, 2017)30 teachers23. Timetable[Table 2]

Hour
Morning assembly

8:30 to 8:45

Period 1

8:45 to 9:30

Period 2

9:40 to 10:25

Period 3

10:45 to 11:30

Period 4

11:35 to 12:20

Lunch

12:20 to 13:05

Cleaning time

13:05 to 13:25

Noon recess

13:25 to 13:50

Period 5

13:50 to 14:35

Period 6

14:40 to 15:25

End of school assembly

15:25 to 15:40

4. Environment surrounding Chuo Elementary School(1) School district
The school district has a two-lane national route with heavy traffic to the west, and the Kintetsu MinamiOsaka Line private railway running from south to east. The school is located in the approximate center ofthe Matsubara City. There are many public facilities and large supermarkets in the area.
The school district and school routes are divided into five areas and color-coded, so that students can gohome in groups if there is a disaster. Since students living near each other become friends and commuteto and from school in groups, we can reduce the risk of the students encountering dangerous situations.
The community's sense of crime prevention and disaster prevention is high, and many people from thecommunity participate in the joint disaster drills held every year at the school. It is said that there is ahigh possibility that a large earthquake will hit Osaka soon. It is essential that the children can makejudgments and act on their own if a disaster hits.
Chuo Elementary School district
and school routes

Aerial map of Matsubara City

3

Chapter 2 Background of International Safe School Programs
1. Background of program
Matsubara City became the first designated Safe Community city in Osaka on November 16, 2013. We
were the eighth city in Japan, and the 323rd city in the world.
Safe Community is a policy in which the WHO Collaborating Centre on Community Safety Promotion
certifies "Communities" that are continuously involved in building a safe and secure city for all residents
regardless of age or disability. Under the principle "Injuries and accidents do not happen spontaneously,
and are preventable by identifying the cause", programs based on scientific data and cross-sector
cooperation of districts, city administration, police, homes, and schools, etc. are combined for continuous
actions to prevent accidents, crime, disasters, and suicide, etc.
The Matsubara City Safe Community Steering Committee has set six priority challenges and task forces.
The "Child Safety Task Force" has promoted various activities, including the prevention of injuries ofpreschools, prevention of child abuse, and prevention of injuries at Elementary schools.
With Matsubara City's international designation, three schools (Matsubara Daisan Jr. High School,
Nunose Elementary School, Chuo Elementary School) in Matsubara City's Municipal Daisan Jr. HighSchool District joined forces. On May 21, 2015 declared the start of activities for acquiring international
designation as an International Safe School (ISS), which is the school version of Safe Communities.
Designation is anticipated in November 2017.

Matsubara City's Municipal Daisan Jr. HighSchool District<Ceremony to declare launch of ISS Program>May 21, 2015

<Safe Community activity report meeting>42. Past programs[Table 3]
Joint

Chuo Elementary

SY2015

May 21

Declaration on start of ISS

Jun 11

Tour of ISS preliminary evaluation (Toshima City)

Jun 12

Jul 1

Tour of ISS onsite evaluation (Kameoka City)

Jun 12

Life-saving course

Sept. 1

International Safe School joint seminar

Oct. 7

Fire drills

Sept. 5Oct. 6 & 7

Drills for escaping from suspicious
peopleDeclaration of ISS Intentions (Matsubara
Municipal Cultural Hall)
Tour of ISS onsite evaluation (Atsugi City)
School tour (Toshima City)

Nov. 16 & 17

Tour of ISS onsite evaluation (Chichibu City)

Jan. 23

Saturday disaster prevention drills

Feb. 2

Participation in ISS Summit in Toshima

Jan. 18

Community evaluation drills

Crime Prevention Class for 5th gradersMar. 13

Matsubara City Comprehensive Disaster
Prevention Drills

Jun 10Tour of ISS preliminary evaluation (Toshima City)May 19Jul 1

1st ISS School District Students Meeting

May 31

Jul 18

Matsubara City Children's City Conference

Jun 1

Drills for escaping from suspicious people

Jun 2Life-saving course

Jun 18ISS Workshop

Aug. 26

SY2016

Oct. 7
Nov. 4
Nov. 11

Matsubara City Student Council/Student Assembly
exchange meeting
2nd ISS School District Students Meeting(Searching for hazards in the

Meeting(traveling)

school)4th ISS School District Students Meeting

research presentation meeting)

Jul 4

Crime Prevention Class for 6th graders

Jan. 21

Saturday disaster prevention drills

Jan. 24

Community evaluation drills

SY2015Jan. 17

ISS preliminary guidanceJan. 19

5th ISS School District Students MeetingJun 30

1st ISS School District Students Meeting

May 11

Jul 15

Matsubara City Children's City Assembly

May 19Aug. 25

2nd ISS School District Students MeetingJun 13

Nov. 13

by districts

3rd ISS School District Students(Matsubara Daisan Jr. High School District

Aug. 28

Assembly/Group commute home

Matsubara City Student Council/Student Assembly
exchange meeting
ISS Main evaluation

5

Assembly/Group commute homeby districts
Crime Prevention Class for 5th
graders
Drills for escaping from suspicious
peopleJun 13Life-saving course

Jun 17

Saturday disaster prevention drills

Chapter 3 Situation of Physical and Emotional Injuries
1. Injuries inside the school(1) Situation of injuries, including minor injuries
In SY2016, there were 1155 cases of injuries occurring inside the school. This translates to approx. 2.5
cases per student. Of these, 64 cases required treatment at a hospital.
[Fig. 1-1] Injuries that occurred inside the school (SY2013 to 2016)(people)
3000

11.0

2500

2158

(people/day)
12.0

Start of
ISS

2000
4.8
959

1500
1000

10.0
8.0

5.9
1155

4.8
935

6.0
4.0

0

No. of injuries
けがの件数
No. of injured per day
一日あたりのけがの人数

2.0

500

SY2013 2014年度
SY20142015年度
SY2015 2016年度
SY2016
2013年度

0.0(Source:（保健室来室データより）Data on cases dealt with at the school infirmary)[Fig. 1-1] shows the number of injuries that occurred in the school between SY2013 and SY2016. In
SY2013, there were 2158 cases. This dropped to 959 cases in SY2014. In SY2015, the year that the ISS
program was started, there were 935 cases, which were the same as the reduced value reached in
SY2014. However, this value increased to 1155 cases in SY2016. We will promote programs that aim tofurther reduce injuries including minor injuries.
[Fig. 1-2]Number of injures by month (SY2015 to 2016)(Source: Data on cases dealt with at the school infirmary)

Challenge 3 Injuries increase in months withmany school events(May, September, February)(people)

180
160
140
120
100
80
60
40
20
0

8.2

8.1

7.2
5.1 5.0 5.2

5.0

4.8
129
81

5.7

2.6
96 106 98

37 0.00

6.0 5.8 5.8

5.1

4.5 4.3 4.6

4.2

2.8
109

5.9

5.4

AverageNo. of cases per day
1日平均件数(people)No. of injuries
けがの件数

71

39

3.2
114

148

161

130

92

114 116
66

55

0.0
0

93

72

85

78

Apr ５月May ６月June７月July ８月
Aug ９月Sept
Oct Nov Dec １月
Jan ２月Feb ３月
March
Apr５月
May６月
June７月
July８月Aug ９月
Sept１０月１１月１２月
Oct Nov Dec１月
Jan２月
Feb３月
March
４月
１０月１１月１２月
４月
Start of
１年の始まりyearschool7/18～8/31
July
18 to Aug. 31
夏休み

Summer vacation

25 to Apr.7
12/25～1/7
3/25～4/7
Dec. 25 to Jan. 7 Mar.
冬休み
春休み
Springbreak
Winter break

SY2015

１年のStart of始まり yearschool7/21～8/31
July
21 to Aug. 31
夏休み

Summer vacation

12/23～1/9
Dec. 23 to Jan. 9
冬休み
Winter break

3/25～
Mar.
25 to
春休みbreakSpring

SY2016

We compared the number of injuries in SY2015 and SY2016. The graph shows that a high rate of
injuries around May when the students have gotten used to their new grade and class, and are startingto get active. The rate increases again in September and October when practice for Sports Day starts,and finally in February when the temperatures drop and bodies don't move as nimbly. In Japan, the newschool year starts from April.
6

9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0

[Fig. 1-3-(1)](Source: Data on cases dealt with at the school infirmary)

By grade, by gender (SY2016)

Feature 1. There are many injuries among Grade 1 students, and especially among female students.
(people)

288

274

300

238

250
200

174

154

164

150
120

114

Grade
１年1

Grade
２年2

50

女子
Female

112

45

70

52

76

26
44

73

Grade
３年3

Grade
４年 4

Grade
５年 5

Grade
６年 6

100
0

165

121

Male
男子

Looking at injuries by grade, we see that injuries among Grade 1 and Grade 2 students are high.
Injuries are especially high among female students.
[Fig. 1-3-(2)]Place where Grade 1 and Grade 2 female students were injured (SY2016)(Source: Data on cases dealt with at the school infirmary)(people)

138

105
２年 女

Grade 2 Female

0

１年 女

Grade 1 Female

Others6

Outsideschool15

1School route5

Swimming
pool

13

Entrance

Hallway

Specialclassroom

Classroom

Concrete

7

Gymnasium

3

21

Stairs14
Schoolyard

160
140
120
100
80
60
40
20
0

Looking at the place where Grade 1 and Grade 2 female students were injured, injuries sustained in theclassroom were highest, followed by injuries sustained on the schoolyard.
[Fig. 1-3-(3)]Time zone when Grade 1 and Grade 2 female students were injured (SY2016)(Source: Data on cases dealt with at the school infirmary)(people)
128

51

48

１年 女

Grade 1 Female

Cleaninghours

Schoollunch

Class hours
excluding
PE class

PE class

Recesshours

Morning
playtime

51
Outsideschool

26

19

２年 女

Grade 2 Female

43

After schoolhours

7
On the way
to/fromschool

160
140
120
100
80
60
40
20
0

Looking at the time zone in which Grade 1 and Grade 2 female students were injured, injuries sustained
during recess hours were very high.
7

[Fig. 1-3-(4)]Injuries during lunch hour by grade (SY2016)(Source: Data on cases dealt with at the school infirmary)(people)

29

30
25

女
Female

20
15
10

12

11

23

8

8

Grade 5

Grade 6

Male
男

4

5
0
Grade 1

[Fig. 1-3-5] Type of injury sustained

Grade 2

Grade 3

Grade 4

[Fig. 1-3-6] Cause of injury sustained

When looking at injuries sustainedby Grade 1 girls during lunch hour

during lunch hour by grade, we see（保健室来室データより）by Grade 1 girls during lunch hourthat injuries sustained by Grade 1
4 1
3

4
12

4

16

Pain

Contusion

Others(Data from School Infirmary)[Fig. 1-3-(7)]students are high.
11

Injuries sustained by Grade 1 female
students are particularly high. Injuries

TumbleCollision

Contact

Fight

Poor skills

Othersduring lunch hour could lead to serious
injuries such as burns. The students
may not be used to preparing lunch, or
may still have weak muscles.

(Data from School Infirmary)

Injuries sustained during commute to and from school by grade (SY2016)(Source: Data on cases dealt with at the school infirmary)(people)

10

5

5

6

5

4
1

0
Grade 1

Grade 2

Grade 3

Grade 40Grade 5

FemaleMale

Grade 6

When comparing injuries sustained during commute to and from school by grade, we see that injuries
sustained by students in Grades 1, 2, and 3 are high.

[Fig. 1-3-(8)](people)
50
40
30
20
10
0

Injuries sustained during cleaning hours by grade (SY2016)(Source: Data on cases dealt with at the school infirmary)

40
25

Grade 1

Grade 215

Grade 3

14

Grade 422
5Grade 5

FemaleMale

Grade 6

When comparing injuries sustained during cleaning hours by grade, we see that many injuries are
sustained by Grade 1 students. Injuries are especially high among female students.
8

[Fig. 1-4]

By place of occurrence (SY2016)(Source: Data on cases dealt with at the school infirmary)Characteristic 2 There are many injuries sustained in the schoolyard, gymnasium, and classroom(people)
400
350
300
250
200
150
100
50
0

353

352

150
77

50

11

30

38

13

57

17

7
Others

Outside school

その他

学校以外

School route

通学路

Concrete

コンクリート

Entrance

Stairs

下足階段

Hallway

廊下

Special classroom

特別教室

Classroom

教室

Swimming pool

プール

Gymnasium

Schoolyard

体育館

運動場

Looking by place of occurrence, we see that injuries are high in order of classroom, schoolyard, andgymnasium.

We investigated the cause of injuries sustained in the schoolyard, gymnasium, and classroom.
[Fig. 1-5] Causes of injuries that occurred in the schoolyard, gymnasium, and classrooms(Source: Data on cases dealt with at the school infirmary)Characteristic 2

Tumbling is by far the highest cause of injury in the schoolyard.
Many injuries in the gymnasium are the result of poor skills.
Many injuries in classrooms occur by collisions.

(people)
166

89

83
37

1215

17

73

78
36
21

51

17

55
39 35

運動場
Schoolyard

55
27
10

14 7

26

体育館
Gymnasium
教室
Classroom不明
Unknown

Others

その他

技能
未熟skills
Poor

けん
かFighting

ボール等etc.
Balls,

衝突
Collision

転落
Falling

Tumbling
転倒

180
160
140
120
100
80
60
40
20
0

When we checked the cause of injuries occurring in the schoolyard, classroom, and gymnasium, where rates
were high, we see that injuries from tumbling were by far the highest on the schoolyard. In the gymnasium,
many injuries occurred during physical education class because of poor skills. In the classroom, many injuries
were the result of collisions.
* Poor skills refer to a lack of knowledge, weak muscles, or the inability to support one's own weight, thus resulting in injury.

9[Fig. 1-6]

Injuries by time zone (SY2016)(Source: Data on cases dealt with at the school infirmary)Characteristic 3 Many injuries are sustained during recess or PE classes(people)
429

450
400
350
300
250
200
150
100
50
0

251
161
59

21

121

72

25

16
学校
以外
Outside school

放課
後 school hours
After

そう
じ中 hours
Cleaning

School lunch
給食

Class hours
体育以外の授業中excluding physicaleducation class

体育の時間
PE class

休み
時間 hours
RecessMorning
playtime
朝遊
びOn the way to/fromschool

登下校中

When comparing when injuries occurred by time zone, we see that injuries sustained during recess are
the highest, accounting for about half of all injuries. This is followed by injuries sustained during physicaleducation class.
The causes were investigated specifically for recess time and physical education class time.
[Fig. 1-7-1] Causes of injuries sustained during recess hours and PE class (FY2016)

Characteristics 3(Source: Data on cases dealt
with at the school infirmary)

Recess hours -> Tumbling, collision
PE class = Tumbling, collision, poor skills(people)
180

162

160
140
120
100

87

80
60

40

10

Physical
体育の時間

40
20

20 15

3

Others

10

技能
未熟skills
Poor

けん
かFighting

あたる
Stricken

Collision
衝突

Falling
転落

Tumbling
転倒

0

6

25

16

32

Recess hours
休み時間

不明
Unknown

20

73

72

その他

40

59

education classThe places of occurrence were investigated specifically for recess time and physical education
class time.

(Source: Data on cases dealt with at the school infirmary)[Fig. 1-7-2] Places where injuries were sustained during recess hours and PE class (FY2016)
Recess hours = Schoolyard, inside school building* Classrooms, special classrooms, hallways, stairs, and entrance are summarized as"Inside school building"
PE class = Schoolyard, gymnasium(people)

193

117

117

109

10

0

休み時間
Recess hours
21

2

体育の時間
PE class

Othersその他

30
Outside school

12
School route

Concrete

Entrance

下足

Stairs

階段

1

学校以外

1

22

通学路

20

コンクリート0
Hallway

特別教室

28
廊下

教室

Special classroom

11 4Classroom2

Swimming pool

Gymnasium

体育館

Schoolyard

05
プール

11
運動場

200
180
160
140
120
100
80
60
40
20
0

We cross-referenced the time zone, place and cause of injury, and identified the challenge we face.

[Fig. 1-8]

Place and cause injuries sustained during recess hours and PE class (SY2016)(Source: Data on cases dealt with at the school infirmary)

Recess hours /休み時間・運動場
schoolyard

193

Recess hours /休み時間・校舎内
insideschoolbuilding

178

PE class /体育の時間・運動場
schoolyard

117

PE class /体育の時間・体育館
gymnasium

117
0

50

100

150

200

Time zone/place with high rate of injury, cause of injury○ Recess hours / schoolyard= Tumbling, collision, stricken○ Recess hours / inside school building = Collision○ PE class / schoolyard= Tumbling, falling, collision, stricken○ PE class / gymnasium= Tumbling, collision, poor skills

11

250

(2) Situation of injuries requiring hospital treatment
The situation of injuries requiring hospital treatment in the three years from April 2013 to March 2016
was tabulated as shown below. (No. of applications submitted to the Japan Sport Council)[Fig. 2-1] Number of injuries by school year (SY2013 to SY2016)(Source: No. of applications submitted to the Japan Sport Council)

The total number of injuries has decreased, but injuries that required hospitaltreatment did not decreased much.
(people)
66

70

64
55

60
45

50
40
30
20
10
0
2013年度SY20132014年度SY20142015年度SY20152016年度SY2016[Fig. 2-2] Number of injuries by grade (SY2013 to SY2016)(Source: No. of applications submitted to the Japan Sport Council)

Characteristics 4 Injuries that require hospital treatment are higher among the higher grades(Grade 5 & 6 students)(people)
25

20

15

10

5

0
1年
Grade 1

2年
Grade 2
SY20132013年度3年
Grade 3

4年
Grade 4SY20142014年度SY20152015年度12

5年
Grade 5
SY20162016年度6年
Grade 6

[Fig. 2-3-(1)]Number of injuries by month (SY2013 to SY2016)(Source: No. of applications submitted to the Japan Sport Council)

Challenge 3

Injuries increase in months with many school events (Sports Day, marathon)(October & February)
34

35
30
25
20
15
10
5
0

(people)

22

18

18

24

22

21

15

13

13

0
４月
Apr

５月
May

６月
June

７月
July

８月
Aug

総計
Total

18

22

18

13

2016年度SY20162

8

6

2015年度SY20151

5

2014年度SY20145

2013年度SY2013

10[Fig. 2-3-(2)]

30

９月
１１月
１月
Sept １０月
Oct
Nov １２月
Dec
Jan

２月
Feb

３月
March

0

21

34

22

24

15

30

13

0

0

9

7

7

10

4

7

4

6

5

0

6

12

2

7

4

3

4

4

5

4

0

1

5

2

3

4

10

2

5

1

4

0

5

10

11

4

3

10

3

Injuries in October and February - by place - (FY2013 to FY2016)(people)
11
8

8

6

11

3

4

2

2

1

2

00

4

１０月
October
1

0

00

２月
February

Others

Outside school

その他

学校以外

School route

通学路

プSwimmingール
pool

下Entrance
足1

体Gymnasium
育館

classroom
特Special
別教室

教Classroom
室コConcrete
ンク
リート

equipment
遊Playground
具1

階Stairs
段

1

0

4

2

廊Hallway下

1
運Schoolyard
動場

14
12
10
8
6
4
2
0

When we analyze the injuries occurring in October and February by place of occurrence, we see thaninjuries sustained in the schoolyard are high. In October, this is followed by injuries sustained in the
gymnasium and classroom.
[Fig. 2-3-(3)]Injuries in October and February - by cause - (SY2013 to SY2016)(people) 13
14

11

9
6

4

4

0

0

2

0

4

October
１０月
February
２月

OthersUnknown

0 0

Coincidental

Sprain

くじくFighting

けんかOverload

過重

Stricken

あたる

Collision

衝突

転Falling
落

0 0

1
その他

3

不明

3

1

偶発

3
転Tumbling
倒

12
10
8
6
4
2
0

Looking at injuries by cause, those tumbles lead the cause of injuries in October and February. In
February, this is followed by collision with people and objects.
13[Fig. 2-4]

Types of injuries requiring hospital treatment (SY2013 to SY2016)

Contusions are high(people)120(Source: No. of applications submitted to the Japan Sport Council)

104

100
80
60
40

40
15

20

18

23
9

0

虫刺さ
Nosebleed
鼻血 Insect bite

Others
その他

2

5

14

0

0

1

6

1

0

1

0

4

4

4

0

0

0

0

11

2

0

1

4

4

Jammed
つき指

104

40

9

0

8

32

12

2

3

4

21

13

3

7

4

23

2

7

7

28

Scratch
擦り傷

総計
Total

15

18

23

2016年度SY20162

1

2015年度SY20158

2014年度SY20142013年度SY2013

fracture

Cut
Contusion
切り傷
打撲

14

Fracture
破折Sprain
捻挫

Bone
骨折

2

0

5

fingerれContusions lead the cause of injury in all time zones.
(Source: No. of applications submitted to the Japan Sport Council)[Fig. 2-5]

Of injuries requiring hospital treatment, time zone of injuries caused by contusion (SY2013 toSY2016)

Injuries from contusions are especially high during recess hours(people)

57

16
2

8
1
Othersその他

After school hours

Cleaning hours

給School
食lunch

休Recess
憩時間hours

授Class
業中 hours

体PE
育の
時間
class

朝Morning
遊び playtime

school

6

放課後

3

2

そうじ中

9
the way to/from
登On
下校

60
55
50
45
40
35
30
25
20
15
10
5
0

Cases of hitting the head lead contusion injuries. Most of these are sustained by running round in theclassroom or hallway during recess, or from falling when moving too quickly.

14

[Fig. 2-6]

Number of injuries by time zone and by cause (SY2013 to SY2016)(Source: No. of applications submitted to the Japan Sport Council)

109(people)120

100
80
60
40
20
0

51
18

9

2
Morning

Recess4

hours
体育の時 Class
体育以外
PE class
excluding physical間の授業中
education class

On the way
登下校中

to/from school

朝遊び
playtime

休み時間
hours

総計
Total

18

2

109

51

その他
Others2

0

7

不明
Unknown00

偶発Coincidental

0

くじく
Sprain13

15

Cleaning

6

School
給食
lunch

そうじ中
hours

After
放課後

Outside
学校以外

9

4

13

15

6

1

4

0

0

0

4

2

1

1

0

0

0

0

0

4

2

0

0

4

1

0

1

0

6

6

0

0

0

1

0

けんか
Fighting

2

0

10

1

0

2

1

0

0

過重
Overload

0

0

2

10

0

0

0

0

0

あたる
Stricken

1

0

12

8

1

0

2

4

0

Collision
衝突

0

1

33

6

0

1

1

3

1

Falling
転落

1

1

8

3

0

0

1

0

0

Tumbling
転倒

11

0

25

13

3

1

4

6

1

schoolhschoolWhen we look at the time zone with high rate of injury by cause, collisions with people, stricken by ball,etc., and falling occur mostly during recess hours. Ankle or wrist sprains, and tumbles are often
sustained during gymnastics, such as mat exercises or horse vault.
[Fig. 2-7]

Number of injuries by cause (SY2013 to SY2016)(Source: No. of applications submitted to the Japan Sport Council)

Injuries from tumbling or falling are high(people)
70

64

60

46

50
40

28

30
14

20

12

16

14

10
0

11

18
4

Tumbling
転倒

Falling
転落

Collision
衝突

Stricken
あたる

Overload
過重Fighting
けんか

Sprain
くじく

Coincidental

偶発Unknown
不明

Others
その他

Total

総計

64

14

46

28

12

16

14

11

4

18

Grade 6

6年

11

1

10

4

1

7

2

1

0

5

Grade 5

5年

10

1

10

7

0

4

0

1

0

0

Grade 4

4年

6

4

4

1

2

2

2

0

0

3

Grade 3

3年

11

2

8

4

1

0

2

2

0

2

Grade 2

2年

11

3

9

7

3

1

6

1

4

3

1年

15

3

5

5

5

2

2

6

0

5

Grade 115

[Fig. 2-8]

Place of injury occurrence by time zone (SY2013 to SY2016)(Source: No. of applications submitted to the Japan Sport Council)

Injuries occurring in the schoolyard or classroom are high during recess hours, andinjuries in the gymnasium or schoolyard are high during PE class68(people) 70
60
50

42
34

40
30

22

20

9

5

10
0

19
9

6

6

4

3

ｺﾝｸﾘｰ
特別
体育
プー School
通学
Special
教室 classroom 廊下
下足 Swimming
Classroom
Hallway 階段
Stairs Gymnasium Entrance
pool
route
ﾄ
教室
館
ル
路

0

運動
場

遊具

総計
Total

68

5

9

42

6

22

9

34

4

6

19

3

0

その他
Others

1

0

0

0

0

0

0

0

0

2

0

3

0

After school hours

放課後

6

0

0

3

0

1

1

1

2

0

1

0

0

Cleaning
hours
そうじ中

0

0

0

3

0

8

2

0

0

0

0

0

0

School
給食 lunch

0

0

0

2

0

2

0

0

0

0

0

0

0

Recess
hours
休み時間

44

4

9

28

3

10

6

2

2

1

0

0

0

Class
hours
授業中

0

0

0

6

2

1

0

0

0

0

0

0

0

PE
class
体育の時間

16

0

0

0

1

0

0

31

0

3

0

0

0

Morning
朝遊びplaytime

1

1

0

0

0

0

0

0

0

0

0

0

0

登下校

0

0

0

0

0

0

0

0

0

0

18

0

0

Playground
Schoolyard equipment Concrete

On the way to/from school[Fig. 2-9]

学校
そのOutsideOthersschool以外
他[Fig. 2-9] Injuries sustained during recess hours and PE class by cause (SY2013 to SY2016)

The causes of injuries sustained during recess hours and PE class were investigated.
(Source: No. of applications submitted to the Japan Sport Council)

For recess hours, collisions and tumbling are overwhelmingly highFor PE class, tumbling and poor skills are high(people)

33

35
30
25
20
15

25
13

10

10

8

10

2

1

7
2 1

1
Others2

Unknown

Coincidental

Sprain

体育の時間

PE class

くじくFighting

16

けんかPoor skills

技能未熟

Strickenあたる

衝突Collision

転落Falling

転倒Tumbling

休み時間

Recess hours

4

その他

6 6

不明

6

偶発

3

5
0

12

8

(3) Emotional injuries from bullying
At Chuo Elementary School, various surveys are implemented and analyzed to understand the situations
that the children face.
[Fig. 3-1] shows the results of the characteristic items that show emotional injury in the "School Life
Survey" (total 20 items) conducted in SY2015.
[Fig. 3-1]

Situations leading to emotional injuries by grade (SY2015)

Characteristic 5(Source: School Life Survey)

Grade 1 students enjoy school life more than students in other grades
94.4%
85.3%
89.4%
Grade 1(n=72)
１年（n=72）
87.8%
85.7%
Grade 2(n=68)
２年（n=68）

1学校が楽しい

1. Enjoying school life

69.1%

Grade 3(n=66)
３年（n=66）

14. Friends understand my feelings
14 友達は、気持ちをわかってくれる0%

Grade 4(n=82)
４年（n=82）

83.8%
84.8%
85.4%
77.1%
75.3%
10%

20%

30%

40%

50%

60%

70%

80%

Grade 5(n=70)
５年（n=70）
Grade 6(n=97)
６年（n=97）90% 100%

While 80% to 90% of the students feel that they are "Enjoying school life" and "Friends understand myfeelings", the numbers decline as the grades increase.
[Fig. 3-2]

Situations leading to emotional injuries by grade (Victim's side) (SY2015)(Source: School Life Survey)

Characteristic 6 A feeling of being victimized is higher among lower grades.

1515.
仲間はずれにされたり、無視されたり、かげでHaving been ostracized, ignored, or talked
悪口を言われた

22.7%
32.9%
31.4%
15.5%

about behind back16. Having been teased or called a bad name

24.2%
31.7%
28.6%
19.6%

16 からかわれたり、悪口やいやなことを言われた

64.7%

１年（n=72）Grade1(n=72)
64.7%

86.1%

２年（n=68）Grade2(n=68)３年（n=66）Grade3(n=66)
４年（n=82）Grade4(n=82)５年（n=70）Grade5(n=70)17. Having been intentionally bumped or hit

17 わざとぶつかられたり、たたかれたりした

9.1%

54.4%

69.4%

６年（n=97）Grade
6(n=97)

20.7%
17.1%
10.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The students were asked about their relation with their friends with whom they spend many hours
together. We found that many students feel left out, have been talked about behind their backs, or havesuffered from violence.

17

[Fig. 3-3]

Situations leading to emotional injuries by grade (Victimizer's side) (SY2015)

1919.
仲間はずれにしたり、むししたり、かげで悪口をHave ostracized, ignored, or talked about
言ったりした

9.8%

person behind their back

40.3%

14.7%

11.3%

Grade
2(n=68)２年（n=68）

31.9%

10.3%
7.3%
12.9%
4.1%

Have intentionally bumped or hit
2020.
わざとぶつかったり、たたいたりした

0%

Grade
1(n=72)
１年（n=72）

24.3%

Grade
4(n=82)４年（n=82）Grade5(n=70)５年（n=70）Grade6(n=97)
６年（n=97）

5% 10% 15% 20% 25% 30% 35% 40% 45%(Source: School Life Survey)

Characteristic 7

Victimizing behavior is higher in lower grades and Grade 5

Looking at the victimizer's side, we see that students in lower grades who are yet unable to convey their
feelings well are more likely to ignore, speak bad about, or use violence against their friends.
○Situations leading to emotional injuries were compared with data from Osaka and from nationwide.
(Source: Nationwide Survey on Academic Performance conducted with Grade 6 students)[Fig. 3-4]

Do you think that bullying should not be allowed under any circumstances?

Chuo
Elementary
中央小School

1.0
4.2

20.8

74.0

Osaka
大阪府
Prefecture

82.3

1.2
13.6 2.8

全国
Whole
country

83.1

1.0
13.5 2.4

0%

20%

40%

60%

80%

あてはまる
I think so.
どちらかといえば、あてはまる
I rather think so.
どちらかといえば、あてはまらない
I rather don't think so.
あてはまらないI don't think so.

100%(Source: Nationwide Survey on Academic Performance and the State of Learning)[Fig. 3-5]
Chuo
Elementary
中央小SchoolDo you enjoy going to school?

24.0

44.8

19.8

11.5

Osaka
大阪府
Prefecture

53.5

31.7

9.9 4.9

Whole
全国
country

55.2

31.1

9.3 4.3

0%

20%

40%

60%

80%

あてはまる
I think so.
どちらかといえば、あてはまる
I rather think so.
どちらかといえば、あてはまらない
I rather don't think so.
あてはまらないI don't think so.

100%(Source: Nationwide Survey on Academic Performance and the State of Learning)

While the percentage of students who think that bullying is wrong is almost the same level as Osaka
Prefecture and the whole country, the percentage of students who enjoy going to school is smaller.

In the section on "Bullying" in the Nationwide Survey on Academic Performance and the State of
Learning conducted with Grade 6 students in April, 94.8% of the students responded that "Bullying for
any reason is wrong". This percentage is the same as nationwide and Osaka Prefecture levels, andshows that the students want a school that they can feel safe in. However, the percentage of students
who feel that "School is fun" is low, and poses some challenges.
18

P. 18○Preparations for earthquakes (source: Survey on Disaster Prevention)[Fig. 4-3] What action will you take if an earthquake occurs in school? (SY2015)
全体
６年
５年

28.9%

39.2%

32.0%

Grade 6

４年

25.0%

26.4%

48.6%

Grade 5

24.3%

34.3%

41.4%

Total

３年
２年
１年
0%

43.7%

31.0%

25.4%

Grade 1

19.1%

32.4%

48.5%

Grade 2

18.2%

39.4%

42.4%

Grade 3

10%

20%

10.3%

35.9%

53.8%

Grade 4

30%

40%

50%

家の人とどうするか相談しているので、その通りにする
I will follow the instructions that have been discussed at home

60%

70%

80%

90%

I家の人が迎えにくるまで学校に残る
will stay in school until collected by my family

100%

Iわからないdon't know

In response to the question "What action will you take if an earthquake occurs at school?",
24.3% of students (43.7% of Grade 1 students) responded that they did not know. 34.7% of
students had prepared water and food stocks.
[Fig. 4-4]

Do you keep water and food in preparation for an earthquake? (SY2015)

全体
６年
５年
４年

48.6%

22.2%

29.2%

Grade 5

48.5%

26.8%

24.7%

Grade 6

３年
２年

51.5%

24.2%

24.2%

Grade 3

１年

32.4%

Grade 1

0%

10%

20%
30%
用意している
Yes

30.9%

11.8%

57.4%

Grade 2

32.1%

24.4%

43.6%

Grade 4

42.9%

22.3%

34.7%

Total

45.1%

22.5%
40%

50%
60%
用意していない
No

70%

80%
90%
100%
知らない
I don't know

Characteristic 8 Awareness of disaster prevention is still
low at the family and community levels.
Evaluation drills and disagree prevention classes are held to increase awareness of disaster prevention
and to increase the ability to act in an emergency.
[Fig. 4-3] and [Fig. 4-4] show the results of a survey on the student's awareness of disagree prevention.
Students who know to protect themselves at school by "Getting under desk" or "Covering mouth withhandkerchief", have a lower understanding of disaster prevention such as rules set with parents or
actions to take in the home. We see a need to carry out annual drills together with the family andcommunity.
19

2. Injuries outside of the school
We investigated how students spend their time after school. We found that almost half (42.9%) ofstudents had experienced hiyari-hatto close calls (experience of dangerous situations that could havealmost been serious), and many students had actually been involved in an accident.

<Traffic accidents>

Students who had a traffic accident after entering elementary school
11.6% (52 persons)[Fig. 4-5]

Hiyari-hatto experience (SY2015)
全体
Total

49.2%

50.8%

Grade１年(ｎ=72)1(n=72)

48.6%

51.4%

Grade２年(ｎ=67)2(n=67)

38.8%

61.2%

Grade３年(ｎ=62)3(n=62)

37.1%

62.9%

Grade４年(ｎ=76)
4(n=76)

46.1%

53.9%

Grade５年(ｎ=73)5(n=73)

41.1%

58.9%

Grade６年(ｎ=97)
6(n=97)

46.4%

53.6%
0%

10%

20%
30%
あったことがある
Experience

40%

50%

60%
70%
80%
あったことはない
Have never experienced

90%

100%

49.2% (220 students) have had a hiyari-hatto experience<Bicycle>
Students who ride a bicycle after school hours and on school holidays
96.0% (429 persons)[Fig. 4-6]

Riding bicycles side by side (FY2015)
全体
Total

１年(ｎ=72)Grade1(n=72)

11.9%

82.1%

３年(ｎ=62)Grade3(n=62)
55.3%

５年(ｎ=73)Grade5(n=73)

54.8%

６年(ｎ=97)Grade
6(n=97)

10%

20%

16.4%

28.8%

14.4%

54.6%
30%

40%

1.6%
11.8%

32.9%

30.9%
0%

6.0%

22.6%

75.8%

４年(ｎ=76)Grade4(n=76)

5.6%

20.8%

73.6%

２年(ｎ=67)Grade2(n=67)

9.8%

30.4%

59.7%

50%

しないように気をつけている
I'm always careful not to do it.

60%

70%

80%

時々したことがある
I have sometimes done it.

90%

100%

よくする
I often do it.

96% of students ride their bicycles even on narrow streets with high levels of traffic. Only 59.7% of
students are careful not to ride their bicycles side by side.

20

[Summary of Priority Problems]
The priority problems to address to ensure the students' safety and security were organized from thevarious data and survey results.
[Table 4]

Physical side

(Physical injuries)

Evidence

Maters to be address (priority problems)Fig. 1-3

Problem 1: There are many injuries among Grade 1

1 to 8students and especially among female students.

Fig. 1-4

Problem 2: Many injuries occur during recess hours, in○Prevent injuries
during recess
hours and classhours

the gymnasium and in classrooms. Many injuries on theFig. 1-5

schoolyard are caused by tumbling, while many in the
gymnasium are caused by poor skills (overload), andmany in classrooms are caused by collisions.

Fig. 1-6

Problem 3: Many injuries occur during recess hours andFig. 1-7-(1)in PE class. Injuries caused by tumbling & collision during

Fig. 2-1

recess hours, and caused by tumbling, collision, or poor

Fig. 2-3-(1)skills (overload) in PE class account for the vast majority.

Fig. 2-2

Problem 4: Injuries that require hospital treatment are○Improve theinstruction
system○Prevent bullying

high among the upper grade (Grade 5 & 6) students.

Emotional side

(Emotional injuries)

Fig. 3-1

Problem 5:There are more students in lower grades(Grade 1 & 2) who feel victimized.

Fig. 3-2

Problem 6:Victimizing behaviors are seen more in the○Develop better
human
relationships

lower-grade (Grade 1 & 2) and Grade 5 students.

Fig. 3-3

Problem 7:As grades advance, the number of students○Raise awareness and improve

who enjoy school life decreases.

Disa

ster

Traffic

safetyFig. 4-3

Problem 8: Awareness of disaster prevention is still low at

Fig. 4-4

the family and community levels.

Fig. 4-5

Problem 9:Many students have had an experience of a

Fig. 4-6

traffic accident or Hiyari-hatto.

behaviors for disaster prevention○Raise awareness and improve
behavior for traffic safety

For the physical side, rules for spending time in the classroom and playing safely on the schoolyard to
reduce injuries will be created and confirmed. For the emotional side, classes that increase the student's
awareness of human rights and foster communication skills will be held, and regular programs todevelop better human relationships will be promoted. For disaster prevention and traffic safety, programs
will be implemented to encourage students to recognize these as individual challenges, and to increaseawareness within the community and by parents.
We have confirmed that we will restructure the school's programs to take the above matters into
consideration.

21

Chapter 4 Programs Based on Eight Indicators
Indicator 1 An operational infrastructure to work on safety improvement
based on collaboration is developed.
1. Image of ISS Operation System
Features of the school district of Matsubara
Daisan Jr. High School District
Strong linkage exists among Matsubara
Daisan Junior High School, Nunose
Elementary, and Chuo Elementary School.
Exchange among teachers,
students, and parents
Exchange in educational context
Joint teaching study & joint seminar

SchoolTeachers&
staff members

Students
FamilyCollaboration with community as the same school district ofMatsubara Daisan Jr.
High School, Regional Education Council of Matsubara
Daisan Jr. High School(Consisting of various community groups, schools, and PTAs)

Community

Collaboration system
between school andfamily through PTA

Collaboration system with community
Students' Saturday Experience Activity Promotion Committee
Children's Safety Watch-over TeamCity
government
Safe Community
Matsubara City Boardof Education

Bonds with the community are strong in the Matsubara Daisan Jr. High School district, and the schools
in the school district also have strong links.
Chuo Elementary School has a very active PTA, and many children participate in the "Happy Saturday"
program held every Sunday.
Parents and members of the community are invited as guests to regular study sessions. We highly value
the cooperation of the community and school to watch-over the students.

2. Teacher & staff member organization

Steering Committee of Human Rights

Matsubara Daisan Junior High School

ISS Committee

Teachers & staff members of Chuo Elementary School

Safety check

Investigation & analysis

Nunose Elementary School
Chuo Elementary School

Managerial teacher
Teachers & staff members

Environment improvement

Teachingstudy
study
Teaching

in charge of ISS programs

22

Student Council activities

Teachers and staff
members meeting

ISS School
District
Task Force
Committee

The matters about school safety and security that are discussed by the ISS Committee are conveyed to
all teachers and staff members at the teachers and staff members meetings, etc. These matters arelinked to "Environment improvement","Teaching study", and"Student Council activities". An ISS

School District Task Force has been set up to promote cooperation with other schools in the school
district. The exchange of opinions within the school district is encouraged.

3. Students organization

Held once to twice a semester

Library Club

Broadcasting Club

Lunch Service ClubSports Club

Chuo
Elementary
School Student
CouncilPosting Club

NunoseElementary
School Student
CouncilManger of each club

Environment Club

Matsubara
Daisan Jr.
High SchoolStudent Council

Operation Club, Manager & Vice

Health ClubISS
SchoolDistrict
Students
Meeting

OperationClub

ISS Children's Assembly

ISS Committee

ISS Students Assembly
Held once a month

At Chuo Elementary School, the Students Organization has eight club activities. Each club thinks about
safety and security in the school. The club representative participates in the ISS Committee, where
members review what they can do in each club. The ISS Committee proposed the ISS Children's
Assembly for Grade 4 to Grade 6 students (held once or twice a semester).

At the ISS Students

Assembly, held once a month, the matters discussed by each club and the ISS Children's Committee arepresented to the entire school. The ISS School District Students Meeting is also organized by the
Operation Club to increase cooperation with other schools in the school district.

ISS School District Students Meeting

ISS Committee

23

Indicator 2 Program policies have been determined based on those of the
Safe Communities, and conform to the overall directions of the municipality
and the Board of Education.
Matsubara City Safe Community Steering Committee
Safety during
Disaster

Relatedorganizations

SuicidePrevention

Crime
Prevention

Traffic Safety

Matsubara City Civic
Cooperation DivisionMatsubara City Boardof Education

Elderly's Safety

Children's Safety

Task Forcecommittees forprioritized subjects

ISS Community
Task Force
Committee

Administrative
agencies

School-related personnel
Matsubara Municipal Matsubara Daisan Jr. HighRegional Education Council
Matsubara Police Department
Matsubara Fire Department

SchoolMatsubara Municipal Nunose Elementary School
Matsubara Municipal Chuo Elementary School(Managerial teachers, ISS Committee chairs, PTAs)

Chuo Elementary School is cooperating and promoting programs in cooperation with administrative
agencies and related organizations under the umbrella of the Matsubara City Safe Community Steering
Committee.

<Direction of ISS programs at Chuo Elementary School>
The direction of ISS programs at our school match the Matsubara City Basic Plan for Promoting
Education and the image of ideal student the Daisan School District.
We have set the slogan "Chuo Elementary School filled with energy, aiming at safety & security", and themotto "1. Let's work to reduce injuries in the School., 2. Let's work to reduce bullying., 3. Let's increaseawareness of traffic safety and disaster prevention., and 4. Let's eat well and build up physical strength."

Matsubara City Basic Plan for Promoting Education
Policy: To promote to develop an attractive school that is safe and securePrimary aim: To promote to develop open school climate coupled with safety and security

Image of the ideal
student in the
Matsubara Daisan
Jr. High School
District

Chuo Elementary School
filled with energy, aiming at
safety & security
24

Motto

Chuo
Elementary
School's ISS
Slogan1. Students who can recognize value of their own selves and of their friends, and who
can grow together with others.
2. Students who love their community and can expand relationship with others
3. Students who can act to create society where human rights are valued and respected* Let's work to reduce injuries in the School.
* Let's work to reduce bullying.
* Let's increase awareness of traffic safetyand disaster prevention.
* Let's eat well and build up physicalstrength.

Indicator 3 There are long-term and sustainable school programs coveringboth genders, all ages, environments and situations
Programs shown in "Yellow" correspond to Indicator 3,"Blue" correspond to Indicator 4, and "Green"correspond to Indicator 5.

Students

Targets

Teachers and staff

Parents and communityArea

3-1. ISS Character
3-2.

Improvement of hazardous spots

3-3. Earth-quake proofing of school building
3-5. Morning marathon

3-4. Training of teachers and staff

training, marathon race

Injuries in the school

3-6. Preparation of sandbox
3-7. Safety checks of PE equipment
3-8. Measurement of physical strength

3-9. Broadcasts about safety
3-10. Fully-clothed swimming lesson

3-11. Student Council activities

3-12. ISS Street
4-9. School Safety Map
4-11. Help-Giving Team5-2. Preparation of injury map

5-3. Daily injury check25

Targets

Students

Teachers and staff

Area

Injuries in the school

5-4. Safety inspections inside and outside school

5-5. Safety classes
5-6. Training of PE teachers

5-8. PE morning assembly
5-7. Strengthening of core muscles

3-13 Human rights education

3-14. Moral education
3-15. Delinquency
prevention class
3-16. Greeting Exchange campaign

3-17. "Full of blooming
flowers" campaign

Emotional injury

3-18. Participation in"Thank-you essay" contest
3-19. Peace learning
4-7. Disability Understanding Education

4-8. Survey of children with disabilities, and their parents
5-1. ISS Students Assembly

5-9. Opinion Box
5-10. Making a play event
5-11. Smile Tree for Happiness
5-12. Implementation of human relationship program

26

Parents and community

Targets

Students

Teachers and staff

Parents and community

Area

Disaster prevention

4-1. Survey on disaster prevention

4-2. Evacuation drills
4-3. Disaster4-4. Saturday Disaster Drill for Students

3-20. Security buzzer for new students
3-21. Kodomo 110 Ban No Ie(emergency shelters for children)

3-22. Safety Survey
3-23. Group school commute for new students

Safety3-24. School district cleanup activities
4-5. ISS School District Students Meeting
4-6. Guidance for commute to and from school
4-10. Children's Safety Watch-over Team5-13. Traffic safety

5-14. Preparation of School District Safety Map

We have developed various classes and activities as part of our ISS program. The above tablegives an overview of the long-term and sustainable programs implemented as we aim for Safe
School designation. The data, etc., is objectively analyzed, priority problems are set based onevidence, and safety challenges are implemented with a cooperative system.

27

3-1
Main
targets
Details3-2
Main
targets
Details3-3
Maintargets
Details

3-4
Main
targets
Details

ISS Character

New

Students, teachers
Organizers Students
and staff
During the SY2015 Student Council activities, thestudents proposed the Chuo Elementary School ISS
Character "Ai chan". "Ai chan's" name comes from
Tasuke-ai (helping each other), Sasae-ai (supporting eachother), and Manabi-ai (learning each other), and hopes toencourage growth with others.

Improvement of hazardous spots

Continued

Students, teachers Organizers Students, teachers andand staff
staff
Once a month, the teachers and staff conduct safety
inspections, and also ask children whether they have found
any hazardous spots. Improvements are made based onthese to reduce injuries. Examples include installing safety
mirrors, and placing covers on sharp corners and thehorizontal bars.

Earth-quake proofing of schoolbuilding

Continued

Students, teachers Organizers Matsubara Cityand staff
During 2013 to 2014, Matsubara City performed
earthquake-proofing work on the school building andgymnasium. These measures are designed to minimize
damage if an earthquake hits.

Training of teachers and staff
Teachers and staff

Organizers

Continued

Fire Department, doctors,
teachers and staff

Mainly during the first semester, three to four teacher andstaff training sessions are held to ensure students can besafe and secure at school. Issues covered include
response to allergies, how to provide assistance during
PE classes, and life-saving measures, etc.

28

3-5
Main
targets
Details

3-6
Main
targets
Details

3-7
Maintargets
Details

3-8
Maintargets
Details

Morningmarathon
marathon race
Students

training,

Organizers

Continued

Teachers and staff

This program is during a specific time of the year as partof the program to build up the students' physical strength.
Time is set aside for each grade, such as during Friday
morning PE assemblies or recess hours. Each grade
participates in morning marathon training during that time,and also hold a marathon race.

Preparation of sandbox
Students

Organizers

Continued
Students (Sports Club),teachers and staff

During the school year when the sandbox is used forrunning long jump and other PE activities, the students,
teachers and staff dig up and level the sand in the
sandbox at the west side of the schoolyard. The sand isusually packed tight, but is loosened up so that students
do not twist their ankle.

Safety checks of PE equipment
Students

Organizers

Continued

Teachers and staff

The equipment, such as vaulting horse and mats, used in
PE are checked once a month. Equipment that is broken
or could cause injury is repaired or replaced with new
equipment.

Measurement of physical strength
Students

Organizers

Continued

Teachers and staff

In April to May of each year, the physical strength ofGrade 5 students is measured. The students'
instantaneous power, flexibility, and endurance, arechecked. The results are incorporated into PE classactivities so that the students can overcome problem
areas.

29

3-9

Broadcasts about safety

Continued

Maintargets
Details

Students

Students(Broadcasting Club)
Members of the Broadcasting Club call out for safety
during the daily morning and lunchtime broadcasts. The
students think of daily or seasonal reminders for reducing
injuries, and also encourage actual actions such as
wearing at hat to prevent heatstroke or walking in the
hallway.

3-10

Fully-clothed swimming lessonMaintargets
Details

Students

Organizers

Organizers

Continued

Teachers and staff

Grade 3 and Grade 6 students take part in this program oncea year at the start of summer vacation, when they are likely to
go to rivers or the ocean to play. A variety of issues arecovered such as how to float using a PET bottle, or how tohelp someone who is in trouble.

3-11

Student Council activities

Maintargets
Details

Students

Organizers

Continued
Students

Once a month, all Grade 5 and 6 students split up into
eight groups and conduct activities. The students talkabout improvement points and what they can do to makethe school a better place for all students. The students'
activities are not limited to this club time, but instead
extend into their daily life.

3-12

ISS Street

Maintargets
Details

Students, teachers Organizers Students, teachers andand staff, PTA
staff, PTA
In a corner on the first floor of the school building aredisplays introducing the programs that the students are
involved with to create a safe, secure, and energetic Chuo
Elementary School. Posters and photos are posted
throughout the year to show the ISS programs, as well as
each grade's activities, and the Student Council activities,
etc.

Continued

30

3-13

Human rights educationMaintargets
Details

Students

Organizers

Continued
Teachers and staff

Every year, themes such as "Coexistence" and "Work"are set for each grade to foster a rich sense of humanrights. During classes for each semester, the students
meet and listen to a variety of people, and overlap what
they have learned onto their own situation.

3-14

Moral educationMaintargets
Details

Students

Continued
Organizers

Teachers and staff

During the morals class held once a week, the students
learn about grade-specific matters that help them develop
moral skills. Instead of just reading the material, thestudents apply what they have learned onto their own
lives, and develop how they connect to and haveexchanges with their friends.

3-15

Delinquency prevention classMain
targets
Details

Students

Matsubara Police
Department
Once a year, officers from the Matsubara Police Department
come to the school and talk to the students about delinquency
and how to avoid behavior that can lead to delinquency. This
program intends to prevent the children from becoming
involved in incidents and accidents, and is held before periods
where they have lots of free time, such as summer vacation.

3-16

Greeting Exchange campaign

Maintargets
Details

Students

Continued

Organizers

Organizers

Continued

Students (Operation Club),
PTA, teachers and staff

The students in the Student Council Operation Club, PTA,
teachers and staff hold a Greeting Exchange campaign at
the school's front gate about 10 days a year (usually at
the start of the semester). This is an important event for
creating bonds with friends by starting the day withcheerful greetings.

31

3-17
Main
targets
Details

3-18"Full ofcampaign

blooming

Students

flowers"

Organizers

Continued

Students (EnvironmentClub), teachers and facilities

Flowers are planted in the courtyard and around theschool to uplift emotions by being surrounded with pretty
seasonal flowers. The students in the Environment Club,
teachers and staff tend to the flowers during the monthly
Student Council Club activities.

Participationinessay" contest
Students"Thank-you

Continued

Maintargets
Details

Teachers and staff,
community
The entire school participates in the "Thank-you essay",which conveys feelings of gratitude to people who arealways kind to us. This is an opportunity to think aboutbonds with family and friends, etc. The essays arecollected in September after summer vacation. One
representative essay is presented at the Matsubara City
speech contest.

3-19

Peace LearningMaintargets
Details

Students

Teachers and staff
Students (Grade 6)
This program is held before the Grade 6 students taketheir school trip to Hiroshima in November. They learn
about the disaster of the atom bomb and the history of thewar, and think about peace in familiar situations, such as
relations with friends. Their findings are summarized andpresented to all students at the "Peace Assembly" held in
the middle of November.

3-20

Security buzzer for new students

Maintargets
Details

Students (Grade 1)

Organizers

Continued
Organizers

Organizers

Continued

Matsubara City,
teachers and staff
All new first graders are given a security buzzer at theirentrance ceremony (April). They learn how to use thebuzzer and protect themselves at various classes.
Officers from the Matsubara Police Department also
explain how to use the buzzer at the evacuation drills
against suspicious people.

32

3-21

Kodomo 110 Ban No Ie (emergency
Continued
shelters for children)Maintargets
Details

Community, teachersand staff
In April and throughout the year, each grade is told aboutthe "Kodomo 110 Ban No Ie" emergency shelters where
they can seek help and refuge in an emergency. At the
ISS School District Students Meeting, the children confirm
where the Kodomo 110 Ban No Ie shelters are locatedalong their school route.

3-22

Safety Survey

Maintargets
Details

Students

3-23

Students

Organizers

New
Organizers

Teachers and staff

A survey on the children's awareness of safety is conducted
once a year. The students are asked about how they spend
time after school and on school holidays, what they arecareful about when riding a bicycle, and whether they
remember and apply what they have learned at school. The
results are incorporated into programs.

Group school commute for new
students
Students

Continued

Maintargets
Details

Teachers and staff,
PTA
This group school commute for new students checks forsafety along the school route during the early weeks ofthe school year. Students are grouped into five groups
according to the direction that the Grade 1 students musttravel home. Teachers and staff, and members of the PTA
escort the students home. The students confirm who
travels in their direction so that they do not become alone
during their commute to and from school.

3-24

School district cleanup activities

Maintargets
Details

Students

Organizers

Organizers

Continued

Students, teachers andstaff, PTA, community

Once a year, the students, teachers and staff, andmembers of the PTA get together and walk through theschool district to pick up trash in the parks and along theschool route. Through this program, the students see howmuch litter, including cigarette butts, there is; arereminded that they shouldn't litter; and experience joy inhaving a clean neighborhood.
33

Indicator 4 There are programs that target high-risk groups andenvironments[Table 5]
High risks

Evidence

Programs

Matters related tonatural disasters(typhoon, earthquake,etc.)* Japan is a disaster-prone
country.
* Matsubara City is surrounded by
Uemachi fault zone, Ikoma fault zone,
and Median Techtonic Line (MTL) fault
zone

Questionnaire Survey on Disaster Prevention* Evacuation drills* Disaster prevention learning* Saturday Disaster Drill for Students (Together with community
residents & parents, students experience evacuation shelter
accommodation and staff works.)* Group walking drill on the way from school

Matters related toschool district
environment(Especially volume oftraffic)

Matters related to
special support class(Suginoko)

Matters related tolower grade students

4-1
4-2
Main
targets
Details4-3
Main
targets
Details* There are many roads with high volumes
or traffic.
* Narrow roads in the school district areused as shortcuts.
* There are roads without sidewalks.
* There are high volumes of bicycle traffic.
(Riders don't follow traffic regulations)* Lack of understanding to persons withdisabilities* Prejudice and discrimination todisabilities* Injury-prone* Many students in the special supportclass are not good at expressing own
feeling.

* Safety Survey (See: Program 3-22)* School District Safety Map (See: Program 5-4)
* Guidance during commute to/from school* Traffic Safety Classes (See: Program 5-13)* Children's Safety Watch-over Patrol* Guidance on the way to/from school* Disability Understanding Education* Hearing survey with persons with disabilities and their parents* School Safety Map* School Safety Map* Many injuries occur among Grade 1* Group walking from school, Students' group by district
students (Fig 1-3).
* Children's Safety Watch-over Team* Students sometimes get injured because * Help-Giving Team (Grade 6 students give help during school
they do not understand various rules.
lunch hours)

Survey on disaster prevention /Evacuation drills

Continued

Students, teachers Organizers Students, teachers andand staff
staff
Once a year, a survey is conducted to check what thestudents can do under their own judgment, and theirawareness of disaster prevention. The results are used toprovide instruction during drills, and so that the students
can enhance their awareness during daily life.

Disaster prevention education
Students

Organizers

Continued

Teachers and staff

Each grade takes part in disaster prevention education
every year in January, the month that the Great HanshinAwaji Earthquake occurred. In addition to learning about
the fears of disasters, they learn the importance ofcommunity bonds and support, and how to protect
themselves, etc.
34

4-4

Saturday Disaster Drill for Students Continued

Maintargets
Details

Students, teachers
Organizers Students, teachersand staff, PTA
and staff, PTA
The photo shows a scene from the "Saturday Disaster
Drill for Students", held to prepare for natural disasters.
In this program, which is held once a year, the membersof the Student ISS Committee lead activities on how to
use disaster prevention materials/equipment, evacuation
shelter experience, and disaster prevention games, etc.

4-5
4-6
Main
targets
Details

4-7
Main
targets
Details

SchoolDistrict

Students

Meeting/

Guidance for commute to and from school

Continued

Students, teachers Organizers Students, teachers andand staff
staff
Three times a year, drills on community home areconducted to ensure that the students can return homesafely during an emergency such as a disaster. The
students are guided to take self-directed actions, such as
the upper grades leading the lower grades home. At the
School District Students Meeting, the students check forhazards along the school route, and also confirm mattersthat required caution on their way to and from school.

Disability Understanding Education
Students

Organizers

Continued

Teachers and staff

This education is carried out every year in every grade,according to the students' stage of development. In lower
grades, the students hold exchanges with students in the
Suginoko Class. In the upper grades, the students takepart in traveling classes taught by the special support
homeroom teacher. The students learn aboutdevelopment, understanding disability, barrier free anduniversal designs. By regularly conveying what the
special support class students are working hard on or
having trouble with to the classes and grades, thestudents learn the importance of creating friendships inwhich all children can grow together.

35

4-8
Main
targets
Details

4-9

Surveyofchildrenwithdisabilities, and their parents

Continued

Students, teachers Organizers Teachers and staff,
and staff
community
As part of the integrated studies, we have set
opportunities for the students to face disabilities and meet
people who are energetically active in the community suchas parents and people working in community facilities, andpeople who are involved with wheelchair basketball andwheelchair dancing. From their stories, the students learn
the importance of working hard, and think about theirrelationship with the surrounding environment and friends

School Safety Map

Continued

Maintargets
Details

Students, teachers
Organizers Students, teachersand staff, PTA
and staff, PTA
The "School Safety Map" is designed for students in thespecial support class (Suginoko Class) and lower grades.
Students in the ISS Committee, as well as children,
teachers and staff, and PTA investigated the school andprepared the map to increase safety on the school grounds

4-10Children's Safety Watch-over Team Continued

Maintargets
Details

Students

Organizers

Community

Members of the community stand at 11 locations
throughout the community to watch over the children's
safety as they commute to and from school. Meetings areheld where the members can exchange opinions on theirconcerns, and measures are taken to make the commuteto and from school as safe as possible.

4-11

Help-Giving TeamMain
targets
Details

Students (Grade 1)

Organizers

Continued
Students (Grade 6)

Grade 6 students help the Grade 1 students when they
have school lunch or are cleaning for the first time. The
older students show and teach the younger ones how to
prepare the lunch, or how to use the cleaning equipment,etc.
36

Results of programs for Problem 1: There are many injuries among
Grade 1 students and especially among female students.
1. Number of injuries in 1st semester (SY2015 to SY2017)(Source: Data on cases dealt with at the school infirmary)<Grade 1>(people)（人）<Grade 1 female students>(people)
（人）

113

120
100
80
60
40
20
0

80

94

66

60

60
50

40

24

20
0
2015年度SY20152016年度SY2016

2015年度SY20152017年度SY20172016年度SY20162017年度SY2017(Source: Data on cases dealt with at the school infirmary)

2. Number of injuries in 1st semester by time zone (SY2015 to SY2017)<Recess hours, Grade 1 female students><School lunch hours, Grade 1 female

students>(people)(people)

（人）

（人）

25
20
15
10
5
0

20

17

2015年度SY20152016年度SY2016

10
8
6
4
2
0

13

3
0
2015年度SY20152017年度SY2017<Cleaning hours, Grade 1 female students>

2016年度SY20162017年度SY2017<Commute to/from school, Grade 1 female(people)students>(people)

（人）
10
8
6
4
2
0

9

（人）

9

10
8
6
4
2
0

7
4

2015年度SY20152016年度SY20162
2015年度SY20152017年度SY20171

1

2016年度SY20162017年度SY2017(Source: Data on cases dealt with at the school infirmary)

3. Number of injuries in 1st semester by place of occurrence (SY2015 to SY2017)<Schoolyard, Grade 1 female students><Classroom, Grade 1 female students>(people)（人）（人）(people)

25

23

20

30

15

36

40

11

10

10

20

19
9

10

5
0

0
2015年度SY20152016年度SY20162017年度SY20172015年度SY201537

2016年度SY20162017年度SY2017

Indicator 5 All programs are conducted based on available and usable
evidences[Table 6]
Approach

Measures* Reinforce programs toprevent injuries during recess
hours and classes, and toenhance student's
awareness* Promotion of measures
to improve and strengthen
instruction system, andenhance teacher andstaff's awareness of safety(5-1) ISS Students Assembly(5-2) Preparation of injury map(5-3) Daily injury check(5-4) Safety inspections inside andoutside school(5-5) Safety classes(5-6) Training of PE teachers(5-7) Strengthening of core muscles(5-8) PE morning assembly

Emotional side
(Emotional

Problem 5:There are more students in lower grades(Grade 1 & 2) who feel victimized.

Problem 7:As grades advance, the number ofstudents who enjoy school life decreases.

* Carefully graphs thechildren's emotions, andprevent bullying* Increase more opportunities
for interaction, including
dialogue, and lead theprogram to creating better
human relations(5-1) ISS Students Assembly(5-9) Opinion Box(5-10) Making a play event(5-11) Smile Tree for
Happiness(5-12) Implementation ofhuman relationship program

Disa
ster

Problem 8: Awareness of disaster prevention is still
low at the family and community levels.

Increase of safety awarenessand behavior

4-3) Disaster prevention education(4-4) Saturday Disaster Drill forStudents

Traffic
safetyProblem 9:Many students have had an experience ofa traffic accident or Hiyari-hatto.

Increase of disasterprevention awareness andbehavior(5-13) Traffic safety classes(5-5) Safety class(5-14) Preparation of School District
Safety Map

Maters to be address (priority problems)
Problem 1: There are many injuries among Grade 1
students and especially among female students.

Physical side
(Physical injuries)

Problem 2: Many injuries occur during recess hours,in the gymnasium and in classrooms. Many injuries
on the schoolyard are caused by tumbling, while
many in the gymnasium are caused by poor skills(overload), and many in classrooms are caused bycollisions.
Problem 3: Many injuries occur during recess hours
and in PE class. Injuries caused by tumbling &collision during recess hours, and caused bytumbling, collision, or poor skills (overload) in PE
class account for the vast majority.
Problem 4: Injuries that require hospital treatment arehigh among the upper grade (Grade 5 & 6) students.

Problem 6:Victimizing behaviors are seen more in thelower-grade (Grade 1 & 2) and Grade 5 students.

The directions and measures for Chuo Elementary School's nine problems have been summarized.

5-1
Main
targets
Details

ISS Students AssemblyStudents

Continued

Organizers Students

About once a month, all students assemble, and theStudent Council Operation Club and each Club givereports and proposals about ISS using a variety ofmethods such as skits and quizzes.
The photo on the upper right shows a skit being
performed at the ISS Students Assembly. The students in
the Student Council Operation Club call for caution with askit about injuries that could occur in the classroom (forProblem 2: Injuries in the classroom, and Problem 3:
Injuries during recess hours).
The photo on the lower right shows a scene from the ISS
School District Students Meeting. The participants holdexchanges and discussions about the situation andinitiatives in place at each school. At the ISS Students
Assembly, the "Cooperative declaration on the effort tomake trusted friends" was presented based on the ISS
Committee's concept to reduce emotional injuries (forProblem 5).
38

5-2
Main
targets
Details5-3
Main
targets
Details

5-4
Main
targets
Details

Preparation of injury map
Students

Organizers

Continued
Student (Health Club)The School injury map is prepared by students in theStudent Council Health Club. Students who were
injured at school can mark the place and type of
injury they sustained. Each time they are injured,
they write ways that they can avoid getting injured,and attach a sticker at the place they were injured.
Since the place of injury occurrence can be seen ina glance, and students remember to act carefully
when they are at or passing by a place with highinjury occurrence.

Daily injury check
Students

Organizers

Continued
Student (Health Club)

Information on daily injuries are posted in front of theschool infirmary. The number of injuries that occurred on
previous day are written in the poster. Those numbers areshown in a graph so that the number of injuries can beseen in a glance. A large amount of data has beencollected, so it will be used to promote injury prevention
after days with a large number of injuries, or in months
that previously had a large number of injuries.

Safety inspections inside andoutside school

Continued

Students,
teachers Organizers Teachers and staff
and staff
A safety inspection is held once a month. If there aresections that could cause injury, such as in the playgroundequipment or fences, they are fixed. Importance is laid on
preventing injuries during school life.

39

5-5
Main
targets
Details

5-6
5-8
Main
targets
Details

5-7

Safety classes
Students

Continued

Teachers and staff(school nurse)
During the two measurements conducted once asemester, the school nurse uses a power point
presentation to teach about health. Classes
correspond to each grade's development and may
cover health checkups, lifestyle habits, and the how
the body works, etc.
Organizers

Training of PE teachers /PE morning assemblyContinued

Students,
teachers Organizers Teachers and staff
and staff
About three times a year, teachers participate in practicalseminars for preventing injury during PE class. The
seminars cover matters such preparing the learning
environment, teacher's standing position when giving
instructions, and how to provide assistance during
exercises, etc.
PE morning assemblies are held separately for lower
grades and upper grades. The children participate in radio
calisthenics during 1st semester, jump rope during 2ndsemester, and marathon running in 3rd semester. The
students exercise to develop bodies that do not get
injured.

Strengthening of core muscles

Continued

Maintargets

Students

Details

At the start of each PE class, children put on gloves andclean the gymnasium floor. This exercise helps develop
bodies that resist injury. A game-aspect is incorporated tohelp build core muscles.

5-9

Organizers

Teachers and staff

Opinion Box

Continued

Maintargets

Students

Details

The opinion box is provided in the hallway in front of thefaculty room. Opinions and ideas on making a betterschool following themes set by the Student Council
Operation Club are collected from the entire school. The
Operation Club studies the received opinions and makes
requests to the school, or plan and implements projects,
etc.

Organizers

Students

40

5-10

Making a play event

Maintargets
Details

Students

5-11

Smile Tree for HappinessMaintargets
Details

Students

Organizers

New
Students

Several times a semester, opportunities are made forstudents from other grades to interact and play. By seeing
and experiencing the students from the upper grades
gently interacting with the students from the lower grades,
we can see that the entire school is making an effort tobuild safe relations.

Organizers

Continued
Students

On a leaf-shaped piece of paper, students write things thatthey though were "kind", "amazing", or "outstanding", etc.,
within their grade and other grades. These are posted on aposter, and as the leaves gather, it creates a large tree.

The above three projects focus on emotional injuries.
The students in the ISS Committee learned about the"Opinion box", "Making a play event", and "Smile Treefor Happiness" initiatives that other schools were
implementing at the Matsubara City Student Council
Student's Exchange Meeting. They decided to
implement the programs, and arranged them to makethem unique for our school. We have seen actions toeliminate bullying and bad-mouthing spread throughout
the school.

5-12
Main
targets
Details

Implementation of human relationship
Continued
programStudents

Organizers

Students

Initiatives for human relationship sciences (HRS) are
positively incorporated. Through various activities, thestudents experience the fun of cooperating with friends,
learn how to convey and listen to feelings, and foster
important sense of value by creating human relationships.

41

5-13

Traffic safety classes

Maintargets
Details

Students

5-14
Main
targets
Details

Organizers

Continued
Teachers and staff

Once a year, officers from the Matsubara Police
Department visit the school, and talk about how toride a bicycle properly, and how to avoid accidents.
There are many students who have had "close calls"
when riding on their bicycles, so this is an importantclass that is directly linked to daily life.

Preparation of School District
Safety Map
Students

Organizers

New

Teachers andstudents
To reduce injuries sustained during commute
to/from school or when riding a bicycle, the Grade 3
students walked around the school during the
integrated studies class, and prepared a School
District Safety Map.

42

Priority Problem 3: Example of Flow of ISS Student’s Meeting Flow
ISS Chuo Student Meeting September 15, 2017
- Reducing injuries in September (Sports Day and practice) (All members of Student Council Operation Club and

ISS Committee
ＩＳＳ委員会

managers of each Club)The 2nd semester started on Sept. (Fri.). The ISS Committee
met on the following Sept. 4 (Mon.), where it was proposed“Let’s think of initiatives in each Student Council Club so that
we can reduce injuries in September.”Students’ morning
児童朝会
assembly(From Operation Club to all students)
At the weekly Students’ Morning Assembly held on Sept. 5

Opinion box(Tue.), the Operation Club talked to the students. Grades 1 to 3
were asked to submit their opinions for reducing September
injuries in the “Opinion Box”, and Grades 4 to 6 were asked topresent their opinions at the ISS Chuo Student Meeting.

ISS Chuo Student
Meeting

ＩＳＳ中央小子ども会議(All students in Grade 4 to 6)
Students in the Operation Club lead and organize the meeting. This
year, the Health Club reported on injuries that occurred in semester
1, and injuries occurring in September of the previous year. Many
students submitted ideas for reducing September injuries.

Presentation by Health Club
Number of injuries

Types of Injuries

No. of Injuries in First Semester

treated at School
InfirmaryReason 1

What can we do to
reduce injuries?

ISS Student Meeting
ＩＳＳ児童集会

Number of injuries in each month of 2016

Practice for Sports Day starts.

Reason 2
There are many contusions frombumping into people and objects in all
months.

From ISS Committee to all students

43Indicator 6 There are programs that document the frequency and causes of
injuries.
Chuo Elementary School categorizes injuries into physical injuries and emotional injuries, andsummaries data records as shown below.
[Table 7]Category
Physical injury
Emotional
injuries

Type of injury

Recording method

Frequency

Minor andserious
injuries

1. Spots where an injury has occurred
are recorded on the School Safety
Map.
The number of injuries are checked anddisplayed each day.
2. Using the school infirmary card, injury data
are collected and subject to statisticalprocessing.

Using the school infirmary card, injury data are collected
and subject to statistical processing.
Data are input every day and analyzed every month.

Injuries that require
hospital treatment

3. For injuries occurring under school
supervision (including injuries on the way
to/from school), records are submitted to
Matsubara City Board of Education to request
disaster mutual aid payments. The
applications are submitted to the Japan Sports
Council.

Data is aggregated every month and submitted to
Matsubara City Board of Education.

Number ofcomplaints andcases that can leadto bullying

4. School Life Questionnaire Survey of all
students, and School Life Questionnaire
Survey of all students and parents

School Life Questionnaire in each term
* Annual school self-analysis(Students & parents)

1. Information on daily injuries are posted in frontof the school infirmary. The number of injuries that
occurred the on previous day are written in theposter. Those numbers are shown in a graph sothat the number of injuries can be seen in a glance.
A large amount of data has been collected, so it
will be used to promote injury prevention after days
with a large number of injuries, or in months that
previously had a large number of injuries.

2. Monthly data is graphed by grade, gender, reason for visit to
infirmary, time zone, name of injury, body member, place ofoccurrence, and cause, and posted in front of the Faculty Room. Thisdata and the data on the daily injuries are analyzed by the Student
Council Health Club, and used at the ISS Students Assembly, etc., toremind all students to prevent injuries.

44

The School injury map is prepared by students in the Student Council Health Club. Students who were
injured at school can mark the place and type of injury they sustained. Each time they are injured, they
write ways that they can avoid getting injured, and attach at sticker at the place they were injured. Since
the place of injury occurrence can be seen in a glance, and students remember to act carefully when
they are at or passing by a place with high injury occurrence.

SY2016
Injury Map

SY2017
Injury Map

45

Indicator 7 There are measures to assess and evaluate the programs,
processes, and effects of change
1. Evaluation indicators and verification of effect
Short-term and mid-term achievement indicators and long-term indicators for measuring andassessing the effect and verifying measures for injuries in school, traffic safety, and disaster prevention.
[Table 8]

Injuries in school

MeasureShort-/mid-term
achievement indicatorLong-termachievement indicator

Goal: Develop student’s ability to predict

Indicator: Increased recognition of causes ofIndicator: Number of injuries

and avoid risks

injuries and development of improvement

occurring in school(5-1) ISS Students Assemblyplans• Data from school infirmary and(5-2) Preparation of injury map* Student Questionnaire Survey

Japan Sports Council(5-3) Daily injury check• Target: All students(5-4) Safety inspections inside and• Frequency: 1 or 2 times a year

outside school(5-5) Safety classes(5-6) Training of PE teachers
Goal: Strengthen core muscles

Indicator: Improvement in physical strength(5-7) Strengthening of core muscles*(5-8) PE morning assembly• Target: All students

Results of the physical strength test

• Frequency: Once a year
Goal: Development of mental healthIndicator: Development of good

Indicator: Nationwide Survey on(5-1) ISS Students Assembly

human relationships

Academic Performance and the(5-9) Opinion Box* School Life Questionnaire, andState of Learning (Questionnaire with

(5-10) Making a play event

school self-analysis questionnaire

students)(5-11) Smile Tree for Happiness• Target: All students(5-12) Implementation of human• Frequency: 3 times a year

relationship program
Disaster prevention

Goal: Increase of disaster

Traffic safety

Goal: Increase of safety

Indicator: Dissemination of traffic

Indicator: Incidence rate of bicycle-

awareness

rules and increase of safety

related accident(5-13) Traffic safety classes

awareness(5-5) Safety class* Questionnaire survey on traffic(5-14)

safetyIndicator: Increase of disasterprevention awarenessprevention awareness(4-3) Disaster prevention* Questionnaire survey on disastereducation

prevention(4-4) Saturday Disaster Drill for Students• Target: All students• Frequency: 1 or 2 times a year

Preparation of School District

Safety Map• Target: All students• Frequency: 1 or 2 times a year46

2. Management of program progress
The program progress is managed by mainly by the ISS Promotion Committee following the PDCA
cycle of Plan->Do->Check->Action.
Management of program progress

Plan
Development of analysis, measures, andimplementation plans for data andquestionnaires on injuries, etc.

Do

ActionISS Promotion Committee

Applying
theevaluation
results on the measures andimplementation plans

Implementation of measuresthrough cooperative actions ofeach club

Check
Measurement of effect based on evaluation
indicators
Verification of indicators, and setting of newchallenges

3. Changes in students through program(1) Prevention of body injuries
Injuries on the schoolyard during recess have dropped

Injurieson the schoolyard during recess
休み時間での運動場のけが(people)
（人）

332

350
300
250
200

200

170

150
86

100
50
0
2013年度SY2013(people)2014年度SY20142015年度SY20152016年度SY2016

140
120

116
104

100

82

80
60
40
20

64

63 59

49
19

13

7 4

0
Tumbling
転倒

37 35

25

Fall
転落

29
10

0
Collision衝突
2013年度SY2013

21
4 1 1

7 6 6

StrickenFightingPoorskills当たる
けんか技能未熟
2014年度
2015年度
2016年度SY2014SY2015
SY2016

47

4 3

13

Othersその他

6Injuries in Semester 1 dropped greatly (Number of students visiting school infirmary, number of
injuries requiring hospital treatment). <Number of injuries, including minor injuries, in Semester 1> (From SY2013 to SY2017)(people)（人）800700

692

Start of

600

ISS

500

436

427

400

356

315

300
200
100
0
2013年度SY20132014年度SY20142015年度SY20152016年度SY20162017年度SY2017(Source: Data on cases dealt with at the school infirmary)<Number of injuries requiring hospital treatment, in Semester 1> (From SY2013 to SY2017)（人） 25

20

20
18

17

16

15

Start of
ISS

10

8

5

0
2013年度SY20132014年度SY20142015年度SY20152016年度SY20162017年度SY2017(Source: No. of applications submitted to the Japan Sport Council)

48

(2) Prevention of emotional injuries

ISS Chuo Students Meeting June 30 2017
- Creating a safe and secure school *In June, the Student Council called for opinions on the themes “Behavior you Chuo Elementary School
to overflow with”, and “Behavior you want to eliminate from Chuo Elementary School”. The “School Life
Survey” of all students was conducted at the same time. The students mainly wrote what they feel about
interactions with their friends.
On June 30 (Fri.), the ISS Chuo Elementary Students Meeting was held, featuring the received opinions
and results of the survey. The students actively talked about increasing behavior and words to help theirfriends, and to get rid of hurtful words and violence, etc. The students’ awareness to value words and act
gently during daily life has increased.

Student Life Survey

early June 2017<Victim’s side>

SY2016
1. Having been
①仲間はずれにされた
ostracized, ignored, orり、無視されたり、かtalked about behind
げで悪口を言われたback②からかわれたり、悪2. Having been teased
口やいやなことを言わor called a bad name
れたSY2017

22.7%
32.9%
31.4%
15.5%

24.2%
31.7%
28.6%
19.6%

64.7%
①
1

56.9%
44.6%

19.7%
18.8%
24.0%

１年

Grade 1

86.1%
64.7%
②
2

44.6%
２年
55.6% Grade 2
40.0%
３年
27.3%
Grade 3
25.0%
４年
30.7%
Grade 4

3. Having been
③わざとぶつかられた
intentionally bumped
り、たたかれたりした
or hit

9.1%
20.7%
17.1%
10.3%

69.4%
54.4%
3
③

0% 20% 40% 60% 80% 100%

49

35.4%
48.6%
30.8%
13.6%
8.8%
20.0%

５年

Grade 5

６年

Grade 60% 20% 40% 60% 80% 100%

Comparing the rate of students who feel that they have been “victimized” within their relationships withfriends with the results of last year’s survey, we see that three out of five grades had a drop in “Having
been ignored, or talked about behind back”, four out of six grades had a drop in “Having been teased orcalled a bad name”, and four out of six grades had a drop in “Violence”.
<Victimizer’s side>

SY2016SY2017
12.3%
27.8%
16.9%
4.5%
6.3%
6.7%

40.3%

14.7%
9.1%
9.8%
24.3%
11.3%

4. 仲間はずれにしたり、
Have ostracized,④
ignored, or talked about
むししたり、かげで悪口
personbehind their backを言ったりした

④
4

31.9%
10.3%
6.1%
7.3%
12.9%
4.1%

⑤わざとぶつかったり、
5. Have intentionally
たたいたりした
bumpedor hit

3.1%
19.4%
10.8%
4.5%
6.3%
6.7%

5
⑤

0%

0% 20% 40% 60% 80% 100%

１年

Grade 1

２年

Grade 2

３年

Grade 3

４年

Grade 4

５年

Grade 5

６年

Grade 6

20% 40% 60% 80% 100%

For the rate of students who felt that they had “victimized”, four out of five grades showed a drop in“Have ignored, or talked about person behind their back”, and three out of five groups showed a drop in“Violence”.

Nationwide Survey on Academic Performance and the State of Learning SY2017- Do you enjoy going to school? In response to the question “Do you enjoy going to school?” in the Nationwide Survey on Academic
Performance and the State of Learning SY2017, 76% of students gave an affirmative answer, and 8%
increase from the previous year. However, we cannot overlook that more than 20% of the students gave
a negative answer. We must continue to promote programs while carefully approaching each and every
student.
Nationwide Survey on Academic Performance questions

24.0

2016年度SY201644.8“Do you enjoy going to school?” graph

19.8

11.5

あてはまる
I think so.
どちらかといえば、あてはまる
I rather think so.
どちらかといえば、あてはまらない
I rather don't think so.

SY20172017年度

42.7

0%

20%

33.3

40%

13.3

60%

80%

50

10.7

100%

あてはまらないI don't think so.

Opinion Box, Smile Tree for Happiness, Making a play event
After learning through the School Life Survey that there were students who did not enjoy school, the ISS
Students Committee discussed the situation, and decided to incorporate the three initiatives (Opinion
Box, Smile Tree for Happiness, Making a play event) previously introduced. These initiatives are still
being implemented, but the Smile Tree of Happiness has already gathered more than 100 leaves.
<Opinion Box>

<Smile Tree for Happiness>

Place for students to speak
their thoughts andconcerns about relations
with their friends<Making a play event>Learning about

Creating a day to playfriends’ kindness

with other grades

and efforts

Daisan Jr. High School District“ISS School District Students Meetings”
June 30 (Fri.) and Aug. 25 (Fri.), 2017
The exchanges by the Daisan Jr. High School District Student Councils were positioned as the “ISS
School District Students Meeting”. Schools in the district cooperate to “Create a safe and secureschool”. The students independently plan and implement programs designed to reduce “emotional
injuries” and “physical injuries”. This year, meetings were held on June 30 and August 25. In June,
exchanges were held on each school’s initiatives. In August, the students discussed what programs
the three schools could cooperate and implement. Actual programs based on these opinions shallbe planned and implemented during the second semester.

51

(3) Disaster Prevention

Saturday Disaster Drill for Students, June 17 (Sat.)The Matsubara City Crisis Management Section, Students’ Saturday Experience Activity Promotion
Committee, and Chuo Elementary School PTA cooperated to organize the “Disasters Prevention
Riddle Game”. The students participated in the game, and had fun while learning about and practicing
disaster prevention. The city administration, community and PTA cooperate in initiatives for security thesafety of Chuo Elementary School students, and disaster prevention.

<Using a blanket as a stretcher><Practicing how to escape form smoke><Shake Out drills>(4) Traffic Safety

Zero traffic accidents during commute to/from school- Children's Safety Watch-over Team In SY2017, the Children’s Safety Watch-over Team continues to stand at 11 places in the school district
to ensure safety for the students of Chuo Elementary School as they commute to and from school. This
program started in 2001, and has continued for seven years. Many people from the community, including
seniors, watch over dangerous places along the school route every day regardless of the rain, heat or
cold.
Through this program, the number of traffic accidents during commute to/from school remains to be zero.

<Informal conference><Watch-over>52<Ceremony of Appreciation>

Indicator 8 Continuous participation in national and international Safe
Community networks
Since FY2015, we have participated in ISS preliminary evaluations and onsite evaluations throughout
the country. We also invited teachers from Ikebukuro Dai-ichi Elementary School, Ikebukuro Honcho
Elementary School, and Ikebukuro Jr. High School to visit our school for exchanges.
[Table 9]
Participation in national network
FY2015June 11

Tour of ISS preliminary evaluation (Toshima Ward Hoyu Elementary School,
Toshima Ward Fujimidai Elementary School)

July 11

Tour of ISS onsite evaluation (Kameoka City Sogabe Elementary School,
Kameoka City Honme Nursery School)

Oct. 6 & 7

Tour of ISS onsite evaluation (Atsugi City Mutsuai Higashi Junior High School)
School tour (Toshima Ward Hoyu Elementary School)

FY2016

Nov. 16 & 17

Tour of ISS onsite evaluation (Chichibu City Daini Junior High School,
Chichibu City Hananoki Elementary School)

Feb. 2

Participation in ISS Summit in ToshimaJune 10

Tour of ISS preliminary evaluation (Toshima Ward Ikebukuro-Honcho Elementary School,
Toshima Ward Gyoko Elementary School)

July 29

Visit to Chuo Elementary School by Ikebukuro Dai-ichi Elementary School and
Ikebukuro Honcho Elementary School visited Chuo Elementary School

Nov. 17

Tour of ISS onsite evaluation (Toshima Ward Ikebukuro Honcho Elementary School)

Nov. 18

Visit to ISS Certification Ceremony (Atsugi City Shimizu Elementary School)

Declaration Ceremony of Launch of the ISS Programs

Matsubara Daisan Junior High School District
Human Town Festival

Matsubara City SC briefing meetingChildren’s City Assembly of Matsubara City

Briefings on ISS initiatives are being reported at various events throughout Matsubara City
Since declaring the launch of the ISS Program, we have held briefings at various events including the
Matsubara Daisan Junior High School District
Human Town Festival, the Matsubara City SC briefing meeting, and the Children’s City Assembly of
Matsubara City.

53

Chapter 5 Future Challenges and Goals
We have implemented initiatives on eight indicators, summarized the achievements and results ofindividual measures, and extracted the following challenges. These have been set as our future.

1. Preparation of student organizations
Challenge * The Operation Club and other clubs are actively and independently carrying out
programs, but the ISS Committee meetings are still not be held periodically.
* The members of the Student Council Executive Committee and each club change at
the middle and end of the school year, making it hard to continue some programs.

Goals* Add the ISS Committee into the event schedule, and systematically hold meetings.
* Make awareness “visible” by posting details and the significance of current programs
at ISS Street, posting information in each classroom, and conveying information at the
ISS Students Meeting.

2. Matching policy and direction of programs
Challenge * There are few programs that involve the parents and community, and it is hard to
match goals and significance of programs.

Goals* Programs in which the community and parents can participate, such as the Saturday
Disaster Drill for Students, will be planned, and programs will be introduced in theschool newsletter to inform the community of the programs we have.

3. Preventing injuries
Challenge * There are many cases, such as contusions, that can lead to serious injuries. Injuries
are particularly high among students in lower grades.

Goals* We will continue to instruct the students to eliminate horseplay and dangerous
behavior so that they do not sustain serious injuries. The Health Club will leadinitiatives to provide information on the number and cause of injuries, etc., so thateach student can develop the awareness to prevent injuries.
* Visual aids, such as the “School Safety Map” and “School Injury Map”, that are easy
for students in lower grades to understand will be prepared and posted.

54

4. Preventing emotional injury
Challenge *There are students who responded that “school is not fun” in the School Life Survey.
There are cases of trouble, such as being bad mouthed and teased, that can lead toemotional injuries.

Goals*We will promote human rights education and programs on human relationships(social skills, etc.) as part of our efforts to build a foundation for daily group formation,
and will attempt to enhance the students’ self-esteem, and build rich human relations
while mutually recognizing various values.

5. Continuing programs and awareness
Challenge * Teachers and staff are reassigned at the end of every school year, so at the start of
the new school year, the reassigned teachers may not know about ISS. This canprevent the programs from starting smoothly.

Goals*Data of the previous school year’s programs will be recorded, and collectively
summarized by the teachers and staff. The Grade 5 students will advance to Grade 6
where they will lead initiatives in each Club. To facilitate this, opportunities will becreated at the end of the school year so that the students can sum up and handover
their activities. Opportunities to introduce the ISS program to the new students will
also be created at the start of the new school year.

55