ERIC Identifier: ED410321
Publication Date: 1996-10-00
Author: Schwartz, Wendy
Source: ERIC Clearinghouse on Urban Education New York NY.
An Overview of Strategies To Reduce School Violence. ERIC/CUE
Digest No. 115.
Violence among youth, especially in schools, is one of American
society's most pressing concerns. It is also a source of controversy. While no
recent nationwide study of the real extent of youth violence is available,
small-scale and regional studies indicate that youth violence is increasing, at
least slightly. In addition, youth, like adults, are now more frequently using
guns instead of fists to settle disputes. And, lastly, whereas youth violence
had once been thought to be an urban public school problem and a consequence of
poverty and family dysfunction, stable suburban and rural communities are now
also experiencing it, as are private schools.
However, despite sensational anecdotal media reports suggesting
that the public is generally unsafe because of youth lawlessness, it is likely
that youth violence is not as pervasive as is feared. In fact, some who spend
their workday in schools think that they are among the safest places a child can
be. Further, recent surveys indicate that the most prevalent type of youth crime
is theft, and the most common types of violence are fist fights, bullying, and
shoving matches.
While the public is ready to believe that school violence is
ever-present, some local leaders and school administrators are not willing to
acknowledge its occurrence on their own watch. Their position is based on the
fear that people will boycott communities and schools labeled unsafe, and that
they will be blamed for failing to keep the peace. Gang activity at school is
particularly susceptible to "the Ostrich syndrome," as administrators may ignore
the problem. An unfortunate consequence of such denial is that opportunities to
reduce violence are lost.
Finally, there is sometimes a contradiction between school
policies and practice. Whereas many districts and schools have comprehensive
regulations for dealing with violence, enforcement may be uneven or lax. This
creates a situation where teachers do not feel supported when they impose
discipline, students do not feel protected, and the violence-prone think they
will not be punished. Conversely, administrators express dismay that teachers do
not enforce policies in their classrooms.
Despite these inconsistencies, many promising types of
anti-violence strategies, focusing on both discipline and social and personal
transformation, have been devised by government, communities, and schools. Most
have originated in urban areas, where youth violence was first identified. This
digest reviews a variety of the policies, programs, and practices to prevent
youth violence (which are described more fully in the publications cited at the
end), so that local leaders can base decisions about their own efforts on the
experience of other communities.
PUBLIC SUPPORT OF VIOLENCE PREVENTION
GOVERNMENT INITIATIVES
Legislation now exists at all levels of government to reduce the availability
of guns, particularly the sale of weapons to minors. Weapons offenses are
adjudicated more harshly in general, and the practice of trying violent
juvenile offenders as adults is growing. Some states now hold parents legally
responsible for certain behavior of their children, such as truancy and
delinquency.
To deal specifically with violence in schools, President Bill
Clinton signed the 1994 Gun-Free Schools Act, mandating a one-year expulsion for
students who bring weapons to school and bolstering the "zero tolerance" for
weapons policies of some states and school districts already in existence. The
Federal government, and most states, also make funds available for prevention
activities through anti crime and education legislation. These include anti-gang
programs and other very focused prevention education, as well as more general
recreational activities.
COMMUNITY INITIATIVES
Community activities frequently focus on breaking family cycles of violence.
The most effective are long-term interventions providing a range of family
services. They involve the collaborative efforts of religious and recreational
organizations; social service, public housing and health agencies; the
business community; the schools; and law enforcement agencies. For example,
programs in parenting skills and family relationships, particularly those
focusing on nonviolent living skills and recovery from substance abuse, can
protect children from learning violence at home. Programs in conflict
resolution and anger management are similar to those discussed below that are
designed for students.
Out-of-school programs (either independently operated or
school-sponsored) keep youth constructively engaged when their families are
unavailable, and provide them with attention from caring adults and good role
models. They also keep youth away from negative influences on the street and
television violence. Programs can also offer educational enrichment and
assistance with school work, and help participants develop positive values.
Those most effective at violence prevention actively pursue the prevention goals
of local schools and serve as extensions of school prevention activities.
Helping young people find employment is an important way for
communities to reduce property crime and help build adolescents' self-esteem and
sense of responsibility. Having a job also helps youth appreciate how important
staying in school is to their future career plans.
Community campaigns to supplement school programs against gangs
are crucial because gang membership cuts across school lines. In fact, there is
gang activity in all 50 states now, and gangs recruit and are active nationwide.
Effective anti- gang programs include crisis intervention teams comprised of the
police, probation officers, and community leaders; intensive community, family,
and youth education programs; alternative youth activities; and a long-term
commitment.
SCHOOL DISTRICT AND SCHOOL INITIATIVES
School anti-violence policies and programs run the gamut from general
educational improvement efforts to interventions that target specific types of
illegal or anti- social behavior. The most effective are directed by a
clearly-defined administrative entity, and have line-item budgetary status.
They involve parents in a variety of roles and, as appropriate, also draw on
community leaders and resources.
OVERALL SCHOOL IMPROVEMENT
In recognition of the fact that student misbehavior (and even gang membership)
can be a reaction to ineffective schooling and to feelings of frustration and
failure, some districts are restructuring schools to increase student
engagement, attendance, and performance. Indeed, school reform programs around
the country, especially those requiring strong family involvement, report
increased attendance and student satisfaction. Many schools that cannot
totally restructure still strive to better meet the education needs of
students through more accurate identification of learning disabilities and
personal attention. A related reform is downsizing schools, since it has been
widely documented that smaller schools have fewer disruptions and incidences
of violence.
Schools can also reduce violence by promoting mutual respect
among all members of their community, student self-respect, and appreciation for
diversity. They demonstrate respect for students through availability of good
facilities and resources, such as up-to-date textbooks, laboratories, and
computer equipment. It is also believed that the appearance of a school adds to
the perception of safety, and that a well cared for school is less susceptible
to vandalism and violence. Unfortunately, schools in urban areas, where violence
can be a particular problem, are among the most overcrowded and poorly equipped
and maintained.
SCHOOL SAFETY POLICIES
Institutionalization of a code of conduct demonstrates a commitment to
violence prevention and helps staff and students feel safe. The code should
clearly explain school rules and punishments for infractions. A cornerstone of
all policies is the Federally-mandated "zero tolerance for guns" provision.
Some schools also institute zero tolerance provisions for other types of
offenses, such as assaulting a teacher, so that violent students can be
removed from regular classrooms. Because some disruptive students might
welcome expulsion, many policies assert that the school response to certain
specified acts will be legal prosecution.
Policies can be created at three levels: district, school, and
classroom. Since there are different concerns at each one, it is reasonable for
students to be governed by several complementary policies. Collaborative
development by administrators, teachers, parents, and even students, with a
review for legal compliance, helps ensure that a policy will be respected and
enforced. Periodically reviewing a policy for appropriateness, effectiveness,
and completeness maintains its usefulness over time. Copies are given to
administrators, teachers, parents, and students. Students may also have the
rules explained to them in assembly or a classroom to be sure they understand
the purpose of the rules, the parameters of acceptable behavior, and the
consequences of infractions.
PREVENTION STRATEGIES
SCHOOL SECURITY. The most common school security measure is the monitoring of
students when they move through the hallways and in places where they
congregate, such as restrooms and the cafeteria. School staff members have
traditionally served as monitors, but increasingly schools are hiring security
guards to patrol the building and to provide security at events. In the most
violence-prone areas schools may form partnerships with the police to visit
periodically or even to patrol the halls regularly. However, some educators
believe that a police presence has a negative impact on teaching and learning
and that the need for them is an indication of administrative failure. Others
welcome police support but provide special training for dealing with students
in a school environment. Probation officers with on- site offices can provide
help to students who have already engaged in illegal behavior.
Some schools use parents as monitors and teachers' aides. Doing
this is inexpensive and can be an effective deterrent, since students may be
more reluctant to behave badly when watched by someone they regularly see in the
neighborhood. Further, involving parents gives them a sense of ownership of
anti-violence efforts and may help them reconsider their own attitudes about
violence.
To keep students from bringing in weapons some schools use metal
detectors and others administer systematic or random searches of students'
bodies, possessions, and lockers. Since there is a strong relationship between
student violence and use and sale of drugs, administrators make special efforts
to keep schools drug-free, through both education campaigns and searching.
TEACHER INVOLVEMENT. To dispel fears and help teachers feel
supported, meetings about violence issues are held regularly, possibly as a
component of general staff meetings. Administrators provide accurate information
about violent occurrences and responses to them, involve faculty members in
prevention efforts, and listen to their concerns. Also, teachers' input can be
invaluable, since it is common for them to have information about the threat of
violence (and, also, gang activities) before administrators do, and to have
suggestions for how to deal with it based on personal knowledge of the students.
Training in violence prevention-for ancillary staff such as
school bus drivers, as well as teachers-can both make the school safer and help
staff feel more secure. Programs can include development of the ability to
identify students at risk of anti-social behavior for preventive intervention,
to identify and diffuse potential violence, and to deal safely with violence
should it erupt. Some staff training covers the same issues that comprise
training for students, such as conflict resolution, and it can be effective for
staff to participate along with students.
Since at-risk students respond positively to personal attention,
teachers can help youth resist violent impulses and the lure of drugs and gangs
by offering them extra help with their schoolwork, referrals, informal
counseling, or even just a sympathetic ear.
PREVENTION PROGRAMS
ANTI-VIOLENCE. Early intervention is necessary to prevent youth violence.
Elementary education training in anger management, impulse control,
appreciation of diversity, and mediation and conflict resolution skills can
help prevent youth from engaging in violence as they mature. Early discussions
about the negative consequences of gang membership, and providing children
with positive ways of getting personal needs met, can protect them from future
gang recruitment efforts. Educating young children about the use of guns is
also valuable, since accidents have happened as a result of children's naiveté
about their danger.
Age-appropriate training in self-esteem development and stress
management and reduction, especially for students living in poverty or in
difficult family circumstances, can help transform negative feelings into
positive coping skills. Other types of training, introduced to students at later
developmental stages, covers development of "refusal skills" to help youth
resist using substances and engaging in sexual activity, and how to prevent date
violence, with particular attention to battering during teenage pregnancy.
Some schools have a specially trained safety coordinator or a
committee whose primary function is to coordinate anti-violence programs and to
respond to crisis situations by offering counseling and mediation. Schools may
also have crisis centers, which are staffed places where students who commit or
threaten an act of violence can go to receive on-the-spot counseling and to
"cool off."
Other types of programs take a positive approach to violence
prevention by offering incentives for good behavior, such as a recognition and
reward system for good school citizenship. The goal is to bring about a change
in the students and school climate so that normative behavior is constructive.
ANTI-GANG. Even more than violence prevention in general,
effective anti-gang strategies involve all school operations and staff. They
require establishment of a positive school climate, good communications and
security, a staff trained in crisis intervention, and a coordinated effort. They
also require that schools not only acknowledge a gang presence, but that they
actively investigate its extent and accurately determine who the members are,
what they do, and where they congregate. Finally, good strategies require
schools to acknowledge that preventing, and even reducing, gang activity will be
a protracted trial-and-error process during which many different tactics are
employed.
A first step is often establishing and widely publicizing the
philosophy that a gang presence (clothing and paraphernalia, as well as
behavior) will not be tolerated. Policies that flow from the philosophy include
a dress code and prohibition on flashing gang signs, shouting gang slogans, and
writing gang graffiti on school or personal property. Discipline measures, meted
out consistently, which escalate with the number or severity of infractions,
demonstrate school seriousness.
Schools make an extra effort to involve potential and active
gang members in academic, extracurricular, and counseling programs. Providing
gang members with effective educational supports, such as tutoring, can
reconnect them with the rewards and value of academic achievement. Staff who
takes a personal interest in individual members can help loosen the hold of the
gang. By meeting informally with members and arranging for positive experiences
that are probably otherwise lacking in their lives, staff can provide students
with some of the affirmation that gangs offer. To do this, staff members may
need to change their attitudes about gang members and take more time with
certain students than they usually would.
Involving parents by providing them with information about their
children's gang activity and its possible consequences, and counseling to help
them deal with the problem, can enlist them as allies in the effort to rid the
school of gangs. Schools can also provide access to outside agencies that offer
counseling. As a last resort, gang members can be transferred to alternative
schools for more intensive support.
REMEDIES AND DISCIPLINE
School districts are aware that some students simply cannot function in a
regular classroom, and many have created alternative schools for students who
have been suspended or expelled, or are at risk of suspension. These schools
incorporate intensive individual and group counseling into the educational
program. To prevent the alternative schools from becoming warehouses that fail
to turn around disruptive students, staff takes care to develop individual
plans for students with the goal of returning them to a regular school.
Schools also may provide similar programs as an add-on for
students who are placed in detention or who remain in their regular school. Some
effective intervention programs focus on modifying beliefs and related behavior;
examples include aggression replacement and anti-bullying training. Some
districts include a community service component in their alternative program; a
few even require that students' volunteer assignments allow them to see the
results of violence firsthand, so they may work with injured crime victims.
CONCLUSION
Concern about increasing youth violence is being channeled into a variety of
innovative, and potentially effective, programs around the country. Although
components vary depending on the particular needs of the community, the most
effective programs:
*Make an accurate assessment of the existence of violence and,
especially, gang activity.
*Use all the resources in the community, including social
service and law enforcement, and not just rely on school officials to deal with
the problem.
*Incorporate family services into both community and school
programs.
*Intervene early in a child's life.
*Include not only anti-violence strategies but also positive
experiences.
*Create and communicate clearly defined behavior codes, and
enforce them strictly and uniformly.
*Prepare to engage in a long-term effort.
In all communities it is likely that sometimes anti-violence
work will be compromised by lack of resources and time, and that even the most
dedicated individuals will feel frustrated. Early evaluations of well-organized
programs suggest that success is possible, though; and statistics demonstrating
an increase in youth violence, however slight, indicate that the effort and the
expenditure are necessary.
WORKS CONSULTED
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School Violence