○Greeting

Chairman of the Toshima
City Board of Education

Kazunori Mita

○GreetingIn accordance with a policy to obtain the international designations for each junior highschool block in order to create Safe and Secure School for all the elementary and juniorhigh schools in Toshima City, based on the “Safe Community” plan which has beenpromoted by Toshima City, we, together with the Ikebukuro Dai-ichi Elementary School,
announced our wish to be designated as ISS in May of 2016.
In the previous year, the Ikebukuro Honcho Elementary School, which is a combined
elementary and junior high school sharing the same school building, was designated as ISS,and they are truly advancing the establishment of Safe and Secure School with theirPrincipal of the Toshima City

community.
Regarding our activities, we set six priority goals: 1) train students how to predict andMunicipal Ikebukuro Junior

avert danger, 2) establish a school leadership, 3) prevent bullying and improve social skills,

High School4) raise awareness toward disaster prevention and respond to disasters, 5) raise safety
awareness toward SNS, etc. 6) improve the environment. Since our school started engaging
in ISS activities for the first time among all other junior high schools in the city, further tosay, among all other junior high schools in Tokyo, we were groping in the dark, trying to find out what to do and how, but with thesupport of the people in our community and guardians, most importantly the students, with the leadership of the student council andvarious committee, started the activities, saying we should suggest this or we should work on that, in order to establish Safe andSecure School. As a result, each student started giving a thought and put it into practice to be designated as ISS.
We, Ikebukuro Junior High School, together with its community, will continue to train students who can contribute to create
Safe and Secure City.

○Greeting
In the areas of Ikebukuro Honcho and Kami Ikebukuro, which consist the Ikebukuro
Junior High School district, the people who have been living there from old times andthe people who newly moved in are giving energy to the areas. Since the waves of aging
society and informatization are sweeping toward our town without exception, theexpectations toward young people who can handle changes of new age are getting higher.
Moreover, the construction of the new school building was completed in August of 2016,
more people expect the school building to be utilized as a regional disaster prevention
base, and the junior high students to take the lead and respond to emergencies such as

Chairman of Parents andTeachers Association

Masatoshi KIHARA

natural disaster.
Our students, vis the ISS activities, are voluntarily and actively taking actions, aiming
to establish Safe and Secure School, and, as I see it, they grew up and became quite
reliable.
The Ikebukuro Junior High School PTA, together with the students, school andcommunity, think about Safe and Secure Life, and are improving the measures to “crack down on bullying”, based on heartwarming
mingling such as morning greetings and evening patrolling.
Taking ISS designation as an opportunity, the school, community and PTA as a united one body, would like to assure children’ssafety and their peace in mind, and create a school where they can go with smile every day and can improve themselves eventhough they are in the middle of major reform.

○GreetingWe’ve started various activities in order to be designated as International Safe School(ISS), for the first junior high school in Toshima City.
In June, 2017, we made improvement toward the on-site examination scheduled in
December, following the instructions from the examiners in the previous examination, andwe are making efforts steadily to have a designation ceremony in February, 2018.
Regarding the Ikebukuro Junior High School Block, the Ikebukuro Honcho Elementary
School which is sharing its school facilities with us, obtained the designation last year, andthe Ikebukuro Dai Ichi Elementary School, at the same time as our school, has alsodeclared their wish to be designated as ISS and started the activities.

Chairman of ISS Regional

ISS’s purposes are; school, home and community are united as one body, guarantee the

Policy Committee

students’ safety, and make sure the students can have meaningful school life without

Koichiro TANAKA

concerns, feeling secured and having smile at all times.
Therefore, the representatives from Town Association, Welfare Commissioners andChild Welfare Commissioners, Youth Developing Committee, Parents’ Association, Local

Fire Brigade, Opening Public Facilities Committee, OB Committee, Community Centers, etc. established Community’s Taskforce
Committee. The representatives, working with the government, school, parents and relevant organizations, engage in morning
greeting program, patrolling in the day and night, disaster drills, and traditional festivals, working and strengthening the bond withthe student, assuming that creating a safe and secure town and school is their mission for the local community.
We are aiming to become a model junior high school in Toshima City with the students who studied at Ikebukuro Honcho
Elementary School and Ikebukuro Dai Ichi Elementary School which had been designated as ISS.

Chapter 2
1

Programs for International Safe School Initiatives

Background of our initiatives

Until August of 2016, our school building was located on the north side of our current school building (current
playground of Ikebukuro Junior High School), and the total floor space of the school building was 12,915 ㎡ andthe area of the playground was 3,800 ㎡. In August,2016, we moved into the new school building, which is a jointestablishment with the Honcho Elementary School, and the total floor space of the new school building is 17,271㎡ (the construction of the playground was completed in September of 2017 bringing the total area of theplayground to 10,212 ㎡). Even though the environment has improved, it is still necessary to continue to taking
steps to create a safe and secure school.
The new school facilities are also expected to function as local disaster prevention base. Since our school zone is
crowded with wooden structures, the general danger level is high in the case of disaster, thus it is necessary to
improve awareness of disasters and require appropriate responses in the case of disaster.
In consideration of the above-mentioned situations, we would like to improve the system for developing thestudents’ ability to avoid risks and a achieve a safe and secure school by working in unison with community residents
and parents by taking these initiatives toward the ISS designation as a good opportunity.
2. History of our Activities
Table 2-1
2016

May
July
Aug.

Sept.
Oct.
Nov.
Dec.
Feb.
Mar.
2017

Apr.
June

July
Sept.

School Activities
Declaration of commitment to the ISS Project(5/18)
Observation and interchange of Saitama
Municipal Jionji Elementary School
Relocation to the new school building
Observation and interchange of Chichibu
Municipal Chichibu Daini Junior High School
Observation and interchange of Atsugi
Municipal Mutsuai Higashi Junior HighSchoolFirst Community’s Taskforce
Committee Meeting (9/29)
Observation and interchange of Atsugi
Municipal Shimizu Elementary School
Observation of Urawa Gakuin Private HighSchoolObservation and interchange of Saitama
Municipal Jionji Elementary School
Mr. Shiraishi’s school visit
2nd Community’s Taskforce Committee
Meeting (3/13)
1st PR brochure “Safe School Ikebukuro
Junior High School” issued
Mr. Shiraishi’s school visit
First Community’s Taskforce
Committee Meeting (6/2 School Year 2017)
Safety Seminar (SNS) (6/7)
Start of Evening Patrol (6/12)
Pre-examination by Asia Region ISS
Certification Center (6/23)
Observation and Interchange of Chichibu
Municipal Chichibu Daini Junior High School
Mr. Shiraishi’s School Visit

May
June
July
Sept.
Oct.

Nov.
Dec.
Jan.
Feb.

Mar.

Apr.
May

June

July

Pro-active Activities of Students
Students’ Declaration of Commitment (5/18）
Commencement of Student ISS Committee
1st ISS Committee Meeting
Creation of ISS Slogan
2nd ISS Committee Meeting
3rd ISS Committee Meeting
Interchange
withIkebukuro
HonchoElementary School (Friendship school lunch)(10/18)
4th ISS Committee Meeting
5th ISS Committee Meeting
6th ISS Committee Meeting
7th ISS Committee Meeting
Morning Greeting Program (1/16～20）
Participation
inIkebukuro
HonchoElementary
SchoolISS
Designation
Ceremony (2/9)
8th ISS Committee Meeting
Morning Greeting Program (3/14～16)

1st ISS Committee Meeting (2017 SchoolYear)
2nd ISS Committee Meeting
Students’ General Assembly (Confirmation ofeach Committees’ ISS Activities)
Morning Greeting Program (5/22～26)
3rd ISS Committee Meeting
Morning Greeting Program (6/12～18)
ISS DAY (Friendship Meeting ： From 3rd
graders to 1st graders)
Local Disaster Prevention Drill (6/25)
4th ISS Committee Meeting
Interchange
withIkebukuro
HonchoElementary School (Friendship school lunch)(7/4)

Chapter 3 Situation of Injuries
１

Injuries inside the school

Injuries that occur in-school and are treated at the school infirmary are documented as, “School Infirmary
Data.” “School Infirmary Data” does not include injuries that are not treated at the school infirmary for example
injuries occur on school over-night(s) events or club activities during off-school days.
The “School Infirmary Data” injuries that require hospital treatment are documented as, “School Infirmaryand Hospital Treatment Data.”
Table 3-1 Number of injuries during the 2015 School Year (From “School Infirmary Data” and “School
Infirmary and Hospital Treatment Data”) ( No. of cases)
600
500
400
300

570

200

44

100
0
けがの総数
Total
No. of Injuries

Injuries受診を要するもの
Requiring Hospital Treatment(1) Situation of injuries occurrence including minor ones (From “School Infirmary Data”)
Table 3-2

By location（2015 School Year）（No. of cases）

250

The order of location, where injuries

211

occurred most in 2015, was the

200

163

playground, classroom, and gym. The

150

number of injuries, which occurred118

during P.E. and club activities, is 233,

100

and the number of injuries, which

Other

SchoolAroundRestroom

Entrance

SchoolOutsideStreets

Commuting

Stairway

その他

Pool

0

外周

Hallway

2

トイレ

Gymnasium

1

昇降口

Playground3

校外Classroom0

通学路

Special1

プール

Classroom

11

階段

廊下

体育館

9

was 206, and account for 88.4%.

By time zone（2015 School Year）（No. of cases）
The number of injuries occurred160

during P.E., recess, lunch recess,and Field Day-related activities
were 377 out of 570. Injuries

91 81

Summer School

Field Day

Run-through for
Field Day

Morning Practicefor Field Day

School Events

On Way Home

After School

Cleaning Time

School Lunch

Before Class

Morning Assembly

On the way to School

Lunch Recess

Recessサマースクール

運動会朝練習During Classesof 66.1%.

1
運動会

0

運動会予行練習

0

学校行事

18

7

下校中

授業前

1
放課後

朝礼

5

清掃中

1

26

給食

2

11

登校中

昼休み

授業中

P.E.

while exercising account for a total

55

休み時間

部活動
Club Activities

56 55

体育

180
160
140
120
100
80
60
40
20
0

校庭

Table 3-3

特別教室

教室

0

occurred on the playground and gym,

26

25

50

Among the 91 injury

cases which occurred during
recess, injuries occurred mostfrequently in the classroom, a totalof 65 cases and account for
71.4 %.

Table 3-4

Types of Injuries（2015 School Year）（No. of cases）

140 121
118
120

Scrapes and bruises
were most common in

100

78

2015.

60

49

Blister

DislocationinPulled Muscle

Lacerations

Eye

Substance

Foreign

Burns

Joint Pain

Back Pain

Muscular Pain

Tooth Damage

Ear Damage

Bruises

Stabs

Jammed Finger

Cuts

Sprains

脱臼

Bruises1

まめScratches

5

肉離れ

歯の負傷

1

裂傷

耳の負傷

1

目の異物

目の負傷

10 6
関節痛

1

29
13
腰痛

4

筋肉痛

1

挫傷

突き指

刺傷

捻挫

切傷

打撲

擦過傷

3
骨折

20
0

24

20

熱傷

25

40

Eye Damage

60

Bone Fracture80(2) Occurrence of Injuries that Required Hospital Treatment (From “School Infirmary and Hospital Treatment Data”)

Table 3-57
6
5
4

Injuries that Required Hospital Treatment by Grades（2015 School Year）（No. of Cases）
6

This graph explains6

the 44 injuries that5
43

treatment in 2015.

3

3

The number of
2

2

1 1 1

1

2
1 1

0

1
0

1st Grade
１年0BeforeSchool

After

Class

Lunch

School

2nd Grade
２年

3rd Grade
３年

0

運動会

Classes01

放課後

Activities

Recess0

injuries was high

1 1

給食

During

授業前

Club

休み時間

授業中

P.E.

部活動

体育

0

required hospital

4

Field Dayduring P.E. (34.1%),
Recess (20.5%) andClub Activities(20.5%).

(3) Emotional injuries due to bullying（from “Survey about school life” ）The school is aiming to create a bullying-free school where the students can spend their time safely feelingcheerfully and happy.
The definition of bullying is: “an action done by a student who has a certain relationship with the targeted
student and the action causes the targeted student emotional or physical pain.” Bullying is a violation of ahuman right that gives serious influence on the targeted student’s life, healthy growth of his/her emotion andbody, and development of personality. Measures, for prevention, early detection and early response, have to betaken against bullying and SNS/ Internet-related trouble, and initiatives must be taken, whether inside or outsideof school, to eliminate bullying, respecting all the students’ life, and making sure students can spend theirschool life without worries.
The school is also enhancing the activities for prevention, early detection and early response, defining
bullying as “emotional injury”. “Survey about school life” is conducted 3 times a year (schedule: June,
December and February) to detect bullying in the early stage, targeting the students in all grades, and makes
efforts to find any incidents that might lead to bullying.
Table 3-6

Survey about school life conducted in 2016

Chart 3-1 Situation of bullying occurrence（from Survey about school life）
2016
No. of suspected bullying andbullying cases０

No. of solved cases

０

Under guidance０Injuries outside School２(1) Emergency Transportation by paramedics for traffic accidents and disaster (Toshima City)

The number of emergency transportation by Ikebukuro Paramedic Unit for traffic accidents anddisaster in 2015 was 3759, and this counted the seventh largest number among 243 units.
Ikebukuro Junior High School has been expected as a disaster prevention base since the newschool facilities were built, thus we will also work on lifesaving measures for traffic accidents anddisasters.
Table 3-2 Change in the top 10 units of paramedic dispatches over the past 4 years(From Tokyo Fire Department HP)
Rank

2012

2013

2014

2015

１

Okubo

4076

Okubo

4333

Okubo

4426

Okubo

4385

２

Kanda

3845

Hongo

3919

Totsuka

4026

Totsuka

3902

３

Joto

3765

Ikebukuro

3874

Ikebukuro

3970

Sunamachi

3893

４

Taisimae

3760

Shinjuku Gyoen１

3860

Hongo

3948

Kyobashi3835

５

Setagaya

3758

Tachibana3825

Kyobashi

3859

Fukagawa

3792

６

Tachibana

3757

Ginza

3808

Shimura3797

Oshima3770

７

Shinjuku Gyoen１

3756

Kyobashi

3774

Joto

3791

Ikebukuro

3759

８

Ogu

3754

Nishi Shinjuku１

3753

Sunamachi

3769

Nishi Shinjuku１

3759

９

Nishi Shinjuku1

3752

Shinjuku Gyoen２

3745

Nishi Shinjuk１

3758

Minami Ayase

3756

１０

Ikebukuro

3744

Shimura Sakaue

3736

Minami Ayase

3744

Tachibana3743

Total Unit

233 Units

233 Units

233 Units

233 Units(2) Students’ injuries inside the school zone
There are 4 cases of injuries suffered to the students from Ikebukuro Junior High School on the way to/ fromschool over the past 2 years.
Although the number of the cases is not many, the school is working on prevention of injuries, as well as theinjuries inside school.
Chart 3-3

Situation of Occurrence of Injuries in the School Zone over the past 2 years

No. of cases
Situation

2015

2016

2

2

・Fell and scraped knees

・Fell and scraped knees

・Commuted with poor-fitting shoes

・Sprained ankle in the stairway

and got shoe sore
(3) Injuries caused by intentional factors in our school
In case that a violent act or abuse is suspected, urgent transaction is taken in collaboration with relatedorganizations (Tokyo Child Guidance Center, Child Home Support Center, Toshima City Board of Education,
Police Station, etc.). The school is presently continuing to watch over the students while exchanging
information with some families.

(4) Disaster prevention at home and in local community
There are many wooden houses in this school zone and the width of many streets (small alleys) is less than 4
meters. People in this are worried about serious damage if or when an expected earthquake with an epicenter
directly below the metropolitan area occurs.
Survey indicators of the data of local danger level from the Tokyo Government include, danger level ofbuilding collapse, danger level of fire, and overall danger level, as well as there is also an indicator, taking theabove-mentioned indicators into consideration, danger considering “difficulty of activity dealing with disaster.”
The overall danger level of our school zone is level 3 or 4 among 5 levels, thus the danger level for our school iscomparatively high. Against this background, the junior high school students who spend time in the local area
during day time are expected to take part in the activities in the case of disaster.
On the other hand, the students’ awareness toward disaster prevention is not enough. The students are stillrequired to study about disaster, deepen the knowledge, and realize that they are responsible for disaster prevention
in the local community.
Table 3-14

Awareness Survey abut Disaster Prevention（As of May, 2017 Survey respondents 299）

防災訓練
Disaster Prevention
Drills

10.4
14.4
8.0

災害情報
Disaster Information
Family Meeting
家族会議
Evacuation Site
避難先

89.6
85.6
92.0
29.1

Earthquake Resistant
耐震化

70.9

7.7

Furniture Fall Prevention
家具の転倒防止
Safety Confirmation
安全確認
Gather Valuables
大切な物の集約
Bag to 持ち出し袋
Take Out
Storing
備蓄

92.3
30.8
32.8
26.4
28.4
34.4

0.0

69.2
67.2
73.6
71.6
65.6

20.0

40.0

Prepared
準備している

60.0

（％）

80.0

100.0

Not Prepared
準備していない(5) Trouble caused by SNS
Along with the rapid popularization of smart phones, more trouble has been occurring due to SNS. The
prevalence of smart phone and the number of trouble have been increasing. From the view point of preventing
bullying which might cause emotional injuries, it is necessary to teach proper way to use SNS.
Chart 3-3

The number of trouble cause by SNS
2016（Survey respondents 262）

2017
（Survey respondents 303）

Prevalence of communication
devices such as smart phone

89％

88％

No. of occurrence

1220

・Slander・Excluded from the group・Account being hacked
etc.

・Pictures being posted withoutauthorization
・Excluded from the group
・Slanderetc.

Common incidents

Chapter 5

Programs Based on Eight Indicators

Indicator 1: An operational infrastructure to work on safety improvement has been establishedbased on collaboration among teachers & students, office & technical staff, and parents
International Safe School steering organization
International Safe School activities have been transferred to the Board of Education from the
School Safety Taskforce Committee of the Toshima City Safe Community Steering Committee.
The school belongs to the Community Taskforce Committee which consists of members of PTA,
Neighborhood Association, Council of Juvenile Development, Welfare and Children’s Wellbeing Committee, etc., aiming prevention of traffic accidents and deterrent of crimes committed
by suspicious persons, as well as to the Community Taskforce Committee for ISS which consistsof teachers’ organization. The Student ISS Committee carries out activities with support fromthe above organizations.
Table 5-1
１Toshima City Safe Community Steering Committee

Taskforce committees for major issues

P re v e n tio n o f s uic i d e an d d e p re s s io n

Prevention of domestic v io lencePrevention of c hild abu se

Prevention of e arthquake d isaster

School Safety (Safe School)

Safety in busy areas

Safe riding of bicycle

Safety for persons with disabilities

Elderly’s safety

accident

P re v e n tio nofch i l d ren ’s

In ju rie san d(Community’s Taskfo rce Committee fo r ISS is in charge of school issues)

International Safe School Activities

Community’s Taskforce Committee for ISS（ explained in 2）
Community Organization

City Office
Manager of Education Department

P TA

Head of Education Guidance Section

Local Store Association

Community Citizens’ Plaza

Council of Juvenile Development

Fire Department

We l f a r e a n d C h i l d r e n ’ s We l l - b e i n g C o m m i t t e e

Police Department

Neighborhood Association
Local Fire Brigade

ISS Promotion Committee

Local Disaster Prevention Organization

Student ISS Committee

School ISS Committee（ explained in 3）

２

Community’s Taskforce Committee for ISS(1) Community’s Taskforce Committee for ISS
The Community’s Taskforce Committee for ISS that serves as a facilitator of Safe School
is chaired by the representative of the Neighborhood Association directors and consists ofmembers/officers of PTA, Neighborhood Association, Local Store Association, Local Fire
Brigade, Council of Juvenile Development, Welfare and Children’s Well-being Committee,
Community Citizen’s Plaza, Ikebukuro Police Station, Ikebukuro Fire Station, Toshima City
Board of Education, and Toshima City. As a general rule, the Committee meeting is held once
every school semester, where school and community activities and problems are reported to
be shared and opinions are exchanged.
Table 5-1
Date of Meetin g
Sept. 29
20 16
Mar. 1320 17

Ju n e 2

AgendaIn troduction of horizon tal banner Observ ation
report of advanced ISS
In troduction of sash and cap
Creation of local saf ety map
S c h ed u l in g of ev en i ng p a t ro l , et c .

(2) Activities of Community’s Taskforce Committee for ISS
The Committee identified problems and exchanged opinions to remove dangerous
environments surrounding students. The Committee also carries out specific supportive
activities of various organizations such as Neighborhood Association.
In 2017, the Committee helped the students’ field work for making “Community Safety
Map”, and conducts “Evening Patrol” to watch over the students on their way home after club
activities led by Neighborhood Association, Juvenile Development Committee, PTA, etc.
Table 5-2
Category

Group/Organization
Neighborhood Asso ciation director

Residents’ Org anizatio n

Representatives of organizations related to YouthSound Growth Association
PTA

School Org an ization

School Rep resentatives
Police Station, Fire Station, Con cerned personnel

Ad ministrative organ

Toshi ma City

Table 5-3
Date of Meetin g
20 16

20 17

J an . 1 6 -20

AgendaMo rn in g G re e t i ng P ro g ra m（ 5 d a ys）

Mar. 1 4 -16

Mo rn in g G re e t i ng P ro g ra m（ 3 d a ys）

May 2 2 -2 6

Mo rn in g G re e t i ng P ro g ra m（ 5 d a ys）

June 12Start of Ev ening Patrol

Ju n e 12 -1 6

Mo rn in g G re e t i ng P ro g ra m（ 5 d a ys）

June 25

Local Disaster Prevention Drill

Ju ly 8

Cooperation in creation of local saf ety map

Ju n e 12 , 2 6 ,Ju ly 4 , 1 2 , 2 0

Ev ening Patrol

Ju ly 4 , 1 2 , 2 0
Ju ly 21-23

Festiv al Patro lChapter 4

Setting targets for prevention measures based on the occurrence of injuries situation

Based on occurrence situations of injuries, targets for prevention measures are set for effective
implementation of prevention activities with reference to the occurrence of injuries both inside and outsideschool.
Table 4-1
Occurrence situation of injuries・・・・

Prevention Measures○ Of all injuries, including minor ones, injuries during P.E.
class, at recess, lunchbreak, and extracurricular activities
accounted for a high percentage.
2015

66.1％

（see Table 3-3）

○ There many injuries that occurred at playground or gym

InsideSchoolduring P.E. or club activities.
2015

88.4％

（see Table 3-2）

○There are many injuries that occurred in a classroom during
recess.
2015

71.4％

（see Table 3-3）

Injuries that occurred
during recess
Injuries that occurred
while exercising（P.E., club activities, Field
Day, etc.）○As for the injuries that required hospital treatment, many
injuries occurred during P.E.（7.7％ of the whole body）
2015

34.1％

（see Table 3-5）

○There are worries about bullying that might cause emotional
injury.

Emotional injury due tobullying

OutsideSchool○ The number of disaster(fire) cases that occurred in
Toshima City over the past 2 years is 123.
※The assumption in the case of an earthquake
whose epicenter is directly under Tokyo (Northside of Tokyo Bay Earthquake), based on the
Great East Japan Earthquake, some areas will
experience maximum seismic intensity 7, and
70 % of the city areas will experience seismic
intensity 6 plus or more. Moreover, thecrowded residential areas with many wooden
houses will experience major damage due tobuilding collapse/ fire, and the expectedcasualties will be about 9,700 at most.
The overall danger level in the school zone in
the case of disaster is 4 or 3.
○ There are SNS-related problems that might cause
emotional injuries.
2016 12 件（See Chart 3-3）

Response to emergency

Emotional injuries due to
SNS caused troubleIndicator 2 Policies and plans/measures have been determined in accordance with the directional
movement of the local government and Board of Education and stipulated clearly, bygoing along with the Safe Community project.

Table 5-5

Relationship with governments with regards to the school

図 5-5

N a tio na lGovern ment
（ Ministry of Education, Culture,S p o r t s , S c i e n c e a n d Te c h n o l o g y ）To ky oGovern ment

To shi ma City
※ See Indicator 1 for SC and ISS.

Ikebu kuro JuniorHigh School

1 National (Ministry of Education, Culture, Sports, Science, and Technology) Policy “Plan topromote school safety part 2”
In April 2012, the Ministry of Education, Culture, Sports, Science, and Technology released
the basic directions of policies related to school safety for the next 5 years (2012-2016,) and in
March, 2017 the revised policy (Plan part 2) by the Cabinet. The safe school program wasrecommended as a demonstrative and scientific program to promote school safety.
Development of Policy Based on Ideas of Safety Promotion
・Maintenance and strengthening of the system to collect information on incident
and accident disasters
・ Strengthening of function for analysis and investigation to provide
demonstrative safety control
・ Recommendation of cases of outstanding programs (ISS, etc.)
2

Measures taken by Tokyo Metropolitan Board of Education(1) “Safety Education Program”
In order to promote safety education that aims to have all students acquire ability to predict
and avoid danger and quality/capability to contribute to other people and society. The Tokyo
Metropolitan Board of Education created the “Safe Education Program” as the material forcomprehensive guidance in 2009 and has been distributing it to all teachers of the municipal
schools in Tokyo. The material distributed are utilized at each school for development ofsafe education.
(2) “Anti-bullying Comprehensive Measures Part 2”
In accordance with “Tokyo Municipal Ordinance on advancement of bullying prevention
measures”, which came into effect in June, 2014, the Tokyo Municipal Board of Education,
in July of the same year, Tokyo Metropolitan Board of Education made “Tokyo Municipal
Fundamental Act on advancement of bullying prevention measures” and “Tokyo Metropolitan
Board Of Education Anti-bullying Comprehensive Measures (previously called Anti-bullying
Measures)”. The Anti-bullying Measures was revised in 2016 taking the results and problemsof the activities over the past 3 years into consideration, and “Anti-bullying Comprehensive
Measures Part 2” was made. “Anti-bullying Comprehensive Measures Part 2” was distributed
to all the teachers in Tokyo and in use at each school.
(3) “Human Rights Education Program”
This is a practical guidebook on human rights education for teachers of municipal
kindergartens and schools in Tokyo. This guidebook covers attitude to promote human rights,
preparation of comprehensive plan and annual educational programs for human rights
education, practice/guidance examples for each human rights issue, relevant materials on
human rights education, etc. and is utilized at each school.

３

Toshima City Policies(1) “Toshima Education Vision 2017”

Excerpt from 【 Chapter 2 School Education 6. Programs for International Safe School Initiatives】
Toshima City is aiming to obtain ISS designation for all ell elementary and junior high schools,
setting the goals to advancing the creation of safe and secure schools, developing the students’abilities to avoid danger, and improve the watch-over system in coordination with local communityand parents.

(2) Policy regarding school safety within the safe community
The school safety taskforce (community taskforce) working together with Toshima City
safe school steering committee has discussed basic policies and has promoted the safe school
activities.
Chart 5-5
Prevention Target
In ju ries in sid e th e sch oo l(during recess, exercising, etc.)

In ju ries outside the school（ emergency response trouble
du e to SNS, etc .）４

Challenge

Measures

Develop ment of students to predict
and avoid dang erou s situatio ns.

Safe school activities
s tu d en t s t h e ms el v es

School instruction syste m

Data sharing, Saf ety instructio n,environ mental ma intenancePrevention of b ullying
Imp rove ment of social skills

Advancement of e mo tional educatio n

I mp rove ment in awareness of d isasterp rev e n t i on
Resp onse in the case of disasterCo nducting evacuatio n and disasterprev ention drills

I mp rove ment o f saf ety aware n ess ofSNS, etc.

Safety se minars

led

by

the

School policies of Toshima City Ikebukuro Junior High school(1) School operating policies
Educational Goals

Raise up the students who live through vigorously and proactively based on a spirit of respecting
human rights
Become a person who aggressively studies and puts it into practice
Become a person who has a grateful heart and takes responsibility
Become a person who is both mentally and physically healthy
School Goal: School that has full of attractiveness and vitality and is trusted by the
local community and parents

In August, 2016, Toshima City Ikebukuro Junior High School moved into a school building
which is shared with an elementary school and junior high school. While “Ikebukuro Junior HighSchool” and “Ikebukuro Honcho Elementary School” are sharing the facilities, the school started
with a sense of unity as an integrated school, assuring their own independence. The school
provides the students a 9-year consecutive study and development experience.
Therefore, the school is making efforts to create a safe and secure educational environment under
the policy of national government, Tokyo government, Toshima City Safe Community, andToshima City Board of Education. The school works on raising up the students who live throughstrongly and proactively with the spirit of human rights respect, and sets the goal to create a schoolthat has attractiveness and vitality and be trusted by the local community and parents.

(2) Overall plan of safety education
The school conducts safe instructions in accordance with the school educational goal,
following the overall plan of safety instructions, and the ISS activities are included in theoverall plan.
Table 5-6
(抜 粋 )(3) Safety education annual instruction plan
The school carries out in accordance with the Safety educational annual instruction plan.
All through the year, the school gives safety education intentionally and systematically in
ISS activities, safety instructions, evacuation drills, each class, and special activities.
Table 5-6

2017 School Year

Safety Areas

Annual Instruction Plan（ Excerpt）
Toshima City Ikebukuro Junior High School（ Grade1-3）
・

Goals
・ Ch eck o ut sc ho o l
co mmuting routs andco mmute saf ely

・ Understand theco mmuting routs
・ Set up safety rules

・ Create evacuationroutesApril

May

Saf ety Management

・ Learn how to make afirst move in the caseof earthquake

・ Pool inspection
・ Countermeasureagainst earthquake

Saf ety Instruct ion Contents

Drills, etc.

Occurrence of・ Confirmation of commuting
earthquake
routs(document in thestudent understanding chart)
・ Knowledge of safe schoollife
・ Traffic safety week inspring
Fire evacuation
・ Safety instructions at the
drill
pool
・ Evacuation drill in the case （ started inscience room）
of earthquake

(4) Slogan for students’ activities
Table 5-7

Students’ISS Committees that plays the central role in the ISS program was set up in June
2016. It was then proposed by the Committee to create a slogan for goal setting of the student
activities. The slogan was chosen from entries from each class. The Committee made banner
flags, caps and sashes with the slogan on them, introduced them to inside and outside theschool, and are utilizing them.

(5) PTA’s policies on creating a safe school (since May, 2016)
In order to create a safe and secure school, the school, parents and the local community
are working in collaboration, and PTA is playing the central role. PTA is encouraging many
parents and local residents to understand and participate Safe School activities.
・ Friendly Greeting Program at the school gate in the morning
・ Evening Patrol on the way home after club activities
・ Safety Seminar (with collaboration from Ikebukuro Police Station)
・ ISS Community Taskforce CommitteeＩ Ｓ Ｓ・ Creation of AED map & Field survey (1 s t grade)・ Creation of disaster prevention map (2 n d grade)・ Life saving lecture (3rdgrade)

with collaboration from parents
and local community

Indicator 3 :There are long-term, sustainable, operational school programs covering bothgenders and all ages, environments, and situations
The following is the overall picture of the long-term and sustainable programs towards an International Safe
School.
The following chart indicates the summary of inside and outside the school programs by targeted parties,
such as students, teachers, parents and local community. The number, for example, “1-1” means Key Factor 1
and Countermeasure 1.
＜Key Factors＞
1.

Development of students’ ability to predict & avoid risks

4.

2.

Educational guidance system of the school

5. Improvement of safety awareness for SNS, etc.

3.

Prevention of bullying & Improvement of social skills

6.

Improvement of disaster awareness & Response against disaster

Environment maintenance

Table 5-7

PhysicalInjuries

InsideScool
MentalPrevention
of
Bullying

Response
PhysicaltoEmergencies

OutsideSchoolMentalPreventionofSNS
Problems

Students
1-1 1-2 1-3
1-4 1-5 1-6
1-7 1-8 1-9
1-10 1-11
2-3 2-7 2-8
4-5
6-1
1-6 1-7 1-8
1-10 1-11
2-3 2-8
3-1 3-2 3-3
3-4 3-5 3-6
3-7 3-8
1-3 1-5 1-6
1-10 1-11
2-3 2-8
4-1 4-2 4-3
4-4 4-5 4-6
4-7
6-3
1-6 1-10 1-11
2-3 2-8
3-1 3-2 3-3
3-4 3-5 3-7
5-1 5-2 5-3
5-4

Teachers
1-1 1-2 1-3
1-4 1-5 1-6
1-7 1-8 1-9
1-10 1-11
2-1 2-3 2-4
2-5 2-6 2-7
2-8
4-5
6-1 6-2
1-6 1-7 1-8
1-10 1-11
2-2 2-3 2-8
3-1 3-2 3-4
3-5 3-6 3-8

Parents
1-5 1-7 1-9
1-10
2-6

Community
1-5 1-7 1-9
1-10
2-6

1-7 1-10
3-4 3-6

1-7 1-10
3-4 3-6

1-5
1-6
1-10
1-11
2-3 2-6 2-8
4-1 4-2 4-3
4-4 4-5 4-6
4-7
6-3

1-5 1-10
2-6
4-1 4-2 4-3
4-6 4-7
6-3

1-5 1-10
2-6
4-1 4-2 4-3
4-6 4-7
6-3

1-10
3-4 3-5
5-1 5-2

1-10
3-4 3-5
5-1

1-6
2-2
3-1
3-5
5-1
5-4

1-10 1-11
2-3 2-8
3-2 3-4
5-2 5-3

Legend 1. Target person × category 2. Outline 3. Execution

１

Development of students’ ability to predict & avoid risks
1-1
1.

Awareness survey by the students (see details in Indicator 5& 4(1))
Students Inside School（Physical）
In order to reduce injuries inside the school, the Student’s
ISS Committee conduct a survey about the students’2.

behaviors once a month. The collected data is used to thinkof the countermeasure and set up the next month’s goal andactivities.

3.

Students (Students ISS Committee) & teachers

1-2

Distribution of injury data once a month1.

Students & teachers Inside School（Physical）
The Special-Ed teacher makes a graph about the locations
and injuries with the data, and put up “ISS Health News”

2.

inside the school once a month. The countermeasures aredesigned from the data, and the data is used by theclassroom teachers to teach their students and by themembers of each Committee to work on their activities.

3.

Students (each Committee) & teachers

1-3

Utilization of ISS notebook (see details in Indicator 4 & 2(1))

1.

Students Outside school（Physical）
TSS notebook is used to review the ISS activities such asmonthly safe instruction, evacuation drill, etc. The

2.

awareness towards safety and disaster prevention is
improved by keep adding the activity review in thisnotebook.

3.

Students & teachers

1-4

Encouraging the students to walk on the right side

1.

Students Inside school（Physical）
The students, led by the School Manner Committee, call on
the walking rule inside the school all through year for injury

2.

prevention purposes. In the view of environment
maintenance, the right half side of the stairways is painted ineye-catching color.

3.

Students (Class Committee, School Manner Committee) &teachers

1-5
1.

2.

3.

1-6
1.

2.

3.

1-7
1.

2.

3.

1-8
1.

2.

3.

1-9
1.

2.
3.

Traffic Safety Seminar students (see details in Indicator 4 & 2 (1))
Students & teachers× Outside school (Physical)
In order to improve the students’ awareness towards risk management, Traffic Safety Seminar isconducted once in 3 years. With the Scared Straight Method, the students get a real feeling of scarethrough a recreated traffic accident site and realize the importance of refraining from dangerous
behavior which leads to traffic accidents and observing traffic rules. The school carries out
instructions about traffic safety all through year.
Students, teachers, parents, and community
Posting Student’s Council Newspaper (see details in Indicator 5& 4 (1)Students×Inside School (Physical & Emotional)
Surveys are conducted to all the students about 6 times a year,
aiming a safe and secure school, to learn the situation about
injury prevention. The results are put up in a class room as
Student’s Council Newspaper.
Students (Student Council) & teachers
Creation of posts & PR activities related to ISS(see details in Indicator 5 & 4(2))
Students Inside school (Physical & Emotional)
ISS Expanded Executive Committee consists of interested
students of each class. The initiatives and activities of ISS in thepast were summarized in their posts and were used for theexhibition and PR at ISS Zone in front of the arena.
Students（ISS Expanded Executive Committee）, teachers,
parents and community
Encouragement posters from each Committee (see details in
Indicator 5 & 4(2))
Students from Committees & teachers×Inside School (Physical& Emotional)
The matters to encourage the students are discussed and decided
in the Committee meeting once a month. The posters containing
the messages form the Committees are made and put up inclassrooms, hallways and ISS Zone for promotion.
Students & teachers

Enhancement of Committee activities (see details in Indicator 5& 4(2))
Students× Inside School (Physical)
In the monthly school morning assembly promoted by theStudent’s Council, each Committee reports their ISS activities
and gives advice to prevent injuries.
Students, teachers, parents and community

1-10
1.

Issuance of PR letter “Let’s be Safe and Secure Ikebukuro
Junior High School”
Teachers×Outside School（Physical & Emotional）
PR letter introducing the activities to obtain ISS designation is2.

issued irregularly. The letter is used by the students to review
the activities and make improvement.

3.

Students, teachers, parents and community

1-11

Improvement of students’ safety awareness1.

Teachers & students×Outside School (Physical & Emotional)
Activities to improve awareness towards injuries, traffic accidents and disasters are conducted2.

through monthly safety instruction. Meetings are held to prevent injuries during the monthly
Committee activities, and an announcement is made in the school morning assembly.

3.
２

Students and teachers

School instruction system
2-1

Sharing monthly injury data

1.

Teachers×Outside School(Physical)
The special-ed teacher creates graphs with the data of2.

locations and state of students’ injuries, and share theinformation with all the teachers in the monthly meeting.

3.

Teachers

2-2Special Support Committee (see details in Indicator 5 & 4(6))

1.

Teachers×Inside School (Emotional)

2.

A meeting about the students’ life style and studies.is held once a month, and then theinformation is notified of all the teaches to share.

3.

Teachers

2-3

Safety instructions (see details in Indicator 5 & 4(4))

1.
2.

Teachers×Inside and Outside School (Physical &Emotional)
Safety instructions are given every morning in the classactivity with regards to the subjects related to safety.

3.

Students & teachers

2-4

Safety inspections

1.

Teachers×Inside School (Physical)
The teachers on duty go on patrolling entire school premises
in the morning and after school every day. The school2.

caretaker undertakes school maintenance and facility
inspections. All the teachers and employees engage infacility and equipment inspections.

3.

Teachers

2-5

Teaching method seminar for the teachers of sports clubs and P.E. (see details in Indicator 5 &
4(3))

1.

Teachers & students×Inside School (Physical)
About once a month, the leaders of each club, members of the Field Day Execution Committee

2.

and all the teachers attend the seminar to master mental training, stretch exercise, etc. in order tomake sure the students live a safe school life and prevent injuries.

3.

Teachers & students

2-6

Evening patrol1.

Parents, teachers, and community×Outside School(Physical)
Following the suggestions from the parents, patrolling is
conducted about once a month to protect students on their

2.

way home after club activities. The parents, teachers andlocal residents make several groups and go on patrolling inthe school zone.

3.

Teachers, parents and community

2-7

Response to the injuries during sports events (Field Day)

1.

Teachers & students×Inside School (Physical)

2.

prevent injuries, and the teachers discuss change or improvement of the games/ performances.

3.

Teachers & students

2-8

Creation of ISS activity curriculums (see details in Indicator 5 & 4(4))

1.

Teachers & students×Inside School (Physical)

2.
3.
３

As for the sports events such as Field Day, the students are advised to wear protections to

ISS activities are included in the Safety Education Annual Instruction Curriculums to make surethe students in all grades take part in the ISS activities all through year.
Teachers & students

Prevention of bullying & Improvement of social skills
3-1

Survey about school life (see details in Indicator 5 & 4(5))

1.

Students & teachers×Inside and Outside School (Emotional)
At the same time as s month-long Fureai(good relationship) campaign, which is designated by2.

the Tokyo Government, a survey about school life related to bullying is conducted 3 times ayear. The survey is carried out about not only the actual bullying but also any behavior whichmight lead to bullying to prevent bullying in advance and detect bullying in the early stage.

3

Students & teachers3-2

Emotional support by the school counselors (see details in Indicator 5 & 4(6))

1.

Students & teachers×Inside and Outside School (Emotional)
Sometime from late May to early June, each student has an interview with a school counselor to2.

spend time in school harmoniously. Transfer students also have an interview with a school
counselor to get used to the school depending on their necessity.

3.

Students (1st graders) & teachers (school counselors)

3-3Heart Day (Ikenaka Ribbon Campaign)1.

Students×Inside and Outside School (Emotional)
Responding to the suggestion made by the Student’s
Committee, the students write down “Heart-warming

2.

phrases” or “the phrases that makes you happy” on heartshaped cards, and put them up on the wall to prevent
bullying and live a peaceful school life.

3.

Students

3-4

Moral education open lecture in the local area

1.

Students, teachers, parents and community×Inside School(Emotional)
A moral lecture in every grade opens to the public once a
year to promote emotional education in collaboration with

2.

families, school and local community. The objectives of thelectures are “For the prosperity of our hometown” or “Forthe development of better human relationships”

3.

Students, teachers, parents and community

3-5

Cooperation activities between elementary school and juniorhigh school1.

Students×Inside and Outside School (Emotional)
The students take part in the activities with the students fromthe affiliated school, Ikebukuro Honcho Elementary School,2.

via “Friendship School Lunch” about 3 times a year to
deepen exchanges. Other than that, the school conducts
Morning Greeting Program led by the Student’s Committees
of both schools.

3.

Students from Ikebukuro Honcho Elementary School and
Ikebukuro Junior High School & teachers3-6

Morning greeting exchange program (see details in Indicator5 & 4(7))

1.

Students×Inside School (Emotional)
Morning greeting exchange program, led by the students fromthe Student’s Committee and the School Manner Committee,
is carried out every day, aiming for development of good2.

human relationships and improvement of communication
skills. About twice a year, surveys are conducted about the
number of the students who respond to the greeting, and thisactivity is called “Kira Kira greeting competition”

3.

Students (Student’s Committee & School Manner
Committee), parents, community and teachers

3-7

Green feather fund-raising1.

Students×Outside School (Emotional)
Every year, the students led by the Student’s Committee

2.

explain the intention of the fund-raising in the morningschool assembly, and encourage everyone to cooperate theactivities.

3.

Students (Student’s Committee)

3-8

Utilization of Hyper QU (see details in Indicator 5 & 4(8))

1.

Students & teachers×Outside School (Physical)

2.
3.

４

A psychological test, “Hyper QU” is given the students twice a year for better understanding of
their emotion.
Students, teachers, parents and community (Fire Station)

Improvement of disaster prevention awareness & Response to disasters
4-1

Lifesaving lecture (see details in Indicator 5 & 4(10))

1.

Students & teachers×Outside School (Physical)
The students take a lifesaving lecture every year, inviting the fire fighters from the local fire2.

brigade/fire station, and practice a lifesaving method and obtain the certificate of the lifesaving
lecture. The 1st graders also learns the necessity of lifesaving method from the older students forthe preparation of the lifesaving lecture.

3.

Students, teachers, parents and community (Fire Station)

4-2Community safety map creation by the students

1.

Students, teachers and community×Outside School (Physical)
The students make community safety map every year and thisis part of the school annual plan.
The 1st graders researched the locations of AED in the school

2.

zone by groups, visited the locations, and created a map
indicating available days and times with the pictures of thesites. The 2nd graders researched dangerous locations in theschool zone and created a safety map reflecting the opinionsfrom the local residents and parents.

3.

Students, teachers, parents and community

4-3

Participation in the disaster prevention drill (see details in
Indicator 5 & 4(11) and Indicator 5 & 4(9))

1.

Students, teachers and community×Outside School (Physical)
A disaster prevention, led by the local fire brigade, drill is

2.

conducted every year. The students learn how to respond in
the case of disaster to be able to play the leading part for therelief activities.

3.

Students, teachers, parents and community

4-4

Improvement of evacuation drill (see details in Indicator 4 &3(2) and Indicator 5 & 4(9))

1.

Students & teachers×Outside School (Physical)
The students take part in an evacuation drill every month to2.

enhance their disaster prevention awareness. The evacuation
drill is conducted assuming every potential disaster and thestudents learn the responses in the case of fire or earthquake.

3.

Students & teachers

4-5

Utilization of ISS notebook (re-posted)

1.

Students×Inside & Outside School (Physical)
ISS notebooks are used to review ISS activities such asmonthly safety instruction, evacuation drill, safety study, etc.

2.

The students improve their awareness towards safety anddisaster prevention by adding the activity reviews in the ISS
notebook.

3.

Students & teachers

4-6

Utilization of the local residents and Collaboration with thecommunity (see details in Indicator 5 & 4(11))

1.

Students, teachers, parents and community×Outside School(Physical)
The school request the local residents for cooperation all
through year to teach the students about disasters and2.

disaster prevention measures. The school is expecting thestudents not only learn from the local residents but also
work together in the case of emergency.

3.

Students, teachers, parents and community

4-7

Preparation for a major disaster (see details in Indicator 4 &3)

1.

Teachers×Outside School (Physical)
The new school building, which was being in use from2.

August, 2016, is designed to become the base in the case ofdisaster, and is one of the safe evacuation sites in thecommunity.

3.

５Students, teachers, parents and community

Improvement of safe awareness towards SNS
5-1
1.

Execution of safety seminar (see details in Indicator 5 &4(12))
Students, teachers, parents and community×Outside School(Emotional)
The school teach the students how to use information tools

2.

properly and avoid becoming a crime victim by inviting
officers from the Tokyo Metropolitan Police Department or
the specialists in the field of IT.

3.

Students, teachers, parents and community (police station)

5-2

Stipulation of SNS rules (see details in Indicator 5 & 4(13))

1.

Students, parents and teachers×Outside School (Emotional)
Rules about how to use cell phones and smart phones weremade to prevent problems by using the results from the2.

survey targeting all the students and the Student’s
Committee took the leading part. Each family also makerules about how to use mobile phones and smart phones andprevent SNS trouble from happening.

3.

Students, teachers and parents

5-3

Survey about SNS (see details in Indicator 5 & 4(13))

1.

Students & teachers×Outside School (Emotional)
After SNS related trouble occurred among students, the school
conducted survey about SNS to learn the situation. The schoolfound out that as the students move up the grades, many of them2.

use various SNS tools, and their knowledge seems to be notenough. The survey is scheduled about twice a year to teach thestudents how to use SNS properly and prevent SNS related
problems.

3.

Students (Student’s ISS Committee) & teachers

5-4

Encouragement in the school morning assembly1.

Teachers×Outside School (Emotional)
In the monthly morning school assembly, the head teacher ofschool life guidance teaches the students how to use SNS. After

2.

that, the students are taught the proper way to use SNS andestablishment of human relationship through SNS in eachclassroom.

3.
６

Students & teachers

Environment maintenance
6-1

Encouragement to walk on the right side (re-posted)

1.

Students×Inside School (Physical)
The students, led by the School Manner Committee, call on the walking rule inside the school all2.

through year for injury prevention purposes. In the view of environment maintenance, the righthalf side of the stairways is painted in eye-catching color.

3.

Students (Student’s Committee, School Manner Committee) & teachers

6-2

Safety inspections (re-post)

1.

Teachers×Inside School (Physical)
The teachers on duty go on patrolling entire school premises in the morning and after school every

2.

day. The school caretaker undertakes school maintenance and facility inspections. All the teachersand employees engage in facility and equipment inspections.

3.

Teachers

6-3

Preparation for a major disaster (see details in Indicator 4 & 3)

1.

Teachers×Outside School (Physical)

2.
3.

The new school building, which was being in use from August, 2016, is designed to become thebase in the case of disaster, and is one of the safe evacuation sites in the community.
Students, teachers, parents and community

Indicator 4 : There are programs that target high-risk groups and environments as well as
vulnerable groups
Definitions of high-risk and Summary of causes and counter measures
Chart 5-8

Situation

PeopleHigh-risk
1.Response to
injuries during
Sports event (Field
Day)
2.Improvement ofstudents’ safety
awareness
3.Prepareation for amajor disaster

Environment

Cause
Countermeasure
Among injuries occurred inside ・Make change or improvement of
the school, Field Day related the game/performance
injuries are most common
・ Wear protections to prevent
injuries
Many injuries occur when adults ・Provide safety instruction every
are not around such as during monthrecess・Inspire procative safe activities
through Committee activities
Preparation for a major disaster is ・Introduce the functions of thealso a nation’s agenda, and the new school building
new school building, which is ・ Repeatedly practice basic
being in use from 2016, ismovements through evacuation
expected to become a disaster
practices for emergency
prevention baseResponse to injuries during sports events (Field Day)
Among the injuries occurred inside the school, the number of injuries related to Field Day is high including
practices and the actual Field Day.
In response to the fact that there were 156 injury cases in the school year of to Field Day and morning
practice time for Field Day in May, the school made improvements, having the students wear long gym pants
and knee protectors for “centipede competition”, reducing the layer levels of coordinated group gymnastics“pyramids” from 5 to 4, and having the students put on a head cap (head gear) for the selectedcompetitions/performances. As a result, the number of the injury in May, 2016 was 84 and the improvement
has been made. （See Table 3-4）
The school will continue to work on the improvement of competitions/performance from the view of injury
prevention.

１

２ Activities with regards to students’ safety awareness(1) Enhancement of safety instructions
The school is working on the activities to improve self-awareness towards injuries, traffic accidents,
disaster, etc. using the work sheets below, once a month all through year.
Table 5-8(2) Enhancement of Committee activities
The students think by themselves to make an action and try to prevent injuries. Each Committee have ameeting every month, and, in the students’ morning assembly, report and make an announcement about theinspection activities. Furthermore, in the Student’s General Meeting, where annual activities of eachCommittee are discussed, each Committee made the following suggestions about ISS activities and thesuggestions were approved.
Chart 5-9

Activities of each Committee

Name

Main activities related to ISS

Classroom
Committee

・Create learning-friendly environment and atmosphere・Instructions and announcement before classes
・Thorough encouragement to walk on the right side in the hallway

School Manner
Committee
Beautifulization
Committee
Library Committee
BroadcastCommittee
Health Committee
School Lunch
Committee

・Thorough encouragement to walk on the right side in the hallway
・Morning greeting exchange program
・ Instructions and encouragement about cleaning/organizing theclassroom・ Cleaning and inspection of school facilities (environment
maintenance)
・Create reading-friendly environment and atmosphere・Announcement about injury prevention, and introduce activities ofeach Committee
・Sanitary inspection such as the length of finger nails
・Instructions and encouragement for safe lunch serving

３

Preparation for a major disaster(1) Functions of the new school facilities
The school relocated to the new school building in August, 2016 and be expected to become a base fordisaster prevention in the local community. The new school facilities have various equipment to beprepared for a major disaster.
・Emergency communication system within school: internal emergency communication system with an
emergency call button（all classrooms）
・Emergency power generation system: power generation system which is available for 72 hours in thecase of blackout due to disaster・Cooking stove bench: a bench which is used as a cooking stove in the case of disaster (playground)・Emergency toilets: “Manhole toilets” which are used as toilets utilizing the pool water in the case ofdisaster (playground)・Solar power generation panels: panels assist to secure electric power in the case of emergency（rooftop：40kw）
・Stockpile warehouse for disasters: food and water are for the students and also for the local residents

Table 5-9

(2) Evacuation drills
The school, once a month all through year, conducts drills in thecase of earthquake, emergency, fire and suspicious persons. The
students keep practicing the basic response in the case disaster byattending the drills.
The school has been relocated to the same building where
Ikebukuro Honcho Elementary School is since August, 2016, and inprincipal all the evacuation drills are jointly conducted with theelementary school.
Chart 5-10 Annual plan of evacuation drills
Evacuation drill
Reviewed dateschedule

Goals of evacuation drill

Apr. 25 (Tue.)

Apr. 26 (Wed.)・Learn evacuation methods in the case of earthquake, andobserve the evacuation rules

May 26 (Fry.)May 29 (Mon.)・Hear out the evacuation announcement correctly in thecase of fire, and evacuate to the playground quickly

June 20 (Tue.)

June 21 (Wed.)・Learn the evacuation methods in the case of earthquake
during recess, and observe the evacuation rules

July 5 (Wed.)

July 6 (Thu.)

・Learn the evacuation methods in the case of earthquake,and observe the evacuation rules

Sep. 1 (Fry.)

Sep. 5 (Tue.)・Hear out the evacuation announcement correctly in thecase of fire, and evacuate to the playground quickly

Oct. 16 (Mon)Oct. 17 (Tue.)・ Confirm the second evacuation site, and learn theevacuation methods
・Learn the announcement methods (siren or loud voice)when microphones are not available, and evacuate
listening to the instructions carefully
・ Evacuate after the situations/conditions have beenchanged・Learn the ways to evacuate appropriately without advance
instructions
・Hear out the evacuation announcement correctly, andevacuate to the classroom quickly・Learn the evacuation methods in the case of break-in of a
suspicious person

Nov. 28 (Tue)Nov. 29 (Wed.)

Dec. 15 (Fry.)

Dec. 19 (Tue.)Jan. 24 (Wed.)

Jan. 25 (Thu.)

Feb. 22 (Thu.)

Feb. 26 (Fry.)

・Learn the evacuation methods when the classroom teacher
is not around, and observe the evacuation rules

Mar. 6 (Tue.)Mar. 7 (Wed.)・ Learn the evacuation methods when the regular
evacuation route is blockedIndicator 5 :１

All programs are from the basis of evidence

Cause analysis for identifying challenges
Occurrence situation of injury
Table 5-10 Occurrence situation of injuries by time zone (school year of 2015)（No. of cases）

160

91
56

81
55

55
18

1
サマースクール

運動会

運動会予行練習

運動会朝練習

0
学校行事

7

0
下校中

1
放課後

5

清掃中

朝礼

11

給食

1

26

授業前

2
登校中

昼休み

休み時間

授業中

部活動

体育

180
160
140
120
100
80
60
40
20
0

Inside

The total number of injuries was 570 including minor injuries. The number of injuries while

schoolexercising such as during P.E., lunch recess, club activities, Field Day related events was 377, andaccounted for 66.1 % of the whole body. The highest injury occurrence time zone is during P.E. andfollowed by during recess and lunch recess. The number of injuries due to the students’ carelessness
was 172 and counted for 30.2 % of the whole body.

Bullying which might

Chart 5-11 Occurrence situation of bullying

cause emotional injuries
2016

As of July,occurs every year. The left

2017

chart indicates the results

No. of bullying cases

０

６

from

No.

０

６

schoolofresolved

surveylife

about

relatedtobullying, which the school

bullying cases
Still under guidance

a

０

０

conducts 3 times a year.

Occurrence situation of injury
Table 5-11

Awareness survey about disaster prevention (as of May, 2017) （ No. of survey

respondents 299）
防災訓練
災害情報
家族会議
避難先
耐震化
家具の転倒防止安全確認
大切な物の集約
持ち出し袋
備蓄

10.4
14.4
8.0
29.1
7.7
30.8
32.8
26.4
28.4
34.4

0.0

20.0

89.6
85.6
92.0
70.9
92.3
69.2
67.2
73.6
71.6
65.6

40.0

準備しているOutsideSchool

60.0

80.0

100.0

（%）

準備していない

Regarding the most important “10 Actions for Disaster Prevention” in the manual “Disaster
Preparedness Tokyo”, which Tokyo Metropolitan Government distributed, the results indicates only
less than 40 % of the survey respondents answered prepared for all actions.
Chart 5-12 Awareness survey about SNS
Prevalence

2016

2017

89%

88%

of

communication devices
such as smart phone
Troubled

experience

while using SNS

・Pictures being posted without

・Slander・Excluded from the group・Account being hacked

authorization
・Excluded from the groupetc.

・Slanderetc.

While the prevalence of smart phonies about 50% for national average, the school’s rate was 88%,
which is 38 points higher. Some students already have troubled experience while using SNS, forexample, “Slander”, “Excluded from the group” and “Pictures being posted without authorization.”

４

5 challenges and 13 central measures
Chart 5-13
Prevention targets
Injuries

occurred

during recess

Challenges
1.

Measures

Developmentof

Organizers：students & teachers

students’ ability

to

(1)

Awareness survey by the students

avoid

(2)

Enhancement of Committee activities

predict

andrisks
Injuries
Insideoccurred

during exercising

2. School instruction

Organizers：teacherssystem(3)

Teaching method seminar of sports club

activities and P.E.

School(4)
Emotional injuries

3.

due to bullying

PreventionofOrganizers：students & teachers

bullying

and(5)

Survey about actual bullying situation

Improvement

of

(6)

Emotional support by the special-ed

social skills

Responsetoemergency cases

Creation of ISS activities

4.

teachers and school counselors

Improvement

disasterofprevention

awarenessandOutsideResponse

towards

Schooldisaster(7)

Morning greeting exchange program(8)

Utilization of hyper QU

Organizers ： students, teachers, parents andcommunity(9)

Disaster prevention drills(10) Lifesaving lecture(11) Participation in local disaster prevention
drills, etc.

Emotional injuries

5.

Improvement

due to SNS trouble

safetyofawarenessabout SNS, etc.

Organizers：students, teachers and parents(12) Safety seminar(13) Creation and understanding of SNS rules

(1) Awareness survey conducted by the students
In order to enhance the students’ spontaneous activities, the Student’s Council members take leadership andconduct awareness survey with regards to ISS about 4 times a year. In the school year of 2017, the awarenesssurvey was about “When do you feel danger in school?”, “How do you describe the comfortable environment
in a safe and secure school?”, and “Are you observing the rules about SNS?”. The results are represented by agraph on School Council Newspapers and are put up in classrooms or a space called ISS Zone.

(2) Enhancement of committee activities
Committee activities are conducted routinely. Each Committee holds a meeting once a month, learns thestate of the activities, and discuss improvement.
Chart 5-14
Name ofCommittee
Classroom
Committee
School Manner
Committee

Main initiatives for ISS
・Create learning-friendly environment and atmosphere・Instructions and announcement before classes
・Thorough encouragement to walk on the right side in the hallway
・Thorough encouragement to walk on the right side in the hallway
・Morning greeting exchange program

Beautifulization

・Instructions and encouragement about cleaning/organizing the classroom

Committee

・Cleaning and inspection of school facilities (environment maintenance

Library Committee
BroadcastCommittee
Health Committee
School Lunch
Committee

・Create reading-friendly environment and atmosphere・Announcement about injury prevention, and introduce activities of each Committee
・Sanitary inspection such as the length of finger nails

We make anannouncement during

・Instructions and encouragement for safe lunch serving

In the sanitary inspection,
we check each student if thelength of their fingernails areappropriate or not.

lunch time every day.

(3) Seminar for teachers about sports club activities and P.E. teaching methods① Stretch seminar for the teachers by a visiting instructor
Since many injuries occur during P.E. in a gym and during
club activities, the teachers attended a stretch seminar. In theseminar, the teachers learned the necessity and structure of
stretch and points to be careful of when doing stretch, andimportance of continuing stretch. After that, the teachers tried
stretch and confirmed the characteristic and difference of static
stretching and dynamic stretching, and their purposes.

Swimming teaching method seminar for the teachers by a visiting instructor
The teachers confirmed the response in the case of emergency, emergency contact system, necessary
equipment and tools and their usage while teaching swimming, and shared understanding about emergency
care system. They also confirmed the points to pay attention when they actually teach students, such as
appropriate water level setting, pumping/draining, managing and monitoring system, student counting
method while teaching, buddy system, precautions when entering water and during recess, etc.

②

(4) Creation of ISS activity curriculum
The school incorporate ISS activities in the annual safety education program and make sure the students inall grades are aware of ISS activities and share understanding all through year. The school makes and carries
out annual teaching plans about safety study and safety guidance in each subject and special activities,
including disaster prevention drills, safety instructions, health and P.E. class.

(5) Survey about school life
Considering bullying as “emotional injuries”, the school is reinforcing initiatives for prevention, early
detection and early response about bullying. For early detection, “survey about school life” is conducted 3
times a year (June, December and February) targeting the students in all grades, and the school is making
efforts to detect incidents which might lead to bullying.
Chart 5-15

Survey items about school life№

Incidents related to bullying

１

I’m feeling unpleasant due to teasing, slandering, etc.

２

I’m excluded or ignored by other students.

３

Other students bump me lightly, hit me pretending they are just playing, or kick me.

４

Other students bump me, hit me or kick me hard.

５

Other students ask me for money or force me to buy something.

６

My things are hidden, stolen, broken or thrown away.

７

I’m suffering from unpleasant, embarrassing or dangerous behavior, or being forced to do
those things.

８

Unpleasant comments are written/posted on the Internet or SNS.

９

I’m suffering from other harassment except for the above-mentions.

(6) Emotional support by the school counselor
1. In April, the special-ed teachers and school counselors gave instructions about how to use the school
infirmary and counseling room towards 1st graders and gave the training to improve social skills. In May, interviews
to all the 1st graders were conducted to see whether or not they were able to adjust themselves to school life, and tolisten their concerns, and the feedback is given to the classroom teachers of each grade for support.
2.

Records of school infirmary visits for emotional reasons
Not more than few students visit school infirmary for emotional problems, for example, they physicallyfeel discomfort due to stress, not only because physical injuries. In fact, the number of visits in the school
year of 2015 was 21, and 2016 was 18. There was a tendency that the same students frequently visited theschool infirmary, and this is because those students were seeking for an emotionally safe space to stay, thus
it is necessary to support them to find an emotionally safe space for them
The information was immediately shared with the classroom teachers of each grade, and the school madeefforts to respond quickly. As a result, the records contributed to creating an emotionally safe space in aclassroom and preventing bullying.

(7) Morning greeting exchange program
In the morning greeting exchange program, the members fromthe School Council and the School Manner Committee, and local
residents stand at the school gate every morning, wearing a sash
marked ISS and exchange greetings while conducting the
program. At the same time, they take data on the number ofstudents who pass the school gate during the time from 8:10 a.m.
to 8:25 a.m. and the number of the students who return greetings,
and use the data in the discussion on results and measures.

(8) Utilization of hyper QU“hyper QU” is a psychological a psychological test to measure the satisfaction level about classroom andmotivation level of school life, and the school conducts the test to learn the students’ inner emotion morecorrectly.
The school uses hyper QU for bullying prevention and detection, enhancement of better atmosphere in aclassroom, as well as deeper understanding of the students.

(9) Enhancement of disaster drill
The school is enhancing the activities such as local
disaster prevention drill, evacuation drill, creation of
AED map and local disaster prevention map, to handle
emergency cases. The school conducts an evacuation
drill once a month, in the case of earthquake, fire, andbreak-in of a suspicious person, and the students
repeatedly train the basic movement in the case ofdisaster.
The school has been jointly conducting theevacuation drill with Ikebukuro Honcho Elementary
School since August, 2016.
Chart 5-16 Annual evacuation drill plan (Excerpt)
Evacuation drill
Reviewed date
Goals of evacuation drill
schedule
・Learn evacuation methods in the case of earthquake, andApr. 25 (Tue)April 26 (Wed.)observe the evacuation rules
・Hear out the evacuation announcement correctly in the caseMay 26 (Fri)May 29 (Mon.)of fire, and evacuate to the playground quickly・Learn the evacuation methods in the case of earthquake
June 20 (Tue)June 21 (Wed.)
during recess, and observe the evacuation rules
・Learn the evacuation methods in the case of earthquake, andJuly 5 (Wed.)
July 6 (Thu.)
observe the evacuation rules(10) Life saving lecture
The school invited a lecturer from the Ikebukuro
Fire Station and the 3rd graders attended a lecture
about importance of first-aid treatment, necessity oflife saving measure, and importance of chain ofsurvival measures. The students also leaned themethods of cardiopulmonary resuscitation such as
sternal compression and artificial respiration, and theusage of AED, and importance of those measures,with a video. In July, 2017, the representatives of the
3rd graders gave a presentation about the summary of
the lecture to the 1st graders, and explained theimportance of life saving activities in the case of
emergency.
(11) Participation in the local disaster prevention drill
In June, 2017, the students, teachers and parents
participated the local disaster prevention drill hosted
by the residents to learn the disaster prevention
equipment in the case of disaster. They were able tolearn how to use the hose to put out fire, experiencesmoke surrounded situation, and observed the school
facilities in the case of emergency through the drill.
The relationship with the local residents has been
deepened by attending the dill, not to mention they
improved their awareness about disaster prevention.

(12) Safety Seminar
Safety Seminar was held for the students in all grades inJune, 2017, to improve the students’ rules/manners whenusing SNS, and have them prepared to prevent crime (illegal
activities) and avoid becoming a victim.
The students learned that posting pictures or names on theInternet could identify the individual and might develop in
the litigation problem, or put yourself in danger. All thestudents confirmed the importance of understanding Net
Literacy.
(13) Creation of SNS rules
The school made the SNS rules about mobile phones and smart phones with the leadership of the Student’s
Council, adjusting to the actual circumstances of Ikebukuro Junior High School, to avoid various problems,
disturbance of life style, or bad influence to study.
A survey about SNS is conducted regularly and the summary of the results is put up to promote the rules.
Ikebukuro Junior High School SNS rules:
１ “Stop using a mobile phone one hour before bed time”
２ “Never post personal information or slandering comments”
３ “Enjoy using a mobile phone observing the rules”

Table 5-12

Survey about SNS use by the Student’s Council

Indicator 6 : There are programs that document the frequency and cause of injuries such asaccidents, violence, and self-inflicted injuries

Records of injuries that occurred inside and outside school
School infirmary data, school infirmary & hospital treatment data, outside school & hospital treatment data,and survey about school life are collected and analyzed by Life Affairs Working Group.

１

Chart 5-17
Injuries including minor
ones（School infirmary data）
Injuries occurred insideschool that require hospitaltreatment（School infirmary &hospital treatment data）

Records of
injuries

１

Injuries occurred outsideschool that require hospitaltreatment（Outside school & hospitaltreatment data）

２

Survey aboutbullying

Number of bullying cases（Survey about school life）

The data about the injuries treated in theschool infirmary is collected, issued as“ISS Health Newspaper” in the beginningof the next month, and put up in eachclass room.
Among the injuries that were treated in
the school infirmary, the injuries required
hospital treatment are counted, forexample, injuries occurred on the way toschool.
Among injuries that were not treated in
the school infirmary, if the injuries weretreted in a hospital , those injuries arerecorded after interviewing the students,for example, injuries occurred during club
activities on school off days or fieldstudies.
Survey is conducted, targeting all thestudents, to learn if they have troubles/concerns, and if they think that they ortheir friends are being bullied or not,looking back their school life.

Analyzedmonthly

Analyzedeachsemester

Analyzed
3 times ayear(1) Collection of data (School infirmary data) including minor ones)
In the daily healthcare journal, the records refer to the injuries occurred on that day, stating grade, class,
name, gender, name of injury, time, location, cause, and treatment. The data about the injuries treated in theschool infirmary is collected every month, issued in “ISS Health Newspaper (name of the month) edition”,
and put up in each classroom.
Chart 5-18 Monthly injury report (Excerpt)(April 2017 School infirmary data№

Date

Day of

１

10

Mon.

No. of total cases 20 （Hospital treatment cases 4）)

Grade

Gender

Time

１

Male

RecessName of injury

Boby part

LocationCausefingerClassroom

Bumped when tried to move a desk

fingerClassroom

Cut with a piece of paper

Gym

Dodge ball Hit hard → Hospital treatment

A jump rope hit and rubbed

week
Contusion

First
Left

２

14

Fry.

３

Male

Before

Cut

class
３

15

Sat.

２

Female

P.E.

First
Right

Bone fracture

Fourth finger
Right

４

18

Tue.

２

Male

P.E.

Scratches

Neck

Gym

５

18

Tue.

３

Male

P.E.

Bone fracture

Left elbow

Gym

While practicing jump rope, broke the balance, fell and hit anelbow → Hospital treatment

Data release
Table 5-13

ISS Health Newspaper for June

ＩＳＳ保健通信 ６月号

先月分「ＩＳＳのけが」５２件の状況

２０１７年５月に起きたけが

２０１７年５月 けがが起きた時間

14
12

下校中

12

足首と手指が多いです

10

9
8

2

清掃中

0

給食

0

授業前
5

5

4

3
2

2

朝礼

0

登校中

0

昼休み

3

2

4

休み時間

2

1

1

1
脱臼

関節痛

腰痛

筋 肉痛

骨折

挫傷

突き指

刺傷

切傷

捻挫

打撲

擦過傷

0

0

放課後

8
6

2017年6月1日

7

授業中

1

部活動

10

体育

26
0

5

＊５月は医療機関の受診を要するけがが１２件も起きてしまいました。うち、骨折は５件です。

20

25

30

２０１７年５月 けが 学年男女別
16

24

14

増えました

14

12

12

20

10

10
13

15

6

6
1

0
小学校校庭

廊下

特別教室

教室

武道場

体育館

0

昇降口

2

3

4

階段

3

5

＊体育館でのけがの中には昼休み中、運動部活動中でのけがも含まれています。
武道場でのけがは体育の授業中で、マット運動や跳び箱でのけがでした。

Table 5-14

7

8
9

10

0

15

＊５２件のうち、半数は体育の授業中でのけがです。

２０１７年５月 けがをした場所
30
25

10

2
0
１年

２年
男

３年

女

＊気になるのは１年生と２年女子のけがの増加です。
４月は１年男子１件・女子３件、２年女子は６件でした。気をつけましょう。

ISS Health Newspaper for July

ＩＳＳ保健通信 ７月号

先月分「ＩＳＳのけが」３９件の状況

体育の時間のけがは５月と比べて減りました。しかし、休み時間のけがが増えてしまいました。

2017年7月3日

体育館でのけがは減りましたが、教室でのけがが増えました。
小学校校庭のけがは４件ともスポーツテストでのけがです。

金曜日にけがが多いです

金曜日に切傷と打撲が多いです。

(2) Data collection of injuries that required hospital treatment（School infirmary & hospital treatment data andOutside school & hospital treatment data）
The injuries occurred during club activities on off school days and on field study days, and required hospitaltreatment are also recorded as “School infirmary & hospital treatment data”, as well as “School infirmary &hospital treatment data.”
This form is also used for the application of injury benefit from Japan Sport Council.
Table 5-15 Recording form about injuries that required hospital treatment
Inquiry into injury
Guardian’s seal
GradeClass male・female

Name

Guardian’s name

Circle the accurate answer and write down necessary comments in detail.
○Location where injury occurred
Inside school

Inside school

Classroom・Gym・Martial arts hall・Hallway・Stairway・Special classroom（name of the roombuilding

Entrance・Pool・Other（name of the location

OutsidePlayground・Elementary School’s playground・Other（name of the location

）・

）
）

schoolbuilding
OutsideStreet・Train・Bus・Playground of other school（name of the junior high school）・Other（name of the location）

school○Time of injury occurrence
On the way to school・Morning assembly・Class hour（ time schedule of the class） Subject（name of the subject）・Recess between classes・School

lunch・Lunch time recess・
Cleaning・After school・Club activity (name of the club）・School event（name of the event）・On the way home

○Date and time of the injury
yy○Situation of the injury

mmdd

day of the week:

a.m./p.m.（approximately）（in detail as shown in the example）（when・where?）（eg.）During P.E. in the gym（while doing ?）While practicing vaulting horse under theteacher’s instruction（what happened and how?）

Tried to vault over but got caught on thehorse and fell

（which part of the body?）

Right ankle（what happened?）

Sustained injury○Treatment after the incident
イFirst treated the school infirmary, then went to a hospitalロ

Went to a hospital several days later, not immediately after sustained the injury

ハ

Left school without going to the school infirmary, then went to a hospital

Name of theName of thehospital○Did you use “Children’s Medical Certificate”?

pharmacy
Yes

・

No

※If the medical points are 500 or more (1 point = 10 yen), you will be subject to injury benefit from Japan Sport Council.
（If the total points exceed 500 or more after adding the hospital points and pharmacy points, or adding the points for multiple months, you can receive the benefit.）

In that case, the form will be handed to you and you will be requested to fill out at the hospital/ pharmacy.

Finding of the number of bullying cases(1) Survey about school life
Survey about school life is conducted each semester targeting all the students looking back the school life, andthe number of bullying cases is found.
From the school year of 2017, the school has decided to include, in addition to the survey items “things
said/done impulsively” and “things said/done deliberately” (whether it involved violence or not), “things
said/done favorably” and “things said/done not intentionally” if the student who was said/done those behaviors
felt pain in order to detect bullying in the early stage.
Table 5-16

２

School Life Guidance Group of Ikebukuro Junior High School

Survey about school life

grade

class

June. 12, 2017

student no. name

Please answer the survey considering “Importance of life”, “Treasure yourself”, “Treasure others” and “Treasure your living” carefully, andlooking back your school life in the first semester.
Let’s work together to create a school that everyone can spend their school life feeling safe and comfortable.

１ About yourself ・Write a circle if the survey item applies to you about the school life (inside and outside school) in the first semester.
№

Worries, concerns and troubles

１

I have worries or concerns about school or friends.

２

I have worries and concerns about family.

３

I have worries and concerns about something else.

４

I don’t want to go to school.

５

I think it’s hard to keep living.

№

About bullying

１

I’m feeling unpleasant, being teased or receiving slanderous comments.

２

I’m excluded from other students or being ignored.

３

Other students bump me lightly, hit me pretending they are just playing, or kick me.

４

Other students bump me hard, hit me or kick me.

５

Other students ask me for money or make me buy something.

６

My things are hidden, stolen, broken, or thrown away.

７

Other students do/ make me do something unpleasant, embarrassing or dangerous.

８

Oher students write/ post something I don’t like on the Internet/ SNS.

９

Other students harass me in other way.

Yes

No

Yes

No

Yes

No

Yes

No

２ About others ・Please write a circle for “Yes” if it happened even 1 time.
№
１

Worries, concerns and troubles
I know somebody who has worries or concerns about school or friends.

２

I know somebody who has worries and concerns about family.

３

I know somebody who has worries and concerns about something else.

４

I know somebody who has worries and concerns about something else.

５

I know somebody who thinks it’s hard to keep living.

№

About bullying

１

I know somebody who is feeling unpleasant, being teased or receiving slanderous comments.

２

I know somebody who is excluded from other students or being ignored.

３

Other students bump somebody lightly, hit somebody pretending they are just playing, or kick somebody.

４

Other students bump somebody hard, hit somebody or kick somebody.

５

Other students ask somebody for money or make somebody buy something.

６

Somebody’s things are hidden, stolen, broken, or thrown away.

７

Other students do/ make somebody do something unpleasant, embarrassing or dangerous.

８

Oher students write/ post something somebody doesn’t like on the Internet/ SNS.

９

Other students harass somebody in other way.

３ Please write down anything that troubles you about school life or classes in the below.
（Write down about your future dream if you don’t have anything to write.）

４ If you’d like to consult about something, please write a circle in the box on the right.

(2) hyper QU
The school conducts “hyper QU” to prevent bullying and detectbullying in the erly stage, and enhance the creation of a classroom with
better atmosphere.
“hyper QU” provides objective indicators of satisfaction level ofclassroom, motivation in school life and aocial skill ability with figures
as data.

Indicator 7 : There are evaluation methods to assess school policies, programs, processes, and theeffects of change
１Progress management of programs
In response to collection and measures/planning conducted by ISS Promotion Committee, the Community’s
Taskforce Committee plays the role of managing progress of all programs. Based on the achievement indicators,
effects are evaluated for improvement.

Table 5-17
Creation of safe & secure community
collaborated by school and community

Ｓｅｅ（Extraction of challenges）
・ISS Promotion Committee collects
the data and clarify the challenges
in Ikebukuro High School.

Ｐｌａｎ（Schedule）
・Regarding the clarified challenges, “ISSCommittee” where the students take themain part, and “Community Disaster
Prevention Group” where the teachersand community residents take the mainpart, make measures/plans.

Ｄo（Practice）
・Actual activities are done based on theplans. Not just the teachers or the
students, the students, teachers andcommunity jointly work to gain
experiences.

Progress management by the Community Taskforce Committee
Action（Improvement）
・After reviewing, improvement is madeabout inefficient points, and successful
points are kept aiming for further
development for the future.

Safe Community Steering Committee(Assessment of overall Safe Community activities)

Check（Evaluation・Review）
・As for the results of activities, the effects
are measured based on achievement
indicators, and the indicators arereviewed.

Japan Institution for Safe Communities(Assessment by a third party)

２

Performance indicators for priority subjects

Chart 5-19
・Identification method（Targeted party）
Priority subjects &Indicators for short & mid-term
Indicators for long-term
measuresperformances
performance
１ Development of students’ ability to predict & avoid risks(1) Awareness survey Indicator 1：Cause of injuries and degree Indicator 6 ： Number of injuries
initiated by studentsof understanding
occurred inside school(2)
Enhancementof ・ Awareness survey by students (all（ injuries while exercising andCommittee activitiesstudents)
during recess）
・Committee activity report（students who ・ School infirmary data （ allbelong to each Committee）
students）
２ School guidance system(3) Seminar for teachers on Indicator 2 ： Safety awareness andteaching method of sports disseminationclub activities and P.E.
・ISS notebook (all students)(4) Creation of ISS
curriculum
３ Prevention of bullying and Improvement of social skill(5) Factual survey on Indicator 3：No. of bullying cases
bullying
・Survey about school life (all students)(6) Emotional support by ・Counseling conduct report (all students)
special-ed teachers and ・ Survey on morning greeting (allschool counselors
students)(7) Greeting exchange ・Results of hyper QU (all students)
program(8) Utilization of hyper QU

Indicator 7：No. of emotional injury
cases
・ Survey about school life (allstudents)

４ Improvement of disaster prevention awareness and Response in the case of disaster(9) Implementation of Indicator 4 ： Dissemination level ofdisaster prevention drill
disaster prevention awareness (response(10) Life saving lecture
to emergency))(11) Participation of local ・ISS notebook（all students）
community
disaster ・ Review sheet （ the students who
prevention drill
participated in volunteer activities）
５ Improvement of safety awareness about SNS(12) Implementation of Indicator 5：Dissemination level of safety
safety seminarawareness about SNS・ISS notebook（all students）(13)
Creationand ・Survey about SNS (all students)
dissemination of SNS rules

Indicator 8：No. of problems due toSNS (all students)
・Survey about SNS (all students)

Improvement of activities

３(1) Physical injuries occurred inside school
Improvement has been made about injuries occurred inside school
Table 5-18 Change in the injuries occurred inside school

Total number of injuries including
minor ones
“School infirmary data”

５７０ → ３５８
（２０１５） （２０１６）

Number of injuries that required
hospital treatment“School infirmary & hospital treatment data”
４４件
→ ５４件
（２０１５） （２０１６）

Table 5-19

Injuries including minor ones (from “School infirmary data”）（no. of cases）

600

In 2015, before the school

500

started ISS activities, 1.9

400

injury cases occurred per

300

student. In 2016, after the

570

200

school started the

358

100

activities, the ratio has
been reduced to 1.1 cases
per student.

0
2015

2016

Table 5-20 Injuries that required hospital treatment（from “School infirmary & hospital treatment”）（no. of cases）
60
The annual number of50

weddings that require
hospital treatment has

40

been increasing. It is

30
20

54
44

working on injury
prevention.

10
0
2015

necessary to continue

2016Table 5-21 Change in the no. of annual injury occurrence（the school year of 2015 & 2016）（no. of cases）
180

The reason why there160

many injuries in May is

140

because120

start Field Day practice.

thestudents

In 2016, the school100

considered

80

and

paid

attention to changes of60

games/performance, and40

the no. of occurrence has

20

gone

0
2015
2016

down

compared
4月

5月

6月

7月

8月

9月

10月 11月 12月

1月

2月

3月

31
16

156
84

65
34

29
20

3
0

46
40

46
24

16
16

37
39

44
24

36
20

61
41

to

46%

to

the

previous year.

(2) Emotional injuries due to bullying
By defining bullying as “emotional injury”, the school is enhancing the activities for prevention, early
detection and early response. In order to detect bullying in the early stage, the school conducts “survey aboutschool life” targeting the students in all grades, 3 times a year (June, December and February), and make efforts
to find incidents that might lead to bullying.
In the school year of 2016, the number of bullying occurred in the school was 0. However, the survey items
have been subdivided since 2017, assuming bullying could happen in any school. As a result, 6 cases werereported as the cases of bullying or the cases that might lead to bullying, but mainly the classroom teachers
gave interviews and were able to give guidance depending on the situation.
Table 5-22 Comparison between “Survey about school life implemented in 2016”and “Survey about school life
implemented in 2017”４

Evaluation methods and improvements
Chart 5-20
Indicator

Short to mid-term performance indicators
Evaluation method○Investigate the changes in the students and evaluate in response to the survey results

１○Evaluate dissemination & improvement of activities in response to the reviews of eachCommittee’s initiative○Implement seminars mainly for the teachers in charge of P.E. and sports club activities, and２evaluate their knowledge before and after the seminars, and changes in their self-awareness○Evaluate changes in response to review sheets which are filled out by the students after taking
part in ISS activities○Investigate and evaluate changes in the students from the survey about school life which is
conducted 3 times a year to learn the number of bullying cases○Investigate and evaluate changes in the students in response to the report about individual

３interviews with all 1st graders by the school counselors (SC)○Evaluate morning greeting returning ratio○Investigate and evaluate to prevent and detect bullying in the early stage in response to the resultof hyper QU which is conducted 2 times a year

４

○Evaluate changes in response to review sheets which are filled out by the students after taking
part in ISS activities

５○Evaluate changes in response to review sheets which are filled out by the students after taking
part in ISS activities

Chart 5-21 Long-term performance indicators
Indicator

Evaluation method○Evaluate and analyze overall characteristics all through year and changes over the years to learn
６the number of injury occurrence inside school by indicating with charts or graphs about the
number, ratio and situation of injury occurrence inside school○Investigate changes in the students evaluate by analyzing the changes over the years to learn

７

the number of emotional injury cases in response to survey about school life which is
conducted 3 times a year
○Investigate changes in the students evaluate by analyzing the changes over the years to learn

８

the number of SNS related problems in response to survey about SNS which is conducted 2
times a year

Indicator 8 : There is ongoing participation in community, domestic, and international
networks
１ Participation in domestic networks
The school is a joint school form elementary school to junior high school and is sharing the school facilities
with Ikebukuro Honcho Elementary School, which was designated as International Safe School in the school yearof 2016. The school interacts with the elementary school on the daily basis, and deepens interchange with other
ISS designated schools in Japan.
Chart 5-22
2016

Aug.
Sep.
Oct.

2017

Nov.
Jan.
Feb.
Mar.
May
Jul.
Aug.

Observation and interchange with Chichibu Municipal Chichibu Daini Junior High School
Observation and interchange with Atsugi Municipal Mutsuai Higashi Junior High School
Observation and interchange with Atsugi Municipal Shimizu Elementary School
Observation of Urawa Gakuin private high school
Interchange with Ikebukuro Honcho Elementary School (Friendship school lunch）
Observation and interchange with Saitama Municipal Jionji Elementary School
Interchange with Ikebukuro Honcho Elementary School（Morning greeting exchange program）
Participation in the ISS designation ceremony at Ikebukuro Honcho Elementary School
Interchange with Ikebukuro Honcho Elementary School（Morning greeting exchange program）
Interchange with Ikebukuro Honcho Elementary School（Morning greeting exchange program）
Interchange with Ikebukuro Honcho Elementary School（Friendship school lunch）
Observation and interchange with Chichibu Municipal Chichibu Daini Junior High School
Interchange with Ikebukuro Honcho Elementary School・Ikebukuro Daiichi Elementary School○Interchange with Ikebukuro Honcho Elementary School and Ikebukuro Daiichi Elementary School
Although all the elementary schools and junior high schoolsin Toshima City are working on ISS activities, Ikebukuro
Block (containing Ikebukuro Junior High School, Ikebukuro
Honcho Elementary School and Ikebukuro Daiichi Elementary
School) is the first Block which has been aiming to obtain ISS
designation for the whole school zone with the ties between
elementary school and junior high school as a safe community
as well.
Besides the friendly interchange between the elementary
school students and junior high school students, and joint teaching by the teachers from both elementary schooland junior high school, Ikebukuro Honcho Elementary School, which already has been designated as adesignation, and Ikebukuro Junior High School and Ikebukuro Daiichi Elementary School, which have beenworking on designations, discuss the on-going activities to create a safe and secure schools.
Participation in international networks
Up until now, the school has not been able to participate in the international network yet. The school would
like to proceed activities to interact with the designated ISS schools both domestically and internationally fromnow on.

２Chapter 6 Future efforts and prospects towards development of a safe school
Current activities

１(1) There is a tendency that the activities are proceeded only by some part of the students, teachers and parents.
(2) Interactions with ISS designated schools within and outside the country are insufficient.
(3) Activities (recommendation of volunteer activities and initiatives of disaster education) that will improve thestudents’ disaster prevention awareness in the community are insufficient.
(4) The number of SNS-related problems is on the increase.
(5) It is necessary to enhance the programs to secure emotional safety.

Future directions

２(1) The school develops students’ abilities to predict and avoid risks by themselves, and make sure the students
protect safety of themselves and others proactively.
(2) The school reduces the number of injuries by establishing safety system based on evidential data about
injuries and accidents occurred inside school.
(3) The school widens the circle of greeting exchange and aims to improve the students’ social skill to reduce
the number of bullying cases.
(4) The school strengthens the response to risks by reviewing Field Day’s games/performances, and improving
the students’ disaster prevention awareness.
(5) The school deepens the ties among school, family and community as a disaster prevention base.
(6) The school proceeds information education to foster abilities to handle SNS-related troubles.
(7) The school enhances the ties between elementary school and junior high school with regards to ISS
activities, and aims to develop a safe community for the whole area of the school zone, local community andToshima City.

Specific efforts

２(1) The school vitalizes the Student’s ISS Committee through encouragement, and proceeds Safe School
activities under the initiatives of the students.
(2) All the teachers continue analyzing evidential data and developing safety system.
(3) Both the students and teachers deepen the ties with Ikebukuro Honcho Elementary School, which has
already been designated as ISS, and Ikebukuro Daiichi Elementary School, which is working on the activities
to obtain the designation at the same time as our school.
(4) The school promote participation in disaster prevention volunteering activities to improve the students’
self-awareness towards disaster prevention.
(5) The school efficiently utilizes human resources and corporation powers in the community in general hours
for seminars to develop the abilities to handle SNS-related problems.