Preventing School Violence: A Practical Guide to Comprehensive Planning

• NCJ Number: 189331
• Author(s): Russell Skiba; Kimberly Boone; Angela Fontanini; Tony Wu; Allison Strussell; Reece Peterson
• Date Published: July 2001
• Length: 38 pages
• Corporate Author: Indiana Education Policy Ctr
• Sale Source: NCJRS Photocopy Services; Indiana Education Policy Ctr
• Publication Format: Document
• Publication Type: Guideline
• Language: English
• Country: United States of America

Annotation

The purpose of this document is to outline the current state of knowledge about school violence prevention.

Abstract

National-level data suggest that middle and high schools, especially larger schools, are more at-risk for serious violence. Moreover, students in urban schools serving predominantly lower socioeconomic status minority children are twice as likely to be victims of violence as students in suburban, town, or rural areas. Data on school violence may lead to a surprising conclusion about the importance of day-to-day discipline. In one study of rural educators, a majority of teachers and administrators agreed that violence was worsening at their school, but the behaviors they reported as escalating were rumors and peer escalation of violent events, verbal intimidation and threats, pushing and shoving, and sexual harassment. National surveys reported that schools with fewer disciplinary problems in general also reported fewer incidents of serious crime. Perhaps by implementing comprehensive programs that improve overall school climate and reduce minor disruption, schools may be able to reduce the risk of more serious violent incidents. These programs would include conflict resolution and violence prevention curricula; peer mediation; improved classroom behavior management; and bullying prevention. The early warning signs of violence and disruption, such as social withdrawal and feelings of rejection, need to be recognized in students by school officials. Schools must be prepared with clear policies that outline roles and actions in response to threats of school violence. When early or imminent warning signs or threats are detected, team-based procedures should be in place to assess the seriousness of those signs or threats. There must also be programs, such as mentoring and counseling, in place that can help reconnect students identified as at-risk for violence. Alternatives to suspension and expulsion, such as restitution and anger management, should be made available. 20 references.