Violence Prevention

Published in: 2021

By: Poradish, Christopher

Subject Terms

Violence Prevention

Abstract

This article will explore numerous issues associated with school related violence and violence prevention. Due to the undeniable risks and threats that have become apparent in school systems today, threat assessment and violence prevention have become a crucial component of modern school operational plans. In order to assess risks and develop prevention plans, educational leaders must research and investigate many new theories and strategies associated with modern student needs. The article will discuss educational philosophy, missions, and program prioritization. The topic of school budgets and funding associated with programming and violence prevention will also be addressed. Ultimately, the article will provide strategies for evaluating, developing, financing, and implementing effective and age-appropriate violence prevention measures for school settings.

Overview

Important issues move in and out of education regularly. However, one issue that arises in education consistently is school safety. School safety concerns are continuously evolving and, needless to say, the stakes are high. As new technologies arise and new threats develop, school systems must continually assess their level of safety preparedness and respond to any new safety concerns that exist.

School district leaders across the United States and throughout the world have come to the harsh realization that society cannot be trusted unconditionally. The notion that our communities and their citizens will support schools is no longer a safe assumption. True, many community members still support their school systems; however, these instances are now taking second stage to the individuals who violently oppose school systems and those associated with the schools. School district leadership personnel face the task of ensuring they are continually prepared for the worst while trying to maintain a focus on the positive things occurring in their school buildings. It is a somewhat conflicting task; however, it is necessary in order to ensure our schools operate effectively.

"Statistically, schools continue to be one of the most secure places for our children" (National Education Association, 2006). This statement may be statistically accurate; however, the feelings conveyed by many parents, students, and community members argue otherwise. We live in a society that tends to focus on immediacy. The events that have transpired in recent years and remain fresh in the minds of our stakeholders seem to dominate the feelings people have toward our school systems. With this in mind, instances of school violence such as the shootings that occurred in Pennsylvania, Colorado, Connecticut, and Florida have led to a sense of urgency regarding the level of safety and security in schools today.

According to the US Department of Education (2016), during the 2013–14 school year, 43 percent of all public schools in the US had security personnel on their campus, and 75.1 percent have video cameras, while only 2 percent had daily metal detector checks. This is despite the fact that more than 150 people were killed in school shootings across the country between 2000 and 2013. Between 2012 and 2018, 438 people have been shot in school shootings and 138 people have died as a result (Patel, 2018).

Applications

When practiced effectively, school-based violence prevention is both proactive and reactive in nature. Modern school systems are faced with the uncomforting notion that often the most legitimate threats are those that go unmade. Many school administrators argue that the easiest plan to foil is that of a student who broadcasts his or her intentions to others. An open line of communication frequently leads to the sharing of violent feelings or thoughts with peers or adults in the school (" Report: More counselors needed," 2002). Some even argue that these threats are the least credible, as the students responsible seem to be asking for others to intervene by sharing their plans openly. This leaves the frightening realization that perhaps the greatest threat for school violence comes from those students who choose not to share their plans with others and keep their intentions largely to themselves. Herein is the importance of proactive violence prevention measures.

In order to effectively and efficiently address instances of school violence, plans must be in place and well rehearsed prior to the occurrence. School safety plans have evolved far beyond the traditional fire and tornado drills. Although these traditional drills still play an important role in creating a well-rounded safety plan, an array of other issues must now be addressed as well. Safety issues such as weapons, online predators, substance abuse, chemical threats, and intruders have all surfaced as topics of concern in recent years. Effective school systems are now expected to conduct routine threat assessments and create threat assessment plans that satisfy any potential dangers associated with the school facility, student population, faculty, community, technology, or other areas of concern (Schiffbauer, 2000). In essence, any imaginable and foreseeable threat to the school and its stakeholders must be anticipated and addressed with the understanding that unforeseeable events may also occur.

In an effort to create a plan as thorough and all-encompassing as the aforementioned threat assessment process, a number of strategies can be utilized. Staff development and teacher in-service days have become a rather common means of implementing and rehearsing threat assessment plans. Other avenues that may be utilized include school safety seminars or workshops as well as training partnerships with local safety agencies such as law enforcement or social services.

Threat assessment plans comprise only one piece of the school safety puzzle. A second vital component of a prevention plan is the availability and acquisition of resources necessary to enact such implementations. Resources such as metal detectors, video cameras, police liaison officers, and school social workers are valuable, yet costly. Moreover, daily safety needs such as appropriate lighting, telephones, radios, and computers are also crucial to the safe operation of a school facility but they are expensive. Without question, the daily implementation of safety initiatives is as much a question of dollars as it is desire. Many educators understand the importance of these safety resources; however, few can offer a viable means of paying for all of a school's necessities. As educational budgets decrease and operational expenses associated with items such as technology, transportation, and utilities steadily increase, schools are expected to not only maintain their current programming with smaller budgets but also implement new and innovative initiatives to serve and protect students. To say the least, this presents an intriguing and challenging state of affairs for current educational leaders. When school boards and administrators find themselves faced with choices such as cutting a math program or purchasing video surveillance equipment for safety, a challenging debate over educational prioritization is inevitable.

Within the debate over school violence and safety exists an important distinction between ages and grade levels. As school leadership personnel begin to address safety concerns associated with each of their schools, different topics of interest may surface depending upon the ages of students involved. Although a number of commonalities may be apparent between primary and secondary schools, it is the difference in needs between these student populations that sometimes gets overlooked.

Perhaps the most prevalent shared needs between primary and secondary schools consist of supervision and tolerance. A need for continual supervision exists at all levels. Also, students must be taught the importance of accepting others and educated as to the damage that bullying and harassment can do (October, 2005). Again, these issues seem to exist regardless of age or grade level.

However, other grade- or age-specific safety issues do exist. Primary level students must be taught the basics of personal safety such as playground etiquette and how to interact with strangers or other adults. They must also learn how to contact emergency personnel and under what circumstances to do so. When addressing the needs of secondary students, such elementary issues have typically already been satisfied. As students age, dangers associated with dating, harassment, and technology become important. Also, as the needs of secondary students are often responsive to the changing needs of society, a regular system of evaluating student threats and needs must be established in order to stay current with evolving student issues. Such a system can often involve parents, community members, staff, and/or students.

In conjunction with the many proactive measures available to schools, a reactive plan must also be employed. As demonstrated by the string of school-related violence that has transpired throughout the nation in the late twentieth and early twenty-first centuries, it seems no region or area is insusceptible to school violence. From the smallest rural school houses to the largest urban school systems, school-related violence is an unfortunate possibility. The horrific instances of violence that have occurred against students, staff, administrators, and other personnel should serve as learning experiences for other school districts. As these instances occur, existing threat assessment plans must be revised to address the new issues presented. In its most basic form, responsiveness of this nature works to prevent copycat occurrences. In a broader sense, any adjustment made to the plan that satisfies a previously unaddressed safety issue greatly increases the overall effectiveness of the school's safety plan .

Discourse

Some theorists suggest that school shootings are simply extreme cases of the violent behaviors such as bullying, fighting, and sexual offenses that have been occurring in schools for many decades. Some also feel that the problem with extreme violence in schools today is a result of more than the ease with which an American can obtain a firearm. It may extend into the very heart of our societal norms and the behaviors that young people are observing and learning from those around them.

A number of theories exist surrounding the most effective and appropriate way to address school violence. Some experts feel the most effective method of preventing such occurrences is through the implementation of concrete deterrents such as metal detectors, video cameras, and other security devices. Others believe more interpersonal methods of prevention such as counseling, conflict-resolution programs, and increased communication skills are a more effective means of preventing these instances before they occur. The common thread seems to be the recognition that preventative measures must be taken in order to minimize the likelihood of such occurrences and to equip school personnel with the tools to address the issues if they do arise.

Numerous initiatives have been created by a variety of agencies and organizations in an effort to deal with the increase in school violence. A number of states have enacted "Youth Preparedness Initiatives" in order to equip students with skills to address a variety of crisis situations (Center for Emergency Health and Safety for Schools, 2006). These initiatives address the areas of basic life-saving skills, risk watch, responding to emergencies, response team training, and other areas related to basic school and community safety. Many of these skills are taught through school district curricula or in conjunction with local agencies such as the American Red Cross, poison centers, public health departments, parent-teacher associations, universities, and others. These partnerships enable the cost and labor involved with implanting such initiatives to be shared between and among the stakeholders involved.

Similar state-initiated programs exist as well. For example, the state of Arizona, working in conjunction with the Arizona Department of Education, has created an extensive school safety program that addresses the following areas of concern: health programs, safe and drug-free schools, chemical abuse prevention, school safety programs, and threat assessment (Arizona Department of Education, 2013). Programs of this nature have been developed through a partnership with the state government and provide financial assistance to schools during their training and implementation processes. State agencies also provide insight and assistance into additional resources available to the schools in order to enhance the effectiveness and overall success of the programs.

Outside of local school districts and state agencies, a variety of other organizations have taken an interest in promoting a safe learning environment for students. The Wisconsin FAST (Family, School, and Community Partnerships) organization has adopted a school safety initiative focused upon staff and faculty training for crisis prevention. This program provides training and resources for schools interested in supplementing their current safety implementations through additional staff training (Wisconsin Center for Educational Research, 2007).

The National Safety Council (2009) has also increased school safety awareness by creating and promoting initiatives associated with increased school bus safety. According to their research, school bus–related accidents killed 134 and injured approximately 11,000 people nationwide in 2005. The National Safety Council has provided in their plan suggestions for getting on the school bus, behavior on buses, getting off the bus, and crossing the street. This plan also provides training guidelines for bus drivers in an effort to prevent incidents that may occur as a result of inadequate supervision.

School safety can be an expensive endeavor. Newly developed safety strategies, tools, and initiatives can prove quite costly. Some argue that with the current financial challenges facing many school districts, new safety implementations are simply unaffordable. Others argue that schools cannot afford not to complete such implementations. Data supports both sides of this debate. Video equipment, contracting security personnel, and training costs all involve large sums of money. However, taking these steps to increase school security can also reduce expenses associated with lawsuits resulting from injuries and building maintenance due to vandalism.

In order to implement new safety and security initiatives, many school systems have actively sought out new funding mechanisms. Financial support for increasing school safety has become available from a number of new sources. The United States Department of Justice and Office of Community Oriented Policing Services have provided funding and resources for school and community partnership programs focused on school safety (Wisconsin Center for Education Research, 2007). Federally, Title IV funding can be obtained in order to support programs aimed at school safety and prevention. Schools can also obtain assistance in providing training for staff members and developing emergency response plans through partnerships developed with county health departments, emergency management agencies, fire and law enforcement agencies, and Red Cross chapters.

Other organizations provide many online resources and sample policies, checklists, and programs intended to help schools develop their safety and security initiatives without purchasing external services. There are also a number of grants and professional growth scholarship opportunities available for schools interested in providing professional development training and/or safety updates. These monetary awards can range from a relatively small amount of money, such as $750 to attend a training seminar, to $30,000 for the purchase and implementation of new security technologies.

Despite decreasing budgets and increasing district expenses, school systems are faced with the task of maintaining safe and secure learning environments. New threats have called for the implementation of new security tactics. All of these things involve costs that many schools are struggling to finance. In order to maintain safe and secure facilities with adequate and appropriate security measures, school district leadership personnel must seek out and obtain new financial resources. The many new financial resources available today have made safety improvements a viable option for those districts willing to actively pursue new and creative sources of funding and support.

The underlying question facing any school system today may focus on its most fundamental component: its mission. In today's diverse society, student demographics differ dramatically not only from one district to the next but from one desk to the next. Modern educators are faced with the task of satisfying the needs of every student with whom they interact, as dictated by current educational legislation. Student needs differ on many levels. Is a teacher required to nurture a needy student, or challenge a student preparing for a college education? According to current educational legislation, the teacher must do both. In the interest of the students involved, it is the teacher's professional responsibility to meet the needs of all students. Within the countless differences that exist between students lies yet another dimension of school safety. Staff members must be trained to recognize safety issues such as physical abuse, emotional abuse, neglect, and malnutrition. In order to do so, school systems must often utilize a variety of personnel such as counselors, social workers, police officers, and mentors. Beyond the moral and ethical significance associated with safety issues of this nature lies a legal obligation to protect students from threats they themselves are unable to avoid.

In the end, it is the duty of a school and its teachers to provide an all-encompassing umbrella of protection to its students and stakeholders. From abuse and neglect to technology and weapons, the realm of school safety issues appears endless. In order to adequately and appropriately prepare for such issues, school leadership personnel must employ both proactive and reactive approaches to school violence prevention, allowing potential threats to be negated in an efficient and effective manner.

Terms & Concepts

Safety Statistics: Safety statistics are available in most states outlining the frequency and total of statewide instances of school related violence.

School Safety: School safety is a phrase used to describe the threats and subsequent violence prevention measures existing in and around school systems. School safety issues include virtually any danger or threat present to those in a school or school system while performing school related duties. Such dangers may change and evolve according to the interests and resources available to the larger society.

School Violence: School violence describes instances of harmful behaviors occurring within a school or educational setting. Instances involving weapons, chemicals, harassment, bullying, and other dangerous circumstances fall under this umbrella term.

National School Safety and Security Services: This organization specializes in school-related safety and security initiatives. It focuses on nation-wide violence prevention strategies for schools and other educational institutions.

Proactive Plan: A proactive plan is one prepared prior to the onset of anticipated events in order to increase the likelihood that such events will not lead to adverse consequences.

Reactive Plan: A reactive plan is one prepared after the occurrence of an event in order to address concerns or deficiencies highlighted by the occurrence.

Threat Assessment: Threat assessments are evaluations focused on the current safety and security status of a given organization or facility. A threat assessment is intended to identify areas of potential danger and aid in the creation of a plan minimizing threats to the organization and its personnel.

Violence Prevention: Violence prevention describes plans or measures taken to minimize and/or eliminate potential threats.

Bibliography

Arizona Department of Education. (2013). School safety program. Retrieved December 11, 2013, from http://www.azed.gov/prevention-programs/school-safety-program/

Crepeau-Hobson, F., Sievering, K. S., Armstrong, C., & Stonis, J. (2012). A coordinated mental health crisis response: Lessons learned from three Colorado school shootings. Journal of School Violence, 11, 207-225. Retrieved December 11, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=77571020

DeAngelis, K. J., Brent, B. O., & Ianni, D. (2011). The hidden cost of school security. Journal of Education Finance, 36, 312-337. Retrieved December 11, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=58449293

McAdams, C., Shillingford, M., & Trice-Black, S. (2011). Putting research into practice in school violence prevention and intervention: How is school counseling doing? Journal of School Counseling, 9, 1-31. Retrieved December 11, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=86698228

Mongan, P., & Walker, R. (2012). “The road to hell is paved with good intentions”: A historical, theoretical, and legal analysis of zero-tolerance weapons policies in American schools. Preventing School Failure, 56, 232-240. Retrieved December 11, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78322904

National Education Association. (2013). School safety resources for educators. Retrieved December 11, 2013, from http://www.nea.org/home/44693.htm

National Safety Council. (2009). School bus safety rules. Retrieved December 11, 2013, from http://www.nsc.org/news%5Fresources/Resources/Documents/School%5FBus%5FSafety%5FRules.pdf

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October, S. (2005). Preventing bullying in schools: A guide for teachers and other professionals. Educational Psychology in Practice, 21, 83-84. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=16925709&site=ehost-live

Patel, J. K. (February 15, 2018). After Sandy Hook, more than 400 people have been shot in over 200 school shootings. Retrieved March 7, 2018, from The New York Times. https://www.nytimes.com/interactive/2018/02/15/us/school-shootings-sandy-hook-parkland.html

Report: More counselors needed to stop violence. (2002). School Law News, 30, 9. Retrieved from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=6846272&site=ehost-live

Rinaldi, R. (2017). Preparing for the worst. American School & University, 89(6), 18–20. Retrieved March 7, 2018, from EBSCO Online Database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122227873&site=ehost-live&scope=site

Schiffbauer, P. (2000). A checklist for safe schools. Educational Leadership, 57, 72. Retrieved from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=3331663&site=ehost-live

Sobel, R. (2012). Perception of violence on a high school campus. Journal of Applied Security Research, 7, 11-21. Retrieved December 11, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=69993845

Thomas, P. (2006, October 3). Why the spike in school shootings? ABC News. Retrieved October 5, 2006, from http://abcnews.go.com/GMA/story?id=2521025&CMP=google_gmabn…

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United States Department of Education. (2016b). Table 233.70, Percentage of public schools with one or more full-time or part-time security staff present at least once a week, by selected school characteristics: 2005-06 through 2013-14. Digest of Education Statistics. Retrieved March 7, 2018, from the National Center for Education Statistics. https://nces.ed.gov/programs/digest/d16/tables/dt16‗233.70.asp

Wisconsin Center for Education Research. (2007). Wisconsin FAST: Family, school, and community partnerships for school safety. Retrieved October 18, 2007, from http://www.wcer.wisc.edu/projects/projects.php?project%5Fnum=71

Violence Prevention

On this Page

Subject Terms

Violence Prevention

Abstract

Overview

Applications

Discourse

Terms & Concepts

Bibliography

Suggested Reading