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Date: April 29, 2024 Mon
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Results for school crimes
21 results foundAuthor: Petrosino, Anthony Title: 'Policing Schools' Strategies: A Systematic Search for Experimental and Quasi-Experimental Studies Summary: WestEd researchers undertook a systematic search of the literature to identify experimental and quasi-experimental evaluations of policing schools strategies. Police have long implemented strategies at schools, and this study takes stock of the evidence that assesses the effectiveness of those strategies. Although police-taught prevention curricula like Drug Abuse Resistance Education (D.A.R.E.) have been the subject of many high-quality evaluations and at least two systematic reviews, the evidence concerning other police-led school strategies is less well-known. This study is an attempt to take stock of what is known. Details: Woburn, MA: WestEd, 2011. 75p. Source: Internet Resource: Accessed March 10, 2011 at: http://gunston.gmu.edu/cebcp/PetrosinoetalPolicingSchools.pdf Year: 2011 Country: International URL: http://gunston.gmu.edu/cebcp/PetrosinoetalPolicingSchools.pdf Shelf Number: 120965 Keywords: Police in SchoolsSchool CrimesSchool SafetySchool Violence |
Author: Boccanfuso, Christopher Title: Multiple Responses, Promising Results: Evidence-Based, Nonpunitive Alternatives to Zero Tolerance Summary: In response to highly publicized violent incidents in schools, such as the Columbine High School massacre, school disciplinary policies have become increasingly severe. These policies have been implemented at the school, district, and state levels with the goal of ensuring the safety of students and staff. Many of these policies have one component in common: zero tolerance. While it is clear that protecting the safety of students and staff is one of school leaders‘ most important responsibilities, it is not clear that zero tolerance policies are succeeding in improving school safety. In fact, some evidence based on nonexperimental studies suggests that these policies actually may have an adverse effect on student academic and behavioral outcomes. Child Trends developed this brief to explore these issues. The brief does this in two ways: it reviews existing research on the implementation and effects of zero tolerance in the school setting; and it highlights rigorously evaluated, nonpunitive alternatives to zero tolerance that have shown greater promise in improving school safety and student outcomes. Nonpunitive programs that take a largely preventive approach to school discipline have been found to keep students and schools safe by reducing the need for harsh discipline. These programs take many forms, such as targeted behavioral supports for students who are at-risk for violent behavior, character education programs, or positive behavioral interventions and supports that are instituted schoolwide. Details: Washington, DC: Child Trends, 2011. 12p. Source: Internet Resource: Publications #2011-09: Accessed April 25, 2011 at: http://www.childtrends.org/Files/Child_Trends-2011_03_01_RB_AltToZeroTolerance.pdf Year: 2011 Country: United States URL: http://www.childtrends.org/Files/Child_Trends-2011_03_01_RB_AltToZeroTolerance.pdf Shelf Number: 121485 Keywords: School CrimesSchool SafetySchool ViolenceZero Tolerance Policies, Schools |
Author: Farrington, David P. Title: School-Based Programs to Reduce Bullying and Victimization Summary: School bullying has serious short-term and long-term effects on children’s physical and mental health. Various anti-bullying programs have been implemented world wide and, more rarely, evaluated. Previous narrative reviews, summarizing the work done on bullying prevention, as well as previous meta-analyses of anti-bullying programs, are limited. The definition of school bullying includes several key elements: physical, verbal, or psychological attack or intimidation that is intended to cause fear, distress, or harm to the victim; an imbalance of power (psychological or physical), with a more powerful child (or children) oppressing less powerful ones; and repeated incidents between the same children over a prolonged period. School bullying can occur in school or on the way to or from school. It is not bullying when two persons of the same strength (physical, psychological, or verbal) victimize each other. This report presents a systematic review and meta-analysis of the effectiveness of programs designed to reduce school bullying perpetration and victimization (i.e. being bullied). The authors indicate the pitfalls of previous reviews and explain in detail how the present systematic review and meta-analysis addresses the gaps in the existing literature on bullying prevention. Details: Oslo: Cambpell Collaboration Crime and Justice Group, 2009. 149p. Source: Internet Resource: Campbell Systematic Reviews 2009:6: Accessed February 1, 2012 at: http://www.campbellcollaboration.org/news_/reduction_bullying_schools.php Year: 2009 Country: International URL: http://www.campbellcollaboration.org/news_/reduction_bullying_schools.php Shelf Number: 117563 Keywords: School BullyingSchool CrimesStudent VictimizationStudents, Crimes Against |
Author: Calbom, Linda M. Title: School Bullying: Extent of Legal Protections for Vulnerable Groups Needs to Be More Fully Assessed Summary: Millions of youths are estimated to be subject to bullying in U.S. schools. GAO was asked to address (1) what is known about the prevalence of school bullying and its effects on victims, (2) approaches selected states and local school districts are taking to combat school bullying, (3) legal options federal and selected state governments have in place when bullying leads to allegations of discrimination, and (4) key federal agencies’ coordination efforts to combat school bullying. GAO reviewed research on the prevalence and effects on victims; analyzed state bullying laws, and school district bullying policies; and interviewed officials in 8 states and 6 school districts. States were selected based on various characteristics, including student enrollment, and their definitions of bullying. Also, GAO reviewed selected relevant federal and state civil rights laws, and interviewed officials from Education, HHS, and Justice. GAO recommends that Education compile information about state civil rights laws and procedures that relate to bullying, and inform complainants about state legal options; Education, HHS, and Justice develop information about bullied demographic groups in their surveys; and assess whether legal protections are adequate for these groups. Education disagreed with our first recommendation and we clarified it to address some of their concerns. Education is considering our second recommendation, agreed with our third, and provided information on efforts related to the last. HHS agreed with our recommendations. Justice Details: Washington, DC: GAO, 2012. 64p. Source: Internet Resource: GAO-12-349: Accessed June 26, 2012 at: http://www.gao.gov/assets/600/591202.pdf Year: 2012 Country: United States URL: http://www.gao.gov/assets/600/591202.pdf Shelf Number: 125401 Keywords: School Bullying (U.S.)School CrimesSchool DisciplineSchool Safety |
Author: Virginia. Department of Education Title: Study of the Nature and Effectiveness of Virginia School Divisions' Antibullying Policies (HJR 625, 2011) Summary: In 2011, the Virginia General Assembly passed House Joint Resolution No. 625, requesting the Virginia Department of Education (VDOE) to study the nature and effectiveness oflocal school divisions' antibullying policies. Specifically, the directive ofthe resolution requested VDOE: to study the nature and effectiveness of local school divisions' antibullying policies, completing its meetings by November 30, 2011, and submitting to the Governor and General Assembly an executive summary and a report of its findings and recommendations for publication as a House or Senate document...no later than the first day ofthe 2012 Regular Session of the General Assembly (January II, 2012). The study directives were: 1. To review and compare "antibullying measures in the student codes of conduct from each school division;" n. To compare "existing policies with the Department (of Education's) model policy for codes of student conduct;" and iii. To detennine "if improvements to existing policies are warranted, in order to more effectively combat bullying in Virginia public schools." In response to this resolution, VDOE surveyed all school divisions regarding policies, regulations, procedures, discipline actions, prevention and intervention programs, and strategies surrounding bullying. VDOE worked with the Center for School Safety within the Department of Criminal Justice Services to utilize school-level data from the 2011 Virginia School Safety Audit (SSA). VDOE contracted with the School of Education at Virginia Commonwealth University to conduct the study. Methodology of the study included several steps. A review was conducted of bullying policies collected in a VDOE division-level survey and division-written policies posted on school division Web sites. Themes across school division policies were culled. Division-level policies also were compared to ten components of best practice identified by a literature review and review of the policies of states held in high national regard surrounding bullying efforts. Four of the elements of the Board of Education's Student Conduct Policy Guidelines (2009) were examined as they coincide with the ten components of best practice. These components are: (I) standards of student conduct; (2) training of school personnel; (3) dissemination and review of standards; and (4) discipline procedures. In addition, school-level activities, programs, and policies as reported by schools in the SSA were examined. Study Findings It was found that all school divisions in Virginia meet the requirements of the Code of Virginia and include bullying as a part of character education and as a prohibited behavior. Details: Richmond: Virginia Department of Education, 2012. 56p. Source: Internet Resource: House Document No. 7: Accessed July 25, 2012 at: http://www.doe.virginia.gov/support/prevention/bullying/2011_legislative_study.pdf Year: 2012 Country: United States URL: http://www.doe.virginia.gov/support/prevention/bullying/2011_legislative_study.pdf Shelf Number: 125771 Keywords: School Bullying (Virginia)School CrimesSchool Discipline |
Author: Eriksen, Tine Louise Mundbjerg Title: The Effects of Bullying in Elementary School Summary: Bullying is a widespread social phenomenon. We show that both children who are being bullied and children who bully suffer in terms of long-term outcomes. We rely on rich survey and register-based data for children born in a region of Denmark during 1990-1992, which allows us to carefully consider possible confounders. Evidence from a number of identification strategies suggests that the relationship is causal. Besides the direct effect bullying may have on the child in the longer run, we show that an additional mechanism can arise through teacher perceptions of short-run abilities and behavior. Details: Bonn, Germany: Institute for the Study of Labor (IZA), 2012. 47p. Source: Internet Resource: IZA Discussion Paper Series, No. 6718: Accessed July 25, 2012 at: http://ftp.iza.org/dp6718.pdf Year: 2012 Country: Denmark URL: http://ftp.iza.org/dp6718.pdf Shelf Number: 125777 Keywords: Elementary SchoolSchool Bullying (Denmark)School CrimesSchool Discipline |
Author: Mncube, Vusi Title: The Dynamics of Violence in Schools in South Africa Summary: There is an oft-repeated argument by many social commentators that our streets, schools and roads are unbearably violent. As we continually witness events unfolding in several spheres of our society, be it in the mines; in our education system, or even in the political arena, the question of using violence to get points across perpetually rears its ugly head. The question we should be asking ourselves, if we are convinced that we are a violent society, is to what extent is violence prevalent in our schools and how does it contribute to the shaping of the young mind? Because in a normal sequence of events, the learners we have in our classrooms today are the leaders of tomorrow. The dynamics of violence in schools: Implications for policy makers in South African Education’ is an instructive study which was conducted by a team of researchers from Unisa’s College of Education in six of South Africa’s provinces: Gauteng, Mpumalanga, Limpopo, Kwa-Zulu Natal, North West and the Western Cape. It explored the nature and extent of violence in South African schools focussing mainly on the types of violence, the underlying causes of violence and initiatives for its prevention. The findings of the study suggest that violence is a serious problem in many South African schools. Details: Pretoria, South Africa: University of South Africa, 2013. 144p. Source: Internet Resource: Accessed May 1, 2013 at: http://www.unisa.ac.za/contents/colleges/col_education/docs/The%20Dynamics%20of%20Violence%20in%20South%20African%20schools.pdf Year: 2013 Country: South Africa URL: http://www.unisa.ac.za/contents/colleges/col_education/docs/The%20Dynamics%20of%20Violence%20in%20South%20African%20schools.pdf Shelf Number: 128513 Keywords: School CrimesSchool SafetySchool Violence (South Africa) |
Author: American Educational Research Association. Title: Prevention of Bullying in Schools, Colleges, and Universities: Research Report and Recommendations Summary: Bullying presents one of the greatest health risks to children, youth, and young adults in U.S. society. It is pernicious in its impact even if often less visible and less readily identifiable than other public health concerns. Its effects on victims, perpetrators, and even bystanders are both immediate and long term and can affect the development and functioning of individuals across generations. The epicenter for bullying is schools, colleges, and universities, where vast numbers of children, youth, and young adults spend much of their time. Bullying—a form of harassment and violence—needs to be understood from a developmental, social, and educational perspective. The educational settings in which it occurs and where prevention and intervention are possible need to be studied and understood as potential contexts for positive change. Yet many administrators, teachers, and related personnel lack training to address bullying and do not know how to intervene to reduce it. The report is presented as a series of 11 briefs. All but one present research and set forth conclusions and implications. The briefs, which range in length from four to 10 pages each, include: •Looking Beyond the Traditional Definition of Bullying •Bullying as a Pervasive Problem •Bullying and Peer Victimization Among Vulnerable Populations •Gender-Related Bullying and Harassment: A Growing Trend •Legal Rights Related to Bullying and Discriminatory Harassment •Improving School Climate: A Critical Tool in Combating Bullying •Students, Teachers, Support Staff, Administrators, and Parents Working Together to Prevent and Reduce Bullying •Putting School Safety Education at the Core of Professional Preparation Programs •Reinvigorated Data Collection and Analysis: A Charge for National and Federal Stakeholders. Details: Washington, DC: American Educational Research Association, 2013. 79p. Source: Internet Resource: Accessed May 15, 2013 at: http://www.aera.net/Portals/38/docs/News%20Release/Prevention%20of%20Bullying%20in%20Schools,%20Colleges%20and%20Universities.pdf Year: 2013 Country: United States URL: http://www.aera.net/Portals/38/docs/News%20Release/Prevention%20of%20Bullying%20in%20Schools,%20Colleges%20and%20Universities.pdf Shelf Number: 128730 Keywords: Bullying (U.S.)Bullying PreventionColleges and UniversitiesSchool CrimesSchool DisciplineSchool Security |
Author: New York City School-Justice Partnership Task Force Title: Keeping Kids In School and Out of Court: Report and Recommendations Summary: As the education of our children – our nation’s future – and the school-justice connection has increasingly captured public attention, the sunshine of increased graduation rates has brought into sharp focus the shadow of the so-called school-to-prison pipeline – the thousands of students who are suspended, arrested, put at greater risk for dropping out, court involvement and incarceration. They are the subject of this Report. In school year 2011-2012 (SY2012), the number of suspensions in New York City public schools was 40 percent greater than during SY2006 (69,643 vs. 49,588, respectively), despite a five percent decrease in suspensions since SY2011. In addition, there were 882 school-related arrests (more than four per school day on average) and another 1,666 summonses issued during the SY2012 (more than seven per school day on average), also demonstrating an over-representation of students of color. These numbers might suggest New York City has a growing problem with violence and disruption in school but the opposite is true. Over the last several years, as reported by the Department of Education in November 2012, violence in schools has dropped dramatically, down 37 percent between 2001 and 2012. Indeed, violence Citywide has dropped dramatically. Emerging facts suggest that the surge in suspensions is not a function of serious misbehavior. New York City has the advantage of newly available public data that makes it possible for the first time to see patterns and trends with respect to suspensions by school and to see aggregate data on schoolrelated summonses and arrests. The data shows that the overwhelming majority of school-related suspensions, summonses and arrests are for minor misbehavior, behavior that occurs on a daily basis in most schools. An important finding is that most schools in New York City handle that misbehavior without resorting to suspensions, summonses or arrests much if at all. Instead, it is a small percentage of schools that are struggling, generating the largest number of suspensions, summonses and arrests, impacting the lives of thousands of students. This newly available data echoes findings from other jurisdictions indicating that suspension and school arrest patterns are less a function iv of student misbehavior than a function of the adult response. Given the same behavior, some choose to utilize guidance and positive discipline options such as peer mediation; others utilize more punitive alternatives. Details: Albany, NY: New York State Permanent Judicial Commission on Justice for Children, 2013. 74p. Source: Internet Resource: Accessed June 3, 2013 at: http://www.advocatesforchildren.org/sites/default/files/library/sjptf_report.pdf?pt=1 Year: 2013 Country: United States URL: http://www.advocatesforchildren.org/sites/default/files/library/sjptf_report.pdf?pt=1 Shelf Number: 128921 Keywords: School CrimesSchool Discipline (New York, U.S.)School SuspensionsSchool-to-Prison Pipeline |
Author: White House Task Force to Protect Students From Sexual Assault Title: Not Alone: The First Report of the White House Task Force to Protect Students From Sexual Assault Summary: One in five women is sexually assaulted in college. Most often, it's by someone she knows - and also most often, she does not report what happened. Many survivors are left feeling isolated, ashamed or to blame. Although it happens less often, men, too, are victims of these crimes. The President created the Task Force to Protect Students From Sexual Assault to turn this tide. As the name of our new website - NotAlone.gov - indicates, we are here to tell sexual assault survivors that they are not alone. And we're also here to help schools live up to their obligation to protect students from sexual violence. Over the last three months, we have had a national conversation with thousands of people who care about this issue. Today, we offer our first set of action steps and recommendations. Details: Washington, DC: White House Task Force to Protect Students From Sexual Assault, 2014. 32p. Source: Internet Resource: Accessed May 3, 2014 at: http://www.whitehouse.gov/sites/default/files/docs/report_0.pdf Year: 2014 Country: United States URL: http://www.whitehouse.gov/sites/default/files/docs/report_0.pdf Shelf Number: 132216 Keywords: Campus CrimesDate RapeSchool CrimesSexual AssaultSexual Violence |
Author: Virginia Department of Criminal Justice Services Title: The 2013 Virginia School Safety Audit Survey Results Summary: In 2005, legislation designated the Virginia Center for School Safety (now named the Virginia Center for School and Campus Safety-VCSCS) of the Virginia Department of Criminal Justice Services (DCJS) to prescribe the safety audit content and reporting process for the School Safety Audit program. Accordingly, the VCSCS and DCJS Criminal Justice Research Center conduct an annual on-line school safety survey that allows schools and school divisions to meet the Code of Virginia mandate to report safety audit data. Annual reports can be found on the DCJS website at ww.dcjs.virginia.gov/VCSCS/audit/index.cfm. The survey for the 2012-2013 academic school year was conducted from late July through September 2013 and covered school safety-related topics such as: crisis management plans, use of threat assessments, school climate and safety-related programs, bullying and cyberbullying, and school security practices. Major Findings from the 2012-2013 School Safety Survey - The 2012-2013 school safety survey was completed by 100% of the 1,958 Virginia public schools. This total included 1,109 (57%) elementary schools, 339 (17%) middle schools, and 304 (16%) high schools. Also included in the total were 206 (11%) other types of schools, such as alternative, technical/vocational, combined, prekindergarten (pre-K), and special education. The majority of schools (74%, 1,446) had between 251 and 1,000 students. - Just over two-thirds (68%, 1,322) of the schools report that a majority of their students live in areas with low levels of crime, while 16% (306) report moderate and 2% (47) report high levels. There were 283 schools (15%) that reported students from areas with varied levels of crime. - Schools were asked which types of critical events/emergencies they practiced with students at least annually. The top three were fire (95%, 1,861), natural disasters-including severe weather (80%, 1,561), and presence of unauthorized persons/trespassers (78%, 1,517). - About one-quarter of schools (26%, 510) activated some portion of their Crisis Management Plan (CMP) or Emergency Management Plan (EMP) during the 2012-2013 school year due to an actual emergency. The most common cause of activation was incidents related to violence or crime, including weapon carrying or use, occurring off school property (6%, 116). - Nearly three-quarters of the schools (72%, 1,404) said they shared their CMP/EMP with local first responders. This rate was higher among middle (79%) and high (84%) schools. Over three-quarters of the schools (79%, 1,549) reported that their CMP/EMP includes a reunification plan. - Schools were asked if their CMP/EMP included a Family Assistance Center (FAC). One-third of all schools (33%, 651) reported that their CMP/EMP did include a FAC. Just over half of the schools (53%, 1,033) reported that their CMP/EMP did not include a FAC, and 14% of schools (274) reported they did not know if their plan included a FAC. - A large majority of schools (85%, 1,671) reported using a formal threat assessment process to respond to student threats of violence. Of these schools, 44% (728) reported using the threat assessment guidelines developed by the University of Virginia (UVA) and 44% (728) use a division-created threat assessment model. While 90% (1,506) of the schools report having an established threat assessment team, only three-quarters of schools (76%, 1,269) reported that their staff or team had been formally trained in using their threat assessment model. - Most schools (96%, 1,879) reported having an automated Electronic Notification System (ENS) to notify parents/guardians when there is an emergency at the school. However, only 20% of these schools (383) actually activated their electronic notification system during the 2012-2013 school year because of an emergency. The most frequent cause of activation was a naturally occurring hazard such as earthquake, tornado or dangerous weather conditions (7%, 133). - Over half of all schools (57%, 1,114) reported having regular meetings with law enforcement to discuss problems in and around their school. About one-third of schools (32%, 633) reported receiving crime data reports from local law enforcement regarding crimes occurring near the school and about half of schools (51%, 994) reporting having a process in place through which they received notification from local law enforcement of certain offenses committed by students. Details: Richmond, VA: Virginia Department of Criminal Justice Services, 2014. 75p. Source: Internet Resource: Accessed June 26, 2014 at: http://www.dcjs.virginia.gov/vcscs/documents/2013SchoolSafetyReport.pdf Year: 2014 Country: United States URL: http://www.dcjs.virginia.gov/vcscs/documents/2013SchoolSafetyReport.pdf Shelf Number: 132542 Keywords: School BullyingSchool CrimesSchool SecuritySchool Violence |
Author: U.S. Department of Education Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2013 School Crime Supplement to the National Crime Victimization Survey Summary: This document reports data from the 2013 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS).1 The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2010-11 Common Core of Data (CCD) and the 2011-12 Private School Universe Survey (PSS) to generate tables showing the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics.2 School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables appear in four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 provides estimates for the percentage distribution of the frequency and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; selected school security measures; criminal victimization at school; and personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4). Details: Washington, DC: U.S. Department of Education, 2015. 53p. Source: Internet Resource: Accessed May 13, 2015 at: http://nces.ed.gov/pubs2015/2015056.pdf Year: 2015 Country: United States URL: http://nces.ed.gov/pubs2015/2015056.pdf Shelf Number: 135553 Keywords: BullyingCyberbullyingCybercrimeSchool BullyingSchool CrimesSchool Victimization |
Author: MacKay, A. Wayne Title: Respectful and Responsible Relationships: There's No App for That. The Report of the Nova Scotia Task Force on Bullying and Summary: Schools are in many ways a microcosm of the larger society and this is also true in respect to the problems of bullying. The problems of bullying, and cyberbullying in particular, are a world-wide phenomenon and are growing in prominence. As the Task Force did its work there was barely a day that passed when there was not some mention of these issues. It is in the news, the basis of television crime dramas and it is affecting the lives of young people around the world. In a presentation to the Senate Human Rights Committee on Bullying and Cyberbullying, the President of Bullying.org indicated that there are 252,000 cases of bullying per month in Canadian high schools. A tragic series of youth suicides in Nova Scotia was the trigger that led to the creation of the Task Force, and courageous parent, Pam Murchison, mother of Jenna, whose talented young life ended in suicide, presented to the Task Force in both private and public meetings. These were important reminders of the need to reduce the problem of bullying and its sometimes tragic consequences on the lives of young people. Also the tearful news account of the father of another young Nova Scotian woman, who was tormented by bullies and whose life ended too early, added motivation and a sense of urgency to the work of this Task Force. Suicides are complex issues of mental health and there is rarely a clear cause and effect. However, the negative consequences of bullying in all its forms are extensive: loss of self-esteem, anxiety, fear and school drop-outs are a few examples. As the title of this report suggests, there is no quick fix to this problem; or to put it in modern terms, there is no app for that. The problems of bullying and cyberbullying raise some of the largest and most complex issues in society. At the core of the bullying issue is the need for respectful and responsible relationships among young people and in society generally. While there is lots of blame to go around, bullying is not just about unacceptable individual conduct but rather a complex web of relationships and attitudes that permeate all aspects of modern society. It is about values, community (or the loss of it), a breakdown in respect for other people, and the need for citizens young and old to take responsibility for their actions and inactions. As an insightful Grade 4/5 student stated, "Other people's feelings should be more important than your own. If everybody thought that way, there wouldn't be any bullying." This Task Force was born in the context of the Stanley Cup riots in Vancouver and extensive riots in the United Kingdom. In both these cases the mob mentality prevailed and acts of violence and vandalism were captured on camera for the entire world to see. The lack of respect for other people and their property, a failure to take responsibility for individual and collective actions, the loss of a sense of community and core values were all too evident in these high profile displays of violence and irresponsibility. Problems of bullying and cyberbullying are not confined to youth and in many respects the mandate of this Task Force intersects with some of the largest and most troubling issues of our time. Details: Halifax: Nova Scotia Task Force on Bullying and Cyberbullying, 2012. 105p. Source: Internet Resource: Accessed May 26, 2015 at: http://antibullying.novascotia.ca/sites/default/files/Respectful%20and%20Responsible%20Relationships%2C%20There%27s%20no%20App%20for%20That%20-%20Report%20of%20the%20NS%20Task%20Force%20on%20Bullying%20and%20Cyberbullying.pdf Year: 2012 Country: Canada URL: http://antibullying.novascotia.ca/sites/default/files/Respectful%20and%20Responsible%20Relationships%2C%20There%27s%20no%20App%20for%20That%20-%20Report%20of%20the%20NS%20Task%20Force%20on%20Bullying%20and%20Cyberbullying.pdf Shelf Number: 129790 Keywords: BullyingCyberbullyingSchool BullyingSchool CrimesSuicide |
Author: Katz, Charles M. Title: Exploring the Gang Problem in Redlands, CA: An Evaluation of a Problem Solving Partnership Summary: In the late 1990s, violence, drugs, and gangs within schools became a major subject of interest among residents, public officials, and law enforcement officers. This was largely a consequence of the school shootings in Jonesboro, Arkansas, West Paducah, Kentucky, and Littleton, Colorado. However, concern about school safety was also fueled by increased recognition that school crime is not a rare event. For example, among 12-18 year old students in 1998 roughly 1.2 million students were the victims of a violent crime and 2.8 million students were the victims of a theft while at school. School crime was not limited to students. In 1998, about 133,700 violent crimes and 217,400 thefts were committed against teachers. Several consequences have resulted from the increased criminal activities taking place within the nation's schools. For example, roughly 7 percent of students nation-wide take a weapon to school at least once a month, many for protection, putting themselves and others at-risk. Similarly, these behavior problems have led to increased classroom disruptions (Small and Tetrick, 2001), increased school absences (Toby, 1995), and increased fear of crime while in school (Kenney and Watson, 1999). As a result, several policymakers have called for swift action to address school related crime and disorder. One increasingly popular response has been the implementation of school-based problem solving. In 1998, the Office of Community Oriented Policing Services (COPS) funded the School-Based Partnerships (SBP) program, which encouraged local police agencies to work with their local schools to engage in proactive problem-oriented policing to keep school aged youth safe from violence, crime, and disorder. In 1998 and 1999 over 355 local police agencies received about $32 million under this program (Uchida, 1999: 1). Agencies involved in the program were required to use problem solving strategies to identify and understand the causes of problems, apply data-driven responses, and evaluate the impact of their efforts. To ensure that projects were manageable agencies were asked to concentrate their efforts on one school in their jurisdiction and focus their response to one problem type (i.e., bullying, drugs, assault, theft etc.) (Varano and Bezdikian, 2001). Through a cooperative agreement with the COPS Office, 21st Century Solutions, Inc. conducted the national assessment of the School-Based Partnership (SBP) program. As part of this evaluation five police agencies were selected for intensive case study. This research report focuses on one of these sites - Redlands, California. In this report we describe the problem solving processes used by the Redlands Police Department to identify and respond to school-based problems, and evaluate the effectiveness of the strategy. Details: Silver Spring, MD: 21st Century Solutions, 2002. 60p. Source: Internet Resource: Accessed July 16, 2015 at: http://www.cops.usdoj.gov/pdf/school_based/Redlands_CA.pdf Year: 2002 Country: United States URL: http://www.cops.usdoj.gov/pdf/school_based/Redlands_CA.pdf Shelf Number: 136080 Keywords: GangsProblem-Oriented PolicingSchool Crimes |
Author: Lessne, Deborah Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2011 School Crime Supplement to the National Crime Victimization Survey Summary: This document reports data from the 2011 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2009-10 Common Core of Data (CCD) and the 2009-10 Private School Universe Survey (PSS) to generate tables showing the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics. School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/ Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables appear in four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 provides estimates for the percentage distribution of the frequency and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; selected school security measures; criminal victimization at school; and personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4). Details: Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2013. 52p. Source: Internet Resource: Accessed August 24, 2015 at: http://nces.ed.gov/pubs2013/2013329.pdf Year: 2013 Country: United States URL: http://nces.ed.gov/pubs2013/2013329.pdf Shelf Number: 129732 Keywords: BullyingCyber BullyingSchool BullyingSchool CrimesSchool SecuritySchool Victimization |
Author: Cohn-Vargas, Becki Title: Not in Our School. Preventing and Addressing Bullying and Intolerance: A Guide for Law Enforcement Summary: Bullying consists of a wide range of actions from persistent teasing and unwanted physical or verbal comments-which are not in themselves considered to be criminal acts-to serious criminal behaviors such as extortion, threats, vandalism, robbery, assault, and battery. Local law enforcement officers and school resource officers (SRO) can be of great assistance to school personnel in helping to reduce or eliminate incidences of bullying by becoming involved in positive school-sponsored bullying prevention programs. Officers can play a leadership role through community policing programs that educate and help young people avoid arrest and prevent contact with the juvenile justice system. This guide is intended to be a primary resource for law enforcement officers who play a large role in helping educate children and adults about the problems resulting from bullying and ways to prevent and intervene in bullying incidents. Officers can also help targets of bullying break a cycle by being a trusted and safe adult to whom children can turn. They can help bystanders learn to speak up to stop bullying, and they can help children who bully transform their behavior and break out of patterns of behavior that lead to further harm. Details: Washington, DC: U.S. Department of Justice, Office of Community Oriented Policing Services, 2015. 40p. Source: Internet Resource: Accessed May 16, 2016 at: http://ric-zai-inc.com/Publications/cops-p334-pub.pdf Year: 2015 Country: United States URL: http://ric-zai-inc.com/Publications/cops-p334-pub.pdf Shelf Number: 139059 Keywords: BullyingSchool BullyingSchool Crimes |
Author: Human Rights Watch Title: "The Nail That Sticks Out Gets Hammered Down": LGBT Bullying and Exclusion in Japanese Schools Summary: School bullying is a notorious problem in Japan. Students target peers they perceive to be different with harassment, threats, and sometimes violence - including by singling them out based on their real or perceived sexual orientation or gender identity. The Japanese government compounds and even fuels this problem by promoting social conformity and a climate of "harmony" in schools, and by insisting that no student is more vulnerable to bullying than any other. In doing so, it fails to address the vulnerabilities of lesbian, gay, bisexual, and transgender (LGBT) students. Based on more than 100 in-depth interviews with sexual and gender minority youth and Japanese education experts, "The Nail That Sticks Out Gets Hammered Down" examines the shortcomings in Japanese policies that expose LGBT students to bullying and inhibit their access to information and self-expression. Lack of comprehensive sex education, silence on LGBT topics in the national curriculum, and inadequate teacher training on sexual orientation and gender identity all contribute to LGBT students' vulnerabilities. Policies that require transgender people to obtain a diagnosis of gender identity disorder as a first step toward gaining legal recognition are harmfully rigid and discriminatory, and can have a particularly harsh impact on youth. While Japan's education ministry has taken positive steps in recent years to recognize, understand, and protect LGBT students, further action is needed to develop specific policies to address bullying. As the public debate on LGBT rights in Japan gains momentum around same-sex marriage and employment non-discrimination, the government has an opportunity to bring its policies in line with its international human rights commitments, including the right to education free from discrimination for all children. Details: New York: HRW, 2016. 92p. Source: Internet Resource: Accessed June 8, 2016 at: https://www.hrw.org/sites/default/files/report_pdf/japan0516web.pdf Year: 2016 Country: Japan URL: https://www.hrw.org/sites/default/files/report_pdf/japan0516web.pdf Shelf Number: 139337 Keywords: Bias CrimesGays, Crimes AgainstHate CrimesLesbian, Gay, Bisexual, Transgender (LGBT)School BullyingSchool Crimes |
Author: Schwartz, Heather L. Title: The Role of Technology in Improving K-12 School Safety Summary: Violence in schools negatively affects children's future life outcomes and the culture and performance of the school. For these reasons, promoting school safety is a national priority for many federal agencies, including the National Institute of Justice. This report focuses on school safety technologies as one among many approaches to prevent and respond to school violence. In the report, the authors summarize existing research on school violence, categorize school safety technologies and describe the available research about them, present six case studies of innovative technologies as used in schools, summarize experts' views of technologies and safety problems based on interviews, and present experts' rankings of technology needs to improve school safety produced during two day-long panels. These activities revealed that some of the most pressing safety needs that technology could address relate to (1) enabling two-way communication between teachers and emergency responders; (2) "all-in-one" applications that would integrate currently fragmented and outdated school safety policies, procedures, and training for school staff and parents; (3) advances in social media monitoring; and (4) improved tip lines to make them more robust and effective. Results should be of interest to organizations and individuals involved with K-12 school technology planning, research funding, and product development. Key Findings Violence in Schools Is Not Uncommon - In the 2009-10 school year, 74 percent of public schools recorded at least one incident of violence, including serious violence, fights, physical attacks, and threats. Many Factors Affect the Likelihood of Violence Occurring in a School - School climate is one element that affects the likelihood of violence occurring in a school. Also, violence is more common in places with the least adult supervision, such as hallways, bathrooms, and stairwells. Males are more likely than females to be victims, as are Hispanic and black students. Other important factors include student behavior and activities, such as substance abuse, mental health symptoms, belief in violence, school misbehavior, and prior exposure to violence. The Authors Identify 12 Types of School Safety Technologies - The technologies identified include employing entry control equipment, ID technology, video surveillance, and school-site alarm and protection systems. Other technologies identified were metal detectors and X-ray machines, anonymous tip lines, tracking systems, mapping schools and bus routes, using violence prediction technology, and social media monitoring. Recommendations The authors identify several areas with the potential for improving safety in U.S. schools. These include investments in communication strategies, comprehensive school safety plans, improved tip lines, and improved upkeep of technology. Schools need better information on what works; technology developers should test their technology solutions in real-world settings; and schools should develop an all-hazards safety plan, examine the underlying psychological and social problems that lead to school violence, make sure that the technology being considered will integrate with the school's current system, and identify the school's needs, budget, and community values before selecting a technology. Details: Santa Monica, CA: RAND, 2016. 148p. Source: Internet Resource: Accessed August 27, 2016 at: http://www.rand.org/content/dam/rand/pubs/research_reports/RR1400/RR1488/RAND_RR1488.pdf Year: 2016 Country: United States URL: http://www.rand.org/content/dam/rand/pubs/research_reports/RR1400/RR1488/RAND_RR1488.pdf Shelf Number: 140059 Keywords: School BullyingSchool CrimesSchool SafetySchool SecuritySchool Violence |
Author: Leoschut, Lezanne Title: Carrying it Forward: Overcoming Violence as a Barrier to Education in Mozambique Summary: Mozambique has been described 'as a dialectic between forces of integration and those of disintegration'. This is perhaps because Mozambique's past has been fraught with colliding ecological, social and political challenges that have left much of the population fractured by violence. The country's long civil war (1977-9), which started shortly after independence, had a devastating effect on the population. Some 4-5 million civilians were displaced and fled to refugee camps in Zambia and Malawi. At least a million people were killed as a result of the war, and even more children were orphaned. A further feature of the war was the systematic destruction of Mozambique's economic infrastructure. The country's education system did not escape this devastation. Half of all primary schools in rural areas were damaged; 840 schools were destroyed or closed, which affected more than 150,000 children. Following the war, Mozambique has embarked on several reform processes in an attempt to stabilise the economy and alleviate poverty. In addition, the realisation that education is critical to national development has resulted in the creation of key pieces of legislation aimed at increasing the quality and accessibility of education in the country. Despite these achievements, however, many problems persist. Even though the Constitution of Mozambique declares education a right and a duty of every citizen, less than half the population are literate, with the illiteracy rate for women estimated at 71%. Since the Millennium Development Goals and Education For All objectives were established in 1999, donors to Mozambique have increased their contributions to the expansion and reform of the country's education system. Funding, however, still falls short of meeting all the educational needs of children in Mozambique, specifically girl children. The right of children to education is arguably one of the most significant of all human rights. All children have the right to education - but this education must be provided in a safe context, free of violence. If not, their right to dignity and security, and to live in safety, free from violence, also becomes unobtainable. Children's right to education is of critical importance in countries characterised by poverty, under-development and high levels of inequality. When this right is denied, a great number of opportunities for self-advancement are inevitably also denied. Recent experience in South Africa has drawn attention to the importance of addressing school-related violence by adopting an evidence-based approach that takes into consideration the local context. However, little nationally representative data on the experiences of violence against children as a barrier to education and as an infringement on human rights exists in the region, with the exception of South Africa and Malawi. This monograph details the findings of a study aimed at bridging this statistical gap. To this end, the study was designed to: - collect scientifically based, reliable quantitative and qualitative data on the extent, nature and implications of school-related violence against children in three Southern African Development Community countries; - add substantially to the local and regional body of knowledge on children, young people, violence and education within each country; - contribute to the sharing of research skills and capacity building within each country; and - further regional and international advocacy efforts focusing on the prevention of violence against girls. For the purpose of the study, the term 'violence' was used to encompass structural, direct and indirect forms of violence, as well as cultural practices that may be harmful to children and inhibit their access to education. In Mozambique, 499 youths aged 12-9 years were randomly selected from areas in and around Maputo. Since the study was exploratory in nature it was not designed to be generalisable to all children in Mozambique. Thus, although the results presented in this monograph provide a glimpse of the violence experienced by young people in the country, it needs to be remembered that the findings are specific to the capital city, Maputo. In line with recent increases in Mozambique's school enrollment rates, school attendance was high among those surveyed. However, the quality of learning was often found to be compromised due to violence within the school environment - an international phenomenon that is not peculiar to Africa. The study results show that some learners in Mozambique are directly victimised at school, while others, although not personally affected by violent incidents at school, are keenly aware of such victimisation and often witness it. Actual or direct victimisation reported in the study encompassed threats of harm or violence (36.4%), verbal insults or teasing (33.1%), physical attacks (19.6%), sexual assaults (being forced to do things with their body against their will) (4.2%) as well as being forced to do other things they felt were wrong and did not want to do (7.1%). In addition to direct experiences of violence, learners often had to contend with other school-related issues that make it nearly impossible to receive quality education. These included poor resource allocation, lack of physical infrastructure, high learner-teacher ratios, overcrowded classrooms, lack of textbooks and other school materials, and a high percentage of unqualified educators. Despite these issues, learners generally demonstrated a favourable attitude towards their schooling. The violence occurring at schools was often a reflection of what was happening in these young people's homes and communities. Addictive substances such as alcohol (67.8%), marijuana (27.4%) and other drugs (25.6%) were found to be easily accessible by those interviewed. This is concerning given that such access tends to increase the likelihood of violence occurring within a community. Not surprisingly, violence exposure in the areas in which the participants live was common. One in two youths had personally witnessed someone being hit or punched one or more times in their community. Nearly two-thirds had witnessed people in their community being pushed, grabbed or shoved one or more times, while more than a tenth of the sample had observed someone in their community being threatened or assaulted with a weapon, shot, sexually harassed or kidnapped by armed forces one or more times. Young people were also subjected to violence in the home, both directly and indirectly. Furthermore, cultural beliefs and traditions pertaining to gender were found to contribute to gender-based violence in the home. These beliefs also impacted on children's access to education, particularly for young girls who tend to be kept out of school to assist with household responsibilities and because parents fail to see the significance of educating girls. Violence infringes on children's right to learn in a safe and protected environment. The study demonstrates that children in Mozambique have very few spaces where they are safe and free from the threat of violence. Mozambique does have an extensive legislative framework in place to address issues related to education and violence. In addition to the Constitution and various national policies, Mozambique has ratified several international laws and conventions; however, these laws are not enforced at a practical level. Based on the study findings, several recommendations are made herein, which, if implemented, would go some way towards ensuring that education -and more specifically, quality education -becomes a reality for all in Mozambique. Details: Cape Town, South Africa: Centre for Justice and Criminal Prevention, 2011. 76p. Source: Internet Resource: Monograph Series, No. 9: Accessed October 20, 2016 at: http://www.cjcp.org.za/uploads/2/7/8/4/27845461/monograph_9_-_carrying_it_forward_mozambique.pdf Year: 2011 Country: Mozambique URL: http://www.cjcp.org.za/uploads/2/7/8/4/27845461/monograph_9_-_carrying_it_forward_mozambique.pdf Shelf Number: 140819 Keywords: School CrimesSchool SafetySchool SecuritySchool Violence |
Author: Southern Poverty Law Center Title: The Trump Effect: The Impact of The 2016 Presidential Election on Our Nation's Schools Summary: In the first days after the 2016 presidential election, the Southern Poverty Law Center's Teaching Tolerance project administered an online survey to K-12 educators from across the country. Over 10,000 teachers, counselors, administrators and others who work in schools have responded. The survey data indicate that the results of the election are having a profoundly negative impact on schools and students. Ninety percent of educators report that school climate has been negatively affected, and most of them believe it will have a long-lasting impact. A full 80 percent describe heightened anxiety and concern on the part of students worried about the impact of the election on themselves and their families. Also on the upswing: verbal harassment, the use of slurs and derogatory language, and disturbing incidents involving swastikas, Nazi salutes and Confederate flags. Details: Montgomery, AL: SPLC, 2016. 20p. Source: Internet Resource: Accessed December 7, 2016 at: https://www.splcenter.org/sites/default/files/splc_the_trump_effect.pdf Year: 2016 Country: United States URL: https://www.splcenter.org/sites/default/files/splc_the_trump_effect.pdf Shelf Number: 140329 Keywords: Bias-related CrimesHarassmentHate CrimesSchool BullyingSchool Crimes |
Author: Scotland. Parliament. Equalities and Human Rights Committee Title: It is not Cool to be Cruel: Prejudice-based bullying and harassment of children and young people in schools Summary: Scotland is on an ambitious journey to build a more equal, fair and accepting society for all of its people. The cornerstone of this ambition must be to ensure equality for the children and young people of Scotland. How we help to shape their experience of Scotland today, will dictate how fair and equal the Scotland of tomorrow is. To do this, we must place the voices of our children and young people at the centre of our efforts to deliver their human rights. Over the last eight months the Equalities and Human Rights Committee of the Scottish Parliament has been listening to the voices of our children and young people, and their advocates, as part of our inquiry into prejudice-based bullying and harassment in schools. The story they have told us is a troubling one. In this report we have sought to shine a light on the reality of children's experiences of prejudice-based bullying and harassment and the enormous risks posed to their health and wellbeing. We have listened to their ambitions for a school life that helps them learn and grow, supports them to find out who they are, and sets them on the path to achieve their full potential. But for too many children and young people this is not the reality of their education. For them school is becoming a battle against prejudice, bullying and sexual harassment, one fought daily in classrooms, corridors, playing fields and online. Their primary goal is simply to survive their education, emotionally, psychologically, and now more than ever, literally, with 27% of LGBTI children attempting suicide. Our education system plays a vital role in addressing prejudice and harassment. Protecting the human rights of children is central to their developmental experience. We welcome the refresh of Respect for All, Scotland's national approach to anti-bullying by the Scottish Government. We thank the Deputy First Minister and Cabinet Secretary for Education and Skills, John Swinney MSP, for pausing the refresh process so as to allow us to set out the actions we believe are necessary to properly address prejudice-based bullying and harassment in schools. We believe Respect for All has a vital role to play in proactively placing a human rights-based ethos at the centre of our education system. However, it is only part of a wider approach which must be adopted to ensure key strategies and tools work effectively together to achieve the success we all want to see. This includes - recognising the prevalence of prejudice-based bullying and sexual harassment in schools, and the need for urgent action; moving away from a reactionary approach which deals with the consequences of bullying and harassment, to a proactive education system which seeks to prevent them; ensuring national policies in areas such as mental health, hate crimes, school leadership, and the curriculum, properly promote children's rights, early intervention and a whole school approach to inclusive environments; ensuring we educate children on issues such as consent and healthy relationships from the earliest age; delivering mandatory teacher training and CPD on equalities, children's rights and the impacts of prejudice-based bullying, and establishing a duty to report all prejudice-based bullying and sexual harassment in schools. Our report elaborates on these, and other key issues relating to prejudice-based bullying and harassment. The time is now for all those who help to shape, deliver and support education in Scotland to act effectively together to ensure children and young people can develop and learn in a school environment free from the fear and cruelty of prejudice. Details: Edinburgh: Scottish Parliament, 2017. 71p. Source: Internet Resource: Accessed August 4, 2017 at: https://sp-bpr-en-prod-cdnep.azureedge.net/published/EHRiC/2017/7/6/It-is-not-Cool-to-be-Cruel--Prejudice-based-bullying-and-harassment-of-children-and-young-people-in-schools/5th%20Report%202017.pdf Year: 2017 Country: United Kingdom URL: https://sp-bpr-en-prod-cdnep.azureedge.net/published/EHRiC/2017/7/6/It-is-not-Cool-to-be-Cruel--Prejudice-based-bullying-and-harassment-of-children-and-young-people-in-schools/5th%20Report%202017.pdf Shelf Number: 146713 Keywords: BullyingPrejudiceSchool BullyingSchool CrimesSexual Harassment |