1. family and parenting
2. children

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Guidclines on sal'cty and securih of children
l.
Background:
l.l
Chihen re.quire a healthy an* suppoti+'e onv*urnenti?grow and develop / A I I ch ildren
have a right to liw'in dignif!, and have aoccss to education in an environment that issa@
ptotGctive and cdnducive to lrowth and developmert. The school environmert is
associated with overall growth and developrn€nt, cognitivc Hraviorq seftty and security
qfa chfid.
1.2 The country has succeeded in bringing children to schools and achieving near universal
enrolment among children at the primary level. Efforts made for enrolment need to be
further supported by interventions to,,ensure safety and overall well-being of stuqrnts.
Schools need to protect their children frorn risk ofnatural disasters, health hazardq abuw,
t+iotenec md accidend
13 Laws provide for instituting mechanisms for safety and security of children and also for
monitoring of the same by specified agencies. Fhe State governments and afI liating
boards for schools need io take a holistic view for
plaring
and monitoring to ensurc
tkt
schools provide the safe attd childrfriendly enviftrfffitnt, as mandated by various laws
enumerated in the succeeding paragraphs.
2.
Lecgl.provisioG
2.1 Constitutional nrovisions
.
Artielc 2l of thelrstinrtion ofrlndia which protects the right to life and dignity includes
the right of f& frd-conpnJsory education fm children up to 14 years ofage. Any form of
lurassment, discrimirration or corporal punishment amounts to abuse and-glilitates a€llinst
the frcedom and dignity of a cfiild. It also interferes with a child's right to education
because fear makes children more likely to avoid school or to drop out altogether. Hence,
punishment is violative of the right to life with dignity.
,Article 2lA ofthe Constitution provides that "the State shall provide free and compulsory
education to all children of the age of six to fourteen years in such manner as the state
.
may, by law, deternrine." This fundamental right has been operationalized with the
enactment ofthe RTE Act, 2009.
Aflicle 39(e) d irects drc$late,.Js -lvod(-progre5. jltl,v to enstrre that " the tender age of
children are not abused". Articie 39(f) directs the State to rrork progressivell' to ensure
atrd in
that "children ar.e given opponunities and facilities to dei'elop in a healthl tnanttet
protected
against
conditions of fi.eedom and dignitl, and that childhood and Youth are
cxploitation and against rroral and rnaterial abandonment
2.2 fiirdien Pefet Code
-.
"
@;
leveral provisions of the lndian penal code (lpc) relating to varying degrees of physical
ham and intimidation can be used to prqscute perpetrators of corporal purtishment
alia:
against children in an institutional setting. These include' inter
1l
.
+
.
.
o
o
o
o
o
o
S€clion 305: A-betnrent clsur::dc conriiiitted by a child;
Section 323: Voluntarily causing hurt:
Section 325: Voluntarily causing grievous hurt;
Section 326: Voluntarily causing huft by dangerous weapons
or meansl
Section 352: Assault or use ofcriminal lbrce otherrvise
than a grave provocation;
Section 354: Outraging the modesty ofa woman;
Section 506: Criminal intirnidation:
Section 509: Word, gesture or act intended to insult
the modesty
ofa woman;
Till recently, the provisions of Sections gg and g9 of the IpC were
invoked to exprain the
power teachers exercised when inflicting
corporal punishment. These two provisions in the
chapter on 'Generar Exceptions' cover harms
that may be caused withour penal consequence.
Sectiort 88 exempls an act fro' being treated
as un offan"" when the harm was caused--to
an! person for rvhose bcnefit it is done in goocr faith".
Section gg exempts acts,.done in good
faith for the benefit of a person under 12 years
ofage ... by or by
.irn".
o.
implied, of the guardian or other person
having lawfur charge of"onr"n,,
that person.,' ""i-."-r,
However,
gS..and
to
contrary
g9 of the ipc, the Gujarat
High Court in its judgment
Sections
Hasmukhbhai Gokaldas Shah v. State of
Gujarat,l T November 200g, has cleariy
"corporal punishment to child in present
days ... is not recognised by law.,,
2.3 Scheduled Castes and Tribes (prevention
ofAtrocities) Act, l9g9
Some provisions ofthe Schedured castes
and rribes (preventron of Atrocities)
be used to prosecute an adult in the general
category rvho inflicts corporar
scheduled caste or scheduled tribe child.
,i""i ilr,
Act, lggg
can
n*ir'#", ri*.
!!
Protection of Civil Rights Act, 1955
various provisions of the protection
of civil Rights Act, lg55 can be used to prosecute
a
person/ manager/trustee as wet
as rvarrant ,"rur-ption or suspension
of
grants made by the
Goverrunent to the educational institution
or hoster',on the ground of untouchabirity.
2.5 The Protection of Chitdren from
Sexual Offences Act,2012
The act protects children from offences
of sexuat
ur.uuti, .""ruf harassment and pomography
and provides for establishment of
speciar courts ror trial ot such offences
and for ma$ers
connectcd w ith or incidental thereol.
2.6 The Right of Children to Frec
and Compulsory Education (RTE)
Act,2009
\\'ithin
rhe RTE
Acl. rhe plovisions are as follols:
Scction 3: Prrlidcs f,. i 11...r rlt.l
Sections 8 and 9: of the RTE
..e
.. ritIi;1,,.r , c.iu";rii.it 1.,,,il
"lrili.!cl.
ure ,n"
ffi
ij
disadvantaged group
not discriminatel against
completing elerlentary education
on any grounds;.
a
uth ori
21,..
r,v
to
ns
# 'nii,
;il?,"J ;::trJ::fff
an;
ff.J
ffi : ili":#,
prevented from
pur ing",;11
and
section
l7:
Makes provisi.rr for disciprinary action under
the service rures applicabre to such
sha'be sub.iected to physical punishmenl
person who contravenes the provision that
no child
or mental harassment.
Section 19: Lays down nonns for school buirdings: (a)
Schoors shourd have at least one
classroom for every teacrier and one office cum
store room cum Head's room; (b) Banier free
access; (c) separate toilet for girrs and boys; (d)
Safe and adequate drinking water faciriry for
all children; (e) Kitchen where Mid Day Meal is
cooked; (f) playground und 1gy Ar.ung.r"n,
for secure school building with boundary wall or fencing.
The RTE Act does not preclude the application of other legisration
that rerates to the
violations of the rights ofthe chird, for exarnple, booking
the offenses under the Ipc and rhe
SC and ST Prevention of Atrocities Act of 19g9.
3.
'
'
International Larv
Article 28(2) of'uN-cRC requires the State parties to "take all appropriate measures
to
ensure that school discipline is administered in a manner consistent
with the child's
human dignity and in conformity with the present Convention.,,
Article 29(l) (b) of the convention emphasises that the "State parties agree that the
education ofthe child shall be directed to the development ofrespect for human
rights and
fundamental freedoms, and for the principles enshrined in the charter of the United
Nations".
.
Article 37(a) of LIN cRC requires States parties to ensure
that
,.no child shall
be
subjected to torture or other cruel, inhuman or degrading treatment or punishment".
'
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',9\ln
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Article l9(1) of the convention, which requires states to- "Take all
appropriate
Iegislative, administrative, social and educational measures to protect the child from all
forms of physical or mental violence, injury or abuse, neglect or negligent lreatment,
maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal
guardian(s) or any other person who has the care ofthe child."
Article 19(2) lays down that-"Such protective measures should, as appropriate, include
effective procedures for the establishrnent of social programmes to provide necessary
support for the child and for those who have the care of the child. as well as for other
fomrs of prevention and for identification, repo(ing, referral, investigation, treatment and
follor'''-up of insiances of child maltreatreni describcd lrererofore and, as appropriale, lol
judicial involvenent."
Susgested Guidelines for affirmative action
The safety and security ofchildren may be looked at in multiple dimensions.
t
3l',',
4.1 Physical:
Schools located near 'the highway. busy main foads, unmanned raihway crossingr
or
walrr bo4ipv cenalv seasonal rivers.etc. are hazardous for the children, ar most 0fthe
child&n come to school and return unaftended by gu"{if ns. Arso during praytirne.
children may wander off to unsf,9 .suno'nding, induJi;g under constniction
civrl
worJ<s within the campus and plac.es where maleriapare stgred.
Schoors loca.ted in
con'nercial areas and having tofttco se[ing shops nearby the school pose
u_drirrdj,nt
.type q( tluear,where childrens trg4lgjSg_q1&fa-j!+y be affecred insidiornly."ive.
teasing is another problem which [tre-order girrs ;;t iace at certain
locations o*.th!
way to schools and this may urtimately lead to schoor avoidanoe by gid,:etudents.
While nerv sites for schools nray be chosen keeping these points
in mind, lor the
existing schools the following may be considered on priority:
'
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Birundary wall or double fencing *frth prantation. with provision
can be locked.
ofa
sate which
Removal of sale points of objectionable materials through special
drive, to be
repeated at regular interuals. community poricing for
sale of tobacco/ drugs;etc.
muld also be taken up.
Ensuring the safety of the approach to schools may require
permanent.ci$,work
ryl_utions like building of approach roadV bridges erc. or behaviourrl
*gs m"
traffic management and escort duty to facilitate children,s
"t
saf1y.
Training of children and t€achers to negotiate the
specific hazardi en route to the
sohool,
{
o
.
pommunity awareness needs to be generaM
to impact par€ntal choice s9 that
tley
. seh$ sohools within the neighbourhord, instead
oimaking children
iilg
distances every day.
"ornrrrut"
states need to vigorously ard constantly enforee traffic
rules .about oola[Fof
school buses/ vehicles and the background of the
drivers anA he6en en"*j
therein should be additionally verified by the
local police. Sch6l b;r", ,";;;;;
be encoura.qed to rrire rvomen helpers on the
vehicres, as an additionar safef
tearure ibr girls.
4.1.2
Building:
The- buirdings shourd be physicary
sound, arFweather $rucrures with the foll{nving
facilities and structural parameters;
'
D.itrkirrg r\alcr suurlc arir] tuircts ro
waste disposal.
o
t
41.
iu'c clca' a'd ascptrc .,a,t'rgr
rsoak-prtsr
secure and separate kitchen shed within the
schoor pr€mlses, equipped with stotrge
facilities and a cooking area wflh can
be maintained ltee ot.insects, rodentsrtc.
:
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hcdbuildings should be rpsislant
.o eartrqLrakes, fire, safe fro'r froods and other
calanrities as the children are more
vulnerable to be harmed and less likely
to be
able to reacr effectively in case calarnity
strikes.
The buildings should be kept free
frorn in0ammable and toic mxgrials. If srorage
of some inflammable material (eg. fuel for cooking
mid-day rneatl is inevitable,
they should be stored safely.
The school should havqpdequte
e,mergency elits.
Therc should be adequa& supply of
water and sand for tir+fighting purpa€s.
This essentially means a,building safety audit,
be done for each and eygryriffhool
with the specific points of emergency outrets;
schoo' stepv ramps,
u"
free of in{larn-mabte
__--__--- .rr4rerr.rrr,
materials, rrorag€
storag€ of
or oonstructron
oonstructior matprials and other slruclural
uu'!ffi
o
isiir6i-
Reducing structurar vulnerabirity of existing
school buirdings, which is often the
fitot _carse of death'and tnjury o!;chool chilfEn, is a resource
intensivg sogion
and would require tite. Therifore, as a risk reduction
effod, a Disaster
Preparedness and Response plan*et individual
school revels should be prepard to
enqure..lhat the ch dren are in a beter position to respond
effectively or to rskre
any emergency within the school environnpnt. The
School Disaster Marpgement
PSns may fuither be supported with constitution
of disaster rnanrg"rn"rlinrnr,
training of the disaster management teams on basic life suppofting
skilrs and
development of a school level emergency kit. Existence
of such kits at the school
level will be of gr.eat help during any post disaster search
and rescue operation
within the school premise or in the nearby area. Many States
had taken up this
initiative with support frorn National Disaster Management Authority
and the
existing Manuals may be used as a starting point till each
school is verified for
safety requirements.
o
of a standard checklist to assess the existing structural risks in the
school buildings-this particular activity can be taken up at the
State rever and a
ready-made checklist can be provided to for reference of each
schoor. The
standardized checkrist can then be further rnodified at the local
revel as per the
Preparation
requiretnent.
o ln the longer term, preparation of retrofitting
guidelines would be needed to
strengthen the schools found vulnerable. This will necessitate preparation
of phase_
* ise execution pran ftrr car^'ing ,rit the ret'ofitti,g of schooi buildings. Alon!
lvith
the stfengthening rvork. a sensitization prograr'r'e for the students. teacrrers and
surrou'drng communit\ peopre on the irlportance of structurar and non-structurar
relrofltting will also be required.
,1.1.3 Cr nr p us:
'
One of the serious hazards for children in schools is uncovered, exposed, loose
electricity cables and rvires. out of curiosity or in prayfur mood or accidently,
there is
possibility of touching or pullirfthe live wires causing fatal hazard to life.
The
condition of the school play-ground should be levelled to avoid falline down of
childrcn. Digging of lvclis, borc rvclls cti.. should be;ordoned r-rl'f sccL,rely to pi.everrr
children frorn falling in. Sclrools having secluded rooms/ corners within the calnpus
have the possibility of anti-social activities which can prove to be hazardous fbr
children, particularly for girls. Also construction ol additional class rooms/ toilets etc
may pose potential danger to children due to exposed construction materials/ building
under construction and these should be made oul of bounds for children. Review
of
safety within the campus must be taken up by the head teacher and teachers
continuously.
4.1.4 Classroom:
The class rooms should be white washed at periodic intervars and dusted regurarry
to
maintain the class room hygiene. The windows should be secure and there
shourd be no
broken glass or fittings hanging loose. Black board in the class
room tlray be hung,
placed in a three Iegged stand or kept on a chair. Black boards
are also attached to the
walls ofthe classroom. In case of loosely praced black board in the classroom,
there is a
possibility of accidents, both minor and'rajor, to the children
while moving around in
the class room. while constructing school building, provision of
adequate ventirators
and rvindows in the classroom should be considered. Air flowing
through the ventirators
keeps the class room airy and fresh and the children also feel fresh
and energetic to get
involved in the teaching-rearning process. class room floor
should not be broken or
uneven and may need to be repaired/ rnaintained annually.
!!!
o
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Teachers and staff:
It is impo'tant that the States devise processes to verify the antecedents
ofnot only all
teachers but also other contractual or subordinate staff
deproyed in schools. In addiiion,
oversight by Government's own administrative and rnonitoring
machinery needs to be
prescribed rearistically so as to ensure that schoors
and teachers are monitored regularly.
There should be a conscious attempt to have at reast
one femare teacher in
s.t,oot
and also to have more women as cooks, helpers and
"uery
other stalf in the schools.
Head
teachers and principals must be tasked to supervise
the other teachers and ensure that no
child is abused in any manner by the staffor even older
chiidren.
In trre event of a
teacher or employee being in a drunken/ intoxicated
state, the
environment ofthe schoor is vitiated in addition
to the risk posed to the chirdren. Head
teachers must shoB,a zero tolerance fcr such
stray incidents.
continuous education of teachers on the principres
of child rights and the dri's for
safety and security in the evenl 0f disastefs and
acciden* needs to be systematicarl,
planned, beyond the ambit of the in-service
academic training of teachers. States nray
do so in convergence rvilh Red Cross- National and
State Disaster Managenterit
\lrtholitics. aCPCRc nr cr,-.r ncr. -,tr\ cinilcnt nr,lllri.:rtiL.rtr
The aspects of teacher's sensitization on response
to disasters and respect for chird
rights should arso be actively woven into the pre-service
training of teachers, so that in
the yeg to come the new. teachers entering the
teaching protbssir are already rvell
versed with these criticar issues. cha'enging gender
.,!r"o,yp". and other
Oll
.
inherent
brascs
pi'valurrt
ir
training.
tire sociery can be intensively done in the pre- service teacher
4.1.6 Ercursions and trips:
Whenever schools organize excursions and trips, for any reason what_so_ever,
the onus
of
safety and security
of the
chirdren is totaly upon the schoor authorities. Trre
transportation used nust be verified for road worthiness and the driver for antecedents
experience. Sufficient nunrber of male and female teachers must be deployed
fthat boys
so
and girls are adequately supervised. Arrangements for board and lodging
should be rnade keeping in view the security and safety of the children. Instructions
issued vide D.o. letrer number 32-5120I4-RMSA- I dated 29.7.20L4 of this Departrnent
are al Annexure A for reiteration.
e-
4.2 Health and hygiene:
4.2,1
Drinking rvater:
Source of drinking water is important as availability of potable water or treatment
required for making the water potable depends on the source. Most of the water_
bome diseases spread due to ignorance of the quality of drinking water. In case of
schools, care is to be taken by the school authorities to ensure that water is safe.
covered water storage and purification through chlorine tablets/ use of filters etc. can
also be provided in convergence with the Public Health Engineering and Health
Departments in case regular piped supply or quality bore wells are nor presenr.
/
4.2.2
Toilets:
There should be separate toilets for girls and boys. For hygienic maintenance of
toilets, availability of water is of prime importance. Although the facility of running
is necessary for keeping the toilets clean, yet few schools may not have the
provision
of
running water
in
toilets.
In
such cases, alternative methods of
transpoftation and storage of water should be put in place to ensure that the toilets
rernain functional. For maintenance and cleaning, the annual school grants should be
used by the school authorities.
.1.2.3 Hygicne:
l
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W //.'
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71,.'
eachels need to be traincd to regular.ly monitor and ensure the general hygiene
factors in the school premises and also of the cliildren. Other than the basic hygiene
factors- teachers can be sensitized to the local and specific issues, for exarnple, the
pre\entive and cUrative slgpc ip 1'g1< rvith f'rcrrlcIl:i .l- !:.i..rt, - 'r..;1.lr.rl.li,.
filariaisis, iodine deficiency etc. There are also reports of substance and drug abuse at
a very early age. Teachers should also be alerted on the signs and s).rnptoms to watch
out for children, especially as some of these are also linked to absence from schr,*,
where a collaborative approach between teachers and parents would be required.
4.2.4 Mid-day meat:
I'tensive and repeated training to cooks and herpers on safe and nutritious
cookins is
necessary. The trai'ing must be foIowed by be refreshcrs and
visirs ro see the imp;cr
of the inputs in the field' as rocal conditions like lack of water or
storage tacirities
may affect the practical utility ofthe trainings. The local infrastructure
available to the
cook/ helper may be so challenging that he/ she finds no situation
to apply the
knowledge acquired during training. ln such conditions, the
locar issues will have to
be resolved.
.{
s
ln case ofany untoward incident occurring after consumption
ol the MDM/other food
materials by children, the school teachers and SMC
members should be well
acquainted with the standard operating procedures
to be fonowed. The relevant
extract on 'Quality and Safety Aspects, in the
Guidelines issued by this Ministry on
Mid Day Meal in September, 2006 are at A-nne:ure B. Guideline,s
rvith regard to
MDM safety dated 22d luly,2013 are at Anne7ure t. '
s\
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4.3 Psychosocial
!.,1!
Punishment:
Verbal, physical or mental abuse ofchirdren
has negative impact on young minds
and
deverop
fear-psychosis.
They are unabte to speak
q:dually
l:il-.lllf
ill#;;;;;;;
up, break
L Physical punishmenr inflicted on children in school
could lead to minor or
major injury or damage to physical health, for
example twisting of the ears may
damage intemal pafts of ears leading
to deafness. Canning or beating the children
could also cause minor or major injury.
The issue of physical punishment and how
to prevent it and deal with it has been
in the guidelines on corporal punirrrr.ni
under the Rra act,
:*:l':':lf,,,yssed
*"t,*le on the rvlrv.mhrd.qov.in website under
relevant for secondary schools also.
The foilowing steps can be taken to elimi
Inate
corporal punishment:
:l]:l-1:
o
o
,n""il;;;:;:r#:
Repeated and intensive trajning ofleachers.
In the State Service Rules,
rvhere duties and responsibilities of
teachers are
prescribed. specific mention shourd
be rrade for protection of chirdren, providing
them a safe and chird friendry environment
in school and prohibition of'any fonrl
ofcorporal ptrnishment. herrssnrcnt. cliscrinrinrtion
or rcr.l.rl rhLts...
11,.
.,.,,..
rures of the teachers and staff should
arso be amended to reflect the departmental
penalties which would be aftracted,
other than the penal p.ouirionr, on
contravention of durjp and responsibilities
prescribed in the RTE
8l',.,.'
Rules. ;
.
The teachcr training will have Lo be supplernented
by rnonitoring visits front
academic/ administrative supervisory officials,
which also must look into the
psychosomatic environment and derneanor
of the chirdren. This rvourd entair
training ofthe adrninistrative staffofthe education department
on chird rights and
sensitization so that signs and symptotns of inlringenrent
can be picked up by
them.
4.3.2
Eve teasing/ sexual abuse:
These are becoming serious issues as incidents get reported
from schools and nearby
places.
children should be taught earry to differentiate between 'good touch/
bad touch. and
encouraged to speak out at the first instance. It vests totally with
the teachers to ensure
4t
that the schools are safe in this regard. The Head 'r'eacher,r principar
and teachers must
ensure that all parts of the school are accessible to everyone
and there are no
secluded/ isolated areas. AIso the teachers should be sensitized to
deject such an
occurrence if the child displays any sign, rvhich may include investigating
sudden
absence or unusual behavior.
4.3.3 Schoolenvironment:
.
The School environment should be such each child should be feel that help would
be available to her if she approached them: The SMC members may facilitate
this
process by regularly visiting the schools and interacting
with students. children
may find it easier to report incidents at the initial stage itself if the school
environment is conducive. other methodologies, like help desk in schools
supported by Mahila Samaklya in Kerala, toll free numbers of Odisha, formation
of child cabinets/ kishori manch/ bar sabha, 'open house'with parenr.s etc may
A,-,
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also be adopted depending on the local circumstances.
Training of teachers to ensure safety and security of children itself will cover z.
wide spectrum from drills for safety, first aid, gender sensitization, principles of
no corporal punishment. whire training on physical aspects of safety drilrs may be
staggered to cover a specified number of leachers every year. till coverage is
complete, however training on gender and othe'mindset issues will have to cover
all teachers every year.
As far as possible, every school nlust lrave at ieast one fenrale teacher.
norms for teachel deployn]ent and hours ofaccess to staftT others nrust be laid
dorvn clearly and carefully in the case ofresidenlial schools and hoslels.
-l-hc
Monitoring hv SMCs:
The School Management Committee,
-essarily
el ..'
in its overall monitorinA of the
dwell upon t{3follorving aspects:
school should
f
a)
The SMCs shoulci be rnaoe t-arniliar with basic gurdelincs and standard operating
procedure in case ol'natural calamities, accidents, abuse of children by others.
food
poisoning in case of MDM etc. This is a wide spectrum for orientation,
but should
be taken up by the states systematicaly as the sMCs are the most effective local
monitoring mechanisms and their capacity building is critical.
b) while
attempt shourd be made to post at reast one lady teacher in each school,
it
rnay not be possible immediatery as recruittne'ts and redeproyrrent
take time. In the
meantime, it may be ensured that women SMC members are more actively
engaged
in schools. The SMC members, especially women, may be selected
by atso giving
weightage to their ability to contribute time to school monitoring
uno ueing
available for girls on a day to day basis.
c) Mid-day meals requires oonstant oversight by local SMC members. Not onlv dailv
supervision by SMCs, but local fixation of weekly menus, depending
on ..u.onul
availal:ility of food materials, should be encouraped.
d) 'fhe sMCs have a focar rore in ensuring that nJeve teasing happens on the
way to
school or in the locality, as this can lead to girls dropping
out. Community
awareness and pressure on the culprits can be brought
about eflectively
by the
SMCs.
e) The role of
SMCs is criticar as an oversight that the school and
teachers are
providing a safe and child friendly environment.
The presence of SMC members
during school hours shourd be encouraged. They may
also devise rocal systems that
at time of dispersal when chirdren return home at the
end of the school hours,
supervision of the SMC is there on rotation to
ensure that all the chirdren leave
safely.
f)
As far as practicable, SMC members, especially women,
may accompany school
tours and excursions.
g)
The SMC must have a system to monitor the daily
hygiene factors in the school,
including class rooms, toilets and mid_day neal.
h) As prevalence of substance abuse is now repofted even
at early ages, the SMCs
must be entrusted with the task ofensuring that
the schoor premises and area around
it is not accessibie to vendors oftobacco and other such
materials.
i) The SMC nrembers arso need to be trained on signs ofnegrect or abuse
ofchildren,
which may even rnanifest as frequent or long absence
from school. The SMCs must
be strengthened to be abre to track absent
chirdren and go into the causes for the
j)
l)
absence.
The SMCs thenrseives should conducr an annual
satety audit of physical
SMCr shou_ld be encouraged to devise rnechanisms
grievances both in person a,,d
praced in the school and
10t;
saf.et1,
hazards and psychosomatic en'ironnrent
in the schoor. This shourd cover whether
adequate steps have been taken by rhe
school management to prevent accidents,
corporal punishment. chird sexuar abuse.
mentar harassrnent and discrimination and
arso preparedness to deal with natural disasters
and accidents. The exercise should
be made pubric and accessibre to the authorities,
the parents and to civir sociery.
l
";y;;l;. ;;;;"#;T::Jff;::?:;T
anonymitv ofthe ch.dren/parents maintained
while sharins
I)
6
the derails of thc conpraints/grievances with
other agencies such as the media in
order to protect their privacy/confi dentialitv.
Lastly, the SMC rr*.1l:ff" rhat whenever any
untowaro occurrence take place in
a school, the .victinr child, is always protected and provided
the best iossible
speedy care- medical and psychological.
Grievance redressal:
6'l For the elementary
revel. States under their RTE Rures have notified
brock/district rever
grievance redressar agencies under the RTE Act.
This decentrarized grievance redressar
mechanism ofeach state/ur should be made publicly
availabre and posted on all
schoor,
panchayat bu,etin boards, so that any infringement
of children's safety is .eportei
immediately. Some States have created appellate systems
too, fbr instance, that
HM/principal will register any incident affecting a child and
sMC will take action ro
redress it within 7 days; ifthe case remains unsorved then
BEo is nominated as appelate
authority.
6.2
designated Local Authority/ pRIs in States/UTs must invariably
fix days for meetings
the community on issues related to school education, prevention of
corporal
punishment/ abuse and ensuring that safety and security
features are in place.
Institutionalized public meetings by the Locar Authority/ pRIs
not onry herp monitor,
but also address individuar cases which wil go a rong way to change
deep seated beriefs
on the issue from within the community.
wi
6.3 The Local
Authority/ PRI can arso provide for a system of registering grievances
rerated
to safety and security ofchildren at both the district and sub-district
levels. For instance, a
state has notified a mechanism to register corporar punishments cases
with the Education
commiftee of the Gram panchayat, and where their Block Education officer
will
orsanize
a Shiksha Samvad (Education dialogue) on every 2"d saturday
ofeach month. This Jan be
expanded to cover the entire spectrun of issues relating to safety and
security of chirdren.
Another state has notified a toll free number herp line, to estabrish accountability
by a
direct line for complaints at state level. This state through an MIS created from
the
grievances received through the toll free number, can do a trend
anarysis and compare
tmprovements across districts over time.
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Nlonitoring by the State:
7.1
A
safe and secure environment, free of corporal punisrrment and abuse, witrr preventive
mechanisms to ensure physical and socio-p5r,qh6l6gic.al srfctr of chilclrcl.
:ltoLrld bi
strpulared as one or'rhe conditions for giving recognition/no-objection cerrificate (Noc)
school by the State Govemment and also as one of rhe conditions lor giving
to a schoor by the state Board. This would include aU featureaf phlsicar
"-affiliation
salery oI rnffastruCture as weil as the environment within the school.
to
_a
..','.
/.2 [his advisory shoulO be used b) the 5rarc ULrvernmcnt:],' Ul ].dn]lntstraticns io cnsu;e
l.hat appropriate state/schooi level guidelines orr saf'ery and security of childre' and
appropliate redressal of an1, cornplaints, are tiamed, dissenrinated. aeted upon and
monitorcd.
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