Balancing innovation and accountability in school safety | READER COMMENTARY – Baltimore Sun

Report on School Safety and Alignment with Sustainable Development Goals

Introduction: The Imperative for Safe Learning Environments (SDG 4, SDG 16)

The establishment of safe educational environments is a foundational requirement for achieving Sustainable Development Goal 4 (Quality Education) and SDG 16 (Peace, Justice and Strong Institutions). Persistent concerns among parents regarding school safety, particularly in relation to violence, underscore the urgent need for a balanced approach that integrates innovation, accountability, and care. A secure atmosphere is a prerequisite for effective learning and contributes to the broader goal of building peaceful and inclusive societies.

Institutional Response and Accountability in Baltimore County (SDG 16)

Following a recent incident at Kenwood High School, local institutions demonstrated a commitment to SDG 16.6, which calls for developing effective, accountable, and transparent institutions at all levels. The response involved a collaboration between Baltimore County Public Schools and the Baltimore County Police Department.

• A comprehensive joint review of the incident response was conducted.
• Both agencies reaffirmed their commitment to a policy of continuous improvement.
• The review process identified key lessons to enhance future safety protocols.

Strategic Enhancements for Community Safety (SDG 4, SDG 11)

In direct support of SDG 4.a, which aims to provide safe and non-violent learning environments, and SDG 11 (Sustainable Cities and Communities), the agencies have initiated specific measures to bolster their operational readiness and effectiveness. These steps are designed to strengthen the community’s safety infrastructure.

1. Strengthened Training: Enhanced training programs are being implemented for personnel in both agencies.
2. Improved Communication: Protocols for inter-agency communication are being reinforced to ensure a more cohesive response.
3. Refined After-Hours Protocols: Procedures for handling incidents outside of standard school hours have been reviewed and updated.

A Framework for Responsible Innovation and Future Action (SDG 9, SDG 16)

The incident has prompted a call for the responsible application of technology and innovation, aligning with SDG 9 (Industry, Innovation and Infrastructure). Rather than rejecting technological solutions, the focus is on their ethical and effective use to enhance safety. The path forward emphasizes building trust and readiness to ensure the well-being of all children, a core tenet of SDG 16.

• Embrace responsible innovation to improve safety measures.
• Strengthen trust between public institutions and the community.
• Improve overall readiness through continuous review and collaboration.

1. SDGs Addressed in the Article

   The article highlights issues that are directly and indirectly connected to several Sustainable Development Goals, primarily focusing on safety, institutional responsibility, and the well-being of children within their educational environment.

   • SDG 16: Peace, Justice and Strong Institutions

     This is the most prominent SDG in the article. The text centers on the issue of violence, specifically the “staggering” “rates of school shootings,” which directly relates to reducing violence. It also discusses the response of public institutions, such as the “Baltimore County Public Schools and the Baltimore County Police Department,” and their commitment to “accountability,” “continuous improvement,” and strengthening protocols, which are core aspects of developing strong and effective institutions.

   • SDG 4: Quality Education

     While not discussing curriculum or teaching methods, the article connects to SDG 4 by emphasizing the need for a safe learning environment. The “deep unease each morning when they send their child to school” and the “fear that we’re not doing enough to protect our kids” illustrate how violence and lack of safety are significant barriers to quality education. A secure environment is a fundamental prerequisite for effective learning.

   • SDG 11: Sustainable Cities and Communities

     The goal of making communities safe and resilient is relevant. Schools are critical community hubs, and ensuring their safety contributes to the overall safety and well-being of the community. The call to “keep our children safe” so that “every family can have the peace of mind they deserve” reflects the broader goal of creating safe community spaces for all residents, especially children.

2. Specific SDG Targets Identified

   Based on the article’s content, several specific SDG targets can be identified as being directly relevant to the concerns and actions described.

   • Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.

     The article’s central theme is the fear and reality of school violence. The mention of the “rates of school shootings” is a direct reference to a form of violence that this target aims to reduce. The entire letter is a plea for measures to ensure children’s safety from such violence.

   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

     The article explicitly mentions the actions of local institutions. The statement that “Baltimore County Public Schools and the Baltimore County Police Department reviewed their response and reaffirmed their commitment to continuous improvement” and the call for “courage with accountability” directly address the need for effective and accountable public bodies.

   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

     The core demand of the letter is to create a safe school environment. The parent’s “deep unease” stems from the perception that schools are not safe from violence. The call to “use every tool available to keep our children safe” is a direct appeal to fulfill the objective of this target.

3. Indicators Mentioned or Implied

   The article points to several quantitative and qualitative indicators that could be used to measure progress towards the identified targets.

   • Indicator for Target 16.1: Rates of school shootings.

     The article explicitly mentions the “rates of school shootings in this country are staggering.” This serves as a direct, measurable indicator of violence. Progress would be measured by a reduction in this rate.

   • Indicators for Target 16.6: Implementation of institutional improvement protocols.

     The article implies indicators of institutional effectiveness. It states that both agencies “regularly conduct incident reviews” and have “taken steps to strengthen training, communication and after-hours protocols.” The existence and frequency of these reviews and training programs can be used as indicators to measure the accountability and responsiveness of these institutions.

   • Indicator for Target 4.a: Parental and student perception of safety.

     A qualitative indicator is clearly implied through the description of the emotional state of parents: the “deep unease” and “fear” they feel. A formal survey measuring the percentage of parents, students, and staff who feel safe at school would be a direct way to quantify progress toward creating a safe learning environment and achieving the “peace of mind they deserve.”

4. SDGs, Targets and Indicators Analysis

   SDGs	Targets	Indicators Identified in Article
   SDG 16: Peace, Justice and Strong Institutions	16.1: Significantly reduce all forms of violence and related death rates everywhere.	The explicit mention of “rates of school shootings.”
   	16.6: Develop effective, accountable and transparent institutions at all levels.	The implementation of institutional actions such as “incident reviews” and steps to “strengthen training, communication and after-hours protocols.”
   SDG 4: Quality Education	4.a: Build and upgrade education facilities…and provide safe, non-violent, inclusive and effective learning environments for all.	The qualitative feeling of “deep unease” and “fear” among parents, indicating a lack of a safe environment. A reduction in these feelings would signal progress.

Source: baltimoresun.com