Transaction Search Form: please type in any of the fields below.
Date: April 29, 2024 Mon
Time: 8:57 pm
Time: 8:57 pm
Results for school security
47 results foundAuthor: Glover, Richard L. Title: Community and Problem Oriented Policing in School Settings: Design and Process Issues Summary: Community and Problem Oriented Policing (CPOP) is a multidemsional strategy used by police departments to control crime and improve the quality of life in target areas. This monograph presents CPOP as a possible solution to the problem of school violence. It identifies design components and process dimensions that can contribute to successful applications of CPOP. Five models have gained wide acceptance as strategies for school based problem solving around safety and security issues: the School Resource Officer model, student problem solving, the public health model, the Child Development-Community Policing Program, and the collaborative problem solving model. Eight components from these five models are fundamental to school based CPOP: police-school partnerships, problem solving approach, collaboration that reflects full stakeholder involvement, organizational support, education and training of problem solving group members, effective planning approaches, appropriate problem solving group size, and use of memoranda of understanding. The process dimensions associated with successful implementation of CPOP in schools are partnering between schools and police, collaborative problem solving, implementation, and evaluation of the overall CPOP effort. Details: New York: Columbia University School of Social Work, 2002. 58p. Source: Year: 2002 Country: United States URL: Shelf Number: 118340 Keywords: Community PolicingCrime PreventionProblem SolvingProblem-Oriented PolicingSchool SafetySchool SecuritySchool Violence |
Author: Washington Statistical Analysis Center. Office of Financial Management, Forecasting Division Title: Violent Crime in Washington’s Schools: 2008-09 School Year Summary: In February 2010, the Washington Statistical Analysis Center (SAC) conducted a survey on the occurrence of violent crimes in public schools, the Washington State Survey on School Crime (WSSSC). In the survey, which was based on the national School Survey on Crime and Safety (SSOCS), all public school principals in Washington State were asked to provide information on the frequencies and types of violent crimes that occurred at their schools during the 2008-09 school year. Respondents were also asked to provide information on school characteristics. The following are key findings from the survey results. Key Findings · Overall, Washington is very similar to the nation in the percentage of schools recording violent incidents on campus, 76.3 percent versus 75.5 percent. The state had a higher percentage of schools recording serious violent crime, 21.9 percent, than occurred nationally, 17.0 percent. · During the 2008-09 school year, middle schools had the highest percentage of schools recording violent crime, 91.7 percent, and the highest rate of violent crime per 1,000 students, 54.4 per 1,000, when compared to other school levels. · About 18.2 percent of all schools reported at least one violent crime against staff or faculty and 6.5 percent reported at least one serious crime against staff or faculty during the 2008-09 school year. · Approximately 14.4 percent of schools experienced at least occasional gang violence during the 2008-09 school year. · During the 2008-09 school year, 18.4 percent of urban schools reported gang violence, more than either suburban or small town/rural schools. · Schools in high crime neighborhoods and schools with students who live in high crime neighborhoods were more likely to report gang activity and more frequent gang activity. · About 41.0 percent of schools had a security officer, resource officer, or both at the time of the survey. · Sixty percent of schools with enrollment of 1,000 or more students had both security and resource officers. Details: Olympia, WA: Washington Statistical Analysis Center, 2010. 40p. Source: Internet Resource: Accessed August 16, 2011 at: http://www.ofm.wa.gov/sac/crime/crime.pdf Year: 2010 Country: United States URL: http://www.ofm.wa.gov/sac/crime/crime.pdf Shelf Number: 122408 Keywords: School Crime (Washington, State)School SecuritySchool Violence |
Author: Cozens, Paul Title: The Relevance and Importance of Designing Out Crime to Design Schools and Design Companies in Australia Summary: This research was an enquiry into ‘the state of play’ concerning the knowledge and use of product design in Australia to reduce crime via Designing Out Crime approaches. The objectives of the research were to: · evaluate current knowledge and awareness of Designing Out Crime ideas in the product design arena in Australian product design companies and design schools to establish background information on which future work could be based, and; · organise a national design competition in which participants designed products to reduce crime using Designing Out Crime principles to gain understanding of the cutting edge of Designing Out Crime activity, and to promote Designing Out Crime and the work of the WA Office of Crime Prevention in reducing crime via product design. The research involved four stages: 1. A literature review involving the collection and analysis of published information about the status of Designing Out Crime policies, projects and programs in Australia and the UK. This provides a resource and basis for comparative assessment of DOC understanding and skills in Australia using the UK as a reference. 2. A survey questionnaire was developed and distributed to design companies identified by their web presence, the Yellow Pages and the Design Institute of Australia. The survey was also distributed to University design schools across Australia. The questionnaire was used to investigate the level of awareness, practice and enthusiasm for DOC in Australia. 3. A brief analysis of products vulnerable to theft and vandalism. 4. A design competition (the Design Out Crime Awards’08) and website (www.docawards.org) were created to gather some examples of the current ‘state of play’ in DOC, to manage the entry process and to promote Designing Out Crime approaches across Australia. The research adds to the body of knowledge by investigating whether Designing Out Crime is known, understood, practiced and taught to any meaningful extent in Australia. The findings are significant because they provide the Office of Crime Prevention with an overview of the current state of play to guide crime prevention strategies, policy and practice and future research. They help target the best opportunities for funding research to reduce crime, for example, for reducing the opportunities for crime for specific products. Details: Perth: Western Australia Office of Crime Prevention, 2009. 31p. Source: Internet Resource: Accessed September 8, 2011 at: http://www.designoutcrime.org/publications/DOC-Product%20DesignReport.pdf Year: 2009 Country: Australia URL: http://www.designoutcrime.org/publications/DOC-Product%20DesignReport.pdf Shelf Number: 122678 Keywords: Crime Prevention (Australia)Design Against CrimeSchool CrimeSchool Security |
Author: Cantor, David Title: A closer Look at Drug and Violence Prevention Efforts in American Schools: Report on the Study on School Violence and Prevention Summary: As part of the 1994 reauthorization of SDFSCA, Congress mandated that the U.S. Department of Education (ED) collect information on efforts to prevent violence in schools nationally. Consequently, ED initiated the Study on School Violence and Prevention to describe the level of problem behavior, including violence, in schools; to learn about the measures that schools are taking to prevent problem behavior and promote school safety; and to examine the use of funds allocated through SDFSCA. The Study on School Violence and Prevention was a cooperative effort between the U.S. Department of Education (ED) and the National Institute of Justice, U.S. Department of Justice (NIJ). At the same time that ED commissioned the Study on School Violence and Prevention, NIJ awarded a grant to conduct the National Study of Delinquency Prevention in Schools. To maximize resources and minimize the burden to schools, the agencies and external researchers agreed to merge many of the study activities. In this report, we refer to the project as the Study on School Violence and Prevention; in NIJ and other publications, the project is called the National Study of Delinquency Prevention in Schools. This report focuses on one of three study components, referred to as the “intensive level.” It is the first study in over 20 years to examine in detail what schools are doing to promote school safety. While the intensive level component is an in-depth examination of a limited number of schools, the two other study components (national and intermediate level components) are based on broad surveys of national probability samples of schools. This report is organized in accordance with the topics covered by the study questions: • Extent of problem behavior in schools, including the types of victimization experienced by students and teachers, and how students and teachers perceive the safety of their schools. Also included is a description of incident reporting systems. • Efforts used by schools to prevent problem behavior and the quality of their implementation. These efforts include formal curricular programs as well as disciplinary practices and policies, and security measures. Observations on school climate are presented here. • Planning processes used by schools and districts for prevention activities and the use of information (e.g., on effectiveness) in doing so. • Results of efforts to compare schools that differed on the extent of problem behavior. These results allowed us to consider the characteristics and processes that distinguish safe and unsafe schools. Details: Washington, DC: U.S. Department of Education, Planning and Evaluation Service, 2001. 102p. Source: Internet Resource: U.S. Department of Education DOC #2001-36; Accessed April 19, 2012 at: http://www2.ed.gov/offices/OUS/PES/studies-school-violence/closer-look.pdf Year: 2001 Country: United States URL: http://www2.ed.gov/offices/OUS/PES/studies-school-violence/closer-look.pdf Shelf Number: 125032 Keywords: School Crime (U.S.)School SecuritySchool Violence |
Author: Cantor, David Title: School Crime Patterns: A National Profile of U.S. Public High Schools Using Rates of Crime Reported to Police. Report on the Study of School Violence and Prevention Summary: This report profiles violence in U.S. public high schools. It is based on analysis of data from a U.S. Department of Education survey of school principals that asked about the number and types of crimes they reported to police for the 1996-97 school year. The analysis shows that violence is clustered within a relatively small percentage of locations, with about 60 percent of the violence occurring in 4 percent of the schools. This is about four times higher than would be expected based on national rates of crime. High schools are grouped by the nature and level of crimes occurring in the school. Four patterns emerge from this grouping: 1) No Crime, 2) Isolated Crime, 3) Moderate Crime and 4) Violent Crime. High schools in each group are described in terms of their student population characteristics, community characteristics, and school violence prevention efforts. The results indicate that the characteristics (size, location, socio-economic make-up) of high-violence schools differ markedly from the other schools. High schools with the highest levels of violence tended to be located in urban areas and have a high percentage of minority students, compared to high schools that reported no crime to the police. They also tended to be located in areas with high social disadvantage and residential mobility. It should be noted, however, that a relatively large minority of the schools in the Violent Crime group were located in rural areas (36%), so that the image of school violence being solely restricted to central cities is not accurate. The types of violence prevention programs differed between crime groups. The schools that experience a high level of serious violence also reported high use of prevention measures and programs that were specifically aimed at controlling violence. Schools in the Violent Crime group appeared to put more emphasis on programs geared toward changing individual behavior, such as behavioral modification or other types of individual attention. This contrasted with high schools in the other three crime groups, which tended to place a higher priority on prevention instruction or counselors within the school. Similarly, the Violent Crime group was more likely than the other groups to adopt a variety of security measures to reduce risk of crimes, particularly random metal detectors, used by about one-third of the Violent Crime group (compared to 10% or less in the other groups). The crime groups also differed in their use of law enforcement and security personnel. The schools in the Violent Crime group were more likely to use this as a measure to control disorder than were schools with lower levels of crime. These observations indicate that schools with the greatest need (i.e., highest rate of violent crime) took action at a fairly high rate (e.g., around two-thirds of the schools reported using many of the programs/activities). A follow-up question is whether these programs are effective at reducing violence. The current analysis did not allow for assessment of whether programs were implemented in an effective way and/or significantly reduced the amount of violence in the school. The report suggests that methods to prevent school violence be tailored to the level and type of crime problems that schools are experiencing. Also, future evaluation of prevention methods should put some emphasis on schools experiencing the most severe problems. Comparing these schools to those with a similar profile but lower levels of disorder would be especially useful. This would provide an efficient and cost-effective way to better understand how to significantly reduce crime in the nation’s high schools. Details: Washington, DC: U.S. Department of Education, Planning and Evaluation Service, 2002. 34p. Source: Internet Resource: U.S. Department of Education DOC #2001-37: Accessed April 19, 2002 at: http://www2.ed.gov/offices/OUS/PES/studies-school-violence/school-crime-pattern.pdf Year: 2002 Country: United States URL: http://www2.ed.gov/offices/OUS/PES/studies-school-violence/school-crime-pattern.pdf Shelf Number: 125033 Keywords: High SchoolsSchool Crime (U.S.)School SecuritySchool Violence |
Author: Office of the Special Representative of the Secretary General on Violence against Children Title: Tackling Violence in Schools: A Global Perspective. Bridging the Gap Between Standards and Practice Summary: Education has a unique potential to create a positive environment in which non-violent behaviour can be learned, to provide skills that enable people to communicate, negotiate and support peaceful solutions to conflicts. However, in reality, within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation and physical aggression and, in some cases, sexual abuse. A new publication entitled Tackling Violence in Schools: A Global Perspective was launched at the event. The objectives of the panel discussion were to raise awareness about the global reality, causes and consequences of violence faced by children in and around schools; to share good practices and strategies on how to prevent and address violence in and around schools and to discuss the importance of cooperation at local, national, regional and international levels. Details: New York: Office of the Special Representative of the Secretary General on Violence against Children, 2012. 57p. Source: Internet Resource: Accessed July 18, 2012 at: http://srsg.violenceagainstchildren.org/sites/default/files/publications/Tackling%20Violence%20in%20Schools%20final.pdf Year: 2012 Country: International URL: http://srsg.violenceagainstchildren.org/sites/default/files/publications/Tackling%20Violence%20in%20Schools%20final.pdf Shelf Number: 125672 Keywords: School BullyingSchool CrimeSchool SecuritySchool Violence |
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: Frondigoun, Liz Title: The Scottish Campus Officer: Past, Present and Future Summary: Campus Officers were first deployed in Scottish Schools in 2002. The Violence Reduction Unit (VRU) provides a hub for information sharing and training of Campus Officers. However, the appointment and deployment of Campus Officers currently lies with the individual Police Force in which the officers serve (Frondigoun, Smith & MacLeod, 2013). However, to date there has been little empirical academic research in Scotland into the role of Campus Officers (Smith & Frondigoun, 2011). This report results from our SIPR1 sponsored two year research project into Campus Officers in Scotland. Our initial interest stemmed from a smaller project in which we tried to initiate a ‘Practice Note’ series of studies into Community Policing practices. Practice notes are a powerful medium for promulgating occupational skills and knowledge. We co-authored one such practice note with a Campus Officer (see Smith & Frondigoun, 20112). Although a variety of academic issues interfered with our plans to further that project, we were so impressed by the work of the Campus Officer we worked with that we re-thought our research strategy and decided to concentrate our efforts on a study of Campus Officers in a Scottish context. Since producing our first practice note in 2012 we have forged links with the VRU Campus Officers Forum. While the original aim of a series of briefing sheets has not been shelved, the quality and quantity of material gathered has grown substantially. In Scotland, prevention, intervention, diversion, and partnership approaches lie at the core of current youth justice thinking in relation to the policing of troubled and troublesome young people, reducing antisocial behaviour and increasing public reassurance. This research was developed in relation to one of SIPR’s aims: to promote the dissemination of policing policy and practice through ‘high quality, independent research [...] to make evidence-based contributions to policing policy and practice. Details: Dundee: Scottish Institute for Policing Research, 2013. 73p. Source: Internet Resource: http://www.cypnow.co.uk/digital_assets/The_Scottish_Campus_Officer.pdf Year: 2013 Country: United Kingdom URL: http://www.cypnow.co.uk/digital_assets/The_Scottish_Campus_Officer.pdf Shelf Number: 129165 Keywords: Campus Police (Scotland, U.K.)GangsSchool CrimeSchool Security |
Author: Steinberg, Matthew P. Title: Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization Summary: This research report finds that students and teachers feel much safer in some Chicago Public Schools than others, and the best predictor of whether students and teachers feel safe is the quality of relationships inside the school building. The report, Student and Teacher Safety in Chicago Public Schools, found that schools serving students from high-crime, high-poverty areas tended to feel less safe; however, demographics were not deterministic of safety. In fact, disadvantaged schools with high-quality relationships actually felt safer than advantaged schools with low-quality relationships. Details: Chicago: Consortium on Chicago School Research at the University of Chicago Urban Education Institute, 2011. 72p. Source: Internet Resource: Accessed April 7, 2014 at: http://ccsr.uchicago.edu/sites/default/files/publications/SAFETY%20IN%20CPS.pdf Year: 2011 Country: United States URL: http://ccsr.uchicago.edu/sites/default/files/publications/SAFETY%20IN%20CPS.pdf Shelf Number: 132041 Keywords: School Crime School Safety School Security |
Author: Council of State Governments Justice Center Title: The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System Summary: This comprehensive report provides school leaders and state and local government officials more than 60 recommendations for overhauling their approach to school discipline. The recommendations focus on improving conditions for learning for all students and staff, strengthening responses to student's behavioral health needs, tailoring school-police partnerships, and minimizing students' involvement with the juvenile justice system. The result of more than 700 interviews spanning 3 years, The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System reflects a consensus among a wide collection of leaders in the areas of education, health, law enforcement, and juvenile justice, establishing the strategies necessary to reduce the number of youth suspended from school while providing learning conditions that help all students succeed. Details: New York: Council of State Governments Justice Center, 2014. 461p. Source: Internet Resource: Accessed June 16, 2014 at: http://csgjusticecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf Year: 2014 Country: United States URL: http://csgjusticecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf Shelf Number: 132474 Keywords: School CrimeSchool DisciplineSchool SecuritySchool Suspension |
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: Brown, Jane Title: Violence in UK Schools: What is Really Happening? Summary: Newspaper reports frequently tell us that behaviour in UK schools is getting worse. Bullying is commonplace, they say, and teachers are harassed and abused on a daily basis. Internationally, according to some experts, violence in schools is a serious and growing problem. But what is the evidence? Are schools in the UK really becoming more violent places? And what do we actually mean by this? This Insight review assesses the up-to-date information on this controversial topic. There is a wealth of relevant material, but it comes from a variety of sources and disciplinary perspectives. We have brought it together in order to provide a broad, coherent and, where information is available, an accurate picture of what is happening. Some pupils, parents and teachers say that they worry a great deal about bullying and safety in schools. While these are understandable concerns, they nevertheless should be tempered by the evidence. Details: Macclesfield, Cheshire, UK: British Educational Research Association, 2010. 49p. Source: Internet Resource: Insight 1: Accessed July 2, 2014 at: http://www.bera.ac.uk/wp-content/uploads/2014/01/Insight1-web.pdf Year: 2010 Country: United Kingdom URL: http://www.bera.ac.uk/wp-content/uploads/2014/01/Insight1-web.pdf Shelf Number: 132591 Keywords: School Bullying School Crime School SecuritySchool Violence |
Author: Ayoub, Lama Hassoun Title: School Safety in New York City: Policy, Practice, and Programs from 2002 to 2013 Summary: This brief describes changes in school safety policy, practice, and programs in New York City during Mayor Michael Bloomberg's administration (January 1, 2002 - December 31, 2013). Over this time, the city has seen a large decline in school crime (a 46 percent drop), and, in recent years, has started to see a decline in school suspensions. These trends have taken place amidst the backdrop of a growing partnership between the New York Police Department (NYPD) and the Department of Education (DOE). These agencies have launched an array of initiatives designed to improve school safety, particularly in schools with high concentrations of reported crime. Details: New York: Center for Court Innovation, 2013. 17p. Source: Internet Resource: Accessed August 11, 2014 at: http://www.courtinnovation.org/sites/default/files/documents/School%20Safety%20Policy%20Brief.pdf Year: 2013 Country: United States URL: http://www.courtinnovation.org/sites/default/files/documents/School%20Safety%20Policy%20Brief.pdf Shelf Number: 132984 Keywords: School Crime (New York City)School SecuritySchool Suspensions |
Author: Kim, Catherine Y. Title: Policing in Schools: Developing a Governance Document for School Resource Officers in K-12 Schools Summary: K-12 public schools across the country have begun to deploy law enforcement agents on school grounds in growing numbers. Although there are no current national figures for the number of such officers, in 2004, 60 percent of high school teachers reported armed police officers stationed on school grounds, and in 2005, almost 70 percent of public school students ages 12 to 18 reported that police officers or security guards patrol their hallways. Frequently referred to as "School Resource Officers" or SROs, these agents are often sworn police officers employed by the local police department and assigned to patrol public school hallways full-time. In larger jurisdictions such as Los Angeles and Houston, these officers may be employed directly by the school district. Without addressing the question of whether police officers should be deployed to schools in the first instance, this White Paper posits that if they are deployed, they must be provided with the tools necessary to ensure a safe school environment while respecting the rights of students and the overall school climate. Details: New York: ACLU, 2009p. 37p. Source: Internet Resource: ACLU White Paper: Accessed January 30, 2015 at: http://www.aclu.org/files/pdfs/racialjustice/whitepaper_policinginschools.pdf Year: 2009 Country: United States URL: http://www.aclu.org/files/pdfs/racialjustice/whitepaper_policinginschools.pdf Shelf Number: 134501 Keywords: School Crimes (U.S.)School Resource OfficersSchool SafetySchool Security |
Author: University of Memphis. Center for Research on Women Title: Nowhere to Hide: A Look at the Pervasive Atmosphere of Sexual Harassment in Memphis Area Middle and High Schools Summary: According to the US Department of Education Office of Civil Rights (2001), "Sexual harassment is unwelcome conduct of a sexual nature. Sexual harassment can include unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Sexual harassment of a student can deny or limit, on the basis of sex, the student's ability to participate in or to receive benefits, services, or opportunities in the school's program. Sexual harassment of students is, therefore, a form of sex discrimination prohibited by Title IX under the circumstances described in this guidance." In two national surveys, the American Association of University Women (AAUW, 1993, 2001) found that approximately 81% of middle and high school students in public schools experienced harassment from peers or school personnel. Our Study CROW designed a study to examine the extent to which students were being sexually harassed in local schools, and how this might be affecting their academic, psychological and social well being. Sexual harassment was defined and measured by grouping specific behaviors into four categories: gender harassment, unwanted sexual attention, sexual coercion, and sexual assault. Participants included 590 adolescents in Memphis area middle and high schools, recruited through several local agencies, organizations, and church youth groups that serve adolescents. - 70.4% girls, 29.6% boys - 71.9% African‐American , 23.7% White - 89.5% public schools, 10.5% private/ parochial schools - Average age 15, Range 11 to 19 Results How prevalent is sexual harassment in our schools? - Student‐to‐student sexual harassment, particularly gender harassment, is pervasive in Memphis area middle and high schools with over 90% of students in this study reported being sexually harassed at least once while in their current school. - This pattern holds in both public and private schools. 91.3% of public school students and 85.5% of private school students reported being sexually harassed by a student at least once while in their current school. Details: Memphis: Center for Research on Women, 2015. 24p. Source: Internet Resource: Accessed May 13, 2015 at: http://memphis.edu/crow/pdfs/Sexual_Harassment_Report_2009_REV_CROW.pdf Year: 2015 Country: United States URL: http://memphis.edu/crow/pdfs/Sexual_Harassment_Report_2009_REV_CROW.pdf Shelf Number: 135628 Keywords: School CrimeSchool SecuritySex CrimesSex DiscriminationSexual AssaultSexual HarassmentStudents, Crimes Against |
Author: Cornell, Dewey Title: Threat Assessment in Virginia Schools: Technical Report of the Threat Assessment Survey for 2013-2014 Summary: In 2013, Virginia passed legislation (S 22.1-79.4) which required local school boards to establish threat assessment teams for each public school. The Threat Assessment Survey was designed to gather information on the quantity and quality of threat cases in Virginia schools in order to assist them in developing effective school safety practices. Threats are broadly defined as a student's communication or behavior that indicates intent to harm someone. Schools were asked to describe their threat assessment program and report on up to five threat assessment cases. An initial summary of overall results is provided in the 2014 School Safety Audit Report. This report is a technical supplement to the 2014 School Safety Audit Report that is intended to provide information specific to elementary, middle, or high schools, excluding 196 other types of schools such as alternative, pre-kindergarten, and special education schools. Many of the analyses in this report are limited to the 810 schools that had at least one threat assessment case during the 2013-14 school year and focused specifically on cases involving threats to harm others. Readers are cautioned that these results are based on a selected sample and may not generalize to all Virginia schools. This report is concerned with describing the threat assessment process from start to finish, with information on the prevalence of threats across school levels and student populations, description of the kinds of threats, how schools responded to threats, and the outcomes for students and their intended victims. One caveat is that prevalence rates and other results obtained from this survey may change in future years as all school threat assessment teams refine their procedures and become more experienced in conducting threat assessments. Details: Charlottesville, VA: Curry School of Education, University of Virginia, 2015. 48p. Source: Internet Resource: Accessed May 20, 2015 at: http://www.dcjs.virginia.gov/vcscs/documents/TechnicalReport2014ThreatAssessmentSurvey5-12-15.pdf Year: 2015 Country: United States URL: http://www.dcjs.virginia.gov/vcscs/documents/TechnicalReport2014ThreatAssessmentSurvey5-12-15.pdf Shelf Number: 135736 Keywords: School CrimeSchool SafetySchool SecuritySchool ViolenceThreat Assessment |
Author: Burton, Patrick Title: School Violence in South Africa: Results of the 2012 National School Violence Study Summary: Ongoing press reports, together with the launch of the 2008 Human Rights Commission report on the Hearings into School-based violence, have highlighted the violent experiences of children in schools throughout South Africa. Until recently there has been no empirical data documenting the extent of school violence. A recent study completed by the Centre for Justice and Crime Prevention (CJCP) bridged this gap. The CJCP's National School Violence Study involved 12,794 learners from primary and secondary schools, 264 school principals and 521 educators. The study shows that that 15.3% of children at primary and secondary schools have experienced some form of violence while at school, most commonly threats of violence, assaults and robbery. The experiences of the learners is substantiated by principals, more than four fifths of whom reported incidents of physical violence perpetrated by learners on fellow learners in their school in the preceding year. Equally of concern is the fact that both principals and learners indicated the easy access to alcohol, drugs and weapons within the school. More than half of the secondary school principals reported incidents involving weapons in their schools, and three quarters reported incidents involving drugs or alcohol. One in three secondary school learners know classmates who have been drunk at school, while more than half know learners who smoke dagga at school. However, these startling findings must be contextualized within the family and community environments in which these learners live. One in three primary school, and two in three secondary learners report it is easy to get alcohol in their communities, while two in three secondary school learners think that access to a gun in their communities is easy. Analysis of the research findings also show the strong association between the home environment and violence at school, with one in ten primary school learners reporting parental use of illegal drugs, a similar percentage reporting their caregiver or parent had been in jail, and one in five secondary school learners reporting siblings who had been in jail. These factors, together with learners experience of corporal punishment at home and at school, all impact significantly on the likelihood of violence at school. These experiences attached to school have a profound impact on children, and on their development. Not only are such incidents likely to impact on a child's attachment to school, leading to increased drop-out and truancy rates, low self-confidence and low levels of academic performance, but they are also likely to impact on young people's later vulnerability to violence, as well as the likelihood of their own turning to violence as they grow older. The findings point to the need for an integrated strategy to dealing with school violence, addressing both short-term and longer term change. Immediate measures such as situational prevention in the schools can limit weapons, drugs and alcohol on school grounds, as well as making schools generally safer. However, intensified and expanded Early Childhood Programmes are called for, that offer support to children as well as parents, providing pro-social parenting skills to parents as well as directly addressing learners more direct needs. Concomitantly, local government have a responsibility for cleaning up neighbourhoods around schools, freeing them of illegal liquor outlets and drug merchants, many of whom reportedly sit directly outside school grounds. Details: Cape Town, South Africa: Centre for Justice and Crime Prevention, 2013. 129p. Source: Internet Resource: Accessed August 8, 2015 at: http://www.cjcp.org.za/uploads/2/7/8/4/27845461/monograph12-school-violence-in-south_africa.pdf Year: 2013 Country: South Africa URL: http://www.cjcp.org.za/uploads/2/7/8/4/27845461/monograph12-school-violence-in-south_africa.pdf Shelf Number: 136356 Keywords: School Crimes School SecuritySchool Violence |
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: Morna, Janine Title: Vulnerable Students, Unsafe Schools: Attacks and Military Use of Schools in the Central African Republic Summary: Vulnerable Students, Unsafe Schools: Attacks and Military Use of Schools in the Central African Republic was launched in New York on September 10, 2015 and highlights the risks students and teachers face in schools in the Central African Republic (CAR). Based on field research, the report details attacks on schools by parties to the conflict and military use of schools by armed groups and, on occasion, international peacekeeping forces. It also provides policy recommendations to key stakeholders, including the Transitional Government of CAR, armed groups, humanitarian actors, and United Nations agencies, to strengthen children's right to education. Details: New York: Watchlist on Children and Armed Conflict, 2015. 45p. Source: Internet Resource: Accessed September 18, 2015 at: http://watchlist.org/vulnerable-students-unsafe-schools-attacks-and-military-use-of-schools-in-the-central-african-republic/ Year: 2015 Country: Africa URL: http://watchlist.org/vulnerable-students-unsafe-schools-attacks-and-military-use-of-schools-in-the-central-african-republic/ Shelf Number: 136819 Keywords: Child ProtectionSchool SafetySchool SecurityViolence Against Children |
Author: Langberg, Jason Title: Protecting Childhood: A Blueprint for Developmentally Appropriate School Policing in Virginia Summary: School security personnel are increasingly commonplace in Virginia's public schools. There are two types. School resource officers (SROs) are certified law enforcement officers who are typically employed by local law enforcement agencies and assigned to provide coverage to public schools. School security officers (SSOs) are individuals employed by school divisions to maintain order and discipline in their assigned schools. To date, little analysis of school policing in the Commonwealth exists. This report aims to change that. The pages that follow describe the problems with school policing in Virginia and then provide recommendations for reforms. The appendices include tools for lawmakers and policymakers, such as a model memorandum of understanding (MOU) that school divisions and law enforcement agencies can use to incorporate best practices. The goals of this report are two-fold: 1) to stress the acute need for reform and create a more nuanced understanding of specific problems related to school policing; and 2) to advance proven reforms. Details: Charlottesville, VA: JustChildren Program of the Legal Aid Justice Center, 2016. 107p. Source: Internet Resource: Accessed January 13, 2016 at: https://www.justice4all.org/wp-content/uploads/2016/01/School-Policing-Report-Full.pdf Year: 2016 Country: United States URL: https://www.justice4all.org/wp-content/uploads/2016/01/School-Policing-Report-Full.pdf Shelf Number: 137474 Keywords: Police Resource OfficersSchool CrimeSchool SecuritySchool Violence |
Author: Babacan, Hurriyet Title: The Community safety of international students in Melbourne: A Scoping Study Summary: The report presents findings of a multi-method exploratory research project implemented by ICEPA. The study draws on data gathered through an on-line survey of 1,013 international and domestic students, in-depth interviews with 35 international students and interviews with 29 stakeholders from across government and non-government organisations concerned with the safety of international students. The report analyses this data and identifies key priorities in order to inform future research, policy and program development. Key findings - The vast majority (82%) of students surveyed, both international and domestic, felt Melbourne overall was a safe place to live; believed they lived in a safe part of Melbourne (81%); felt safe at their workplace (93%) and, felt safe when attending college or university (92%). - Differences did exist, however, between the two student groups. Fewer international students (78%) agreed Melbourne was a safe place to live than local students (86%) and were more likely to report that when safety is threatened, there is a racial, religious or cultural element to that threat (50% vs 17%). - A key theme expressed by all respondents was that issues relating to violence against international students are complex. This is due to the diversity of the international student body as each individual experiences different risk factors according to a range of factors including gender, religion, class, educational institution, age and English language skills. Nevertheless, interview and survey data indicates that violence motivated by racism is perceived by a significant proportion of international students as a pervasive element in the cocktail of factors that produce risks to their safety. - Both international and domestic students and stakeholders said that the key threats to safety included a combination of four main environmental factors, including higher risk of violence at night, being on public transport or in public spaces, particular localities that are unsafe and the use of alcohol and drugs. Details: Melbourne: Institute for Community, Ethnicity and Policy Alternatives, Victoria University, 2010. 131p. Source: Internet Resource: Accessed March 6, 2016 at: http://vuir.vu.edu.au/15491/1/The_Community_Safety_of_International_Students_in_Melb_A_Scoping_Study.pdf Year: 2010 Country: Australia URL: http://vuir.vu.edu.au/15491/1/The_Community_Safety_of_International_Students_in_Melb_A_Scoping_Study.pdf Shelf Number: 138047 Keywords: Campus CrimeCampus SafetySchool CrimeSchool SecuritySchool ViolenceStudent SafetyUniversities and Colleges |
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: Lapointe, David Audet dit Title: Teacher Perception of School Safety Between Mississippi Secondary Schools With School Resource Officers And School Safety Officers Summary: The purpose of the study was to determine if there was a significant difference in the perception of school safety by teachers between secondary schools that employ School Resource Officers (SROs), who are armed, and School Safety Officers (SSOs), who are unarmed or a combination of SROs and SSOs. The School Resource Officers and School Climate Teacher Survey, created by Dr. Amy Oaks (2001), was utilized to gather data. The 193 participants of the study included certified teachers at secondary schools in the Jackson Public School District, the Jackson County Public School District, and the Ocean Springs School District. A Pearson Chi-Square test was conducted to determine if there was a significant difference in the perception of safety between the two groups. In all items analyzed, it was found that there was a statistically significant difference in the perception of school safety with the SRO group perceiving their schools as being safer than the teachers in the SRO/SSO group. In an environment in which the issue of school safety is becoming an increasingly important topic, the perception of teachers working in these schools is vital. Details: Hattiesburg, MS: University of Southern Mississippi, 2016. 106p. Source: Internet Resource: Dissertation: Accessed October 8, 2016 at: http://aquila.usm.edu/cgi/viewcontent.cgi?article=1357&context=dissertations Year: 2016 Country: United States URL: http://aquila.usm.edu/cgi/viewcontent.cgi?article=1357&context=dissertations Shelf Number: 145080 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: Gill, Charlotte E. Title: Process Evaluation of Seattle's School Emphasis Officer Program Summary: Summary of Findings This process description and assessment examines Seattle's School Emphasis Officer (SEO) program, an initiative operated by the Seattle Police Department (SPD) as part of the Seattle Youth Violence Prevention Initiative (SYVPI). The report is based on an examination of program documentation, interviews with key stakeholders, and observations of SEO activity in three Seattle middle schools conducted by the Center for Evidence-Based Crime Policy at George Mason University and the University of Maryland for the City of Seattle Office of City Auditor. The SEO Program - Police officers are assigned to four public middle schools in Seattle (Denny International MS, Washington MS, Aki Kurose MS, South Shore K-8). - Schools are selected for truancy, suspension, and discipline issues and location within SYVPI network areas. - Officer activities include school support; safety and security; education; SYVPI referral and follow-up; and law enforcement. Law enforcement activities are minimal. Most activities involve prevention and intervention with at-risk students. Program Strengths - Potential for integration with services. Police officers can fall back on a network of services through SYVPI rather than defaulting to law enforcement responses for troubled youth. - Potential to improve police-community relations. The SEOs build trust among school students, which could help to change perceptions of the police in school and the wider community. - Non-law enforcement focus. SEOs minimize their involvement in the disciplinary process and do not arrest students. However, their information gathering activities could be shared with others for law enforcement purposes. Program Challenges - Clarity of program structure and relationship with SYVPI. The day-to-day operation of the program occurs on an ad hoc basis and the relationship between the SEOs, SPD, SYVPI and the schools is not fully defined. - Evaluability. The program lacks a logic model and outcome measures and cannot be evaluated for effectiveness. - Sustainability. The program lacks a formal structure and is driven by individual personalities and relationships. Summary of Recommendations 1 Clarify the program and the link between SEOs and SYVPI. 1.1 Develop a program manual that lays out clear expectations for operations and stakeholders. 1.2 Clarify and document the relationship between the SEOs and SYVPI in the logic models and program documentation. 1.3 Eliminate or reduce formal curriculum education in favor of a focus on relationshipbuilding with at-risk youth and the wider school community. 2 Develop a systematic performance and outcome measurement and evaluation plan for the SEO program and participating schools. 2.1 Clearly articulate the program goals, structure, activities, and outcomes in the program manual and a logic model. 2.2 Align data sources with proposed program outcomes and SYVPI outcomes, identify gaps in data sources and develop new instruments and measures, and build capacity within SPD's crime analysis unit to provide tracking of crime outcomes. 2.3 Facilitate appropriate data sharing. 2.4 Develop a long-term evaluation plan. 3 If the SEO program is effective, take steps to ensure its sustainability. 3.1 Articulate the program goals and training requirements. 3.2 Ensure that memoranda of understanding are developed with each individual school. 3.3 Systematize the process for identifying new schools. Details: Fairfax, VA: George Mason University, Center for Evidence-Based Crime Policy, Department of Criminology, Law & Society, 2015. 86p. Source: Internet Resource: Accessed October 8, 2016 at: http://www.seattle.gov/Documents/Departments/CityAuditor/auditreports/SEOFinalReport100615.pdf Year: 2015 Country: United States URL: http://www.seattle.gov/Documents/Departments/CityAuditor/auditreports/SEOFinalReport100615.pdf Shelf Number: 145420 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool Security |
Author: Palmer, Neal A. Title: Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth Summary: Over the past decade we have witnessed enormous growth in interest in the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in school. More and more attention has been paid to LGBTQ student safety, particularly regarding their disproportionate exposure to bullying and potential ways to make schools safer and more supportive. For the first time, the federal government has committed to asking about harassment and bullying based on sexual orientation via the Civil Rights Data Collection that all U.S. school districts are required to complete. In addition, the Department of Education has added LGBT-inclusive questions to other government surveys, such as the High School Longitudinal Survey , and more LGBTQ students than ever indicate that their schools have anti-bullying policies that specifically protect them based on their sexual orientation and gender identity/expression. Yet, despite these recent gains, schools still remain unsafe for many LGBTQ students and may also be unwelcoming to LGBTQ students because of discrimination and a lack of affirming resources. There also has been growing attention to harsh and exclusionary disciplinary policies that effectively push students, including LGBTQ students, out of schools. A great deal of research has documented the over-representation of certain groups of students in the school-to-prison pipeline (STPP). Specifically, Black/AfricanAmerican youth, Latino/a youth, and youth with disabilities experience disproportionately higher rates of school discipline and involvement with the criminal/juvenile justice system and lower high school graduation rates. Emerging research suggests that these harsh forms of discipline may be also applied disproportionately to LGBTQ youth, thus depriving this population of educational opportunities. This report expands on the current body of literature by examining potential pathways that push youth out of school and potentially into the criminal justice system in a national sample of LGBTQ middle and high school students. This report draws from data from GLSEN's 2013 National School Climate Survey, sharing both relevant, previously reported findings, and presenting new findings from analysis conducted specifically for this report. Details: New York: GLSEN, 2016. 80p. Source: Internet Resource: Accessed October 20, 2016 at: https://www.glsen.org/sites/default/files/Educational%20Exclusion_Report_6-28-16_v4_WEB_READY_PDF.pdf Year: 2016 Country: United States URL: https://www.glsen.org/sites/default/files/Educational%20Exclusion_Report_6-28-16_v4_WEB_READY_PDF.pdf Shelf Number: 145891 Keywords: DiscriminationLGBTQSchool BullyingSchool DisciplineSchool SecuritySchool-to-Prison Pipeline |
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: Human Rights Watch Title: No Class: When Armed Groups Use Schools in the Central African Republic Summary: After four years of conflict in the Central African Republic, many children are prevented from getting an education because armed groups have occupied, looted or damaged schools. The use of schools by armed groups, such as for barracks or bases, restricts children's right to education. The proximity of fighters to school grounds can also keep children from attending class. Based on interviews conducted in November 2016 and January 2017, No Class: When Armed Groups Use Schools in the Central African Republic documents how armed groups, and at times even the United Nations peacekeeping mission, have used and damaged schools to the detriment of the country's youth. As the conflict continues between rival Seleka factions, some allied with anti-balaka militias, in the central and eastern parts of the country, maintaining access to education is of vital importance. If they remain safe and protective environments, schools can provide a sense of normalcy that is crucial to a child’s development and psychological well-being. In June 2015, the Central African Republic endorsed the Safe Schools Declaration, which commits governments to protect schools from attack and military use. Now the government and UN mission should do more to ensure that schools are protected and that children get the education they want and deserve. Details: New York: HRW, 2017. 48p. Source: Internet Resource: Accessed March 24, 2017 at: https://www.hrw.org/sites/default/files/report_pdf/car0317_web.pdf Year: 2017 Country: Central African Republic URL: https://www.hrw.org/sites/default/files/report_pdf/car0317_web.pdf Shelf Number: 144581 Keywords: Military School Safety School Security |
Author: Nguyen, Thi Thu Hang Title: School Violence: Evidence from Young Lives in Vietnam Summary: The issue of school violence in Vietnam has previously been addressed in some papers, but only with reference to a specific locality or combined with other issues under the broader theme of child abuse. However, news about school violence is now appearing in Vietnam's national daily media at an increased frequency and intensity, and attracting general public attention. Despite the existence of legal regulations related to child protection in general and prohibiting school violence in particular, cases of school violence still appear regularly in the media. This raises questions about the enforcement of current legislation and whether the key causes of violence have been properly addressed. There is no generally applicable definition of school violence but the term "school violence" used in this paper includes both acts of violence and bullying among students and those performed by teachers on students within the school grounds. In terms of physical violence, quantitative evidence from the Young Lives study shows a higher level of fighting reported by 8-year-olds in 2009, as compared with children of the same age in 2002. Such incidents were common among students in the sample, regardless of their economic status. The data from Young Lives also allow us to track changes in the rate of physical violence as the same group of children grow up (so picking up differences by child age). The rate of children beaten by other children more than tripled between Rounds 1 and 2 (when the Older Cohort were aged 8 and 12). In contrast, cases where teachers beat students dropped from 3.84 per cent in Round 1 to an insignificant level in Round 2. However, when comparing 8-year-old children at two different times (2002 and 2009), we see an increasing trend in physical violence across the board. Analysis of emotional violence was more difficult because the data recorded both answers by caregivers and by students themselves. It is interesting that students reported a lower rate of peer bullying (19.7 per cent) than that reported by caregivers (24.8 per cent). Results from the qualitative data collected from interviews with 36 of the Young Lives children uncovered the long-term impact of school violence as well as its causes. Causes of violence among students vary greatly, and sometimes there is no explicit reason. Therefore, more weight should be given to preventative measures such as improving children?s life skills or raising their awareness about the impacts of school violence. Responses from parents and school to violence among students are very important. The ways in which violence is addressed and disputes are settled can have long-term, even lifelong, impacts on children's futures. The right intervention, therefore, requires effort and closer co-operation between families and schools. Key policy implications of this paper include closer cooperation between the school, family, community and police, accompanied by the introduction of life skills for children into the school curriculum, training in positive discipline for teachers and better data collection. Details: Oxford, UK: Young Lives, 2013. 28p. Source: Internet Resource: Young Lives Vietnam Policy Paper 1: Accessed March 29, 2017 at: http://www.younglives.org.uk/sites/www.younglives.org.uk/files/YL-Vietnam-PP1.pdf Year: 2013 Country: Vietnam URL: http://www.younglives.org.uk/sites/www.younglives.org.uk/files/YL-Vietnam-PP1.pdf Shelf Number: 144624 Keywords: Child ProtectionSchool CrimeSchool SafetySchool SecuritySchool Violence |
Author: Human Rights Watch Title: "Dreams Turned into Nightmares": Attacks on Students, Teachers, and Schools in Pakistan Summary: Pakistan faces major challenges to education because of factors such as poor access, low enrollment rates, gender bias, lack of trained teachers, and poor physical infrastructure. Exacerbating those challenges, however, is Islamist militant violence that has disrupted the education of hundreds of thousands of children, particularly girls. "Dreams Turned Into Nightmares" documents attacks by armed militants from January 2007 to October 2016 that have destroyed school buildings, targeted teachers and students, and terrorized parents into keeping their children out of school. The report also finds instances of educational institutions occupied by state security forces, political groups, and criminal gangs. The report is based on interviews with teachers, students, parents, and school administrators in Punjab, Sindh and Khyber Pakhtunkhwa provinces. Pakistan's national and provincial governments need to recognize that they have a responsibility to protect children and their right to an education. The report examines and highlights the inadequate response by Pakistani authorities in protecting children and educational professionals and failing to prosecute those responsible for attacks. Human Rights Watch urges Pakistan to endorse the international Safe Schools Declaration and recommends specific measures that the government should take to protect children and their right to education. Details: New York: HRW, 2017. 91p. Source: Internet Resource: Accessed May 2, 2017 at: https://www.hrw.org/sites/default/files/report_pdf/pakistan0317_web_0.pdf Year: 2017 Country: Pakistan URL: https://www.hrw.org/sites/default/files/report_pdf/pakistan0317_web_0.pdf Shelf Number: 145238 Keywords: Human Rights Abuses School Safety School SecuritySchools Students Violence Against Children |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Out Nation's Schools Safe! Volume V Summary: In this fifth volume of Sharing Ideas and Resources To Keep Our Nation's Schools Safe, the National Institute of Justice (NIJ) and the Justice Technology Information Center (JTIC), part of the National Law Enforcement and Corrections Technology Center (NLECTC) System, present a new compilation of articles posted on the SchoolSafetyInfo.org website in the past year. While at first glance these articles seem to profile a wide variety of projects and programs, all of them have at least one thing in common. That is, their planners, coordinators and organizers told us the same thing: We want to help other schools. We want them to know what we're doing, and we want them to feel free to call us with questions, to help them start similar projects of their own. In 2017, schools, law enforcement agencies and communities keep on coming together across the United States as they create innovative and groundbreaking solutions to the persistent problems of violence, bullying, security breaches, gang tensions and social media abuse. For the past five years, SchoolSafetyInfo. org has worked toward ensuring that schools and school administrators, local law enforcement agencies and school resource officers know that they're not alone in their quest to make their schools safer, that others are working toward the same goal. We reach out to small rural school districts and to federal government agencies, and we always get the same answer: "We're taking a proactive approach here, and we want the rest of the country to know about it." These are just some of the projects you'll read about in this fifth volume: - Training for school bus drivers that emphasizes good communications skills and situational awareness. - A free video on how to handle bomb threats. - A simple reverse checkout procedure initiated by a school in rural Alabama. - A New Jersey program for a new class of Special Law Enforcement Officers. - A wide-ranging bullying prevention program that started with a group of concerned students. Details: Washington, DC: National Law Enforcement and Corrections Technology Center, 2017. 80p. Source: Internet Resource: Accessed September 19, 2017 at: https://justnet.org/pdf/Sharing-Ideas-and-Resources-Schools%20Safe_Vol5.pdf Year: 2017 Country: United States URL: https://justnet.org/pdf/Sharing-Ideas-and-Resources-Schools%20Safe_Vol5.pdf Shelf Number: 147394 Keywords: School BullyingSchool CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Our Nation's Schools Safe! Volume IV Summary: Apps. Databases. Tiplines. Videos. Educational campaigns. Throughout the United States, schools, law enforcement agencies and communities keep on coming together, continuing to create innovative and groundbreaking solutions to the persistent problems of violence, bullying, security breaches, gang tensions and social media abuse. The National Institute of Justice (NIJ) and the Justice Technology Information Center (JTIC), part of the National Law Enforcement and Corrections Technology Center (NLECTC) System, bring you more of these solutions in this fourth volume of Sharing Ideas and Resources to Keep Our Nation's Schools Safe. We want you to know about the people who are searching for, and finding, positive ways to address these problems. We want to tell you about the technologies and strategies that are working across the country, and we want to hear from you about what's going on in your area. In addition to the success stories that fill the three previous volumes in this series, we continually post new ones on SchoolSafetyInfo.org, the JTIC website dedicated to school safety news, information and technology. In addition to downloadable files of Volumes I, II and III, our site includes links to a wide range of resources and materials produced at the federal, state and association levels, and provides access to school safety-related publications and videos from NIJ and the NLECTC System. You can also learn about School Safe - JTIC's Security and Safety Assessment App for Schools, and obtain instructions on how to download it. In this fourth volume, you will read about an educational video on cybersafety produced by a concerned law enforcement officer in Georgia; new approaches to training implemented by the Indiana State Police and the campus police at the University of Massachusetts-Amherst; a free campus safety app developed by a team of students at the University of Michigan; an educational campaign produced by high school students in Connecticut; and a number of other school-community-law enforcement collaborative projects. Details: Washington, DC: National Law Enforcement and Corrections Technology Center, 2016. 104p. Source: Internet Resource: Accessed September 19, 2017 at: https://justnet.org/pdf/00-Sharing%20Resources_Vol4_FINAL_508_06282016.pdf Year: 2016 Country: United States URL: https://justnet.org/pdf/00-Sharing%20Resources_Vol4_FINAL_508_06282016.pdf Shelf Number: 147395 Keywords: CybercrimeCybersecuritySchool Bullying School Crime School Resource Officers School Safety School Security School Violence |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Out Nation's Schools Safe! Volume I Summary: Tragic events lead to new prevention and response strategies. We recognize that there are dangers in our communities and in our schools. These realities call for an enhanced focus on safety. The decades-old school fire drill has evolved to active shooter/ threat drills as threats have escalated and materialized, often with tragic outcomes. Our nation is seeking new and innovative ways to keep children and adults safe in school settings. Far from simply developing techniques to respond efficiently to an active incident, public safety officials are also exploring technologies to gauge and prevent potential crises. And they are sharing their ideas and results. Across the country, entire communities are rallying and dedicating themselves to being proactive in preventing school violence. There is much talk about how existing programs can be reinvigorated, what new technologies can be created and how training tools can be distributed to school resource officers (SROs), administrators and local law enforcement agencies. Modern threats are being addressed with modern technology, strategy and resolve. The U.S. Department of Justice's National Institute of Justice (NIJ) is a leader in identifying and sharing new training and technology with law enforcement and other first responders. Since Congress passed the Safe Schools Initiative 15 years ago, NIJ has worked collaboratively with other federal agencies on behalf of our nation's law enforcement to answer the call to develop tools and strategies to boost security in our schools. Front-line professionals are working more closely with teachers and administrators, students, parents and community leaders to create alliances that will transform our nation's schools. NIJ, through the National Law Enforcement and Corrections Technology Center (NLECTC), is helping communities gather and share their success stories in this publication and at SchoolSafetyInfo.org. In this guide, you will read about new uses for familiar, standard-bearing technologies such as: - Advanced Law Enforcement Rapid Response Training (ALERRT). - NIJ's School Critical Incident Planning-Generator (SCIP-G) tool. - NLECTC System video "It Can Happen Here." - Free online training from International Association of Chiefs of Police. - School Safety Audits. In addition, you will read about new products and apps such as: - Anne Arundel County (Md.) Police Department's Speak Out app. - Tucson's Mass Casualty Trauma Kits. - SmartPhone app for students to communicate with police. - See-Hear-Report text a tip program. - Real Time Location Systems (RTLS). This guide also reports on unique collaborative community efforts that are succeeding in cities and rural areas alike. Details: Washington, DC: National Law Enforcement and Corrections Technology Center (NLECTC), 2013. 82p. Source: Internet Resource: Accessed September 19, 2017 at: https://www.justnet.org/pdf/SharingResources_508.pdf Year: 2013 Country: United States URL: https://www.justnet.org/pdf/SharingResources_508.pdf Shelf Number: 147398 Keywords: School Bullying School Crime School Resource Officers School Safety School Security School Violence |
Author: Brock, Marieke Title: School Safety Policies and Programs Administered by the U.S. Federal Government: 1990-2016 Summary: The rise of school safety programs and policies administered by federal agencies can be traced to the early 1970s, a period in which youth crime and drug use became focal points in the public and congressional debates about criminal justice policy. The Juvenile Justice and Delinquency Prevention Act of 1974 (JJDPA), for example, the national youth violence prevention law administered by the U.S. Department of Justice (DOJ), authorized programs to address these issues in schools. Two congressionally mandated reports (released in 1975 and 1978, respectively) found that school violence and disciplinary problems-including the use of drugs and alcohol and weapons carrying-were on the rise across the nation's school systems. The studies recommended further legislative action to stem the rising trends in school violence, vandalism, and disruptive behavior. Details: Washington, DC: Federal Research Division Library of Congress, 2017. 161. Source: Internet Resource: Accessed February 28, 2018 at: https://www.ncjrs.gov/pdffiles1/nij/grants/251517.pdf Year: 2018 Country: United States URL: https://www.ncjrs.gov/pdffiles1/nij/grants/251517.pdf Shelf Number: 149292 Keywords: School Crime School Safety School SecuritySchool Violence |
Author: Newman, Graeme R. Title: Bomb Threats in Schools Summary: The guide begins by describing the problem and reviewing factors that increase the risk of bomb threats in schools. The guide then identifies a series of questions that might assist you in analyzing the local problem of bomb threats in schools. Finally, the guide reviews responses to the problem and what is known about these from evaluative research and police practice. The scope of this guide is limited to bomb threats in schools, public or private, kindergarten through 12 th grade. Colleges and universities are excluded because they generally differ from schools. Their organization and administration differ; they have their own police within the university community; and many universities do not have a physically identifiable perimeter as schools do. In fact, college campuses have much more in common with other public service organizations, such as health services, entertainment venues and, to some extent, shopping malls. While there are a number of common responses to bomb threats that apply to almost any setting, the environment of schools is sufficiently different to warrant separate consideration. The feature that distinguishes a bomb threat from other kinds of assaults and threats is that it is primarily a furtive crime - or at least a crime that can be committed from a distance. Modern communications make it possible for offenders to communicate their threat without having to physically confront the targets at the time of the threat or even at the time of the assault. Many assaults or destructive acts in schools follow threats, or constitute threats in themselves. The reason why an offender might choose a bomb as the carrier of the threat over some other item or implement of destruction and injury (e.g., assault weapons, arson) is unknown, though the immediate, disruptive action it causes is surely part of the reason. Certain kinds of injury and damage may also be enhanced by a bombing, such as arson achieved through an explosive device. Details: Washington, DC: U.S. Department of Justice Office of Community Oriented Policing Services, 2005. 68p. Source: Internet Resource: Problem-Specific Guides Series; Problem-Oriented Guides for Police No. 32: Accessed March 1, 2018 at: http://www.popcenter.org/problems/pdfs/BombThreats.pdf Year: 2005 Country: United States URL: http://www.popcenter.org/problems/pdfs/BombThreats.pdf Shelf Number: 96682 Keywords: Boom ThreatsExplosivesSchool SafetySchool SecuritySchool Violence |
Author: James, Nathan Title: School Resource Officers: Law Enforcement Officers in Schools Summary: Some policymakers have expressed renewed interest in school resource officers (SROs) as a result of the December 2012 mass shooting that occurred at Sandy Hook Elementary School in Newtown, CT. SROs are sworn law enforcement officers who are assigned to work in schools. For FY2014, the Administration requested $150 million in funding for a Comprehensive Schools Safety Program under the Community Oriented Policing Services (COPS) program. The proposed program would provide funding for hiring school safety personnel, including SROs, civilian public safety personnel, school psychologists, social workers, and counselors. Funding would also be available for purchasing school safety equipment, developing and updating public safety plans, conducting threat assessments, and training crisis intervention teams. Data from the Bureau of Justice Statistics show that the number of full-time law enforcement officers employed by local police departments or sheriff's offices who were assigned to work as SROs increased between 1997 and 2003 before decreasing slightly in 2007 (the most recent year for which data are available). Data show that a greater proportion of high schools, schools in cities, and schools with enrollments of 1,000 or more report having SROs. Two federal grant programs promoted SRO programs: the COPS in Schools (CIS) program, which was funded until FY2005, and State Formula Grants under the Safe and Drug Free Schools and Communities Act (SDFSCA), which was funded until FY2009. The CIS program provided grants for hiring new, additional school resource officers to conduct community policing services in and around primary and secondary schools. Local educational agencies could use funds they received under the SDFSCA State Formula Grant program for, among other things, hiring and training school security personnel. The body of research on the effectiveness of SRO programs is limited, both in terms of the number of studies published and the methodological rigor of the studies conducted. The research that is available draws conflicting conclusions about whether SRO programs are effective at reducing school violence. Also, the research does not address whether SRO programs deter school shootings, one of the key reasons for renewed congressional interest in these programs. Details: Washington, DC: Congressional Research Office, 2013. 35p. Source: Internet Resource: CRS R43126: Accessed march 14, 2018 at: https://fas.org/sgp/crs/misc/R43126.pdf Year: 2013 Country: United States URL: https://fas.org/sgp/crs/misc/R43126.pdf Shelf Number: 149462 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: New York (City). Mayor's Leadership Team on School Climate and Discipline Title: Maintaining the Momentum: A Plan for Safety and Fairness in Schools. Phase Two Recommendations Summary: This report presents a series of recommendations that are intended to promote the Mayors vision of a strong, just and safe City in which all youth can learn and grow. They seek to improve the supports for students in schools with high rates of suspensions, arrests and summonses, as well as for those who are returning from out-of-school suspensions and secure detention. They also aim to ensure citywide adoption of best practices in positive climate, safety and to fortify the City's commitment to a disciplinary system that fairly balances proper intervention with prevention of educational disruption. They aim to diminish disparities in suspensions, arrests and summonses based on factors such as race and disability. These proposed changes build on promising practices from around the city and across the country to provide innovative responses to the most challenging issues in our City's schools. They also align with activities of other significant mayoral efforts, including the New York City Community Schools, the School Renewal Program, and UPKNYC (universal pre-kindergarten) and Equity and Excellence initiatives. Taken together, these efforts present a coordinated approach that incorporates structural changes, policy reforms and intensive supports to build safe and supportive communities in our schools. Details: New York: The Leadership Team, 2016. 68p. Source: Internet Resource: Accessed March 15, 2018 at: http://www1.nyc.gov/assets/sclt/downloads/pdf/SCLT_Report_7-21-16.pdf Year: 2016 Country: United States URL: http://www1.nyc.gov/assets/sclt/downloads/pdf/SCLT_Report_7-21-16.pdf Shelf Number: 149473 Keywords: School Crime School Safety School Security |
Author: Hall, Marquenta Sands Title: Functionality of School Resource Officer Arrests in Schools: Influencing factors and circumstances Summary: School resource officer programs, characterized as a major crime control model and violence prevention program have earned the designation as an effective prevention strategy to mitigate against student misconduct and violations of the law. This study explored school resource officers' perceptions of how arrests decisions influenced order within middle and high schools. The purpose of the study was to determine if a relationship existed between factors, circumstances, and the arrest decisions in middle and high schools. It was assumed the officers' decision to arrest or not arrest were dependent upon factors and circumstances that were interconnected to the functionality of maintaining social order within the school setting. The structural-functionalism theory offered a comprehensive approach to explore the relationship between the social structure of schools, functions of school resource officers and the impact of their arrests decisions in creating balance and stability in the school environment. For this study, the dependent variable was the arrest decisions of school resource officers and the independent variables were factors, circumstances and years of experience. The study hypothesized a correlation between the dependent variable (arrests decisions) and the independent variables, which were collapsed into three facets - factors, circumstances and years of experience. Although, it was presumed years of experience would influence arrests decisions, logistic regression analysis revealed it did not influence the arrest decision as much as the facet factors. The study further revealed females were more likely to arrest than males and more students were arrested at the high school level than at the middle school level. Academic achievement and criminal records were considered at the middle school level with little consideration in high school. Details: Minneapolis, MN: Capella University, 2015. 156p. Source: Internet Resource: Dissertation: Accessed March 27, 2018 at: https://pqdtopen.proquest.com/doc/1755643157.html?FMT=ABS Year: 2015 Country: United States URL: https://pqdtopen.proquest.com/doc/1755643157.html?FMT=ABS Shelf Number: 149599 Keywords: School CrimeSchool DisciplilneSchool Resource OfficersSchool SecuritySchool Violence |
Author: Payne, Allison Ann Title: Creating and Sustaining a Positive and Communal School Climate: Contemporary Research, Present Obstacles, and Future Directions Summary: Although school-related deaths, violent victimizations, and overall school crime have declined over the past two decades, crime and victimization in schools are still a cause for concern (Robers et al., 2015). As attention to school safety has increased over the past two decades, research has highlighted a variety of school-related factors shown to influence school disorder. Among these is school climate, the importance of which has been recognized for over a century (Perry, 1908; Dewey, 1916). Interest in school climate continues to grow, particularly as recent federal initiatives reflect increased recognition of the importance of school climate for positive youth development (U.S. Department of Education, 2010, 2014). School climate has a clear impact on all members of the school community. Students in schools with a positive and communal climate demonstrate stronger academic achievement and engagement, better socio-emotional health, and lower levels of absenteeism, truancy, dropping out, and victimization (Cohen and Geier, 2010; Payne et al., 2003). They also display lower levels of substance use and aggression, are subjected to fewer suspensions and expulsions, and engage in fewer deviant and criminal acts (Payne, 2008; Thapa et al., 2013). Additionally, teachers in a school with a positive and communal climate experience higher levels of efficacy, morale, and satisfaction, and lower levels of absenteeism, turnover, and victimization (Cohen and Geier, 2010; Gottfredson et al., 2005; NSCC, 2007; Payne et al. 2003). It is clear that this type of school climate has great influence on the safety and success of a school and the behavioral and academic outcomes of its students. Unfortunately, the benefits resulting from a positive and communal school climate have not been translated into effective educational practices. This "translation gap" - the gap between school climate research and policy - stems from several problems. One is the lack of an agreed-upon definition of school climate (NSCC, 2007). Researchers define school climate in countless ways and continue to debate the key components of a positive and communal school climate. While many focus on the relationships among school community members and the commonality of the school's goals, norms, and values, there is no consensus on a universal definition. Without a clear definition that fully articulates exactly what constitutes school climate, school leaders are left without a roadmap for school climate improvement, and the translation gap continues to widen. A second matter that contributes to the gap between research and policy stems from this lack of a universal definition. Because there is disagreement on what constitutes school climate, there is also disagreement on how it can best be assessed. This has led states, districts, and schools to use tools that have not been tested for reliability and validity or have come up short in this area, and that do not capture the comprehensive nature of school climate, either in terms of components or in terms of school community members (Cohen, 2013). It is imperative that school climate is assessed using reliable and valid instruments that capture all elements of school climate and recognize the voices of all school members. Results from such an assessment can provide useful and accurate data to inform the school improvement process. Another area that has not been fully explored is the process that links school climate to its beneficial outcomes. Some have proposed that a positive and communal school climate leads to a greater sense of belonging, which, in turn, leads to more prosocial behaviors: Schools with such climates meet the needs of both teachers and students, who therefore become more attached to other school community members, more committed to the school's mission and goals, and more likely to internalize school norms and rules (Payne, 2008). This process is key for schools because students who are well integrated are not only more likely to have a positive learning experience but are also less likely to engage in deviance and crime. Although research has begun to document the relationship between positive and communal school climates and school bonding, more work is needed. Understanding the mechanisms that underlie this relationship is vital as school leaders work to develop successful school improvement plans. A lack of school climate leadership also plays a role in the gap between school climate research and policy. Having strong and defined leadership roles at the state, district, and school levels is integral for school climate policies and practices to be effectively developed and implemented (NSCC, 2007). In addition, many school climate improvement efforts are generally isolated within a narrower focus, such as student health or school safety, rather than holistically implemented into larger school-wide changes that include a focus on accountability, school community norms and beliefs, and other dimensions of school climate (NSCC, 2007). It is abundantly clear that creating and sustaining a positive and communal school climate would lead to beneficial improvements in students' academic and behavioral success. By engaging in a school climate improvement process, education leaders at the state, district, and school levels can increase the safety and success of all members of the school community. Details: Washington, DC: U.S. National Institute of Justice, 2018. 30p. Source: Internet Resource: Accessed April 10, 2018 at: https://www.ncjrs.gov/pdffiles1/nij/250209.pdf Year: 2018 Country: United States URL: https://www.ncjrs.gov/pdffiles1/nij/250209.pdf Shelf Number: 149755 Keywords: School CrimeSchool DisciplineSchool SafetySchool SecuritySchool ShootingsSchool Violence |
Author: Advancement Project Title: Police in Schools Are Not the Answer to School Shootings Summary: Today, we are reissuing Police in Schools are Not the Answer to the Newtown Shootings, an issue brief that our organizations released in the wake of the shooting at Sandy Hook Elementary School in 2012. At the time, many of the responses to the shooting focused on placing more police officers and more guns in schools. Research and the experiences of countless students, teachers, and parents have taught us that while these proposals may create the appearance of safety, the actual effects wreak havoc on school culture and fuel the school-to-prison pipeline. After Newtown, we urged lawmakers at the local, state, and national level to resist policies that would turn even more schools into hostile environments where students, especially Black and Brown students, are more likely to be arrested, harassed, and assaulted by police. Five years later, in the wake of the tragic Parkland shooting, we have yet again seen calls to militarize and weaponize our schools, despite no evidence that these policies will protect our students. Our position remains the same: proposals that increase the presence of police, guns, and other law enforcement approaches to school safety should not be the response to school shootings. This foreword includes new evidence and experiences that demonstrate why police do not belong in schools. Police do not contribute to positive, nurturing learning environments for students. The increased presence of police officers in schools across the country discipline has been linked to increases in school-based arrests for minor misbehaviors and negative impacts on school climate. In the last five years, the evidence against placing police in schools has only grown. National School Survey on Crime and Safety data show that having a School Resource Officer at a school on at least a weekly basis increases the number of students who will be involved in the justice system. Arrest rates for disorderly conduct and low-level assault substantially increase when police are assigned to schools. The evidence does not suggest that police are the best way to improve school safety; rather, increasing their numbers comes at an unacceptable cost in the form of the criminalization and overincarceration of students. Although students of color do not misbehave more than white students, they are disproportionately policed in schools: nationally, Black and Latinx youth made up over 58% of school-based arrests while representing only 40% of public school enrollment and Black and Brown students were more likely to attend schools that employed school resource officers (SROs), but not school counselors. Black students were more than twice as likely to be referred to law enforcement or arrested at school as their white peers. Research shows that police officers perceive Black youth differently than they do white youth, and this bias, not any actual difference in behavior, leads to the over-criminalization of students of color. Police see Black children as less "childlike" than their White peers and overestimate the age and culpability of Black children accused of an offense more than they do for white children accused of an offense. Details: Los Angeles: Advancement Project, 2013. 19p. Source: Internet Resource: Accessed April 20, 2018 at: https://advancementproject.org/resources/police-schools-not-answer-school-shootings/ Year: 2013 Country: United States URL: https://advancementproject.org/resources/police-schools-not-answer-school-shootings/ Shelf Number: 149870 Keywords: Mass ShootingsRacial DisparitiesSchool CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool ShootingsSchool Violence |
Author: Madan, Gita Rao Title: Policing in Toronto Schools: Race-ing the Conversation Summary: In 2008, fully armed and uniformed police officers were deployed to thirty public high schools in Toronto to patrol the hallways on a full-time basis. The permanent assignment of police to the city's schools represents an unprecedented turn toward a disciplinary strategy rooted in a paradigm of security and surveillance. This institutional ethnography traces the chronology of the program, exploring how race-absent official discourses of safety and relationship building are used not only to legitimize the program but also to conceal how it works to produce and sustain social inequalities in schools. I argue that racial power is constitutive of the SRO program itself-that it is not simply an effect or consequence of the program's existence but the very instrument through which it operates. As such, a framework for school discipline that is rooted in equity and justice would require the complete removal of police officers from school spaces. Details: Toronto: University of Toronto, 2016. 101p. Source: Internet Resource: Thesis: Accessed Mary 4, 2018 at: https://tspace.library.utoronto.ca/bitstream/1807/71685/1/Madan_Gita_R_201603_MA_thesis.pdf Year: 2016 Country: Canada URL: https://tspace.library.utoronto.ca/bitstream/1807/71685/1/Madan_Gita_R_201603_MA_thesis.pdf Shelf Number: 150047 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: Doran, Selina Evelyn Margaret Title: News media constructions and policy implications of school shootings in the United States Summary: This thesis focuses on 'school shootings' in the United States. Examined here are the news media constructions and public reactions to such incidents, as they pertain to scholarly conceptualisations of fear, moral panics and vulnerability; as well policy responses relating to emergency management in educational institutions and gun-related legislative proposals and actions. Current literature in the field defines 'school shootings' as a particular type of 'spree' or 'mass' killing, involving the murder or attempted murder of students and staff at an education institution. This phenomenon is most prolific in the United States. Two case studies were selected from a list of possible incidents based on their high profile news media coverage, policy impact and infamous natures. The examples used are the school shootings at Columbine High School, Colorado (1999) and Virginia Polytechnic University, Virginia (2007); although the developments provoked by the 2012 Sandy Hook Elementary School, Connecticut shooting are noted throughout. The objectives of the research are: exploring the effect of my two case studies on reshaping or entrenching current moral panic and fear debates; whether the two shootings have transformed emergency management and communication practices; the role that fear plays in the concealed carry on campus movement which arose after the Virginia Tech incident; surmising about which gun-related legislative actions are possible in future. Employed here is a theoretical framework pertaining to moral panics, fear of crime risk management, and framing of news media and policy. My methodological approach was qualitative in nature. A total of 14 interviews were conducted with experts in gun violence prevention, and emergency management and communication. Ethnographic research was carried out in the form of participant observations at a school safety symposium and a gun reform activism event. Content and critical discourse analyses were employed to assess 728 news media articles, 286 letters to the editor, comments from 32 YouTube videos, 14 policy documents and 10 public opinion polls. My original contribution to knowledge is the examination of policies that have not received much scholarly attention to date: emergency management plans, training, operation and communications to deal with the possibility of a school shooting incident occurring; the 'concealed carry on campus' movement, where students lobby to carry firearms in higher education institutions as a way to negate potential threats. Relatively uncharted territory in fear of crime research was embarked upon with an examination of YouTube comments relating to: concerns about attending school; insecurities about the ability of law enforcement to offer protection in a school shooting scenario. To offer a predictive angle to the research, the current public sentiments, framing strategies being utilised by interest groups, and Supreme Court rulings shaping the future of gun reform were debated. Further avenues for school shooting research are provided. Details: Glasgow: University of Glasgow, 2014. 295p. Source: Internet Resource: Dissertation: Accessed May 10, 2018 at: http://theses.gla.ac.uk/5298/1/2014doranphd.pdf Year: 2014 Country: United States URL: http://theses.gla.ac.uk/5298/1/2014doranphd.pdf Shelf Number: 150145 Keywords: Concealed CarryGun ViolenceGun-Related ViolenceMass MediaMass ShootingsSchool SecuritySchool Shootings |
Author: Stovall, Yolanda Jordan Title: Students' Participation in an Alternative to Suspension Program at a Midwest High School Summary: Black and Hispanic students in the United States are suspended at a higher rate and lag behind White students academically. This project study examined student achievement and behavior in an alternative to suspension (ATS) program at a Midwest U.S. high school. The purpose of this mixed methods, concurrent embedded strategy study was to determine if participation in the ATS program decreased disciplinary referrals and improved student performance. This study was guided by social control theory, which suggests that when students are disengaged in the school environment, student/teacher and peer relationships are damaged and students turn toward delinquent behavior. The study sample included 22 students who were referred to the program in 2012-2013, 12 of whom attended the ATS program and 10 (the control) who did not. Quantitative data were analyzed through inferential analysis, and qualitative data were analyzed for emerging themes. The quantitative results showed no significant relationships between student participation in the ATS program, the number of referrals received, and academic performance, and no significant difference in referrals by ethnicity. The qualitative analysis showed six themes describing the program's structural aspects: program structure, goals and vision, parental involvement, staff support, student gains in behavioral and social skills, and collaborative elements. A curriculum plan was created to proactively support 9th graders as they enter high school. These results and the curriculum plan promote positive social change by informing school personnel of the benefits of being proactive in addressing student achievement and discipline through support programs and other interventions, increasing the graduation rate and reducing the current school-to-prison pipeline. Details: Minneapolis, MN : Walden University, 2017. 129p. Source: Internet Resource: Dissertation: Accessed May 19, 2018 at: https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4428&context=dissertations Year: 2017 Country: United States URL: https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4428&context=dissertations Shelf Number: 150273 Keywords: School MisconductSchool SecuritySchool SuspensionsSchool-to-Prison Pipeline |
Author: Marchbanks, Miner P., III Title: Assessing the Role of School Discipline in Disproportionate Minority Contact with the Juvenile Justice System: Final Technical Report Summary: The purpose of this project was to assess the predictors of school discipline contact and the consequences of this contact on educational and juvenile justice outcomes of racially and ethnically diverse students. Further, this project examines the predictors of moving through the various stages of juvenile justice system. Last, the analyses look at the relationship between school strictness and various outcomes of great importance including school achievement and juvenile justice contact. Across analyses, the impact of race was considered. The research conducted here is a more complex and in-depth continuation of an investigation began by the Public Policy Research Institute (PPRI) at Texas A&M University (TAMU). PPRI subsequently received funding under the Office of Juvenile Justice and Delinquency Prevention's (OJJDP) 2012 Field Initiated Research and Evaluation Program to more closely examine the school discipline policies and the juvenile justice process across ethnic minority groups. A series of studies using a variety of advance statistical methods establish strong evidence of racial bias in school discipline contact, severity of punishment, poor educational outcomes, and justice system referrals across various types of schools and communities. We utilize quantitative methods ranging from structural equation models, an ordered probit with Heckman selection, clustered standard errors, to generalized linear models to highlight findings consistent with the "school-to-prison pipeline" model. The key measures of racial composition of school, teacher diversity, student-teacher racial/ethnic incongruence, and proportion of students receiving free or reduced lunch, were used as controls to investigate the prevalence of harsh discipline, poor educational outcomes, and justice system referrals across harsh/lenient schools and rural-urban communities. This report summarizes key findings from 14 manuscripts, including articles/book chapters. Many are published or in the process of being published in refereed journals. Dependent variables are at the case, student and school level. At the student level, these include encountering the school disciplinary system, juvenile justice referrals, standardized test failure and severity of punishment. At the school/campus level, outcomes include grade retention rate, dropout rate, and juvenile justice referral rate. In measuring cases where students enter the juvenile justice system, we use three dependent variables including referral to prosecutor, prosecutorial action, and case outcome. The results of this study will help advance the field on a theoretically grounded and statistically rigorous model for understanding school the racial lines of the "school-to-prison pipeline". Details: College Station, TX: Public Policy Research Institute, Texas A&M University, 2017. 72p. Source: Internet Resource: Accessed October 15, 2018 at: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/252059.pdf Year: 2017 Country: United States URL: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/252059.pdf Shelf Number: 152937 Keywords: Racial DisparitiesSchool CrimeSchool DisciplineSchool SecuritySchool-to-Prison Pipeline |
Author: Stringer, Scott M. Title: Safe and Supportive Schools: A Plan to Improve School Climate and Safety in NYC Summary: At a time when the nation is deeply embroiled in concerns around school safety, it is not surprising that many strategies for creating safe school environments are under renewed consideration - everything from providing more mental health services to students, to expanded school lockdown drills, to extreme responses calling for arming teachers with guns. The horrific school shooting in Parkland, Florida served as a catalyst to this debate, forcing communities across the country to consider how best to safeguard their students. It is an important and overdue conversation - and one that New York City should seize as an opportunity to re-evaluate its own approach to creating safe and supportive school environments. To help guide the discussion, this report by the Office of the Comptroller Scott M. Stringer presents a review of current data related to school safety in New York City, and from that data draws a series of holistic recommendations on how to make City schools healthier and more secure.[i] It is based on the premise that "school safety," as a goal, extends beyond protecting children from external threats, and must include universal school-based mental health services, anti-bullying programs, and school disciplinary systems that students and teachers alike perceive as fair, not only in the rules they establish, but also in how equitably those rules are applied to different students and situations. Unfortunately, progress in improving the climate of New York City schools has been uneven. When surveyed, students disclose the fact that bullying remains common in schools, and has climbed in recent years. Additionally, despite the significant long-term impacts on students' academic outcomes, suspensions, issuing summonses, and even arrests continue to be used frequently in schools. These punishments continue to fall disproportionately on students of color. At the same time, while some schools are adopting less punitive, more restorative approaches to conflict resolution and behavioral challenges, without a system-wide, strategic implementation plan to support student mental health in schools and professional development of all school staff in trauma-informed crisis prevention and de-escalation, many schools are poorly equipped to significantly improve school climate. Research indicates that arrest or court involvement involving students doubles the likelihood that a student will not complete high school. Similarly, suspension from school increases the likelihood that a student will drop out by more than 12 percent. The higher risk of drop out due to arrests and suspensions translates to significant costs, including lost tax revenues and additional social spending to taxpayers. And yet, despite recent improvements, such extreme responses are still common for students in New York City. Specific findings of this report include: In the 2017 student survey, 82 percent of students in grades 6-12 said that their peers harass, bully, or intimidate others in school, compared with 65 percent of students in 2012. In 2017, over 17 percent of students in grades 6-12, disagreed or strongly disagreed that they felt safe in hallways, bathrooms, locker rooms, or the cafeteria of the school. Likewise, 23 percent of students in the same age groups disagreed or strongly disagreed that they felt safe in the vicinity of the school. In 2017, 17 percent of students surveyed feel that there is no adult in the school in whom they can confide. Despite supporting policies to reduce suspensions, the most recent data shows that suspensions increased in City schools by more than 20 percent in the first half of the 2017-18 school year compared with the same time period the year before. Black students are suspended at more than three times the rate of white students. Of the 612 schools reporting the most violent incidents in the 2016-17 school year, 218 (36 percent) have no full-time social worker on staff. Of those that do have a social worker on staff, caseloads average over 700 students - well above the minimum recommended level of one social worker for every 250 general education students. School Safety Agents and NYPD officers issued over 2,000 arrests or summonses in schools in the 2016-17 school year for charges including marijuana possession and disorderly conduct. In newly released data on law enforcement activity in the City's schools, during the first quarter of 2018, there were 606 summonses and arrests, down from 689 in the same time period in 2017. In the 2016-17 school year, students were handcuffed in over 1,800 incidents, including children as young as five years old. More than 90 percent of students handcuffed were Black or Latinx. Similarly, 90 percent of all arrests or summonses involved Black or Latinx students. These trends underscore the urgency to apply new strategies to the long-running challenge of system-wide school safety and discipline reform. Without investments in school-based mental health, fostering student social and emotional growth, and clear accountability measures for school climate improvement, too many students will be left to feel that schools are not doing enough to keep them safe and to provide the healthy environment necessary for building strong communities and advancing academic progress. To address these issues, the Comptroller's Office recommends that the City and the Department of Education: Expand small social emotional learning advisories in all schools. Students who have a trusted group of peers and at least one adult to confide in have greater academic outcomes as well as more positive social attitudes and behaviors. Offering a daily or weekly advisory period within the school-day schedule, complete with a structured curriculum and teachers who are supported in implementing it, provides a framework to support and encourage students as they navigate social challenges. Many smaller schools already offer an advisory program and understand the benefits of a small group dynamic. To scale the advisory program to all schools, the DOE should begin by surveying schools to learn how many offer an advisory program within the school day. Additionally, the DOE should mandate that all middle and high schools have advisories in place and ensure schools have access to adequate curriculum supports and professional development. Expand the Ranks of Social Workers and Guidance Counselors in Our Schools. In most cases, in-school behavior incidents are best dealt with by professionals who are trained in the appropriate responses to emotional or behavioral crises. Yet many schools do not have even a single social worker on staff to respond to school incidents in a trauma-informed way. The City should invest in social workers, ensure they have dedicated time and space in schools to work with students, and ensure school management has the capacity to help them succeed. Add More Clarity to the Role of School Safety Agents. School Safety Agents (SSAs) are well-equipped to protect students from threats that may exist outside a school building, and to maintain secure school buildings and property. However, their training cannot prepare them - and they should not be expected - to police student behavior or manage mental health crises. In some cases, school administrations rely on Safety Agents or NYPD officers to respond to in-school incidents. In other cases, SSAs may interact with students in a way that is at cross purposes to a school culture based on trust and mutual respect. When Safety Agents interactions with students hinder a supportive school climate, other efforts to build trust within a school are minimized. This misalignment of resources has high economic costs to the City, as well as long-term social costs for children who end up diverted into the criminal justice system as a result of policing in schools. The City should update the Memorandum of Understanding that governs DOE's relationship with NYPD to clearly outline the appropriate SSA interventions for specific student misconduct scenarios. Fund a Comprehensive Mental Health Support Continuum. Nationwide, approximately two-thirds of youth with a mental health disorder go untreated. In New York City, with the launch of the ThriveNYC mental health initiative, more supports have become available in schools. However, to address mental health challenges for students - especially in schools with the highest incidents of suspensions and arrests - more targeted interventions and direct services for students are needed. The City should fund a continuum of mental health supports for the highest-need schools including hospital-based mental health partnerships, mobile response teams, and school-based mental health care. Establish and Oversee System-Wide Trauma-Informed Schools. Students impacted by trauma are present in every school in the City, particularly when that trauma is linked to the chronic stresses of poverty. Because trauma can severely disrupt a student's academic potential, schools need to support educators in taking a trauma-informed approach to students, through recognizing the signs in children and understanding how to positively respond to their academic and social-emotional behaviors. Classroom discipline that is trauma-informed is consistent, non-violent, and respectful. The Positive Learning Collaborative, an innovative pilot launched in 20 New York City Schools in partnership with the United Federation of Teachers, provides in-depth training to teachers in therapeutic crisis intervention, and supports school-wide bullying prevention and gender-inclusive schools. The City should create a system-wide trauma-informed approach at all City schools. Expand Baseline Funding for Restorative Practices. Restorative practices, an alternative to exclusionary discipline, emphasize empathy, personal responsibility, and restoring community in the conflict resolution process. Examples from around the nation show that the approach has been highly effective in improving school climate and reducing suspensions. But transitioning to restorative practices requires investment in school-based consulting on implementation and capacity-building, and centralized program supports and evaluation. The City should adopt and sustain funding for restorative justice initiatives for a minimum three-year implementation period, and expand the initiative's reach to more schools. School climate is a bedrock education issue. Without cultivating safe and supportive schools for students and teachers alike, other initiatives aimed at improving academic outcomes will not be maximized. Details: New York: New York City Comptroller, 2018. 52p. Source: Internet Resource: Accessed November 6, 2018 at: https://comptroller.nyc.gov/wp-content/uploads/documents/School-Climate.pdf Year: 2018 Country: United States URL: https://comptroller.nyc.gov/wp-content/uploads/documents/School-Climate.pdf Shelf Number: 153288 Keywords: School BullyingSchool ClimateSchool CrimeSchool DisciplineSchool SafetySchool Security |
Author: Finland. Ministry of Justice Title: Kauhajoki School Shooting on 23 September 2008 - Report of the Investigation Commission Summary: On 23 September 2008, a school shooting took place in Kauhajoki when a student in the local polytechnic entered his school, shot nine students in his study group, a teacher, and finally himself. The perpetrator carried fuel with him which he used to start several fires in the building. Of the students who were in the classroom when the incident took place, three survived, one of whom received a gunshot wound in the head. The psychosocial damage caused by the incident was considerable. An investigation commission was appointed to look into the incident and its background, as well as the activities of the authorities, other operators involved in the incident, and the media. The main results of the investigation are presented in the 28 conclusions and 9 recommendations included in the report. The purpose of the recommendations and the entire investigation process was to enhance general security by learning from the incident. The fact that the perpetrator ended up committing this act was the result of a long process involving many factors. He had been suffering from mental health problems for approximately ten years and his condition had taken a turn for the worse. Several factors were involved during the course of the perpetrator's life which contributed to his problems. With hindsight, it seems probable that the perpetrator would have benefited from being examined by a specialist in psychiatry. In the light of the information currently available, it is impossible to establish beyond any doubt why the young man's mental health problems were channelled into an admiration for school shootings and, eventually, led to him committing the deed, which was clearly modelled on earlier school shootings. The perpetrator used a self-loading or semi-automatic firearm, which was small-calibre but still capable of inflicting serious damage. The investigation commission recommends that firearms capable of firing multiple shots in a very short period of time be made illegal, and that only guns that do not allow the easy infliction of such carnage be available for hobby purposes. With respect to other types of firearms, the investigation commission recommends that a stricter licensing policy be implemented. A dissenting opinion on firearm recommendations has been recorded, however. To enhance the mental health care services available for young people, the committee also recommends that antidepressants not be prescribed for persons younger than 23 years of age without a thorough examination by a specialist doctor. Other recommendations presented in the report concern the enhancement of student health care, particularly mental health care; the enhancement of interaction between generations in educational institutions; comprehensive security planning in educational institutions; shared command responsibility between authorities in operational situations; cooperation between authorities in preventive work; and the coordination of psychosocial support. Details: Helsinki: The Author, 2010. 194p. Source: Internet Resource: Accessed February 8, 20-19 at: http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/76234/omso_39_2010_kauhajoki_school_shooting_194_s.pdf Year: 2010 Country: Finland URL: http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/76234/omso_39_2010_kauhajoki_school_shooting_194_s.pdf Shelf Number: 154539 Keywords: Gun ViolenceMass ShootingsSchool SecuritySchool ShootingsSchool Violence |
Author: Marjory Stoneman Douglas High School Public Safety Commission Title: Initial Report Summary: School safety in Florida needs to be improved. We can do more and we can do a better job of ensuring the safety of students and staff on K-12 school campuses. Not all school security changes or enhancements have financial costs, and some only require the will of decision-makers to effect change and hold people responsible for implementing best practices. Safety and security accountability is lacking in schools, and that accountability is paramount for effective change if we expect a different result in the future than what occurred at Marjory Stoneman Douglas High School (MSDHS) on February 14, 2018. Accountability starts at the top of every organization, and all leaders have an obligation to ensure not only that the law is followed, but that effective policies and best practices are implemented. Even after the MSDHS shooting and the implementation of new Florida law requiring certain safety measures, there remains non-compliance and a lack of urgency to enact basic safety principles in Florida's K-12 schools. All stakeholders-school districts, law enforcement, mental health providers, city and county governments, funding entities, etc. - should embrace the opportunity to change and make Florida schools the safest in the nation. There must be a sense of urgency-and there is not, across-the-board-in enhancing school safety. At its core, basic, effective school safety begins with prevention. Prevention strategies not only focus on target hardening, but include early intervention when youth demonstrate indicators that should be immediately and appropriately assessed and addressed. However, equally important are harm mitigation aspects of school safety, which can be divided into a few key components: identifying the threat at the earliest possible moment; notifying others of the threat; implementing an effective response by those vulnerable to the threat; and stopping the threat as soon as possible. These harm mitigation concepts should be immediately implemented across all Florida K-12 schools. There are more complex, proactive components to school safety that will help prevent violence from occurring, but once an attack has commenced, the focus must be on immediately mitigating the harm, and these basic concepts, as set forth in this report's recommendations, are essential to that goal. Details: Tallahassee: Florida Department of Law Enforcement, 2019. 458p. Source: Internet Resource: Accessed February 15, 2019 at: http://www.fdle.state.fl.us/MSDHS/CommissionReport.pdf Year: 2019 Country: United States URL: http://www.fdle.state.fl.us/MSDHS/CommissionReport.pdf Shelf Number: 154628 Keywords: Gun ViolenceMass ShootingsMass ViolenceSchool SafetySchool SecuritySchool ShootingsSchool ViolenceThreat Assessment |
Author: Chicago. Office of Inspector General Title: Review of the Chicago Police Department's Management of School Resource Officers Summary: The Public Safety Section (PS) of the City of Chicago Office of Inspector General (OIG) has concluded a review of the Chicago Police Department's (CPD or the Department) management of School Resource Officers (SRO) assigned to Chicago Public Schools (CPS). OIG has concluded that CPD's recruitment, selection, placement, training, specification of roles and responsibilities, and evaluations of its SROs are not sufficient to ensure officers working in schools can successfully execute their specialized duties. OIG reviewed CPD's recruitment, selection, placement, training, specification of roles and responsibilities, and evaluation of its SROs assigned to CPS. OIG determined that, since December 31, 2016, CPD has assigned officers to CPS without a current legal agreement between the two agencies. Neither CPD nor CPS is able to provide an up-to-date list of SROs and the school locations to which these officers are assigned. Rather, CPD provided a list last updated in March 2017, while CPS provided a list current through 2014. CPD currently lacks Department directives to address SRO-specific recruitment, selection, placement, training, or evaluation. Moreover, CPD's current processes for recruiting, selecting, placing, training, specifying roles and responsibilities, and evaluating SROs do not reflect best practices-as none have been adopted by CPD. Yet best practice standards exist. For example, in 2017, the U.S. Department of Justice and U.S. Department of Education released a set of resources entitled the SECURe Local Implementation Rubric and SECURe State and Local Policy Rubrics-to help both local education agencies and law enforcement agencies develop SRO programs that foster school safety without violating students' civil rights or unnecessarily involving students in the criminal justice system. CPDs current lack of guidance and structure for SROs amplifies community concerns and underscores the high probability that students are unnecessarily becoming involved in the criminal justice system, despite the availability of alternate solutions. For the benefit of CPS students, their families, and the Chicago community at large, within this report, OIG provides CPD with recommendations for the Department to establish an SRO program aligned with national best practices. Details: Chicago: Author, 2018. 49p. Source: Internet Resource: Accessed April 12, 2019 at: https://igchicago.org/wp-content/uploads/2018/09/CPD-Management-of-School-Resource-Officers-Review.pdf Year: 2018 Country: United States URL: https://igchicago.org/wp-content/uploads/2018/09/CPD-Management-of-School-Resource-Officers-Review.pdf Shelf Number: 155371 Keywords: Police in Schools School Resource Officers School Security |