Safe Space

Safe Space

Provide activities and space for youth to feel included regardless of gender, ethnicity, sexual orientation or disability status, and support activities that provide positive sense of belonging (e.g., sports, community service, or faith-based youth groups). Promote youth behaviors that are respectful of diversity and promote equity. An emotionally safe space is critical to learning. Safe Spaces are created through implementing examples mentioned throughout the other features.

The combination of safe physical and emotional spaces are essential for youth to feel comfortable and ready to absorb the other features, such as skills youth engagement and a sense of belonging. To learn how safe space overlaps with other features, read this article, and here to read youth perspectives on safe spaces.

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NOT YET DEVELOPED (1)BEGINNING
(2)		DEVELOPING
(3)		COMPETENT
(4)		SCORING
*3.E.1 Program develops a safe and supportive environment where youth feel valued and comfortable to be themselves.
The climate of activities is predominantly negative. Program norms are inconsistently implemented creating an environment of mixed positive and negative behaviors and attitudes.The emotional climate of activities is mostly positive (e.g., mutually respectful, relaxed, supportive; characterized by teamwork, camaraderie, inclusiveness) with some episodes of negative behaviors and attitudes. Program intentionally and continuously supports a safe social and emotional environment. The emotional climate of the session is predominantly positive with no negative behaviors.Score:

___________
Examples:
  • Youth do not trust or feel comfortable with each other or program staff. Many youth feel excluded.
Examples:
  • Guidelines are created with positive norms in mind.
  • Program staff and youth respect each other, but do not have the technique or training to mitigate conflict when it arises.


Examples:
  • Program staff and youth collaboratively develop ground-rules for sharing emotions.
  • Bullying sometimes occurs and makes youth feel excluded, but staff intervene when they see it happen. There is no formal resolution process for this intervention.
  • Adult and youth respect and actively listen to each other; youth feel comfortable sharing their opinions and stories, but sometimes stories do not remain confidential even when youth or staff request them to be.
Examples:
  • Program staff and youth collaboratively develop ground-rules for sharing emotions and include a resolution process for bullying/social exclusion.
  • Staff create appropriate ways for youth to share their stories and emotions and listen to those of others.
  • Youth feel confident their stories will remain confidential when needed.
  • “Safe zone” posters are displayed.
Evidence:
3.E.2 Program provides specialized care for youth affected by trauma (gender-based violence, conflict, domestic violence, etc.).
Program provides no differentiated support for youth based on their local context.Program staff is trained to support issues facing youth on a large degree, but do not provide any individualized attention.
Program staff are trained to identify individual youth who have specialized needs. Program knows where to refer them but does not provide services.Program provides comprehensive support to youth with specialized need in terms of psycho social support and specialized approaches such as cognitive behavioral therapy.
Score:

___________
Examples:
  • Program focuses only on program activities and does not think about issues occurring outside of the classroom that may affect youth participation.
Examples:
  • Program has special support for refugees or internally displaced persons (IDPs).
  • Program has discussions on gang violence.
Examples:
  • Program knows local hotlines for abuse.
  • Program has training sessions on how to identify support youth suffering from GBV and domestic violence.
Examples:
  • Program uses approaches such as art therapy, cognitive behavior therapy, and teaching mindfulness.
  • Program has trained staff such as a social worker to assist youth.
Evidence:
3.E.3 Program has policies and protocols for child and youth protection.
Organization does not have policies, procedures and protocols regarding protection of youth, protocols for reporting alleged abuses or clearly articulated consequences for abuse of these policies. Organization has policies in place to protect youth that covers most type of abuse, but they are not widely disseminated or enforced. Organization has policies in place that are widely disseminated that covers most types of abuse but are enforced inconsistently. The policy requires that adults and youth in the program agree to these policies in writing. Organization has policies in place that are widely disseminated, covers most types of abuse and has systems in place
to ensure enforcement. 		Score:

___________
Examples:
  • There are no organizational policies regarding child and youth protection.
Examples:
  • Program has policies that defines abuse and ill treatment that includes physical, sexual or emotional abuse, child labor and exploitation, human trafficking, and neglect.
Examples:
  • All youth and any adult including employees, volunteers, mentors and other adults who interact with the program must document that they agree to follow these policies.
Examples:
  • Youth and adults are trained to understand the policy and how to recognize and report abuse.
  • Training for staff includes the protocols to be followed if there is an alleged abuse.
  • The organizations have systems in place to allow for private and confidential reporting of allegations.
Evidence:
3.E.4 Space is free of safety hazards
The program does not have safety standards or protocols. There are significant safety hazards affecting the program space. The program has safety procedures, but these are not documented as plans or shared with staff, youth and families. Space provides limited security for youth participants.
There is minor safety hazards affecting the program space. The program develops written safety plans but does not share with all staff, youth and families.
Space is completely free of all foreseeable safety hazards. The program develops, implements, and shares approved security safety plans and procedures with youth, staff and families, promoting a strong sense of shared ownership and responsibility. Space has adequate security. Score:

___________
Examples:
  • Major safety hazards may include flammable and/or toxic materials, sharp materials.
  • Space is susceptible to robbery and forms of outside violence, anyone can enter the program space.
Examples:
  • Significant safety concerns may include unfinished floors or wall, construction material at site.
  • While some security supervision is in place, anyone can access the space.
Examples:
  • Minor safety concerns may include wobbly furniture, and program materials in disarray.
  • Safety plans are in place but not communicated or shared with staff, families and youth.
Examples:
  • Safety plans are developed jointly with youth, staff and families and are posted for everyone to see.
  • Entrances to the indoor program space are supervised for security during program hours using electronic security systems.
Evidence:
3.E.5 Space is accessible for youth of various abilities.
Space is not designed for people of varying abilities and disabilities.Space/program is accessible to at least one type of disability. Space / program is accessible to multiple types of disability. Space / program is consistently accessible to multiple types of disability, and if program learns of a disability not addressed in the space, it makes changes to make it more accessible.Score:

___________
Examples:
  • Space has no ramps, Braille, etc.

Examples:
  • At least one type of disability is accounted for (e.g., some ramps).
Examples:
  • Multiple types of disabilities are accounted for (e.g., ramps, and Braille).

Examples:
  • Multiple types of disabilities are accounted for throughout the whole building.
  • Changes are made if a participant has a disability that is not already accounted for.

Evidence:
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