School violence, and particularly, school shootings, remain a serious concern among parents, community members, educators, and governmental leadership at the local, state, and national levels. While school shootings periodically dominate media coverage of school safety issues, schools are among the safest places for students in the community. This article unpacks key issues central to the field. We provide an overview of school violence program coherence, curriculum alignment, staff development, support systems to meet student needs, and related capacity issues. The article also explores issues not commonly included in the school safety literature such as gangs and weapons in school and the conflation of mental health problems and violent behavior. We offer take-away implications from the extant literature that is relevant for schools.
On their own, photos and videos are not a reliable source of information about what is taking place in a school. It’s easy to react emotionally or with outrage to a video of a fight, a child being picked on, or some other display of abuse or wrongdoing. But everyone knows from highly publicized incidents posted on YouTube, Twitter, or other social media sites that photos and videos can be taken out of context. They tell a story, but they don’t tell the whole story. Even so, they can be used by administrators to discern whether the action shown in the photo or video is an isolated incident or could be a symptom of a larger problem. If an alarming photo or video taken at a school is receiving attention from the media, it’s better to talk about it with the school community as soon as possible than to pretend it didn’t happen. Situations like these create an opportunity to examine and share other sources of data about school safety, violence, and victimization. Too often, one incident can cause the public to draw conclusions about a school that are not accurate. That’s why a monitoring system is necessary— to put such an incident in context. Administrators who can refer to other sources of data regarding violence, drug use, or weapons can respond with more confidence when faced with criticism over one incident. As part of a monitoring system, photos, videos and other technology can be used for positive purposes. They allow students who might skip questions on a survey or don’t want to speak up during a focus group to express themselves in a different way. There are many examples of projects in which students are given cameras and microphones and encouraged to express themselves and present their experiences in school through this media. In addition to the individual students benefitting from such experiences, school leaders, staff members, and parents get the opportunity to see the school from the students’ perspectives.
Journal Article School Safety Interventions: Best Practices and Programs Get access Ron Avi Astor, Ron Avi Astor Search for other works by this author on: Oxford Academic Google Scholar Heather Ann Meyer, Heather Ann Meyer Search for other works by this author on: Oxford Academic Google Scholar Rami Benbenishty, Rami Benbenishty Search for other works by this author on: Oxford Academic Google Scholar Roxana Marachi, Roxana Marachi Search for other works by this author on: Oxford Academic Google Scholar Michelle Rosemond Michelle Rosemond Search for other works by this author on: Oxford Academic Google Scholar Children & Schools, Volume 27, Issue 1, January 2005, Pages 17–32, https://doi.org/10.1093/cs/27.1.17 Published: 01 January 2005 Article history Accepted: 24 February 2004 Published: 01 January 2005
Schools maintain a variety of records, but these aren’t necessarily analyzed as a source of data for improving school climate. Records of office referrals, suspensions, peer mediation cases, students serving detention, and other incident reports can be examined to learn about disciplinary issues and the school’s response. In addition to getting a sense of how many disciplinary infractions take place in school, it is also valuable to detect changes over time. By examining suspension records over a period of years, school leaders may realize that, along with their efforts to improve school climate and prevent violence, there is also a major increase in suspension rates, an indication that perhaps administrators have used suspension as a major strategy. Given the evidence on the negative outcomes of repeated suspensions, school leaders might reconsider their approach to violence prevention or punishment. Other schools may find that suspensions actually went down when climate improved because fewer students were being disciplined for incidents of violence. While many schools maintain paper records that are difficult to examine and process, others have computerized their reporting system. When computerized databases are available, the potential for educators to learn from the information and make improvements increases dramatically. Careful analysis of existing records can help identify what grade levels of students are most involved in certain behaviors and whether certain students or groups are committing the bulk of infractions. Analyses of these records can also help administrators to understand more about why students are getting in trouble, which students seem to be repeat offenders, and perhaps where and when the incidents are taking place. Absenteeism rates should also be examined in combination with other indicators. Patterns in the data can then be used to see what type of changes might be needed to eliminate the reasons that the students are getting in trouble. These records can also show whether there are certain times during the school year when problems are more likely to occur, such as at the beginning of the year or just before a break.
Empirical evidence examining how risk and protective behaviors may possibly mediate the association between gang membership and school violence is limited. This study utilizes a statewide representative sample of 152 023 Latino, Black and White seventh graders from California to examine a theoretical model of how school risk (e.g. truancy, school substance use and risky peer approval) and protective (e.g. connectedness, support and safety) behaviors and attitudes mediate the effects of gang membership on school violence behaviors. The dataset was collected in the 2005-2006 and 2006-2007 academic school years using the ongoing large-scale California Healthy Kids Survey conducted by WestEd for the State of California. Approximately 9.5% of the sample considered themselves to be a member of a gang. The findings indicate that school risk behaviors and attitudes mediate the association between gang membership and school violence behaviors. Although the direct negative association between gang membership and school violence perpetration is weak, the positive indirect effect mediated by school risks behaviors and attitudes is strong. This indicates that when gang members engage in school risk behaviors, they are much more likely to be school violence perpetrators. Implications for further research, theory and practice for both gang and school violence researchers are discussed.
Nearly all public school districts serve some of the 4 million military-connected students in the United States. Little is known about the perceptions of school staff and their understanding of the challenges facing these students in their schools. Results from 4,616 California school staff in 2011 and 2013 indicate that many believe in their capacity to respond to the needs of these students. However, in many cases, they do not know whether particular challenges or assets exist. These results emphasize the importance of efforts to highlight the needs of this population and that school staff are integral sources of support.
Abstract This chapter explores the emerging issues surrounding cyberbullying. It discusses the role of the school regarding cyberbullying victimization (even when it does not take place on school grounds) and the shift toward schools taking more responsibility over these behaviors. The chapter examines critically multiple definitions of cyberbullying and their implications for research and policy. It identifies specific types and manifestations of cyberbullying (e.g., social and sexual victimization). The chapter reviews some of the findings on prevalence, correlates, and consequences of cyberbullying and discusses interventions, policies, and legal frameworks that address these issues. The chapter presents a case study of a large national sample of Israeli students that examines the prevalence of cyberbullying, traditional bullying, and their interrelationships in the context of school climate, both on the student and the school level.
The authors report preliminary findings of a national survey on school violence in Israel. The national representative sample was stratified on school type--elementary, middle, and high schools--and ethnicity--Jewish and Arab students. A total of 15,916 students from 603 classes and 232 schools participated in the study, resulting in a 91 percent response rate. Findings revealed high rates of violence in all areas and among all age groups, but relatively higher rates of low-level violent behaviors and lower rates of more severe violent events. The authors report on age-related, gender, and cultural differences and discuss social workers' roles in shaping national policy and professional discourse on school violence.
