New York City Board of Education and Violence Prevention (From Schools, Violence, and Society, P 265-273, 1996, Allan M Hoffman, ed. - See NCJ-170982)

• NCJ Number: 170999
• Author(s): R C Cortines
• Date Published: 1996
• Length: 9 pages
• Sale Source: Praeger Publishers
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

New York City's Board of Education believes a comprehensive approach to violence prevention is necessary, one that instills values and a sense of responsibility, teaches nonviolent conflict resolution skills, and enhances student safety and security.

Abstract

Values and a sense of responsibility are critical to a safe school environment. An important component of safety is awareness on the part of students and parents that certain types of behavior are expected of school community members and that other types of behavior are not acceptable. All New York City schools are expected to incorporate information about the Code of Student Discipline into their curriculum and to address issues related to the Student Bill of Rights and Responsibilities. The two main conflict resolution programs, Schools Teaching Options for Peace and the Resolving Conflict Creatively Program, operate in 28 of the city's 32 community school districts. At the high school level, a broader series of educational strategies is required to reduce and counteract unacceptable student behavior. The focus of these strategies is on smaller schools, conflict resolution, continuity for students who have been removed from school, and activities after school hours. To enhance school safety and security, hand-held weapon detectors are in place in 61 schools, and the use of walk-through detectors is being evaluated. Violence prevention initiatives are being promoted that combine concepts of school-based management and community policing.