NCJ Number
74957
Journal
Children's Legal Rights Journal Volume: 2 Issue: 3 Dated: (November/December 1980) Pages: 32-34
Date Published
1980
Length
3 pages
Annotation
This article summarized the Safe School Study Report to Congress and presents time and place of offense, victim and offender characteristics, victims' attitudes and experiences, and the school's role in reducing crime and misbehavior.
Abstract
The nationwide data collected in the study reveal that the risks of personal violence, personal theft, and disruptive or damaging acts against the school are highest during regular school hours in the middle of the school week, whereas school property offenses are most likely to occur when school is not in session, particularly on weekends. For students, the risk of violent encounters is greatest between class time, especially in senior high schools. The school bathrooms are high risk places in senior high schools; in elementary schools, the outdoor play areas present the greatest risk. Except for trespassing and break-ins, the great majority of all reported offenses were committed by enrolled students. Most reported attacks and robberies involved male students acting alone and the victims were of the same sex, race, and age. In general, victims tend to see themselves as pawns in a game over which they have no control. Student victims are more likely than others to come from high crime neighborhoods, are apt to be truant more often, and have less social support at home and fewer friends. They also have trouble academically and tend to hold ethical values not sanctioned by society. Victimized teachers report that crime is a problem in the neighborhood and that there is a lack of safety at school. Their assessments of their schools tend to be more negative than nonvictimized teachers. This study further analyzed the general characteristics of schools with low crime rates. The principal and the school administration are the keys to reducing violence and vandalism in these schools. Safe schools are characterized by clear norms, students' belief that the school provides something of value, and a sense that the school as a social system is not a meaningless environment. Safe schools have a rational structure of order with consistent positive incentives and negative sanctions maintained by effective administrative leadership. Two references are appended.