The violence‐resilient school: a comparative study of schools and their environments (original) (raw)
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Introduction to the Special Issue “School Violence and Safety”
Youth Violence and Juvenile Justice, 2016
The U.S. Centers for Disease Control and Prevention has stressed that school violence is a top public health concern due to long-lasting detrimental effects on students' physical health and emotional well-being. Schools are agents of socialization that directly influence student development, educational progress, and life-course trajectories (
Journal of Emotional and Behavioral Disorders, 2000
The purpose of this article is to clarify the historical and definitional roots of school violence. Knowledge about this issue has matured to the point where there is a need to refine the definition of school violence, thereby positioning educators to take the next step in providing effective, broad-based solutions to this problem.The first section provides an overview of the definitional and boundary issues of the term "school violence" as used in research and applied prevention programs.The second section presents an overview of what is known about the occurrence of violent and related high-risk behaviors on school campuses. Information about the prevalence of school violence is reviewed to inform and guide violence prevention programs, emphasizing the need to implement programs that are well linked to known correlates of school violence.We believe that in addition to identifying the characteristics of both perpetrators and victims of violence at school, researchers need...
1994
This document presents an effective way to view, select, and integrate school safety policies and programs. It offers a typology of school safety approaches, examines within the context of this typology a broad range of current policies and practices to prevent or manage violence, and provides a set of prompting questions for each of the three major categories along the continuum of approaches. Following the introduction, section 2 defines the typology, which is based on three strands-temporal (time), behavioral (locus of control), and focal (scope). Section 3 applies the typology to a broad range of policies and practices. A "menu of options" groups these policies into three clusters that correspond to points along the typology continuum. It includes samples of policies, conduct codes, and enforcement measures that schools can use to respond to emergencies, move away from crisis, or prepare for the future. Questions to answer for developing a comprehensive strategy are presented in the fourth section. The final section points out that building safe schools is not a peripheral mission of education; it is a central goal requiring commitment and cooperation. Two figures am included. The appendix contains a list of regional contacts. (LMI)
Preventing school violence: A practical guide to comprehensive planning
2000
In the last three years, incidents of dramatic and shocking violence have left teachers and students shaken, and nervous about the potential for violence at their own school. A rash of copycat threats in school districts throughout the state of Indiana, and the seeming normalcy of many of the shooters, has led to the inevitable but uncomfortable conclusion that serious violence could erupt anywhere, at any time.
School place violence and the efforts to stop it
As an educator, no one concern should hold more attention or importance than the safety and well being of students. More and more stories of shootings, stabbings, various bullying, as well as drug and alcohol related activities appear in the news almost daily and this is simply unacceptable. When we think of what will happen during the course of a school day when we send our kids off to school, we do not want the thought of “I hope my child comes home today” The question then arises: “What leads to such behavior, and how do we facilitate its decline?”
Violence in schools is currently one of the main social concerns in countries like Mexico and Colombia, and it is also one of the main threats for schools to be effective in providing high-quality education. This work uses data from ICCS 2009 to fit cluster robust logistic regression models to explore how schools immersed in high-risk environments manage to increase their probabilities of remaining resilient to violence. Preliminary results suggest that although context variables tend to show stronger associations, some schools variables (e.g., a positive school climate, including relationships between faculty, staff, and students; and teacher strategies that incorporate students into the educational process) also seem to play a significant role in preventing schools form experiencing violence in both countries. The paper concludes by discussing possible policy implications of the results and suggests topics for further research in the field.
Violence and Insecurity in Schools and for Teaching Personnel: Impact on Educational Access
Introduction This report examines violence at primary and secondary schools and technical and vocational education and training (TVET) colleges or institutions, which is increasing globally. The geographic scope of the paper is worldwide, including selected countries that are highlighted according to the sources available in English in Africa, Asia and the Pacific, North America and the Caribbean, Europe and Latin America. The report describes the effects of violence on teachers and students, and details some of the interventions put in place to prevent and respond to such violence. It canvasses some of the policies, programs and strategies adopted by countries to combat violence in schools and discusses the results and evaluations of these policies and programs. Forms and Causes of Violence in Schools Violence ranges from the murder, torture, suicide and rape of students and teachers, to more subtle forms of prejudicial discrimination, including exclusion of teachers from work. Such violence occurring both inside school grounds and in communities is termed ‘school-related violence’. Not only students, but teachers and other educational professionals around the world are at risk of ever-increasing violent attacks perpetrated by a wide range of actors including school authorities and parents. Effects of Violence on Teachers and Students Violence in schools has wide ranging effects on teaching and learning, school management, school culture and environment, and on individual teachers, students and other school staff. Individual students and teachers are bullied, threatened and murdered. Emotional and psychological effects of such violence can last forever. The effects of violence in conflict-affected poor countries arguably have the greatest impact. While destruction of property is an obvious economic effect of school-related violence, all other effects can also be reported in monetary terms. Policy and Program interventions The most successful interventions focus on the whole school environment. They are formulated, organised, planned and implemented at all levels: international, government, school, community and by individual teachers and students. Many intervention programs focus on specific forms of school-related violence, such as bullying, sexual and gender-based violence, war and conflict, or shooting. While interventions represent important advances, there are still significant implementation challenges, especially in terms of limited attention to sexual and gender-based violence.
Advances in Early Childhood and K-12 Education
This chapter sets forth to examine the different forms of violence that are present within U.S. school systems along with the general response to these acts. Acts of institutional and personal violence will be discussed along with the potential harm that each act presents. While institutional violence often goes ignored, the impact of these acts can have a substantial negative influence on the life and future career of children. Alternatively, instances of personal violence frequently receive substantial media attention while also causing high levels of fear among the American public regarding the safety of our schools. The most publicized and heinous type of personal violence that has transpired within school settings is events involving an active shooter(s). In addition to identifying the various types of violence, suggestions for improvement and preparedness are offered to reduce the prevalence of violence within schools.