Climate and school life
If it is obvious that a school establishment must be secure, it is a question of doing so with human resources and not by transforming it into “bunkers” and confining school life staff to the role of security agents. . The school climate results from a complex interaction between the various staff of the establishment and their ability to establish together an educational coherence which allows psychological security for the students. This includes factors linked to material conditions, pedagogical and educational organization, the various time spaces which constitute the school life of students, and spaces for dialogue and consultation.
To guarantee peace of mind, it is essential to listen to staff concerns, support them, improve working conditions and strengthen teams. Improving the well-being of students and staff requires resources, more social and academic diversity, and reducing numbers for better teaching and educational monitoring.
Hide needs with temporary positions
The resources proposed, 150 CPE positions and 600 AED positions from January, although expected, will not meet needs. Educational work requires a long-term commitment, and this short-term political proposal is content to plug the gaps in a few targeted establishments “most exposed to acts of violence”. Distribution of human reinforcements by academy
For the SNES-FSU, the management of difficulties can only be done with an ambitious long-term action plan including the creation of jobs for school life, and not by yet another plan without sustainable means.
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