Developing Safe and Civil Schools (DSACS) is designed to build local educational resources for improving social-emotional and character development (SECD) in participating schools by improving the effective coordination of SECD.  Coordination adds value to schools in the following ways:

1.   Builds students' skills for success by: 

• developing academic, career and relationship skills;
• establishing caring communities of learners, where there are strong connections to staff, peers and to the school as a valued place to belong.

2.   Develops students' character by: 

• fostering good citizenship;
• developing purpose and sense of optimism about the future;
• teaching how to make sound choices;
• increasing the likelihood of students' making realistic “means-ends” connections;
• developing skills and values for service learning in and out of school.

3.   Prevents student problem behaviors by:

• developing safe environments free from bullying, intimidation, harassment and victimization;
• improving self-management competencies to deal with frustrations, conflicts, and problems;
• reducing the likelihood of problem behaviors such as violence, bullying, substance abuse, truancy, school dropout, depression, apathy and disaffection.

Components of DSACS

Under the DSACS initiative, all schools are eligible to receive, at no cost, training and support for school teams in how to coordinate existing SECD efforts in character development, positive behavior, health promotion and at-risk behavior prevention.  An essential part of DSACS is an anonymous survey of school climate as perceived by staff and students, given once per year.  Schools receive feedback to identify areas of strength and those needing improvement.  Assistance is given in creating a safe, civil climate that is conducive to learning. Efficiency and effectiveness of  SEL efforts are coordinated to strengthen skills students' need for academic success.   A Follow-Up Consultation and Support component includes technical assistance via access to the New Jersey SEL Mentoring Coalition, the DSACS SECD Leadership Team and the DSACS staff.  On-site consultation is a strong part of the DSACS approach.  Other DSACS components include workshops for teachers to improve classroom climate and foster engaging teaching methods and linkage with professional development requirements for most New Jersey education-related associations, which advise the DSACS project.

Training, technical assistance supportive services, and other resources are provided or coordinated by project staff at Rutgers University through this initiative.  They are intended to assist school staff in organizing various resources, programs and services to create strong SECD conditions designed to result in reduced at-risk student behavior, the development of positive learning climates and improved academic performance among students in participating schools.  Further, the DSACS initiative is aligned with and can assist districts in meeting the requirements of  N.J.A.C. 6A-16-7 (the regulations for the Code of Student Conduct), CAPA, QSAC, and those of the HIB initiative and safe and drug free schools.

Participation can help move toward our collective vision for the schools of New Jersey:

Students entering schools in New Jersey will feel they have a positive purpose in being there. They will feel engaged, attached, and connected and see the schools as a place they can learn and do things to contribute to the world around them, advance their sense of purpose, and become more literate in academic, media, artistic, and civic areas.  This will be accomplished in part because the students will experience coordinated and continuous efforts to build their social- emotional skills, positive character, service-learning contributions, and health, and to prevent substance abuse and violent/bullying behavior in a safe, civil, caring, supportive, and ethical environment.