International Safe School Application for Designation
I With Love (Ai)S Creating a safe and secure
S Sanchu!

Matsubara Municipal Matsubara Daisan Junior High School,
Osaka PrefectureTable of Contents
Chapter 1. Profile of Matsubara Daisan Junior High School
1 External appearance
2 History
3 Image of children we wish to foster
4 Educational goal of Sanchu
5 Number of teachers and staff, and enrolled students
6 Daily schedule
Chapter 2. Details of Programs for International Safe School
1 Background of programs
2 Cooperation with Safe Community (SC)3 Sanchu ISS mascot character
Chapter 3. Situation of Our school, Picking Up Tasks, and Setting of Priority Challenges
1 Situation of injury occurrence (Injury aspects)
2 Inter-personal relations (Emotional aspects)
3 Safety in the community (Community aspects)
4 Setting of priority challenges

Chapter 4. Programs Based on 8 Indicators
Indicator 1 A governing system, with an infrastructure based on partnership andcollaboration, is set to address safety improvement.
Indicator 2 Safe School policies decided by the Safe School Committee, Community
Council, and City Board of Education in a Safe Community setting
Indicator 3 Long-term, sustainable, operational school programs covering both genders
and all ages (grades), environments, and situations are in place
Indicator 4 Programs that target high-risk groups and environments
Indicator 5 Programs are from the Evidence Base
Indicator 6 Programs (mechanism) that document the frequency and causes of injuries
Indicator 7 Evaluation measures to assess school policies, programs, processes andthe effects of change
Indicator 8 Ongoing participation in Safe Schools networks at community, national andinternational levels
Chapter 5. Current Challenges and Future Prospects

1Chapter 1. Profile of Matsubara Daisan Junior High School
The school is located in the center of Matsubara City. The Nishiyoke River and Kintetsu Railway
Minami Osaka Line are crossing the center of the school district. It has both of commercial area aroundNunose Station and residential area that spreads around the commercial area.
Matsubara City has seven junior high schools, and this school district accounts for about 15% of
Matsubara City overall. Chuo Elementary School and Nunose Elementary School are in this school
district and graduates from these two elementary schools come to Matsubara Daisan Junior HighSchool. The number of enrolled students is about 400 students in total of 3 grades.
There are Oike Park, Nunose Shrine, Shinmachi Community Center, Human Rights Exchange Centerin the west and Chuo Park, community swimming pool, library, cultural center, and community
gymnasium in the east. There is also a newly-built huge supermarket next to them.

1 External appearance

2 History○ 1947: Founded as Nunose Junior High School○ 1963: Name changed to Matsubara Daisan Junior High School○ 1970: New school building has been completed.
“Building a New Sanchu” program started.
“Building a New Sanchu”● Create a pillar of education that respects human rights● Overcome delinquency and low scholastic performance● Promote programs that appreciate the community

The slogan “Building a New Sanchu” has been handed down as the spirit of the school and relates to“3. Image of children we wish to foster” and “4. Educational goal of Sanchu” below.

23 Image of children we wish to foster○ Can convey their thoughts with confidence○ Do what they are supposed to without thinking twice○ Accept differences, and feel people’s pain and thoughts○ Act with awareness and pride toward their families and community○ Have dreams and prospects for the future, and strive to resolve
challenges
Our school has been working on collective development based on human rights and Dowa education
while the economic condition changes in society dramatically.
We need to make even greater efforts to improve all of students’ scholastic abilities and foster theirsense of human rights, normative consciousness, judgement of good and evil, international way of
thinking, and comprehensive human power. Therefore, we set the 5 images as “Image of children wewish to foster”.

4 Educational goal of Sanchu
Creating Sanchu where kindness, strictness, and pride co-exist
Specific Priority Challenges○ Improve scholastic performance, and foster ability to overcome challenges○ Create a warm disciplined group where rich humanity is fostered○ Foster sociability and spirit of self-reliance while cooperating with family andcommunity35 Number of teachers and staff, and enrolled students
7
Number of teachers and staff FY2017 Number of enrolled students FY2015
Number of teachersand staff(Unit: person)

Numberofclasses

Boys

Girls

TotalsNumber of students

Principal

1

Vice-principal

1

1st grade

4

77

76

153

Teachers

34

2nd grade

4

71

68

139

School nurse

1

3rd grade

4

83

65

148

Nutritionist

1

Support class

4

14

7

21

Office staff

2

Total

16

245

216

461

Custodian

1* “Support class” means special support class. This is the class for students that

Teacher’s aide1

need special support educationally.

Care giver

1

School counsellor

1

The number of classes as of 2017 is 16 classes in total, with 4 classes of 1st
grade, 4 classes of 2nd grade, 4 classes of 3rd grade, and 4 classes of supportclass.

Transition of number of students and classes in 5 years (Unit: person)
Number of classes

Number of supportclassesNumber of
students

19
18
17
16
16

4
3
3
3
4

516
512
493
471
461

FY2013
FY2014FY2015FY2016FY2017

The number of students tends to decrease year by year.
60% of the students entering our school are graduatesof Chuo Elementary School and 40% are graduates ofNunose Elementary School. Both schools are aiming toacquire designation of International Safe School with
our school.

6 Daily schedule
Timetable
First bell

8:25

Moring reading time

8:30 to 8:40

Morning homeroom (student morning meeting)

8:40 to 8:50

1st period

8:50 to 9:40

2nd period

9:50 to 10:40

3rd period

10:50 to 11:40

4th period

11:50 to 12:40

Lunch

12:40 to 13:10

Lunch break (20 minutes)

13:10 to 13:30

5th period

13:30 to 14:20

6th period

14:30 to 15:20

Cleaning (10 minutes)

15:20 to 15:30

Closing homeroom

15:30 to 15:40* Morning homeroom before the start of class in theClub activities(75 to 120 minutes)

16:00 to 18:00 (summer)
17:15 (winter)morning and closing homeroom after class ends in the

Final dismissal

18:15 (summer), 17:30 (winter)evening are homeroom including contact informationand educational guidance.

4Chapter 2. Details of Programs for International Safe School
1 Background of programs○ Matsubara CityMay 2011
Mayor Sawai declared the start of Safe Community (SC)Program
November 2013
City acquired Safe Community International Designation○ Matsubara Daisan Junior High School District
May 2015
As Sanchu School District, Chuo Elementary School,
Nunose Elementary School, and Matsubara Daisan JuniorHigh School had International Safe School (ISS) Program
Declaration Ceremony
November 2016
Sanchu School District received a preliminary guidance byISS

2 Cooperation with Safe Community (SC)Sanchu ISS Slogan was determined by Student Council Executive Section based on Matsubara City
Safe Community goal “Building a safe and secure community through partnership” and the school
educational goal “Creating Sanchu where kindness, strictness, and pride co-exist”

Building a safe and secure community through partnership

Creating Sanchu where kindness, strictness, and pride co-exist

I With Love (Ai)S Creating a safe and secure
S Sanchu!
53 Sanchu ISS mascot character
Student Council Executive Section selected friendly ISS
mascot character from entries in order for everyone to band
together and work for ISS.
The character with arranged pine tree and duck designs, thatare symbols of Matsubara City, was selected and named“Matsusuke”.
“Matsusuke” means “Help Matsubara Sanchu”.

ISS mascot character“Matsusuke” helps Matsubara Sanchu○ The shoulders are designed after a “Pine Tree”, thesymbol tree of Matsubara City
○ The head is designed after a “Duck” which
Matsubara City is famous for○ Students designed this character

6

Chapter 3. Situation of Our School, Picking Up Tasks, andSetting of Priority Challenges
Situation and tasks of the school safety and security in 3 aspects below.
1 Situation of injury occurrence (Injury aspects)
2 Inter-personal relations (Emotional aspects)
3 Community safety (Community aspects)

1 Situation of injury occurrence (Injury aspects)
Situation 1-1 There are many contusions, sprains and scratches
Number of injury occurrence (From survey of Nurse’s Office users)* No. of injuries per person sustained through the year

Fig. 1-1

Number of injury occurrence
tended to increase before ISS
program started. (Fig. 1-1)
Contusions are the most frequent,followed by scratches and sprains
every year. (Fig. 1-2)

Type of injury (From survey of Nurse’s Office users)
Fig. 1-2

7Situation 1-2 Many injuries occur in the classroom and sports field
By place, many injuries occurs in the classroom and sports field.
Place of injury occurrence (From survey of Nurse’s Office users)
Fig. 1-3

Causes of contusions by place are the followings. Fights like horseplay or trouble with other people
are main reasons of injuries in the classroom.

Cause of contusion injuries (From survey of Nurse’s Office users)
Classroom: Horseplay, Trouble with other people
Sports field: Contacting or bumping other people, Contact with ball
Gym: Contacting or bumping other people, Contact with ballSituation 1-3 Many injuries occur during PE and club activities. They also occur during
breaks between classes.
Injuries occur most frequently during PE Class, followed by club activities. Further, many injuries
occur during breaks.
Time of injury occurrence (From survey of Nurse’s Office users, FY2015)

Fig. 1-4

8

Situation 1-4 High injury rate in September (Many injuries occur during rehearsal of Sports
Day activities. That is the main reason why many injuries occur in September.)Injuries occur most frequently in September. (Fig. 1-5)This is related to Sports Day activities at the end of September.
By time-zone, injury frequency is high during class that is related to Sports Day activities, during break,and school event (Sports Day). (Fig. 1-6)
Number of injury occurrence by month (From survey of Nurse’s Office users)(Case)

Fig. 1-5

Type of injury in September (From survey of Nurse’s Office users, FY2015)
Fig. 1-6

29% of injuries are related to Sports Day activities
Foot pain and scrapes are common

Thus, we set the following tasks as injury aspects.

Injury aspects
Challenge 1 Many injuries occur in school (during class, club activities,
and break time).
(Fig. 1-1 to 6)
92 Inter-personal relations (Emotional aspects)
To foster students who are healthy both mentally and physically, it is essential for them to have mental
safety and security. If their mentalities are not safe and secure, they will not have fun at school andalways feel stressful for problems they have.
Mental unsafety and insecurity relates to troubles, such as bullying, damage to property, and violent
behavior.
Mental safety and security relates to having fun and feeling comfortable at school in contrast.
Therefore, emotional aspects are also important as well as injury aspects.
Situation related to emotional aspects is the following in this school.

Situation 2-1 There are truancy, damage to property, and violent behavior
Students who have missed school for more than 30 days are defined as “truants” and recognizedsupport needed.
Causes are various, but some students have low ability for inter-personal relations or low ability forcommunication, besides low scholastic ability and worries about home life.
The number of truant students are about 10 in this school every year. Most of them are not good atcommunicating with others or not good at making friends with someone.
Number of truant students (From survey of long-term absentees)
Fig. 2-1

10

There are a few cases of damage to property in this school every year.
They are caused by irritation that they don’t communicate with other people well, or they don’t express
themselves well. There’s no case of damage of property that injured others, but we need to keep an eye
on it because of the possibility for someone to get injured by broken things.

Number of damage to property(From survey of student guidance of school)(Case)(件)

Damage refers to damage to ceilinglights switches and toilet paper holders

Number of damage to property

Fig. 2-2(Year)

Furthermore, there are violent behaviors in this school (Fig. 2-3). Most of them are escalated fromquarrels. They have a problem in expressing their thoughts in words and a problem in controlling their
feelings and end up using force reflexively.

(Case)

Number of violent behavior(件)

Fig. 2-3(Year)

11

To summarize the situation above is the following figure. It should be noted lack of communication
with others is common factor.

Cause of truancy
 Combination of various factors such as trouble with inter-personal
relations or schools, or worries about learning, worries about home
life, parent’s educational policy, etc.
Cause of damage to property
 Taking out own irritation and discontent onto objects and property
Cause of violent behavior
 Attempt to resolve problems with other people by using force

Lack of communication
with other people

Situation 2-2 80% of students feel going to school is fun
Students of Sanchu feel going to school is fun more than students in other schools in Osaka andnationwide do.
“Is going to school fun?” (From questions in National Survey on Scholastic Ability and Learning Situation)(Year)Is going to school fun?

Fig. 2-4
Completely agree
Somewhat agree
Somewhat disagree
Completely disagree

Is going to school fun?

Fig. 2-5

Nationwide
Completely agree

Osaka

Somewhat agree
Somewhat disagree

Sanchu12

Situation 2-3 There are students who want to be of help to their friends, but do not fully
feel that they are of help.
Most students want to “be of help to others” and it tends to increase from 2013 while
increasing/decreasing (Fig. 2-6)
On the other hand, less than 30% of students feel that they are being of help. (Fig. 2-7)
It shows there are students who want to be of help to their friends, but do not fully feel that they are ofhelp because of low self-affirmation.
“Do you want to be someone who can help others?” (From questions in National Survey on Scholastic Ability
and Learning Situation)(Year)

Do you want to be someone who can help others?

Fig. 2-6
Completely agree
Somewhat agree
Somewhat disagree
Completely disagree“Feel that you are help to your classmates?” (From questions in National Survey on Scholastic Ability andLearning Situation)(Year)

Feel that you are being of help to your classmates?

Fig. 2-7
Completely agree
Somewhat agree
Somewhat disagree
Completely disagree

The number of students who don’t feel that they “have good traits” is improving, but is still about 30
to 40%.
“Do you have good traits?” (From questions in National Survey on Scholastic Ability and Learning Situation)(Year)(年)

Do you want to be someone who can help others?

Fig. 2-8
Completely agree
Somewhat agree
Somewhat disagree
Completely disagree13

To summarize the above is the following figure.
In summary, there are many students who don’t have confidence in themselves and need to improve it.

20 to 30% of students feel that they are being of help.

Thus, we set the following 2 tasks as emotional aspects.

Emotional aspects
Challenge 2

There are students lacking communication skills.
Fig. 2-1 to 3

Challenge 3

There are students who don’t have confidence in themselves.
Fig. 2-6 to 8

14

3 Safety in the Community (Community aspects)
Students spend most time in the community such as school commuting and weekends, etc.
School is also one of the member of the community. Therefore, building a safe community and creatinga safe school are inseparable for students and teachers.
Traffic safety and disaster are the main matters relevant to the community. Survey of “traffic safety”
and “safety in case of disaster” showed the results below.
Situation 3-1 About 50% of students got injured while riding a bicycle
All of the students in this school commute to school on foot. However, they mainly commute by bicycle
on weekends.
Half of the students experienced injuries while riding a bicycle in past 5 years. (Fig. 3-1)
However, they have partly high awareness to obey traffic rules. (Fig. 3-2)
Many situations of injuries are contact and falling on own. (Fig. 3-3)
“Obeying traffic rules while riding bicycle?”

Injured while riding bicycle in past
five years(From school-wide survey on traffic safety, September 2016)

図表 3-2=sFig. 3-1ss

図表 3-1

Fig. 3-2s

Obey pretty much

Situation of injuries sustained in bicycle accidents (From school-wide survey on traffic safety, September 2016)
Injuries in bicycle accidents
Contact with otherbicycleContact with car or
motorcycle
Contact withpedestrian

Fig. 3-3

60
26
3

Falling on own

115

Contact with object

65

Others80(人)(Person)
20

40

60

80

100

120

140

15

Situation 3-2 More than 50% of students have worries about earthquakes
Japan is a country with many earthquakes even in the world, which has 4 plates around the Japanese archipelago.
If a disaster occurs during the daytime on weekdays, there are almost elderly people and children in thecommunity. In this situation, because Jr. high students could be of immediate use, we took survey of awarenessof earthquakes.
Student’s awareness and worries about earthquakes has been increasing as it has been highly possible Nankai
Trough Earthquake occurs since Great East Japan Earthquake in 2011. (Fig. 3-4)
More than half of the students even have awareness of participation in disaster volunteer activities. (Fig. 3-5)
Want to participate in disaster volunteer activities, etc. in the future

Have worries about earthquakes?

(From school-wide survey on disaster prevention, September 2016)

Fig. 3-5

Fig. 3-4

Situation 3-3 Preparations for disaster are insufficient
Recognition of own disaster evacuation place is high, but preparation for disaster is still insufficientSituation of measures for earthquakes and disasters at home

Recognition of own disaster evacuation place(From school-wide survey on disaster prevention, September 2016)
forFig. 3-7

Fig. 3-6

Actual details of measures (From school-wide survey on disaster prevention, September 2016)
Detailsof countermeasures
Detailsof measures（Person）(人)

Fig. 3-825
20

Recognize own

2315

disaster evacuation

15

15

10

place!
95

516

Large amountof waterstoredGatheringplace decided

Furniture fixed

Emergency
food, non‐perishable
food prepared

Survival kit
prepared0From the above, we set the following 2 challenges as community aspects.

Community aspects
Challenge 4

Challenge 5

There are students who have experienced bicycle
accidents.
Fig. 3-1 to 3
There are students who have worries about disasters,
but are not sufficiently prepared.
Fig. 3-4 to 8

4 Setting of priority challenges
Setting of priority challenges below to overcome tasks 1 to 5 above.

Challenges

Priority Challenges

Injury aspects
1 Many injuries occur in school (during class,club activities, and break time).

1. Reduce injuries

Emotional aspects
2 There are students lacking communication
skills.
3 There are students who don’t have confidence
in themselves.

2. Improve ability tocommunicate
3. Have more confidence inthemselves

Community aspects
4 There are students who have experienced
bicycle accidents.
5 There are students who have worries about
disasters, but are not sufficiently prepared.

17

4. Increase awareness andskills in traffic safety
5. Increase awareness of
disaster prevention

Chapter 4. Programs Based on 8 Indicators
To solve the problems above, we promote programs below based on 8 indicators

Indicator 1 A governing system, with an infrastructure based on
partnership and collaboration, is set to address safety improvement.
1 International Safe School promotion organization chart
Sanchu school district ISS organization is the following chart. We cooperate with Matsubara City Safe
Community on Children’s Safety Task Force mainly. We also promote programs in cooperation withthe community and parents.

Task Forces for Priority Themes
Traffic
SafetyElderly
SafetyChildren’s
SafetyCrime
Prevention

SuicidePrevention

DisasterPrevention

ISS Community Task Forces
Government
agencies
Matsubara City Citizen’s
Cooperation Section
Board of Education

School related

Related agencies
Community

Matsubara Daisan Jr. High School
Chuo Elementary School
Nunose Elementary School(Management, ISS Section Leader, P TA)

Community
Educational
Council
EducationCouncilMatsubara Police Department
Matsubara Fire Department

Community

School○ Matsubara Daisan Jr. HighSchoolDistrict
Community
SchoolDistrict
Community
EducationCouncil
Educational
Council○ School councilors
School councils

Refer to next page○

Parents○ PTA
Head office members
Specialized committee
Community Committee,
Culture Committee,
Grade Committee18

2 Promotion organization chart in school
ISS organization in school is the following.
ISS School District Secretariat Council consists of Chuo Elementary School and Nunose Elementary
School that are our partners to promote ISS programs in our school district.
We work together to confirm future plans or to interact in each school ISS program.
ISS School District Children’s Council consisted of representatives of each Children’s Council andrepresentatives of Student Council connects students in the school district and gives them chances forreports and presentations together. It is the place for students in the school district to cooperate andpromote programs together, while each school works for each program. 4 times a year.

SchoolMatsubara Daisan
Jr. High School
School ISS Promotion
Committe e○ Secretariat(Management, manager, deputy m anager,teacher in charge of human rights education)○ Teachers in charge of student
counseling○ Teachers in charge of scholastic ability
assurance○ Teachers in charge of support
education○ Teachers in charge of academic af f airs
○ Teachers in charge of Student Council

Student organizations

ISS School District
Se cre tariat Council○ Matsubara City Board of
Education○ Chuo Elementary School,
Nunose Elementary School,
Matsubara Daisan Jr. HighSchool(Management, Teachers incharge of ISS)

ISS School District
Childre n’s Council○ Repres entatives ofeach Children’s
CouncilChildren’s
Council○ Repres entatives of Student
CouncilRefer to next page

Children in ISS School District Children’s Council

19

Chuo
Elementary
SchoolNunoseElementary
School3 Student organization chart
Student Council Executive Section holds the post of ISS Student Committee and takes overallcommand.
Each Special Committee of Student Council Special Committee holds a monthly meeting regularly.
In the meeting, they devise new programs and promote them. In Student general assembly, eachcommittee reports and confirms each other’s goals and details.
The percentage of students belonging to club activities is as high as 80%. There are 10 club activities
in total consisting of sports clubs and culture clubs.
Captains of each club share information about safety through Club Captain Council to prevent
injuries during club activities.
They hold Club general assembly under participation by all club members including new 1st gradersin April. They work to improve every member’s awareness of safety for better club activities.

Student
organizations

Student Council Executive Section
ISS Student Committee

Club Activities
Student Council
Committee
Special Committee
Special Committee○
Class Committee○ GradeCommittee○ Daily Life Committee○ Health and Sports
Committee○ Culture and Library
Committee○ Environment
Beatification Committee○ Human
Human Rights
Protection Committee○

ISS Student Committee

Sports Clubs○ Baseball Club
○ Soccer Club○ Softball Club (girls)○ Tennis Club (girls)○ Basketball Club (boys/girls)○ Volleyball Club (girls)○ Table Tennis Club(boys/girls)

Student general
assembly

Club Captain Council
Club general
assembly

Culture Clubs○ Brass Band Club○ Art Club○ Personal Computer Club

Students in Student general assembly20:
Indicator 2 Safe School policies decided by the Safe School
Committee, Community Council, and City Board of Education in a
Safe Community setting
1 Relation with Matsubara City Board of Education
We promote programs based on newly established Matsubara City Basic Plan for Promoting Education
below.
Matsubara City Basic Plan for Promoting Education

Policy: Promoting the creation of safe, secure and attractive schools
Priority Challenges: Promoting the creation of open schools, and safe and secure schools:

Creating Sanchu where kindness, strictness, and pride co-exist

I With Love (Ai)S Creating a safe and secure
S Sanchu!

2 Relation between Matsubara City Safe Community program and school safety
Challenges for Matsubara City “Children’s Safety Task Force”
Challenge

TargetChallenge: The rate of injuries sustained byelementary school students at school is high. Injuries
from falls and tumbles are particularly high.
Challenge: There are many people w ho do
nothing even when they see or hear abuse. It isdifficult to judge w hether the action is abuse or
discipline, thus related agencies are often notcontacted.

school students
Target: All city

residents

Challenge: The burden of parenting maylead to abuse. Information is not conveyed
sufficiently, and many people are not using theservices or consulting services that could help
reduce the burden.

Target: Elementary

Target: Student S’parents
21

Summary of school programs of safety and security (Indicators 3 to 5)
AsAsp
pects

Emotional aspects

In school

Injury aspects

ects

Main Target
Teachers and staff
PTA/parents

Community/visitor

3-1 to 4

3-1 to 4

3-1,2

3-1,2

4-1

4-1

5-1 to 35-2,33-5 to 10

3-5

3-5,8

3-5,9,10

4-2,3

4-3

4-2

5-4,5

5-4

3-11 to 17

3-11,17

Priority Challenges

1. Reduce injuries in school

2. Improve the ability tocommunicate

Students

3-14,15,16

3. Have more confidence
in themselves

Community aspects

under school’s control
Not during

5-6 to 8
3-18,19

3-18,195-9

5-9

5. Increase awareness of
disaster prevention

4-4 to 6

4-4 to 6

１ to ５

5-10 to 13

5-13

3-18

4. Increase awareness andsafety safetyskills trafficin community

Indicator 3

Indicator 4

Indicator 5

22

5-9

4-5,6

4-4 to 65-12,13

Indicator 3 Long-term, sustainable, operational school programs
covering both genders and all ages (grades), environments, andsituations are in place
We have been working for various safety measures for a while. The followings are main measures.

1 Injury aspects
Priority Challenge 1. Reduce injuries in school
Inspection and maintenance ofContinued
safety in school
Main target Students, teachers and staff, PTA, and community
Details
Teachers use the inspection sheet and conduct a safety
inspection (whether there are any hazardous spots) in
the school.
Each manager (teacher) has the place to inspect, andconducts inspection about twice in a term (afternoon
after regular examination, etc.).

3-1

3-2
Main target

Details

3-3
Main target
Details

School District Clean Campaign

Continued
Students, teachers and staff, PTA, and community
Education Council in the community organizes thecampaign and cleans sports field with students,
teachers, PTA, and the community.
About 200 students from Student Council Special
Committee members, club members, and volunteers
participate in the campaign.
Once a year before Sports Day in September, groundmaintenance, weeding of the grounds, and picking up
of small stones are conducted with a view to injury
prevention.
Education by Daily Life Committee

Continued

Students, teachers and staff
Students (Daily Life Committee members) prepare
and post bullying and violence prevention posters.
Daily announcements for injury prevention during
lunch time every day.

23

First Aid Seminars
Continued
Main target 2nd graders, teachers and staff
Details
First Aid Seminars in cooperation with firefighters.
Seminars on using AED.
Once a year.

3-4

2 Emotional aspects
Priority Challenge 2. Improve the ability to communicate
Enforcement of Greeting Campaign

Continued
Main target Students, teachers and staff, (PTA, community)
Details
Students of (chiefly Student Council Executive
Section, and Student Council Special Committee)
promote greeting campaign standing at the schoolgate. Greetings could be an opportunity to improveability to communicate.
Several times a year in cooperation with PTA and thecommunity.

3-5

HR Retreat
Continued
Main target 1st graders
Details
This retreat is carried out for 1st graders in May.
Build the new bonds of friendship throughorienteering by group, class recreation, and grade
recreation, etc.
This overnight school trip could be an opportunity tomake friends with new people after entering Jr. highschool.

3-624

School Trip
Continued
Main target 3rd graders
Details
3rd grade is summed up with the overnight school trip
where students confirm their bonds with friends andthink about where they belong through activities andclass meetings at night.

3-7

Parent-Child recreation
Continued
Main target 1st graders, parents
Details
1st grade in June with parents.
This is the recreation program that both parents andstudents participate in.
They work hard together and deepen the bonds.
It is also an opportunity for parents to know students’
hard work and inter-personal relations after students
entered Jr. high school.

3-8

3-9
Main target

Details

3-10

Human Town Festival
Continued
Student Council Executive Section, volunteers,
community
Community Education Council organizes Human
Town Festival at school sports field in November.
Students join to report activity of community disasterprevention and ISS activities based on the theme of“City of Human Rights”.
Communication through booths and reports.

Friendship Exchange Sports Day

Continued

Main target

Student Council Executive Section, Human Rights
Protection Committee, community

Details

Friendship Exchange Sports Day held with facilities
for disabled people in May.
Human Rights Protection Committee and students
join as volunteers and deepen bond with facilities.

25

Priority Challenge 3. Have more confidence in themselves

Self-affirmation is related to mental health and violent behavior.
However, advice to have more confidence in themselves doesn’t work for improvement.
“To know themselves”, “to think about their future”, “to communicate with many people” all foster
self-affirmation. Based on it, we have been promoting the following programs for a while.
Promotion of education for theContinued
respect of human rights
Main target Students, teachers and staff
Details
Strengthening of general human rights and morals
curriculum in daily activities.
It targets improvement of self-affirmation and of
moral sense through all the program.
Teachers examine details of activities in grade
meetings sufficiently so that the curriculums are
suitable for actual situations.

3-11

3-12
Main target
Details

3-13
Main target
Details“Understanding Disabilities” classContinued

Students
Each grade work for understanding disabilities invarious ways such as hearing of community people,
reading materials, group activities.
Program for students to recognize differences andthink about “being yourself”.

Academic/career path and friends

Continued

Students
Opportunity to think about students themselves andtheir friends’ “academic/career path”. Learning types
and methods of selecting their and their friends’
academic/career path leads them to think “who theyare”.
3rd graders talk with graduates.

26

3-14
Main target

Details

Workplace experience program

Continued

2nd graders, community
2nd graders in small groups experience working fortwo days in fall in the community.
They develop a sense of working and parents’thoughts, and take a look at their own situation.

Literacy and Community
Continued
Main target 1st and 2nd graders, community
Details
Applicants from students visit people studying at thecommunity’s “Literacy School”.
They learn the importance of learning and take a lookat their own future.
Once a year.

3-15

Visiting classes
Continued
Main target 3rd graders, community
Details
This visiting class is held for 3rd graders in the 1st
term.
Through classes given by high school teachers, thestudents can think about their hopes foracademic/career path, and make a selection that they
will not regret.

3-16

School District ResearchContinued
Presentations
Main target Student Council Executive Section, teachers and staff

3-17

Details

Students from Sanchu, Chuo Elementary School andNunose Elementary School lead partnerships withteachers and parents, and make a presentation on their
ISS activities. Open school is held on this day.
Once a year.

27

3 Community aspect
Priority Challenge 4. Increase awareness and skills in traffic safety
PTA School District Patrols Continued(Children mimamori-watchingactivities)
Main target Students, teachers and staff, PTA
Details
Teachers and staff, and the PTA conduct mimamoriwatching by patrolling the school district during
festivals twice a year and summer vacation (about 2times). Checking with community people if there
are any hazardous spots.

3-18

Bicycle safety classes
Continued
Main target Students, teachers and staff
Details
Once a year in July.
The Matsubara Police Department holds seminars forsafe bicycle riding in accordance with the Osaka
Bicycle Ordinance.

3-19

28

Indicator 4

Programs that target high-risk groups and environments

We defined the following groups as high-risk and work to improve safety.
Cause
Goals
Groups1 Injury aspect
Injury occurrence
Injury prevention to reduce
Ball game clubfrequency is highinjuries
activities(Environments)

Programs
4-1

2 Emotional aspect
Students who
require special
support (Person)

 Many troubles for inter- Ensure students’ safety
personal relations
mentally and physically Mentally unstable

4-2,3

3 Community aspect
Measures for major
earthquakes(Situations)High possibility ofearthquake damage in
Matsubara City

4-4 to 6

Minimize damage ofdisaster and ensure safety* Students requiring special support means students who have problems with behavior and needsupport in student guidance aspect, students with developmental disorders, or truant students, etc.

1 Injury aspects

Ball game club activities (Environments)

Priority Challenge 1. Reduce injuries in school
Many cases of injuries requiring hospital visit occur during club activities. (Fig. 4-1)
In particular, club activities in which injuries requiring hospital visit occurred in 2015 were only 4 club
activities that were basketball club, soccer club, softball club, and baseball club. (Fig. 4-2)
Thus, many injuries occur in ball game club activities.
Cases of injuries requiring hospital visit (From survey of Nurse’s Office users, FY2015)(Case)

Cases of injuries requiring hospital visit

Fig. 4-1

50
40
30
20
10
0

Sports field

Gym

Classroom

Outside school grounds

Hallway or stairs

School route

Home

Others29

Cases requiring hospital visit of each club activity (FY 2015 from survey of Nurse’s Office user)
Cases requiring hospital visit of each club activity(Case)

Fig. 4-2

18
16

17

14
12

13

10
8

8

6
4

5

2
0

Basketball

SoccerSoftballBaseballCases of requiring hospital visit of each club activity(From survey of Nurse’s Office users, FY2015)

Soccer, softball, baseball: mainly contusion
Basketball: injuries by imposing a burden on her/his knee joint when landing
after jump other than contusions

30

Consideration for especially safety aspects about 4 club activities below.

4-1
Details

Measures to prevent injuries
Changedduring ball game activities
Basketball Club
● Check that shoes are tied
● Increase warm-up, cool-down, and stretching time

Soccer Club
● Constant safety check to make sure balls are notrolling around● Use of shin protectors to prevent contusions
during practical

Softball Club● Wear knee high socks and supporter to prevent
contusions and scrapes from sliding

Baseball Club● Wear a cap to protect against heat strokes● Increase stretching time and count● Wear long pants31

2 Emotional aspects

Students who require special support (Person)

Priority Challenge 2. Improve the ability to communicate

Type of students who need special support is various. Some have troubles about inter-personal relations
and emotionally unstable, and therefore they feel uncomfortable in the classroom. They need to
improve ability to communicate with others so that they feel safe and comfortable in the classroom.
Measures are also needed to be taken for truant students to come to school or support for them to spend
fulfilling time looking ahead to the future during the 3 years at school.
Programs are carried out by not only school but in cooperation with Center for Children and Families.

4-2

Guidance and programs for students requiring special support Continued

TargetStudents and their parents who require support● Students who need support in student guidance aspect● Students with developmental disorders● Truant students, etc.

Details
Committee of person in charge of student guidanceHolding of School Case Committee● Unified guidance in cooperation with SC, SSW, and Center forChildren and Families
direction● Detailed assessment and review of directivity

Individual Guidance System (Nukumori Class)● Class for preparing return to regular class● Increasing scholastic ability and establishing relation of trust
12 Aiming to create inter-personal relations and straighteningidentity
identify
relevant
students(1)Ensuring opportunities for communication with therelevant
students(2)Educational guidance at separate “Nukumori Room” (Ensuring
Japanese and mother tongue)(3)Sharing understanding with parents and providing support throughhome visits, etc.
(4)Partnership with related agencies, and request for cooperation

Actions based on situation are implemented

32

4-3

Sharing and plan proposal in meetings by persons in charge

Main target

Students, teachers and staff, related agencies

Details

Meeting of teachers in charge of student counseling once a week.

Continued

Collecting problems from each grade’s student counseling representative and formulating measures
for students who need support. The information passes to each grade’s representative and shared bywhole grade in Planning Committee to think about measures in other aspects. Committee to support
truant students, etc. has meetings twice a term and formulates long-term goals and directions.
In this way, establishment of directions in meetings leads to careful support for students in need.
Aiming for improvement of ability to communicate and for a safe and secure school life.
・Meeting of teachers in charge of student counseling
Once/week

・Each grade’s student guidance representative, manager, school nurse, chiefteacher in charge of school guidance, chief teacher in charge of human rights
education

・Planning Committee
Once/week

Twice/term

・Each grade’s representative, manager, cheif teacher in charge of school guidance,
cheif teacher in charge of human rights education, school affairs, scholastic ability
assurance

・Committee to support truant students, etc.
・Each grade’s person in charge of truancy support, manager, school nurse,
supporters, chief teacher in charge of school guidancePartnership with external agencies is also established at Case meetings, etc.
(SSW, SC, Board of Education, Children’s Future Section, Police, etc.)33

3 Community aspects

Measures for major earthquakes (Situations)

Priority Challenge 5. Improve awareness of disaster prevention
We carry out the programs below to improve awareness of disaster prevention. High awareness of disaster prevention
softens their worries about disaster and get ready for disaster.

4-4Main target

Details

4-5

Memorial for 1.17 Great HanshinAwaji Earthquake victims
Students, teachers and staffNew

A group of interested students, and teachers haveparticipated in Memorial services for Great Hanshin-Awaji
Earthquake victims since 2016.
To recognize importance of disaster prevention, they havehearing from people there and understand damage by theearthquake.
They report the hearing to share the details in school
assembly and help improvement of every students’awareness.

Fundraising and assistance for
Kumamoto Earthquake and the East
Japan Earthquake

New

Main target

Students, teachers and staff, PTA, community

Details

Students (Student Council Executive Section and who areinterested) and teachers carried out on-the-street
fundraising for the Kumamoto Earthquake and the Great
Hanshin-Awaji Earthquake.
They needed to understand detailed damage to makeposters etc., and that leads to raise their awareness of
disaster prevention.
They carried out fundraising not only in front of the school
but at the nearest station.
They also sold goods at Human Town Festival asreconstruction support for the Great Hanshin-Awaji
Earthquake.

4-6

Disaster prevention studies andevacuation drills

Continued

Main target

Students, teachers and staff, parents, community

Details

Disaster prevention studies and evacuation drills are held
once in each term.
In the 2nd term, the drills are held during the Osaka 8.8
Million Drill, and in the 3rd term, the drills are held with theCity’s Joint Disaster Prevention Drill.

34

Indicator 5

Programs are from the Evidence Base

1 Injury aspects
Priority Challenge 1. Reduce injuries in school

Evidence 1-1 Many injuries occur during PE class
Injuries during PE class is most frequent among all injuries during class, accounting for 63% (Fig.1-4).
In particular, injuries requiring hospital visit occur in winter. The programs in winter include mainly volleyball,basketball, soccer, track and field, and gymnastics.
Injuries during class other than PE account for 37% and are various, such as nose bleeds, injuries during practical,
etc.
(Fig.5-1)
Injuries during class (From survey of Nurse’s Office users, FY2015)

5-1

During class

Total 169 cases

Frequent injury typePE

107 cases (63%)

Contusion, scrape

During classother than PE

62 cases (37%)

Nose bleed, during practical

Measures for injury prevention during
class

New

Main target

Students

Details

Thorough warm-up exercises during each PE class
Extensive caution and instruction during practical andexperiments.

35

Fig. 5-1

Evidence 1-2

Contusion is common during ball game club activities

Many injuries occur during ball game club activities. (Fig. 4-1, 2)
Further, contusion is most common during ball game club activities. (Fig. 5-2 to 4)
Number of injuries during main club activities (From survey of Nurse’s Office users, FY2015)

Fig. 5-2(Case)

Fig. 5-3

Softball14

・Knocked ball contacting
body・New members areespecially prone to injury

12
10
8
6
4
2
0

ScrapeFig. 5-4

5-2
Details

Injury prevention during ball
Changedgame club activities
Basketball Club
● Check that shoes are tied
Soccer Club
● Use of shin protectors to prevent contusions
during practical
Softball Club● Wear knee high socks and supporter to prevent
contusions and scrapes from sliding

Baseball club
● Wear long pants

36

Contusion

Others5-3

Seminars by invited lecturers

New

Main target● Soccer Club ● Volleyball Club● Girls/Boys Basketball Club ● Teachers and staff

Details

Learning effective stretching techniques.
Continue stretching and increase awareness of injury
prevention in each club activity by club advisers
participating.
Once a year.

2 Emotional aspects
Priority Challenge 2. Improve ability to communicate

Evidence 2-1 Communication using smartphones is causing trouble.
Communication by smartphones has been increasing recently.
72% of students (341 students) own smartphones and there are troubles relating to use of smartphones.
25% of all users (85 students) use their smartphones for 4 hours or more, which is the highest rate of usage time. (Fig.
5-5)
Many students use LINE and it is the main communication tool other than telephones and e-mails. (Fig. 5-6)
About 30% of all users find replying a pain sometimes. (Fig. 5-7)
LINE users have irritation for slow replies and feel stressful that they also should reply quickly as LINE has having
read transmission. Group LINE tends to cause troubles such as slander and libel because the group LINE members
could send massages easily.

37

Number of students by average usage time (School-wide survey, September 2016)

Number of students byof average usage time

Fig. 5-5

4 hours or more85

3 to 4 hours

52

2 to 3 hours

72

1 to 2 hours

69

30 min. to 1 hour

32

Less than 30 min.
(No (無解答
answer: 4４名)
persons)

27
020(Person)

40

60

80

100

Number of students by using contents (School-wide survey, September 2016)

Number of students by using contentsLINE
E‐mailTwitter
You Tube
Listening to music
Games
News
OthersFig. 5-6

315
72
144
255
238
233
115
45
0

50

(Person)

100

150

200

250

“Is replying sometimes a pain?” (School-wide survey, September 2016)“Is replying sometimes a pain?”Yes
30%

101 persons
240 persons
No
70%

Fig. 5-7

38

300

350

5-4

Seminars by invited lecturers

New

Main target

1st graders, teachers and staff

Details

Ms. Aki Shimada, who used to be a cyber patrol, lectured
what internet trouble is and its prevention.
Once a year.
Student’s impression“Got scared that other people get to know where I am by
GPS and so canceled GPS”
"Understand I should be careful uploading photos andcomments, which can be disadvantageous later”

Main target

Creation of rules to prevent
smartphone addiction
Students

Details

With the cooperation of the elementary schools and PTA,

5-5

New

the Student Council Executive Section has created rules forusing cell phones.
The rules are posted on stairs for promotion

39Priority Challenge 3. Have more confidence in themselves

Evidence 2-2

Correlation between “Do you have good traits” and scholastic ability

It is considered that self-affirmation is interrelated with scholastic ability, so we made a survey ofrelation between scholastic ability and self-affirmation.
It showed that the lower students’ scholastic ability is, the lower their self-affirmation becomes. (Fig.
5-8)“Do you have good traits?” (From questions in Nation Survey on Scholastic Ability and Learning Situation, FY2016)
Do you have good traits?
High range(Score of 66 or
higher)Fig. 5-8

44 students

13 students
Have good traits

Middle range(Score of 41 to
65)

61 students

Low range(Score of 40 orless)

25 students

9 students
0%20%

12 students
40%

60%

80%

Don’t ha ve goodtra i ts

100%

The programs below are to increase scholastic ability. They aim at “good at studying and get to haveconfidence in themselves” by improving their scholastic ability.
Improvement of scholastic ability by building effective classes and ways of studying leads to increaseof self-affirmation.

5-6Group Study/Group Discussions Continued

Main target

Students

Details

Group study in class commonly.
Teaching each other and presentation by group leader’s
instruction. Building communication ability is also important,which develops by summing up opinions in their group.

5-7

Use of information devices

Continued

Main target

Students

Details

By using Tablet and projector, we aim at improving quality ofclasses.

● Making explanation visible with pictures and images● Saving time by omission of writing on a blackboard

40

5-8

Small-group instruction

Continued

Main target

Students

Details

Small-group studies for mainly 3rd graders in Japanese,math, and English.
Fundamental studies are confirmed with small groups.

3 Community aspects

Priority Challenge 4. Increase awareness and skills in traffic safety

Evidence 3-1 More than 50 % of students experience of close call during commute to and from school
All students commute to school on foot. 55% of students experienced “close call” on way to and from school and try
not to spread out when walking on way to and from school.
“Experience of close call during commute「登下校時、ハッとした体験があるか？」
to and from school?”
C lo s e c a ll (n=‐4 1 7 )“Make a point of not spreading out when walking to and from school”「登下校時、広がって歩かないように意識しているか？」(From School-wide survey on traffic safety, September 2016)(2016 年 9 月 全校安全アンケート調査より)Making a point of not spreading out to commute?

Fig. 5-9
28students

No
45%

Main target

Sanchu School District Traffic
Safety Point Map
Students, teachers and staff, community

New

Details

The Student Council Executive Section prepared a safety
map showing hazardous spots in the school district. They
organize and recognize hazardous spots for prevention.

41

Fig. 5-10
195
students

169
students

Ye s
55%

Always5-9

21students

Usually

Not often

Never4 Other programs
There are some programs that are not related to priority challenges directly.
“Creating a good atmosphere” is one of them. For example,
Gathering

Posting them in the

Deepening

Reduce“appreciation

shape ofcompassion fortroubles formessages” from“Compassion Tree”

friends and others byinter-personal

all students

in the hallway

seeing and sharing it

relation

Reduceinjuries inschoolThese are programs that are related to priority challenges indirectly.
“Fostering good mind leads to prevention of injuries” is the aim of thefollowing programs that have been carried out.

“Compassion Tree”

5-10

ISS Activities by Student Council Special Committee

Details

Student Council Executive Section
 Instruction of general activities
 Selection of slogan and mascot
Glass Committee Be Seated at School Bell Campaign

New Greeting Campaign

Daily Life Committee
 Don’t Run in Hallway Reminder Campaign
Culture and Library Committee
 Preparation of posters
 Setting of ISS corner in the library
Health and Sports Committee Survey of number of injured persons
 Maintenance of sports field and removal of stones
Environment Beautification Committee
 Preparation of evacuation route map School safety inspection and beautification
Art Club Preparation of draft for Sanchu mascot character Organization of ISS Bulletin Board Posters at the front entrance

Human Rights Protection Committee
 Preparation of Compassion Tree
 Fundraising for Kumamoto Disaster victims, etc.

42

Main target

School District ISS Children’s
CouncilStudents

Details

Meetings are held with members of Children’s Council

5-11

New

under Student Council Executive Section’s conducting. At
regular meetings, the members split up into groups andexchange information on each school’s programs, andwork to create rules for using smartphones.
About once a term.

5-12Preparation of wall newspapers,
Feeling of “Appreciation”

New

Main target

Students, community

Details

The students and members of the community wrote their
feelings for someone important in their life. Posting as awall newspaper in the hallway in front of teacher’s room.
The committee is active working as a “Human Rights
Protection Committee”.

5-13

Preparation of wall newspapers,“What type of town makes you
feel safe?”New

Main target

Students, teachers and staff, community

Details

The students asked Sanchu teachers and staff, and Festa
visitors to write messages about their image of Matsubara
City. Posting as a wall newspaper in the hallway in front ofteacher’s room.
We are to build a city that incorporates Sanchu’s strong
feelings about “Human Rights”.

43Indicator 6 Programs (mechanism) that document the frequency
and causes of injuries
1 Injury aspects
Priority Challenge 1. Reduce injuries in school
In injury aspects, recording numbers of injuries and endeavors to reduce and prevent injuries are conducted by
Nurse’s Office.
“Injuries” are recorded individually by using Nurse’s Office Usage Card. Details of “when”, “where”, “how”, “whatsituation”, “type of injury”, and “what part” are collected.

Type of injury

Recording method

Frequency

Injuries requiring

The school nurse collects and processes information

Data input

visit to Nurse’s

using “Egao”, the Nurse’s Office Usage Card.

every day

OfficeInjuries during

Teachers handling injuries record in the files.

weekend/holiday
club activities
Injuries requiring
treatment at hospital

Application is filed with the City Board of Education

Tabulated

and Japan Sport Council to request payment foreach month

Mutual Disaster Aid.

Clearly indicate whether the number of injuries has dropped
and injuries have been prevented
Example 1 Nurse’s Office Usage Card

Example 2 Egao (Data tabulation software)44

2 Emotional aspects
In emotional aspects, we make regular surveys of violent behavior, verbal abuse, truancy, internet trouble, and interpersonal relations, and conduct verification of programs on each grade.

Type
Trouble such as
violence andverbal abuse

Recording method

Frequency

Investigation of scale to measure sociability
National Survey on Scholastic Ability andLearning Situation
Self-diagnosis of school
Impressions of human rights and morals classes
Investigation of student guidance at schoolStudent Council and Group Leader Meeting

Once/term
Once/3 years

Truancy

Truancy Support Meeting
Investigation of scale to measure sociability
Investigation of long-term absentees, Investigationof student guidance at school
Survey of absentees
Investigation of scale to measure sociability
Self-diagnosis of school
Impressions of human rights and morals classes

Trouble on Internet

Once in Dec.
Every class unit
Once/monthAbout
twice/month
Once/month
Once/term
Once/month
Every dayOnce/termOnce in Dec.
Every class unit

Clearly indicate whether proper communication is taking
place and whether self-affirmation increases

3 Community aspects
In community aspects, we make surveys of improvement of safety skills and awareness in thecommunity, safety when commuting to school, and prevention of accidents when riding a bicycle.
Type
Safety duringcommute to/fromschoolPrevention of
bicycle accidents
Response toearthquakes

Recording method

Frequency

Traffic Safety Survey

Twice/year

Traffic Safety Survey
Self-diagnosis of school
Disaster prevention survey

Once in Dec.
Twice/year

Clearly indicate whether safety skills and awarenessin the community have increased45

Indicator 7 Evaluation measures to assess school policies,
programs, processes and the effects of change
Programs are progressed and controlled by School ISS Promotion Committee’s conducting, and effects are
confirmed based on evaluation indicators by Matsubara City Safe Community Steering Committee or ISS
Community Task Force.

1 Overall image

Plan
Analysis of injury data,
examination of measures,
formulating and carrying out
plans

ActionReflecting evaluation tomeasures and enforcement
planning

Matsubara City Safe
Community Steering
Committee&
ISS Community Task ForceDo
Enforcement of measures incooperation with related
agencies

Check
Effect measuring andevaluation after measuresare enforced

External evaluation
Instruction by instructor of Safe School Certifying Centre46

2 Evaluation of short-to mid-term, and long-term achievements

Injury aspects
1 Reduce injuries in school
Measure for injury
prevention during class

Measure for injury prevention Measure for injury prevention
in club activities
during break time

3-1,2

3-1,2

5-1

4-1

3-1,2,3

5-2,3
Short-term

Self-diagnosis of school
Indicator to“Do you get injured often?”evaluate changes “Are you aware of injury prevention?”of awarenessMid-term
Survey of Nurse’s Office users by Nurse’s Office Usage Card
Indicator to
Number of Nurse’s Office users
evaluate changesof action
Nurse’s Office Usage Card
Survey of Nurse’s Office
Indicator tousers
evaluate changes“Number of injuries during
in long-termclass”

Nurse’s Office Usage Card
Survey of Nurse’s Officeusers“Number of injuries during
club activities”

Nurse’s Office Usage Card
Survey of Nurse’s Officeusers“Number of injuries during
break”

・ Seminars
・ Extensive management
Method of・ Program for awareness・ Measure for prevention
and instruction of clubby students
improvement during classadvisors

47

Emotional aspects
2. Improve ability to communicate

3. Increase confidence in themselves

Program to improve ability tocommunicate

Program to increase confidence inthemselves

3-5 to 10

3-11 to 17

4-2,3

5-6,7,85-4,5Investigation of scale to measure sociability“Do you consider other people’s feeling?”
National Survey on Scholastic Ability andLearning Situation
Indicator toevaluate changes “Listening to others well and expressingof awareness yourself clearly in discussion?”

Investigation of scale to measure sociability“Do you have good traits?”
Self-diagnosis of school“Self-affirmation”
National Survey on Scholastic Ability andLearning Situation

Impression of human rights and morals
classes
Indicator toInvestigation of long-term absentees
evaluate changes “Number of absentees”
of action
Investigation of student guidance atschool“Number of violent behavior”“Number of damage to property”
Indicator toevaluate changes Survey of absentees “Number ofin long-term
absentees”

National Survey on Scholastic Ability
and Learning Situation
Investigation of long-term absentees“Number of absentees”
Investigation of student guidance atschool“Number of violent behavior”“Number of damage to property”
Survey of absentees “Number ofabsentees”

Short-term

Mid-term

・Strengthen human rights education
・Programs of Student Council Special
Committee

・Establishing organizations when
Method ofrecognizing bullying
improvement ・Carrying out social skills training48

Community aspects
4. Increase awareness and skills intraffic safety

5. Increase awarenessdisaster preventionofProgram to increase awareness and skills intraffic safety

Program to increase awareness of
disaster prevention

3-18 to 19

4-4 to 6

5-9

Short-term
Indicator toevaluate changesof awareness

Survey on traffic safety“Obeying traffic rules?”Self-diagnosis of school“Trying not to spread out when walking to and Survey on disaster prevention
Indicator to“Measure for disaster?”evaluate changes from school?”“Experiencing traffic accidents recently?”of action
Mid-term

Indicator toevaluate changes
in long-term

・Educational campaign by parents and theMethod ofcommunity
improvement ・Implementation of traffic safety lecture

49

・Improvement and carefully selecting of
guidance
・Sufficient time for education of disasterprevention

3 Results
Result 1 Injury occurrence rate improved
Prevention of injuries by club activities, PE class or Student Council led number of injury occurrence to decrease by
about half since ISS program in 2015.
Transition in injury occurrence frequency (From Survey of Nurse’s Office users)

Number of injury occurrence(Case)

900
800
700
600
500
400
300
200
100
0

767

456

514

636

569

387

(Year)

2011

2012

2013

2014

2015

2016

Result 2 The month-specific rate of injuries dropped
Transition in injury occurrence frequency (From Survey of Nurse’s Office users)

Month-specific rate of injury occurrence(Case)

120
100
80
60
40
20
0
Apr.

May

June

July

Sep.

2015

Oct.

Nov.

Dec.

2016 (Year)

50

Jan.

Feb.

Mar.

Result 3 A truant student has been able to attend school
A truant student has been able to attend school through the effort of his homeroom teacher and schoolmates.
(From investigation of student guidance at school, FY2016)

Result 4 Truancies decreased
Number of truant students tend to decline this year. (From investigation of student guidance at school, FY2016)

Result 5 Safe environment is maintained
Damage to property doesn’t occur this year so far. It shows a certain safe and secure environment is maintained thisyear. (From investigation of student guidance at school, FY2016)51

Indicator 8 Ongoing participation in Safe Schools networks at
community, national and international levels■FY2015
May 21 (Thur.) Declaration of start of ISS program (Matsubara City Mayor Sawai, Dr.
Shiraishi participated)
Sept.1 (Tues.) School District Seminar: Lecture by Dr. Yoko Shiraishi, Japan Institution for
Safe Communities
Sept. 5 (Sat.) 30 students participated in ISS Activity Report Meeting (Matsubara City
Culture Hall)
Oct. 6 (Tues.) Visited designated school in Atsugi City, Kanagawa Prefecture
Dec.18 (Fri.) Student ISS Survey conducted■FY2016Jan. 19 (Tues.) ISS Meeting at Matsubara City Hall (City Board of Education, Matsubara
Daisan Jr. High, Chuo Elementary School, Nunose Elementary School)
Feb. 1 (Mon) Each special committee discussed programs
Feb. 4 (Thur.) Participated in School Summit at Toshima-ku, Tokyo (City Board of
Education, Nunose Elementary School, Matsubara Daisan Jr. High)Mar. 20 (Wed.) ISS Meeting at Matsubara City Hall (City Board of Education, Matsubara
Daisan Jr. High, Chuo Elementary School, Nunose Elementary School)
May 16 (Mon.) Dr. Shiraishi visited our school for workshop on ISS with Community
Education Council
June 27 (Wed.) Group discussions held at faculty meeting to identify challenges
July 29 (Fri.) Visit to Chuo Elementary School in Sanchu School District from Toshima-ku,
Tokyo
Sep. 4 (Sun.) Student Council Executive Section reported on ISS at the Safe School
Activity Report Meeting (Matsubara City Culture Hall)
Nov. 5 (Sat.) ISS School District Children’s Council reported on activities at School District
Festa
Nov. 11 (Wed.) SS School District Children’s Council reported on activities at School

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Chapter 5. Current Challenges and Future Prospects
There are current challenges below for indicators 1 to 5. We set prospects and work for each challenge for future.

Challenges

ProspectsIndicator 1 A governing system, with an infrastructure based on partnership and collaboration, is set to address
safety improvement.

 Difficult to continue because teacherstransfer Difficult to give careful guidance becauseof teachers’ rejuvenation

○ Secure system to continue through students○ Prepare manuals

Indicator 2 Safe School policies decided by the Safe School Committee, Community Council, and City Board of
Education in a Safe Community setting Meetings require time for teachers to matchdirections

○ Build a system to match directions without always
participating

Indicator 3 Long-term, sustainable, operational school programs covering both genders and all ages (grades),environments, and situations are in place
1 Injury aspects
 Further reduction of injury occurrence rate Further improvement of stance to address awarenessof safety→ ○ Regular seminars for safety○ Programs to improve awareness of injury prevention
conducted by Student Council

1 Injury aspects
 Injuries during PE and club activities
decreased, but still occur.
 There is no activities or programs for new
1st graders as organization.

2 Emotional aspects
 Violent behavior and trouble with otherpeople by a lack of communication
decreased but still exist.

3 Community aspects
 Programs for traffic safety are notcontinuingly held.
 Programs for disaster prevention are notcontinuingly held.
 Students’ low awareness of disasterprevention.



2 Emotional aspects
 Reduce truancies
 Improve ability to communicate
 Further improve relation of trust→ ○ Establish general human rights and morals
curriculum○ Programs to establish higher self-affirmation○ Establish system of student guidance in partnershipwith related agencies○ Programs to improve learning ability of low-to-mid
levels3 Community aspects
 Prevent injuries while riding a bicycle and improveawareness of traffic safety Further increase interest in the community
 Strengthen activities held with elementary schools inschool district→ ○ Regular seminars for traffic safety○ Strengthen regular activities for disaster prevention○ Exchanges held between Children’s Councils of
elementary schools and our Student Council

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Indicator 4 Programs that target high-risk groups and environments○ Secure system to continue through students

 Difficult to continue because teacherstransfer Difficult to give careful guidance because○ Prepare manuals○ Slim school affairs by carefully selecting meetingsof teachers’ rejuvenation

 Difficult to accomplish it along with dailyclasses and student guidance, etc.

Indicator 5 Programs are from the Evidence Base
○ Execution of efficient surveys

 Taking a lot for collecting and analyzing
data based on evidence Taking a lot for analyzing data and○ Analysis of data and establishment of policies
during long school closure

establishing policies54

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松原市立松原第三中学校
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