Application Report to become a member ofInternational Safe School Network

December 10, 2021

豊区立千川中学校
Toshima City Municipal
Senkawa Jr.High School

Greetings
Toshima Kuritsu Senkawa Junior High School aims to obtain designation as an
International Safe School (ISS), recommended by the World Health Organization(WHO). The students, teachers, parents, and community residents havecontinuously worked together to create a safe and secure school.
After Ikebukuro Junior High School, Senkawa Junior High School will become thesecond junior high school in Tokyo and the tenth school in Toshima City to receive
international designation. With the designation of Sakura Elementary School andSenkawa Junior High School, there will be at least one International Safe School ineach of Toshima City’s junior high school districts. I hope that the program willcontinue to support efforts to create safe and secure schools rooted in the community
for all elementary and junior high schools in Toshima City.
Superintendent of Education
During the last school year, the students’ lives were greatly affected by the
Toshio Kaneko
extended temporary closures and restrictions on various activities. In particular, thenumber of injuries at school increased because of a decrease in opportunities forphysical activity. The Senkawa Junior High School Health Committee noticed the increase in injuries and devised an
educational campaign to prevent injuries. The members exchanged ideas to resolve their challenges and developed
original activities. I am convinced that ISS activities, in which the students take the initiative and take an active role,
will create a safe and secure school and realize deep learning.
In addition, I am confident that the activities of the Junior Disaster Prevention Staff, who continue to train under theguidance of the community’s voluntary fire corps and the Ikebukuro Fire Station, go beyond simply learning how to
operate a Class D portable water pump and AED.
In closing, I believe it is the role of adults in the community to ensure that our children can lead a safe and secureschool life. I sincerely hope that our efforts to create a safe and secure school, supported by our community task
forces, will be recognized, and that our school will be designated as an International Safe School. I would like toexpress my sincere gratitude to everyone involved.

Greetings
It has been nine years since Hoyu Elementary School became the first school in
Toshima City to be designated as an International Safe School (ISS). When our
school is designated, there will be at least one ISS-designated school in every juniorhigh school district, and an ISS network system will be established.
Our school’s ISS efforts have been driven mainly by the independent activities ofour students.
In particular, the ISS activities of each specialized committee are excellent andare a source of “pride” for our school. Starting with the Broadcasting Committee’s“classical music broadcast at lunchtime” activity, there are many programs andongoing efforts to make school life safer and more secure, such as eachcommittee’s survey activities. After receiving the ISS designation, we would liketo share the philosophy of ISS activities with our partner schools, Kaname
Principal
Elementary School and Takamatsu Elementary School, and work to implement
Akio Nagano
safe and secure educational activities. In addition, while promoting the greeting
campaign by the PTA officers and PTA president, we hope to focus on various
community activities. These include mimamori-watching of the students and the "Junior Disaster Prevention Staff"
activity, a unique feature of our school and a base for disaster prevention in the community.
Currently, Toshima City is actively promoting the “Toshima City’s SDGs Future City Declaration” to become afuture city. Our school’s ISS activities incorporate essential activities to ensure the continuation of safe and secureschool life, which is the foundation for realizing the SDGs’ philosophy of “leaving no one behind.” In the future, wewill work to establish an even safer and more secure school life and contribute to a sustainable community by linking
ISS activities with SDGs activities.

Greetings

PTA chair

Satoko Maruo

The ISS program started two years ago at Senkawa Junior High School, and thechildren’s awareness of the program seems to have gradually changed.
I believe that safety and security are not obtained immediately but instead are built
up day by day. They are something that children can create, not something adults
around them prepare and give to them.
The school must interact with the community to ensure the safety and security ofthe school and the community in which the children live.
The Senkawa Junior High School PTA is working to deepen exchanges with thelocal community, participating in greeting campaigns at school, patrolling theneighborhoods in the evenings, and patrolling during festivals to be close to thechildren.
Now that we have reconfirmed the importance of safety and security through theCovid-19 pandemic, the PTA and parents will work together to create a warm andfriendly school, aiming for ISS designation.

Greetings
Senkawa Junior High School is now in the final stage of becoming the tenth schoolin Toshima City to receive the International Safe School (ISS) designation.
In July, a pre-on-site evaluation was conducted with Dr. Yoko Shiraishi of theJapan Institute for Safe Communities as a judge, and Mr. Tomoo Kaneko, Toshima
City Board of Education Director, in attendance. The students worked earnestly forthis evaluation.
The rebuilding of the school building will start in 2023. When it is completed, theschool and the ISS program will have a fresh start.
These days, it is hard to predict when things will happen. I hope the three years ofjunior high school will be useful for the students and that they will be able to makemany good memories.
The school, the community, and the family must work together, exchanging
ISS Community Task Force Chair
information
to make school life more enjoyable. The cooperation of various
Tsuneyoshi Sakumotoorganizations such as the neighborhood associations, Association of Parole Officers,
Association of District Welfare Officers, youth development committees, voluntary
fire corps, parents, and the school is essential.
The school motto of Senkawa Junior High School is “Trust, Hope, and Love.” I hope that the students will become
people who can be compassionate to others based on this spirit. I ask for the continued support and guidance ofeveryone involved and in the community.

Table of Contents
Chapter 1 Overview of Toshima Kuritsu Senkawa Junior High School......................... 7
1.

Educational goals .......................................................................................................................... 7

2.

School size .................................................................................................................................... 7

3.

Situation of region ......................................................................................................................... 8

Chapter 2 International Safe School program ................................................................. 91.

Background of program ................................................................................................................. 92.

Situation of past programs ............................................................................................................. 9

Chapter 3 Situation of injuries sustained at the school ................................................ 10
1.

Situation of injuries including minor injuries (Source: “School Clinic data”) .................................. 10

2.

Situation of injuries requiring a hospital visit (Source: Injury and Accident Mutual Aid Benefit data).................................................................................................................................................... 12

3.

Emotional injuries from bullying (Source: “Questionnaire about bullying” “Emotional healthquestionnaire”) .................................................................................................................................... 13

Chapter 4 Issues to address with priority ...................................................................... 14
Chapter 5 Programs based on eight indicators ............................................................. 15
Indicator 1

We have created a management system for improving safety based on the collaborationof teachers, children, administration and custodial staff, and parents.................................................. 15
1.

ISS Promotion Organization ..................................................................................................... 15

2.

School ISS Promotion Organization ......................................................................................... 16(1)

Community Task Force (Fig. 5-2) ............................................................................................. 16(2)

ISS Committee in School ......................................................................................................... 16(3)

Student Council Organization ................................................................................................... 16(4)

PTA ....................................................................................................................................... 16

Indicator 2

Safe School policies decided by the Safe School Committee and Community Council ina Safe Community setting ................................................................................................................... 17
1.

Policies of Toshima City ........................................................................................................... 18

2.

School Policy ............................................................................................................................ 18

Indicator 3Long-term, sustainable, operational school programs covering both genders and allages, environments, and situations ..................................................................................................... 19
1.

Improvement of environment .................................................................................................... 20

2.

Regulations, rules, relationship building ................................................................................... 20

3.

Education and promotion.......................................................................................................... 20

Indicator 4

Programs that target high-risk groups and environments, and programs that promote

safety for vulnerable groups ................................................................................................................ 22
1.

Creation of rules for play .......................................................................................................... 22

2.

Student-teacher meeting after summer vacation ...................................................................... 22

Indicator 5

Programs are from the Evidence Base/ Scientific Knowledge Base (e.g., have provenefficacy)...................................................................................................................................... 24

1. Improvement of environment .................................................................................................... 25
Facilities are improved based on the information reported at the daily teacher and staff meetings and othermeetings. .............................................................................................................................................. 25
2.

Regulations, rules, relationship building ................................................................................... 26

(1)Programs by Student Council ............................. エラー! ブックマークが定義されていません。

(2)

Lectures on measures against bullying ........................................................................................... 26

3.

Education and promotion.......................................................................................................... 27

Indicator 6

Programs that document the frequency and causes of injuries – both un-intentional(accidents) and intentional (violence and self-directed) ....................................................................... 29
1. Records of injuries sustained at school .................................................................................... 29
Information on daily injuries, including grade, class, name, name of the injury or illness, injured body, time andplace of occurrence, cause, and treatment details, are recorded in the school administration system. This data isthen collected and analyzed. For injuries not treated at the School Clinic, such as injuries sustained during club
activities on weekends or during out-of-school excursions, the student, advisor, and grade level teachers areinterviewed, and the results are recorded. ................................................................................................. 292.

Collection and recording of information on the number of bullying complaints and incidents .... 29

Indicator 7

Evaluation measures to assess school policies, programs, processes, and the effects ofchange...................................................................................................................................... 30

Indicator 8

Ongoing participation in Safe Schools networks – at community, national andinternational levels .............................................................................................................................. 33
1.

Junior Disaster Prevention Staff training................................................................................... 33

2.

Scared Straight......................................................................................................................... 33

3.

ISS on-site evaluation for Atsugi Municipal Shimizu Elementary School .................................. 33

Chapter 6 Challenges and prospects for creating a safe school ................................. 34
1.

Current programs ........................................................................................................................ 34

2.

Future directions .......................................................................................................................... 34

3.

Specific programs ........................................................................................................................ 34

Chapter
1 Overview
of Toshima
Kuritsu
Senkawa
JuniorHigh
SchoolChapter
1 Overview
of Toshima
Kuritsu
Senkawa
JuniorHigh
School
1.

Educational goals
Toshima Kuritsu Senkawa Junior High School was established as a junior high school operated under post-war

guidelines in 1947. The school celebrated its 74th anniversary this school year. The distinctive evergreen magnolia
tree is the symbol of the school and is also used as the name of the Student Council newspaper.
Our school’s educational goals and school motto are introduced below.
Educational goals
The following educational goals are
established to nurture students with rich humanity
who will lead the future:– Students who think deeply and learn on theirown– Students who are compassionate and courteous– Students who are healthy and strong~Trust, Hope, andSchool motto<Trust> To be people of integrity who are trusted andrelied upon
<Hope> To be people who give their all for tomorrow<Love> To be people with the courage to love others[Origins of school emblem and school flag]

SchoolemblemThe school flag has the silver school emblem on a cochineal background withthree lines in the center and a gold fringe decorating the sides of the flag. The threelines in the center represent the flow of the Senkawa Canal. The kanji characters for“Senchu” are designed in the center of the emblem. The three rings around it
symbolize the river.

Schoolflag

The Senkawa Canal has been a source of livelihood for the residents of the
Toshima City since the Edo period. The rows of cherry blossom trees lining the canalhave been admired by many writers and artists. The flag and emblem were designedwith the hope that the flow of the Senkawa Canal will never cease and will continue
to nurture the basics of people’s lives for a long time and that the school will be apeaceful space where culture can flourish even more.

2. School size
Table 1-1
Number of teachers and staff
Position

Numberof people

Principal

1

Vice-principal

1

Senior teacher

3

Chief teacher

7

Teacher6

Chief school nurse
Special support
education
specialist
Part-time teacher

1

Position
Part-timeteacher
School district
nutritionist
Tokyo city staff
Schooladministration
supporter
Schoolcounselor
Custodian

Table 1-2
SY2019Numberof people
Grade
1
Grade
2
Grade
3
Total

1
1
1

1

Total

31

42

36

78

36

42

78

39

37

76

38

24

62

41

38

79

37

43

80

23

28

51

40

25

65

40

38

78

103

88 191

117 105 222

116 118 234

since peaking around 2010.

3
1

SY2021• The number of students has been declining yearly1School support
staff

SY2020Boys Girls Total Boys Girls Total Boys Girls Total

1

1

Number of enrolled students• In the past three years, the number of students has
been increasing.
• There are many students with foreign roots.

7

3.

Situation of region
Fig. 1-1 Map of the school area
5-min. walk from Tokyo
Metro Yurakucho Line,

Yamate-Dori
AvenueFukutoshin Line Kanamecho
Station (Exit No. 3)

ToshimaTakamatsu
Post OfficeSenkawa
JHS

Kanamecho
Station Exit No. 3

Ikebukuro Fire
Department
Takamatsu Branch
Kamamecho-dori Avenue
Ikebukuro Station

Senkawa Station● Situation of traffic• Yamate Dori, an arterial road, passes
through the district.
• There are many narrow roads with hightraffic volume around the school.
• The fire station is located nearby, so there ishigh fire truck and ambulance traffic.
● Situation of security• Every year, there are two to three reports ofsuspicious people. There is no criminal
damage.

Fig. 1-1 Ikebukuro Station on the day of the Great East Japan
Earthquake (March 11, 2011)
Number of earthquakes with an intensity of 4 ormore recorded in Tokyo(March 11, 2011 to February 11, 2021)
40

27

20
0
Intensity 4

43

Intensity 5
weakIntensity 5
strongFig. 1-1 Source: “JMA Earthquake Database”

8● Situation of natural disasters• When mass transportation stops, the roads
become very congested.
• Many of the working-class population areabsent during the day on weekdays.
• There are many elderly in the community.
• Junior high school students will be relied
upon to assist with evacuations and rescues.

Chapter 2 International Safe School program
Chapter 2 International Safe School program1.

Background of program
Our school opened in 1947 with five Grade 1 classes, two Grade 2 classes, and one Grade 3 class. There was a
total of 398 students. The number of students has been declining in recent years. The school building has not changed
much in 70 years. While we can feel the weight of a traditional school, the building is deteriorating, and some places
are deemed dangerous.
We are currently preparing to rebuild the school building.
With these issues and goals in mind, we declared our commitment to becoming an International Safe School on
May 20, 2019, with the intent to become a school where students can attend school safely and with peace of mind.

2.

Situation of past programs
School year

School’s programs

National programs

Student-led programs

SY2019Declaration of ISS program Participated in on-site
Teacher ISS training
evaluation for Ikebukuro
Junior Disaster Prevention Honmachi Elementary School
Staff training
Participated in ISS on-site
ISS Community Task Force evaluation for Atsugi Municipal
ISS Zone established
Shimizu Elementary School
Scared Straight
Participated in Toshima City
ISS Joint Designation
Ceremony

Declaration of the student
ISS program
Student ISS Committee
launched
ISS Committee (monthly)
ISS slogan decided
Morning greeting campaign

SY2020Junior Disaster Prevention
Staff training
ISS Community Task Force
Seminar on dating violence“Safe School Senkawa”
newsletter published
Disinfection volunteer teamestablished

ISS Committee (monthly)
Each committee
Zero Stop campaign

SY2021

ISS pre-on-site evaluation(Dr. Shiraishi visited ourschool)Participated in the online
evaluation of re-designation ofChichibu Municipal Daini
Junior High School ISS

9

ISS Committee (monthly)Chapter
3 Situationof injuries
sustainedat theschoolChapter
3 Situationof injuries
sustainedat theschool
1.

Situation of injuries including minor injuries (Source: “School Clinic data”)
Information on injuries sustained at school is collected as School Clinic data.

Fig. 3-1, 2

Physical injuries Number of injuries (1) (Changes in the number of injuries by school year)
Number of injuries by grade

Number of injuries (SY2017 to 2020)
900 cases
800
700
600
500
384
400
300
200
100
0
SY2017

Fig. 3-3, 4(SY2017 to 2020)
1000 cases

777
658
525

600

658

525

384

400
200
0

SY2017
SY2018SY2019SY2018Grade 1

SY2020Physical injuries Number of injuries (2)Grade 2

SY2019SY2020

Grade 3

(Number of injuries by grade)

Number of injuries by gradeTransition of injuries number by grade(SY2017 to 2020)
600

777

800

600 cases

cases

500

500

400

400

SY2019 Grade 1
SY2017 Grade 2

SY2017
Grade 1

SY2018 Grade 1

300

300
200

200

100

100

0

0
SY2017

SY2018SY2019SY2020SY2017

SY2018SY2019SY2020* In SY2019, there were many injuries sustained by
1st grade students. Therefore, the number of injuries is higher than in previous years.
Fig. 3-5, 6

Physical injuries Situation of injuries (3)(Number of injuries by month)
Number of injuries by month (SY2017 to 2020)

350 cases

314

SY2018• Injuries sustained by 1st
grade students increasedin September and October
2020.

300
234

SY2017224

SY2019

200

156

160

150

SY2020
64

38

10

March

January

DecemberNovember

October

September

0
July

0
June

0

May

0

58

April

50

68

August100

February250

In May, injuries increase
because students arepracticing for the Sports
Festival.

• It is thought that theseinjuries occurred because
the students’ physicalfitness declined due to alack of physical exercise
duringthetemporaryschool closure, etc. A miniSports Festival was held in
October.

Fig. 3-7, 8

Physical injuries Situation of injuries (4) (Number of injuries by main location and scene)
Number of injuries by location

Number of injuries by situation(SY2017 to 2020)(SY2017 to 2020)

cases

160

180

137
126

140

80

63

60
40

18

20

54

140
105

100

58

46

104

120

79

74

168
153

160

116

120
100

cases

64

80

61

60

38

10

6 4 5 2

5 5

40

16 12

17

20

0

29

26

42

6 1

1 0 1 4

1 0 5 4

Regular class Experiments
and practiceSchoolcommute0Classroom

Schoolyard

SY2017Gym

SY2018Specialclassroom

SY2019Hallway/stairs

RecessPE class

SY2020SY2017

SY2018SY2019SY2020Many injuries are sustained when the students move their bodies on the sports field or in the gym, such as during
PE class and lunch recess. It is thought that the number of injuries sustained in SY2020 increased because the students
had to spend more time at home due to the Covid-19 pandemic. Their physical fitness declined due to a lack of
exercise.
Fig. 3-9, 10

Physical injuries Situation of injuries (5)(Number of cases at main places and scenes)
RecessPE
class

Regular
class

Total

Classroom

572

15

429

1016

Schoolyard

1513

765

32

2310

Gym

68

459

14

541

2153

1239

475

3867

Number of injuries by location and by time
(SY2017 to 2020)
cases

300

269

250

186

200

Total

150
100

66

55

59

52

50

1

0

0
RecessPE class
Classroom

Fig. 3-11, 12

0Regular class

Schoolyard

Gym

Physical injuries Situation of injuries (6)(Number of injuries by main body member and symptom)
Number of injuries by symptoms

Number of injuries by main body member(SY2017 to 2020)(SY2017 to 2020)

cases

160

250
199
200

110
100

100

34
2927
18 1023912 10 8 61511 13148

410
Lower
limb

SY20177777 76
5050

60

47

0
Upper
limb

79

80

79
48
39
2118
Hand
and
finger108 108120
134 128
120

150

150
137

140

169176
157

50

cases

Leg

SY2018Face

SY2019

Head

Nose

Eye

40
20
0

SY20203439

241616 21

Cut

2626 231717 191010
44 7
ScrapePuncture
wound

SY20171149

BruiseJammedfingerSprainNosebleed

SY2018SY2019SY2020223

8Fracture

The high number of scrapes and bruises in SY2019 compared to previous years can be attributed to the fact many
students fell when practicing for the Sports Festival’s big-foot race. In addition, many students were injured when
they fell during the obstacle race, for which they did not have enough time to practice.

2.

Situation of injuries requiring a hospital visit (Source: Injury and Accident Mutual Aid
Benefit data)
Information on symptoms requiring a hospital visit is collected as “Injury and Accident Mutual Aid Benefit data.”* Mutual aid disaster insurance is a policy that provides parents a payment (injury and accident mutual aid
benefits) if a student sustains an injury, etc., while under school supervision. Information on the “situation,
type, and cause of injury” is recorded. It is then compiled and analyzed once every three months.
Fig. 3-13

Number of injuries requiring a hospital visit(Source: Injury and Accident Mutual Aid Benefit data)

Injuries requiring a hospital visit(SY2019 to 2020)
12 cases
10
8
6
4
2
0
SY2019SY2020* In recent years, most students have a “Child Medical Subsidy Certificate,” so even when the parents are told
about the Injury and Accident Mutual Aid Benefit Policy, fewer parents apply for the benefits. It is thoughtthat there are more injuries treated at a hospital than the number of cases listed as Injury and Accident Mutual
Aid Benefit data.
* The “Child Medical Subsidy Certificate” is a certificate that covers the student’s medical care without charges
to the parents.

12

3.

Emotional injuries from bullying (Source: “Questionnaire about bullying” “Emotional
health questionnaire”)

Fig. 3-14

Emotional injuries Situation of bullying (1) (Number of known bullying cases)
Number of known bullying cases(SY2017 to 2020)

cases

14
12
10

9

8

8

6

6

Rather than physical abuse,bullying tends to be badmouthing,etc., in person or on social media.
We have analyzed that this is theresult of mental immaturity inwhich the students cannot
consider the feelings of others.

12

5

4

4

1

2

2

2 2

0

0

0
SY2017

SY2018Grade 1

SY2019Grade 2

SY2020

Grade 3

Source: “Toshima City Survey of Bullying” (SY2017 to 2020)
Fig. 3-15 Emotional injuries “Survey of worries” conducted by Student Council (SY2020)

Survey of worries (all students)
60

cases

53

50
40
30
20

33
19

39

32

31
25
1717

22
10

19
13

20

22
17

17
12

8 9

10

23
11

5

8 10

4

1210

6 5

1 2

1 1

2 3

0

Fig. 3-16 Situation of emotional injuries and abuse
Breakdown of abuse (SY2017 to 2020)

Number of abuse(SY2017 to 2020)

8
7
6
5
4
3
2
1
0

10
8
6
4
2
0

7

3
2
1
0

1

1

1

0

0 0

3

9

4

0

SY2017

SY2018SY2019SY2017

SY2018SY2019SY2020To teachers

Between students

0

SY2020Damage to property

Source: “Toshima City Survey of Problematic Behavior” (SY2017 to 2020)13

Chapter
4 Issues
to address
withwithpriority
Chapter
4 Issues
to address
priority
Based on the safety assessment described in Chapter 3 “Situation of injuries sustained at the school,” and thereports and information shared in various meetings, the following issues were set as priority issues to be addressed.

Issues to address with priority
Table 4-1

Physical injuries

Problems

At school

Outsideschool(1) A student collided with another and sustained afracture(2) The stairs are slippery on rainy days(3) Injuries sustained while playing in the gym(4) Injuries sustained during experiments and practice,such as burns sustained when using a soldering iron
during Industrial Arts class(5) Injuries sustained during mat exercises in PE class

Figs. 3-7, 8
Figs. 3-9, 10

Outside the(6) Injuries sustained in the schoolyard during recessschool(7) Injuries sustained while practicing for Sports Festival
building

Figs. 3-7, 8
Figs. 3-9, 10

Inside theschoolbuilding

School route(8) Injuries sustained along the school route(9) Walking on the road

Emotional injuries

Community (10) Bicycle traffic safety

Bullying,
etc.

Data used as
evidence

Fig. 3-8

Fig. 3-8

At school• Trouble during club activities• Trouble with friends• Bullying, harassment

Figs. 3-12, 13

Outsideschool(Home,
community)• Futoko (school refuser) students• Interpersonal relationships with friends and at home
• After-school lessons• High school entrance exams

Figs. 3-12, 13

14

Chapter
5 Programs
based
on eight
indicators
Chapter
5 Programs
based
on eight
indicators
Indicator 1WeWe
havecreateda management
systemimprovingsafetybased
havecreateda management
systemforforimprovingsafetybased
onon
thetheIndicator 1

collaborationof teachers,
and custodial
and parents.
collaboration
ofchildren,
teachers,administration
children, administration
andstaff,custodialstaff, and parents.

1.

ISS Promotion Organization
Fig. 5-1
Safe Community Steering Committee organization chart
Toshima City Safe Community Steering Committee (Chair: Mayor of Toshima City)

Regional Residents’ Square(providing learning and information)(City Hall organization)

Safe Community Steering Committee

Earthquake and disaster prevention
and preparedness

Prevention of suicide anddepression

Prevention of domestic violencePrevention of child abuse

Safety of the physically disabled

Safety of elderly

Safety in commercial andentertainment districts

Bicycle safety

Prevention of injuries andaccidents of children

School safety

Injury Surveillance Committee

Safe Community specialists

Task Forces for priority challenges“School Safety” is covered by ISS Community Task Force

International Safe School program

ISS Community Task Force
Administrative agencies
Policy Management Department Safe Community Promotion Section, Board of
Education (Education Department director, Guidance Section manager, Education
Policy Promotion Department manager, After-school Measures Section manager,
Children’s Skip director), Regional Residents’ Square director, Fire Station, Police
Department
Community

School Committees
Principal, vice-principal, Senior curriculum
teacher, ISS Committee supervisor, PTA
chair, PTA ISS supervisor

Neighborhood association, Merchants’ association,
Youth development committees, District welfare officers,
Chief child welfare officer, Alumni association chair,
Voluntary fire corps

Students

Student Council, various committees, each grade, each class

As shown above, “School Safety” is positioned in one of the priority challenge Task Forces of the Toshima City
Safe Community Steering Committee. The ISS program is conducted in response to this challenge.
As seen from the chart above, the school and ISS Community Task Force lead the activities with cooperation fromthe government and community.

15

2. School ISS Promotion Organization(1) Community Task Force (Fig. 5-2)
The Task Force is chaired by a community representativeand comprises members of the neighborhood associations,district welfare officers, youth development committee
members, PTA officers, Mejiro Police Station, Ikebukuro Fire
Station, Toshima City Board of Education, and schools.
Task Force meetings are held several times a year to share
information and exchange opinions on our school’s ISS
activities.
(2) ISS Committee in School
The ISS Promotion Committee (principal, vice-principal, ISS Committee chair, senior curriculum teacher,senior guidance counselor, career counseling supervisor, grade supervisor, school nurse) leads activities tomanage the progress and verify the performance of ISS programs, etc. The Life Guidance Department is
responsible for planning and managing the student activities following the policies of the ISS Promotion
Committee.
(3) Student Council Organization
The Student Council Executive Committee leads the following types of activities.
Student Council Executive
Committee
Grade Committee
School Life Committee
Health Committee
Broadcasting Committee
School Lunch Committee
Beautification Committee
Library Committee

Appeals for Safety and Security, Greeting campaign, Emotional healthquestionnaire implementation and compilation
Appeals to wearing masks, Appeals to ban the use of violent language
Appeals to stop tardiness, Enforcement of proper attire
Appeal for wearing a mask before and after eating school lunch
Program to play music for safe activities during lunch recess
Appeal for no talking during school lunch, Creation of ZERO stop campaign
posters
Creation of environment beautification posters, Appeal for keeping personal
lockers tidy
Planning of special corner for ISS-related books(Fig. 5-3, 4 “Activities
by each Student
Council committee”)(4) PTAThe
variousofficers

andcommittees

selected at the PTA
General Meeting lead multiple activities. The chair and vice-chairparticipate in the ISS Community Task Force.
* Executive officers: Creation of annual activity plan, Summary of each committee’s activities, Participationin ISS Community Task Force* Grade Representative Committee: Summary of grade’s PTA activities* Public Relations Committee: Promotes ISS program through PTA newsletter* Off-campus Committee: Conducting off-campus patrols* Officer Selection Committee: Selection of next school year’s PTA officers

16

Indicator 2 Safe
SafeSchool
Schoolpolicies
policiesdecided
decidedby
bythe
theSafe
SafeSchool
SchoolCommittee
Committeeandand Community
Indicator 2
Council in a Safe
Community
setting
Community
Councilin a Safe Community setting

Our school’s safety education and ISS activities are conducted following the policies of the Ministry of
Education, Culture, Sports, Science and Technology (MEXT), Tokyo Board of Education, and Toshima City Boardof Education.

Ministry of Education, Culture, Sports, Science and Technology (MEXT)“Courses of Study (General Provisions)” (announced in 2017)“School safety education for fostering a zest for life” (March 2019)• Foster a foundation for leading a healthy, safe, and happy life over a long time.
• Foster the qualities and abilities to actively participate and contribute to creating a safe
and secure society.

Tokyo Metropolitan Board of Education“Safety Education Program” (March 2020)• Foster the qualities and skills and avoid danger, and contribute to the safety of others andsociety.
“Act for the Promotion of Measures to Prevent Bullying, Phase 2” (February 2017)

Toshima City
“Toshima City Education Vision 2019” (September 2019)• Foster the qualities and skills and avoid danger, and contribute to creating a safe andsecure environment.
• Foster children who can act with consideration for the safety of themselves and others.
• Foster children who proactively participate and contribute to the creation of a safe andsecure society.

17

1.

Policies of Toshima City
Toshima City Education Vision 2019 – Toshima City Basic Plan for
the Promotion of Education (Phase 2)[Basic Policy 6] Improving teacher skills and creating an attractive school
Basic measures 3 Creating a safe and secure school
Each school must improve the safety education provided in their curriculum so that preschoolers andstudents acquire the skills and avoid danger, and the qualities and skills to contribute to creating a safe
and secure environment. It is essential to nurture the students to have the ability to act while considering
the safety of themselves and others and to proactively participate in and contribute to the creation of asafe and secure society.
Measures (1) Promoting a safe and secure educational environment■ Direction
We will continue to distribute safety maps and buzzers, prepare crime prevention manuals, conductdisaster prevention drills, etc. We will also consider real-time information dissemination in cooperation
with the police and the City, a system for wide-area information sharing in cooperation with neighboring
cities, towns, and villages, and cooperation with City residents to ensure the safety and security ofchildren. We will also promote the International Safe School (ISS) program at all elementary and juniorhigh schools in the city based on the “Safe Community” concept currently being promoted by Toshima
City.

2. School Policy(1) School management policy[Educational goals]
The following educational goals are established to nurture students with rich humanity who will lead thefuture:〇 Students who think deeply and learn on their own〇 Students who are compassionate and courteous〇 Students who are healthy and strong[School motto]<Trust> To be people of integrity who are trusted and relied upon
<Hope> To be people who give their all for tomorrow<Love> To be people with the courage to love others
School vision: A school full of charm and vitality, trusted by parents
and the community.
We strive to create a safe and secure educational environment following the Toshima City Board of
Education policies.
Based on the spirit of respect for human rights, the school strives to nurture students who are kind to others,
strong, and who live independently. We aim to be a school full of charm and vitality, which is trusted byparents and the community.
(2) Slogan for student activities
Toshima City Safe Community

International Safe School promoting school

Joining together to create a safe and secure school!
Senkawa Junior High School full of smiles and laughter
Toshima Kuritsu Senkawa Junior High School18

Indicator 3Long-term, sustainable, operational school programs covering both genders and allLong-term, sustainable, operational school programs covering both
Indicator
3
ages,
environments,and situations
genders and all ages, environments, and situations

Relationship of Indicators 3 to 5

Past programs
Programs
that can behandledwithprevious
methods

3-6, 3-7, 3-8, 3-9, 3-13, 3-15, 3-18, 3-19
Programs for
Programs with evidence that is based high risks
on ISS
1-4, 1-5,

1-7, 1-9,
2-1

1-3, 3-10, 3-17

Programs
started withISS

Indicator 3

Programs
improved orchangedwith ISS

1-1, 1-2, 2-2, 2-3, 3-2, 3-3, 3-4, 3-5

2-4,
3-14, 3-20

2-5, 3-1, 3-12, 3-21
Indicator 5

Indicator 4

Indicator 3 All grades, teachers, and places, etc., are covered■

Physical aspects

Grade 1At
schoolInsidetheschoolbuilding

Grade 2

Indicator 3■

Grade 33-1. Student Council ZERO stop campaign
1-5. Disinfection activities by the Student
Council

Outsidetheschoolbuilding

3-22. Management of balls by the School Life
Committee

Schoolroute

3-9. Scared Straight

Others3-14. Junior Disaster Prevention training

Psychological aspect

2-2. Student Council greeting campaign

Outsideschool19

Indicator 4■

Teachers
and staff

Indicator 5

Home,community

1-4. Disinfection of hands andfingers by parents whenserving lunch, disinfection
inside the school,disinfection by teachersand staff
1-2. Accident-preventing
instruction and assignmentof assistant teachers during
PE class

2-5. PTA greeting campaign

Summary of ISS activities
1. Improvement ofenvironment
1. Improvementofenvironment

2. Regulations, rules,
relationship building
3. Education andpromotion

2. Regulations,rules, relationshipbuilding

3. Education andpromotion

1-1
1-2
1-3
1-4
1-5
1-6
1-7
1-8
1-9

Safety inspection (once a month)
Sharing of data on injury occurrence
Dissemination of progress of ISS programs (ISS Zone)
Disinfection of classrooms by parents, teachers, and staff
Disinfection of classrooms by students
New health observations
Teaching of new teachers
Installation of curved mirrors
Installation of non-slip treads on stairs

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

Social distancing mask
Greetings campaign
Emotional health questionnaire
Creation of rules for lunch recess
PTA greeting campaign

3-1Student ISS assembly

3-2

Food education activities

3-3

Emergency life-saving training

3-4

Safety instruction (once a month)

3-5Green feather fundraising, Red Cross fundraising

3-6

Emotional support by school nurse and school counselors

3-7

Bullying Prevention Measures Committee

3-8

Moral education class research

3-9

Scared Straight3-10

Parent-child school route inspections

3-11

Awareness-raising activities for the prevention of Covid-19

3-12

Creation of injury map

3-13

School Lunch Committee ZERO STOP campaign

3-14Junior Disaster Prevention Staff training

3-15

Safety class

3-16

ISS Community Task Force

3-17

Lectures on measures against bullying

3-18Group commute home by neighborhood

3-19

Lectures on traffic safety

3-20

Counseling with homeroom teacher after a long vacation

3-21

Creation of ISS mini-posters

3-22

Management of balls by School Life Committee

20

Introduction of Indicator 3 programs
Fig. 5-5

Disaster prevention drills

Fig. 5-6

Extensive disinfection activities (Covid-19
prevention)

3-14. Junior disaster prevention staff
receiving instruction from voluntary
fire corps
1-4. Disinfection by parents, teachers,
and staff
1-5. Disinfection by students

Fig. 5-7,8 Scared StraightFig. 5-9Student Council greeting
campaign

2-2. Student Council officers conduct
a greeting campaign as students
arrive at school in the morning.

3-9. Students receive instruction from police throughdemonstrations showing the dangers of traffic
accidents.

21

Indicator 4 Programs
andenvironments,
andandprograms
thatthat
Programsthat
thattarget
targethigh-riskhigh-riskgroups
groupsandenvironments,
programs
promotesafetyforvulnerable
groupspromote safety for vulnerable groups

Indicator 4〇 Overview of how high risks are perceived, the reason, and measures
High risk
Program
ProgramnumberPeopleStudents
Students

2-4
3-20

Creation of rules for playStudent-teacher meeting after summer vacation

Place

Gym

2-4
3-20

Creation of rules for playStudent-teacher meeting

Situation

Handling unpredictable balls

2-4

Eliminating concerns aboutschool life, adjusting daily
rhythm

3-20

The site is divided in half, and the direction forthrowing balls and running speeds are restricted.
Emotional care after a long vacation

1. Creation of rules for play
(Fig. 5-10)
Lunch recess is a time that the students can play hard. The students run
around freely, throw balls, and accidentally bump into each other,increasing the number of injuries. The Class Committee discussed andmade rules for each type of play. The schoolyard and gym areas weredivided in half for each type of play and the direction that balls could bethrown was set. This helped reduce the number of accidents from anunintentional collision. In addition, when the students were encouraged not
to play in a way that could lead to injury, they stopped running as fast as
they could in places where there were many people and became more

Creating rules for playing
during lunch recess

careful of their friends during play. This did not lead to a decrease in lunch
recess injuries, but it did reduce the number of serious injuries.
Number of injuries by symptoms (SY2017 to 2020)
200
100
50
0

150

137
108
108
79

150
16162421
Cut

SY20187777 765050 3934

4 4 10 7
Scrape

SY2017

Puncture
wound

BruiseJammedfinger49
2626 23
Sprain17171019

2238

SY2019SY2020Nosebleed Fracture

2. Student-teacher meeting after summer vacation(Fig. 5-11~13)
After summer vacation, students discuss their summer vacation
memories and their resolutions for the second semester in the studentteacher meetings. To make the start of the second semester smoother, wecheck and consult with the students to see if they have any worries orconcerns about school life and advise how to adjust their daily rhythm. By
providing emotional care at the start of the second semester, very few
students become futoko (school refuser) students from the second
semester.
22

Student-teacher meeting
after summer vacation

Fig. 3-15(Reprint) Emotional injuries “Survey of worries” conducted by Student Council (SY2020)

Survey of worries (all students)
60

cases

53

50
40
30
20

33
19

39

32

31
25
1717

22
10

19
13

22
17

20

8 9

10

17
12

23
11

5

8 10

4

1210

6 5

1 1

1 2

2 3

0

3 Guidance improvement of PE class
Fig. 3-9, 10 (reprint) Physical injuries Situation of injuries (5)(Number of cases at main places and scenes)
RecessPE
class

Regular
class

Total

Classroom

572

15

429

1016

Schoolyard

1513

765

32

2310

Number of injuries by location and by time
(SY2017 to 2020)
300

cases

269

250

Gym

186

200

Total

150
100

55

66

59

52

50

1

0

0
RecessPE class
Classroom

Schoolyard

0Regular class
Gym

23

68

459

14

541

2153

1239

475

3867

Indicator 5

Programs
Programsare
arefrom
fromthetheEvidence
EvidenceBase/
Base/Scientific
Scientific Knowledge Base (e.g., have
Knowledge Baseproven(e.g., have
proven efficacy)
efficacy)
Indicator 5Upon the problems identified by the safety diagnoses, students and teachers have worked together toreduce injuries. Each of students’ organizations and teachers’ organizations had discussions from their own
views and came up with countermeasures, develop plan and put them into practice in the collaboration amongorganizations.
Location

ProblemInitiative

Inside the school building
Outside theschoolbuilding

Physical injuries

At school(1) Injuries in the corridor or on the stairs★Fracture because of collision withanother★The stairs are slippery on rainy days

○ Creation and notice of “Injury map” 3‐12
○ Creation and notice of posters 3‐21
○ Installation of mirrors 1‐8○Installation of non‐slip treads on stairs 1‐9(2) Injuries in the Gym★Injuries sustained while playing in
the gym★Injuries sustained during mat
exercises in PE class○ Creation of rules for playing 2‐4○ Lectures on Safe PS○ Careful warming‐up○ Allocation of assistants (faculty staff)

Schoolroute○ Creation of rules for playing 2‐4○ Careful warming up○ Use of auxiliary device such as gloves○ Traffic safety guidance 3‐9,3‐19○ Scared Straight 3‐9

At school(7) Bullying, harassment★Trouble during club activities★Trouble with friends○ “Bullying Questionnaire” 3‐7○ Individual face to face counseling○ Moral and human rights class 3‐8,3‐17Outside school(Home &
Community)

Bullying, etc.

Emotional injuries(6) Traffic accidents★Traffic safety of bicycle(8) Wariness and anxiety★Interpersonal relationships withfriends and at home
★After‐school lessons★High school entrance exams★Futoko (school refuser) students○ 「Questionnaire survey on wariness(Mental health questionnaire)」 2‐3○ Counseling by homeroom teacher 3‐20
○ Home visits

Comm
unity

Outside school(3) Injuries at regular classes★Injuries at experiments andpractices such as injuries bysoldering irons(4) Injuries in the schoolyard★Injuries in the schoolyard during
recess★Injuries sustained while practicing
for Sports Festival(5) Injuries sustained along the school
route★Rules of walking on the road

○ Weekly instruction plan
（Thorough explanation of process andpreparations）

Table 5-3

24

1. Improvement of environment
We are working to disseminate information and improve the environment, including facilities andequipment to share and raise awareness of issues, including the situation of injuries, and to find resolutions.
Fig. 3-1 Physical injuries Number of injuries (1) (repost)

Number of injuries (SY2017 to 2020)
1000

777
658
525
500

384

0

SY2017

SY2018SY2019SY20201-2. Sharing of data on injury occurrence
3-12. <Creation of injury map>

Fig. 5‐15, 16

1-3. Dissemination of progress of ISS programs (ISS Zone)

Facilities are improved based on the information reported at the daily teacher and staff meetings and othermeetings.

1-8. Mirrors were installed after acollision accident at the stairs andhallway.

1-9. Non-slip treads were installed after avisitor pointed out that the stairs wereslippery and could result in an accident.

25

2. Regulations, rules, relationship building（Fig. 5-8）(1) calls and instructions by teachers
With notice that more injuries are occurred during recess, theopportunities have been organized for students to have discussion tofind ways to reduce injuries during recess.

2-4 Creation of rules for lunch
recess (reprint)(2) Programs by Student Council
As the core of the students’ voluntary activities, the Student Council officers have been working to improvethe “Suggestion Box” usage rate and conduct mental health surveys. The program results are shared throughthe Student Council newsletter. This program aims to share what other students are worried about and, throughthat, foster a sense of compassion for others.
Fig. 3-13

Student Council “Survey of worries” conducted by Student Council (repost)

Survey of worries (all students in SY2020)

60
50
40
30
20
10
0

Boys

Girls

Fig. 5‐19(3) Lectures on measures against bullying
The students are actively learning through specialized lectures to deepen theawareness of the issue of bullying and to increase the ability to act withcompassion for one another.

Fig. 3-12

Emotional injuries Situation of bullying (1) (repost)
3-17. Lecture on the law by administrative
scrivener (Is “Bullying” a crime?)

Number of known bullying cases(SY2017 to 2020)
14
12
10
8
6
4
2
0

12
9

8
6

5

4
1

2

2 2

0

SY20170
SY2018Grade 1

SY2019Grade 2

SY2020

Grade 3Fig. 5‐20

26

3. Education and promotion(1) Programs by each committee(Fig. 21)At the monthly committee meetings, the students reflect on
the situation and performance of the program during the pastmonth and discuss methods to improve them during the next
month. The committees also make posters and other displays
aiming for a safe and secure school.

Number of School Clinic visits for injuries
During campaign
periodDuring School Festival
practice season

188

157
117
70
29
0

0

Apr.

May

64
34
6

29
June

July

116

112

Aug.

SY2019

59

54

Sept.

Oct.

78

Nov.

80

Dec.

SY20201-3, 3-21. Injury prevention campaign by Health Committee
Fig. 5‐22~24(2)

Lectures on traffic safety(Fig. 25~26)

The students think about
traffic

safetywithaninstructor from the Mejiro
Police. The instructor uses
panels and images to explain
how to ride a bicycle safely
and prevent traffic accidents
to the students.
3-19. Traffic safety talks by police

27

(3)

Disaster prevention measures
Fig. 5-27 Number of earthquakes
Since the Great East Japan Earthquake on March 11,
Number of earthquakes with an intensityof 4 or more recorded in Tokyo

2011, 34 earthquakes with an intensity of 4 or higher
have been recorded in Tokyo. There is an average of 3

(March 11, 2011 to February 11, 2021)
40

or more earthquakes a year. If we include earthquakes
with an intensity of 3 or less, the number of27

earthquakes has increased in recent years. Preparing

20

4

3

Intensity 5
weakIntensity 5
strongfor a major earthquake in the Tokyo metropolitan area,
predicted to occur within 30 years, is vital for all0
Intensity 4

students, parents, and community residents.
The third graders learned
about what to do in an
evacuation site in theevent of an earthquake orother disaster from the
Toshima City Disaster
Prevention

3-14. Learning about disaster prevention activities from Toshima City
Disaster Prevention and Crisis Management Division staff

andCrisisManagement

Division.

They

practiced

also

setting up an evacuation
site.

Fig. 5‐28, 29

The junior disaster prevention staff learn to operate a Class D portable water pump and receive
instruction from the community Fire Station and voluntary fire corps. The junior staff is trained to
conduct initial fire-fighting activities and help with disaster mitigation and prevention in a fire in thecommunity following a major earthquake or other disasters.

3-14. Junior Disaster Prevention Staff training

28

Fig. 5‐30, 31

that document
documentthe
thefrequency
frequencyand
andcausesinjuries– bothIndicator 6 Programs
Programs thatcausesof of
injuries– bothun-unintentional(accidents)andintentional(violenceandself-directed)
intentional (accidents) and intentional (violence and self-directed)

Indicator 6

1. Records of injuries sustained at school
Information on daily injuries, including grade, class, name, name of the injury or illness, injured body, time andplace of occurrence, cause, and treatment details, are recorded in the school administration system. This data is thencollected and analyzed. For injuries not treated at the School Clinic, such as injuries sustained during club activities
on weekends or during out-of-school excursions, the student, advisor, and grade level teachers are interviewed, andthe results are recorded.
Collected data and information
Contents
1. Injury information
1. Records on injuries at School Clinic(1) Location of occurrence(compiled every month)
Injuries sustained at school(2) Time (activity) of occurrence
2. Records for Japan Sports Council(3) Type and severity of injury(compiled once every three months)(4) Injured person (grade, gender)
Injuries outside of school
3. School Clinic injury records(home, community)
Table 5-4
Gender

Place

TimingBody
memberSymptoms

Grade 3Boy

Gym

PE class

OthersHand andfingerWed.

Grade 2Girl

OthersUnder thesupervision of thehomeScrapeHand andfingerWed.

Grade 3Boy
OthersUnder thesupervision of thehomeDate of visit Day

Affiliation

20/06/02

Tue.

20/06/03
20/06/03

Name

Others

20/06/03

Wed.

Grade 3Boy

Insect sting Leg

20/06/05
20/06/08

Fri.
Mon.

Grade 3
Grade 2GirlBoy

20/06/10

Wed.

Grade 2Girl

OthersUnder thesupervision of thehomeScrapeHand

20/06/10

Wed.

Grade 3

Boy

Classroom

Recess

Puncture
wound

Hand

20/06/11

Thu.

Grade 1Girl

OthersUnder thesupervision of the
home

Burn

Hand andfinger

20/06/11
20/06/11

Thu.
Thu.

Grade 2
Grade 2Boy
Girl

Schoolyard

20/06/12

Fri.

Grade 2Girl

Others

20/06/15
20/06/15

Mon.
Mon.

Grade 1
Grade 2Boy
Girl

Classroom

Insect sting Upper limb
ScrapeLeg

PE class
Under thesupervision of thehomeRegular class

Others
Nosebleed

Nose

ScrapeHand

ScrapeNosebleed

Ear
Nose

2. Collection and recording of information on the number of bullying complaints andincidents
Once a semester, all students take part in a survey to reflect on their school life. Information on the occurrenceof bullying, etc., is collected with this survey.
Table 5-5
Collected data and information
Emotional injuries

1. Emotional health questionnaire
2. Questionnaire about bullying

29

Contents
1. Information on bullying(1) Person being bullied(2) Details(3) Time

Indicator 7 Evaluation
Evaluation measures
measures toprocesses,
andtheto assessassessschool
schoolpolicies,
policies,programs,
programs,
processes,
andIndicator 7

effects of change
the effects of change

The Community Task Force manages the progress of the entire program based on measures proposedby the ISS Promotion Committee following the collection of data. The effect of the program is evaluated,
and improvements are made based on the performance indicators.
Student Council compiled School Clinic data-> Program 3-12. Creation of injury map

Improvements based on reflection

Teachers compiled data shown in
Indicator 5-> Program 1-2. School Clinic Visit
Students’ reflections->Performance 2-2. Greeting
campaign
Performance 2-3. Emotional
health questionnaire
Performance 3-1. Student ISS
assembly

Discussion and setting of priority
challenges by Student Council-> ISS assembly, posting posters
Activities by students-> Program 3-13. ZERO STOP campaign

Reflection by teachers-> Creation of rules for lunch recess

Activities by teachers-> Program 1-2. Creation of annual plan

Safe Community Steering Committee

Japan Institution for Safe Communities<<Overall evaluation of Safe Community activities>><<External evaluation>>30

(1) Bone fracturesIn SY 2018, there were injuries with bone fracturs among students by bumping into each other. To
prevent injuries by bumping into each other and by slipping at the stairs on rainy days, environment was
improved by installing mirrors at the corners and anti- slipping materials on the stairs.
As for injuries resulting into bone fractures, there have been a few cases every year but increased bythree to four times in SY 2020. We are considering that it might be the result of luck of exercise and under
the restricted condition with Covid 19. In SY2021, we are working to reach to “zero bone fracture”.
Table 5‐6

Gym
PE class

Number of
fractures
SY2017
SY2018SY2019SY2020Fig. 5‐3222
38Playground
PE class

Club
0
0
1
6

0
2
0
1

Classroom
Other

Recess

0
0
1
1

0
0
1
0

2
0
0
0

Number of fractures (SY2017 to SY2019)(cases)822

SY2017

SY20183

SY2019SY2020(2)

Injuries at school yard and gym
There are quite big number of injuries occurred at the school yard and the gym every year, since students
have various physical exercises. Therefore, it is one of the main goals to reduce injury occurrence at thoseplaces.
Injuries in the Gym
SY201758
SY201829
SY201979
SY202036

Number of injuries in the Gym(SY2017 to SY2020)(cases)150
100

Fig. 5‐33

116
79

58
29

50

Table 5‐70Injuries on theplayground
SY2017
SY2018SY2019SY2020
Table 5‐8

SY2017

74
44
126
137

(cases)

SY2018

Number of injuries on the playground(SY2017 to SY2020)

150
100

SY2019126

SY2020Fig. 5‐34
137

74
44

50

0
Considering that the number of
SY2017
SY2018SY2019SY2020
injury has increased in SY2019 and2020. The instruction and guidance will be promoted to lead the students to improve the awareness about
safety and have calm school life.

31

(3)

Injuries on commuting and traffic incidents
In SY 2019, more students got injured on commuting than usual. In SY2020, as well as those on theschool yard, the number of injuries on commuting was biggest in the past. Although none of them wasserious, it could have been serious injuries by traffic incidents.

Injuries during
school commute
SY20171
SY20180
SY20195
SY20206
Total
12
Table 5‐9(cases)

7
6
5
4
3
2
1
0

Number of injuries during school commute(SY2017 to SY2020)
65

1
0
SY2017

SY2018SY2019SY2020Fig. 5‐35

As for traffic incidents, there has been no injured students. But as a whole city, there have been several
traffic injuries among students every year. So that, as one of important challenges, the traffic safety is very
important.
(4) Mental aspects: Bullying and anxiety
At the beginning of the semesters, there are quite number of students who have wariness and anxiety
about new environment and study. To care those students, the student council conducts questionnaire
survey on wariness. The city also conducted questionnaire survey followed by the individual counseling tosolve problems.
Fig. 3-14 Emotional injuries Situation of bullying (1) (Repost)
Although situation regarding to trouble
among students varies by years, the number of(SY2017 to 2020)
reports on bullying tends to reduce among the
14 case12
12
third-grade students. We consider that it was
9108result from face-to-face counseling, moral
8656
education, and lectures by experts.
4
4
2
2 2
However, because of the fast development and1200
dissemination of new information devices, the0
SY2017
SY2018SY2019SY2020
number of problems by SNS has been on
Grade 1
Grade 2
Grade 3increase at city level. Therefore, teachers arenow studying about effective countermeasures
to prevent troubles among students with those information devices which tend to be hidden from parents
and teachers.
Number of known bullying cases

32

Ongoing participation in Safe Schools networks – at community, national
Ongoing participation in Safe Schools networks – at community, national andand international levels
international levels〇 Ongoing participation in Safe Schools networks – at community, national and international levels.
Indicator 8

Indicator 8

SY
2019

SY
2020

In Toshima, In school district
On-site evaluation for Ikebukuro Honmachi Elementary School
Junior disaster prevention staff training
Toshima City Joint Designation Ceremony
ISS Community Task Force
Scared Straight
Junior Disaster Prevention Staff training
ISS Community Task Force
Seminar on dating violence
Safety class
Junior disaster prevention staff training
Disaster prevention educationJapan
ISS on-site evaluation for Atsugi
Municipal Shimizu Elementary School

Overseas

ISS on-site evaluation for Chichibu
Shiritsu Daini Junior High School
ISS pre-on-site evaluation
Due to the impact of measures to prevent the spread of Covid-19, we could not participate in many of the various

SY
2021

networks. However, we took steps to prevent spread and participated in the ISS network within Toshima City. We
will work to further enhance the programs in Toshima City and increase our participation in networks both in Japanand overseas.
Fig. 5‐36
1. Junior Disaster Prevention Staff training
The students belong to the junior disaster prevention staff and participate
in training with the Toshima Fire Station and community voluntary fire
corps four to five times a year. They practice using a Class D portable water
pump and AED. In an emergency, junior high school students are expected
to play a more active role than local elderly people. The students participate
in drills so that they can become protectors instead of being protected. At
Senkawa Junior High School, the training has been handed down fromupperclassmen to lower classmen for the past ten years.
Fig. 5‐37,38

2. Scared Straight
The students watched a stuntman
reenact traffic accidents and felt thehorror of accidents up close. This
raised their awareness of traffic
safety.
Students
triedridingdangerous bicycles and reconfirmed
the bicycle rules.
3. ISS on-site evaluation for Atsugi Municipal Shimizu Elementary School
At the ISS on-site evaluation for Atsugi Municipal Shimizu Elementary
School, we were able to see the programs of a leading school that is aiming
for its third designation. The presentations showed the heightenedawareness of safety and security by the students, teachers, staff, andcommunity. We learned about the ISS Zone and were impressed with theconfident program presentations by each student. This ISS on-site
evaluation was an excellent reference for Senkawa Junior High School’s
future programs.
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Fig. 5‐39

Chapter
6 Challenges
and prospects
for creating afor
safecreating
school a safe school
Chapter
6 Challenges
and prospects

1. Current programs(1) Currently, only some students, teachers, and parents are involved with the programs.
(2) Exchanges with ISS-designated schools in Japan and overseas are insufficient.
(3) Programs to raise disaster prevention awareness among the students and community are insufficient.
(Programs such as volunteer references and programs for disaster prevention education)(4) Trouble related to social media is increasing.
(5) We must enhance our program to ensure emotional safety.

2. Future directions(1) We will develop students’ ability to predict and avoid danger and enable them to take the initiative inprotecting the safety of themselves and others.
(2) We will build a safety system with evidence-based data, including data on injuries and accidents in the school,
and will reduce the number of injuries sustained at school.
(3) To reduce the number of bullying incidents, we will expand the greeting campaigns and improve the students’social skills.
(4) We will strengthen our response to high-risk situations by re-examining the events at the Sports Festival andraising students’ awareness of disaster prevention.
(5) As a base for community disaster prevention, we will deepen cooperation among schools, families, andcommunities.
(6) We will promote information education to foster the ability to respond to trouble on social media.
(7) We will increase the cooperation between elementary and junior high schools for ISS and work with theschool district, community, and Toshima City to create a Safe Community.

3. Specific programs(1) We will revitalize the Student ISS Committee through classes on appeals, etc., and will promote student-led
Safe School programs.
(3) All teachers and staff will continue to analyze data to be used for evidence and build a safety system.
(3) Both the Student Council and the teachers will deepen cooperation with Ikebukuro Honmachi Elementary
School, which has already received ISS designation, and Sakura Elementary School, which is working toward
designation along with our school.
(4) We will encourage students to participate as disaster prevention volunteers to raise their awareness of disasterprevention.
(5) To foster the ability to deal with troubles related to social medial, we will effectively use lectures offered bycommunity members and companies during the Comprehensive Class time.

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35

SDGs 未 来 都 市 と し ま

豊島区は持続可能な開発⽬標（SDGs）を⽀援しています。

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