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School violence has come into the public eye after deadly multiple shootings in such places as Littleton, Colorado; Jonesboro, Arkansas; Santee, California; Red Lake, Minnesota; Nickel Mines, Pennsylvania; and Cleveland, Ohio. The possibility of school shootings has become an issue for urban, rural, and suburban communities alike. Since 1992, more than 40 schools have experienced multiple victim homicides, many in communities where people previously believed “it couldn’t happen here.”
Given the number of students and schools in the United States, multiple-victim homicides are still extremely rare, and in recent years, the overall rate of violence in schools has actually declined. Physical conflicts, threats, and harassment are, however, still common. Many students and teachers are more fearful than ever before when they enter the doors of their school. This climate of fear makes it more difficult for schools to provide positive learning
environments.
The causes of school violence are subject to much speculation. Violence does not stand alone; there are usually multiple indicators. Possible contributors to school violence mentioned in the literature include the following:
• Exposure to violence in the family and the community
• Child abuse and neglect
• Poor parenting practices and lack of interest in children’s activities
• Peer pressure to engage in harassment of other students, violent behavior, drug or alcohol use, and truancy
• Prejudices based on race, religion, ethnicity, physical appearance, social class, sexual orientation, disability, gender, and other traits
• Access to information on how to make explosive devices and unsupervised access to firearms
• Excessive exposure to violence in television programming, movies, and video games
• Drug or alcohol abuse
• Lack of conflict resolution skills
• Lack of quality role models and the availability of inappropriate role models
• Perceived lack of opportunity to be successful through legitimate means
• Failure to detect and treat children exhibiting warning signs of being troubled including a written or verbal behavior that indicates the child has perceived injustice, revenge fantasy, obsession with revenge, desire to be notorious, preoccupation with previous school shootings or shooters, suicidal or homicidal ideation, feelings of insignificance, feelings of dehumanization, or a desensitization to violence
• Lack of adult supervision of, and positive interaction with, children after school
• Negative self-image
Guidance for school violence prevention and response is offered in each of the following areas:
• Ways to prevent student violence
• Threat assessment
• Planning and training for what to do during an actual crisis
• How to respond during a crisis
• How to handle the aftermath of a crisis
• Legal considerations
• Recommendations for the media
The roles of school administrators, teachers, and staff are discussed. In addition, student, parent, law enforcement, and community roles are addressed. Throughout the report, text boxes provide more in-depth information or illustrate the potential value of the suggestions using actual cases of school violence.
To read the rest
of this excellent guide for preventing and responding to school
violence, produced by The International Association of Chiefs
of Police, please click here: http://www.theiacp.org/LinkClick.aspx?fileticket=MwvD03yXrnE%3d&tabid=378
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