"Joseph was a gang member in Wichita, Kansas. He attended a violence prevention class that taught him to use his head -- not a knife or gun-to resolve conflict. Later that day, rival gang members threatened him. Using the lesson he learned that day, he de-escalated the situation before it produced bloodshed. The next day, Joseph told his teacher that the lesson had saved his life."
(Riley, 1996.)
Conflict resolution classes like the one mentioned above are becoming a standard part of the curriculum in today's schools. Across the nation, concern about school safety has risen dramatically, and has become a leading issue for parents, students, teachers, and school administrators according to numerous surveys, polls, and research articles (Landan, 1992; Sautter, 1995). Public school stakeholders have watched in dismay as their schools metamorphose from the safe havens they once were into war zones. According to recent media reports, the incidence of physical violence to both students and faculty has risen, and there is no indication that the situation is improving. Even in elementary schools, there are increased reports of fighting, students bringing weapons to school, and defiant and antagonistic behavior.
In our report we will examine the following
questions:
How unsafe have the schools become?
What are the forces affecting the issue of school safety?
What are schools currently doing do address the issue?
What does the future hold for
us?
During the 1970's, Congress began to look at the issue of school violence. In 1974, Congress mandated that the U. S. Department of Health, Education, and Welfare conduct a national survey to examine the prevalence of school crime. The study, Violent Schools-Safe Schools: The Safe School Study Report to the Congress, found that 40% of the robberies and 36% of the assaults on teenagers took place in schools (Rossman & Morley, 1996). The highest rates of victimization were found in junior high schools, the perpetrators of the crime being students. More than 100,000 teachers were threatened with physical harm, and each month an estimated 5,200 teachers were physically attacked. Teachers were five times as likely as students to be seriously injured. Vandalism was common in 25% of the schools surveyed, costing the public schools $200 million annually (Rossman & Morley, 1996). Reforms such as conflict resolution, mediation, and state reform academies appeared during this time.
Rossman and Morley reviewed a variety of studies and surveys that were conducted over the last two decades.They found that the National Crime Victimization Survey reported to Congress in January 1984 that school crime remained fairly consistent from 1974-1981. They concluded that school safety and discipline have always been a concern, but that the increase in frequency and degree of school violence has brought this issue to the forefront in the past twenty years.
In 1984, the U. S. Department of Education released the report, Disorder in Our Public Schools, that highlighted the problem of school discipline with the following facts (Maginis, 1995):
In response to reports such as this, Congress passed the Safe and Drug-Free Schools Act in 1986 to help schools combat the growing trend of violence. This act provides money to help put police officers in schools, install metal detectors, and support conflict resolution, drug awareness, and after-school programs. Despite the allocation of funds, the problem continues to exist. Ten years after the Disorder in Our Public Schools report, these examples of situations in the schools were reported (Maginis, 1995):
The issue of safety for our nation's students is not only the concern of inner city schools; suburban schools experience violence also (Burbach, 1993; Sautter, 1995). A study done by Hal Burbach for the Curry School of Education at the University of Virginia looked at the increase of school violence as reported by principals over the period from 1988-1993: (Chart is on the following page.)
School Violence - Five Year Increases
Percent of Principals Reporting Incident
(1993)
| Incident | Urban | Rural |
| Girls fighting | 59% | 41% |
| Boys fighting | 43% | 34% |
| Gang-related | 43% | 31% |
| Gun-related | 38% | 26% |
| Drug-related | 26% | 17% |
| Fights/different Races | 20% | 23% |
Although youth crimes have declined in general,
there is evidence that such crimes have become more serious and
violent. From 1975 to 1990, the youth arrest rate dropped from
26% to 15 % of all arrests (Sautter, 1995). However, Education
USA reported that violent assaults in schools escalated 14%
from 1987 to 1990 (Landan, 1992). Although juvenile crimes may
not be on the rise, there is a growing fear that juvenile crimes
are more lethal. In 1992, 2,829 youths were arrested for murder
(Sautter, 1995). Traditionally, schools were not affected by juvenile
crimes that may have occurred in the community. Juvenile crimes
are now taking place in the schools and the severity of those
crimes is increasing. A survey of teachers 40 years ago indicated
that most classroom problems were tardiness, talkative students
and gum chewing (Rossman & Morley, 1996). Their contemporary
counterparts indicate the presence of drugs, gangs, and weapons;
concerns about verbal assaults and bullying. Physical attacks,
robbery, and rape were the most pressing concerns (Gaustad, 1991;
Sautter 1995).
After World War II, the school population doubled, to include a more diverse community (Berliner & Biddle, 1995). Concern for safety also rose as the public became more involved in the school. A more involved parent population combined with a more diverse school population contributed to the subtle fear that our schools were supposed unsafe because of the changes; the changes threatened the existing status quo of American schools.
The fear, combined with current violent events, is the major driving force behind the issue of school safety.
Parents, teachers, community members, administrators, and students have become more concerned due to the reported increase in violent crimes in our schools and our society in general. The fear that follows increased media coverage, whether warranted or unfounded, perpetuates concern for school safety. This concern continues to be a national issue at the federal, state, and local levels.
Although schools reflect the larger communities in which they are located, the public perception is that crimes should not take place on school grounds. Society feels that schools are safe havens that should protect youth from the adverse conditions of the surrounding community (Rossman & Morley, 1996).
There are various explanations for the causes of youth crime and violence that may account for the threats to a safe school environment (Rossman & Morley, 1996).
Examples:
The media and advertising industry contributions to juvenile crime should not go unnoticed. The media highlights and often sensationalizes violence (e.g., television programming, music lyrics, videos, movies). Some children's video games and toys endorse violence as the most appropriate response to deal with frustrations and solve problems.
Responses to the issue of school safety can be organized into two different frameworks. One response to the issue of school safety and the increase in violent acts by students can be characterized largely as reactive. The other response involves more positive visions for the future and has a more proactive focus.
Reactive responses tend not to create solutions for the causes of school violence, although they can increase safety for all members of school environment. Some of these actions include installing metal detectors at school building entrances, utilizing drug sniffing dogs, and hiring security officers or police officers to work on the school grounds during the school day (Landan, 1992). Many schools are enforcing restrictions and regulations that are control aspects of school life, such as a stricter dress codes and the suspending of extracurricular school events. (Sautter, 1995).
Other schools are responding to the growing concern for safety by attempting to solve the problem rather than just dealing with it. One such approach, called personalization, seeks to personally reach the students in their school who were most often engaging in disruptive and violent behavior. Huntington Beach High School, who reported the success of this approach, based their program in part on the principles advocated by Theodore Sizer (Shore, 1996). Sizer, founder of the Coalition of Essential Schools, feels that personalization is the key to keeping kids in school. The Coalition for Essential Schools Program stresses that students must feel that adult educators are personally interested in their well being and their staying in school (Coalition of Essential Schools, 1997).
Huntington Beach High School paired targeted students with an adult buddy (community volunteer) who served as a mentor to support and listen to students. The program also included a team of administrators, student support personnel, community outreach liaisons, as well as faculty members. This team met weekly to discuss the progress of students. The administration held a student forum twice a month, and initiated various student non-academic recognition programs.
The Huntington Beach's program was regarded as successful in that the school had the lowest expulsion and suspension rate in the district; 51% of students who were targeted in the program raised their grade point averages; and test scores throughout the school rose. The school reported other positive effects that correlated with the initiation of their program. Administrators were not sure what aspects of the program made the most difference, but they maintained that an overall positive change in the school climate had a cyclical effect on the accomplishments of the students, which continually improved school climate (Shore, 1996).
Another positive approach to solving the problem of school violence involves creating a conflict resolution program suitable for each school's population. The American Psychological Association (APA) asserts that if kids learn conflict resolution skills early, they will be less likely to become involved with violence (American Psychological Association, 1990). The Community Board of San Francisco is known nationwide for their belief supported by the APA study. The Community Board's program seeks to teach children and teachers how to settle disputes, communicate effectively, and cool tempers before an individual makes a inappropriate choice and someone gets hurt. The Community Board's curriculum programs include specific lessons that teach skills, but also stress factors that lead a school to become a truly peaceful place (Williams, 1991). Many schools across the nation have been successful using materials published by or based on the Community Board Program.
These examples are just a few of the proactive programs in place seeking to increase school safety by curbing violence and improving discipline and behavior of students. These programs typically have several aspects in common (Johnson & Johnson, 1995; Kenney & Watson, 1996; Sautter, 1995; Shore, 1996; Wallach, 1994; Williams, 1991):
A few organizations, such as the National School Boards Association (1993) and the National Institute for Dispute Resolution (1994), have developed a variety of strategies that can be divided into several different categories (Rossman & Morley, 1996). In addition to the kinds of reactive responses described in the previous section, organizations also advocate using curriculum programs to teach conflict resolution and anti-violence lessons.
Researchers and organizations who study school violence and safety also stress that schools should be open to making changes in the organizational structure of their school. Organizations also advocate creating collaborative community programs and multi-agency cooperation to solve problems and meet the needs of students and their families, especially targeting those who are constant discipline concerns and a threat to school safety (American Psychological Association, 1990; Rossman & Morley, 1996).
With the above suggestion in mind, we recognize that as our society continues to change, so does the role and responsibility of the public schools. Schools will have to look for creative ways to facilitate discipline and to stop violence.
Critical to the development of safer schools for our children is a connection between local systems, counties, and states. As we move toward national standards for achievement, we need to demonstrate a consistent commitment to safe schools for all children. Many efforts are going on across the country, but there must be greater communication. School and systems will waste time and other valuable resources by attempting to create programs instead of searching for already existing programs or strategies that would meet their needs. As the violence in our schools increases, so does the urgency of developing initiatives to counter it.
Schools must also work with outside agencies to develop ways to meet the needs that foster violence. For example, biological factors or stressors were mentioned as an explanation for increased youth crime. Schools must work with community support systems such as Departments of Social Services, Mental Health Agencies, etc. to understand the manifestations of such factors and to develop plans for pooling resources to deal with the factors and neutralize or reverse their effects.
One of the forces that threaten school safety can be traced to the lack or breakdown of connections in the family and community. Of the successful methods for dealing with these disconnections, the underlying component is increased involvement among members of the school community. Schools must foster bonds between the staff and students, and between schools and families. Academic goals should be the primary focus, but stronger relationships will advance schools to these goals. Schools that do not recognize the importance of building such connections will be undermining their own safety reform efforts. A negative or even adversarial relationship between students and their schools will work against attempts to make them feel safe in school.
In order to address these implications at the system, community, and especially the school site level, we recommend the development of a National Safe School Network. Schools and systems would report to the Network details of their initiatives or programs designed to increase school safety and decrease violence. The Network would act as a clearinghouse of information for schools to use when initiating a new program or enhancing an existing effort. All information would be linked on the World Wide Web, available for printing, downloading or ordering via U. S. mail for a small fee.
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