NCJ Number
211790
Date Published
2005
Length
23 pages
Annotation
After considering the prevalence and characteristics of problem and criminal behavior at British schools by students and others, this chapter examines the competing priorities for schools in their crime prevention roles.
Abstract
Research into personal safety and violence issues in British schools (Gill and Hearnshaw, 1997) shows what a random sample of 3,986 schools experienced in 1 school year. In 18.7 percent of the schools students had hit, punched, or kicked a staff member; and in 2.9 percent of the schools a staff member had been hit, stabbed, or slashed with a weapon. In 50.7 percent of the schools a student had hit, punched, or kicked another student; and students had used weapons against other students in 6.9 percent of the schools. Student-based surveys show problematic but varying rates of different types of bullying behavior. It is clear that problem and sometimes criminal behavior is a serious concern on school property. Despite enhanced security in schools, studies show that a high proportion of students fear for their safety at school. Evidence suggests, however, that schools can have a role in socializing students. They can foster prosocial behavior and provide children and youth opportunities for personal achievement and a feeling of "connectedness" and "inclusion" in the school community. Schools routinely mount strategies to involve parents/guardians in their children's education, which can be a protective factor against delinquent behavior. Police-school partnerships have developed in dealing with antisocial and criminal behavior in and around schools. This can include having a full-time police officer based in a school. The competing priorities for schools in their crime prevention role involve providing effective educational and community services without appearing to be primarily concerned with behavioral control. 7 tables and 64 references