NCJRS - School Safety in the Spotlight
 

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School Safety

"Every student will attend a school that is safe and secure, one that is free of fear and conducive to learning" (Center for the Prevention of School Violence, 2002)

Summary

Definitions of the term "school violence" range from very limited - for example, relating only to the use of guns in school - to very extensive, including all youth misconduct and the many community and societal influences on such behavior (Preventing School Violence: Plenary Papers of the 1999 Conference on Criminal Justice Research and Evaluation-Enhancing Policy and Practice Through Research, National Institute of Justice, 2000). The Center for the Prevention of School Violence defines school violence as "any behavior that violates a school's educational mission or climate of respect or jeopardizes the intent of the school to be free of aggression against persons or property, drugs, weapons, disruptions, and disorder" (Center for the Prevention of School Violence, 2002).

In each school year, youth were at least 70 times more likely to be murdered away from school than at school.

School-based violence prevention efforts can take many forms. They may work to protect students from danger or victimization and may also seek to prevent students from developing or relying on aggressive behavior as a way to solve conflicts (Peaceful Schools, Northwest Regional Educational Laboratory, 1998). Such efforts include adopting zero tolerance policies, requiring students to wear uniforms, employing surveillance cameras and metal detectors, and stationing law enforcement and mental health personnel in the schools (Indicators of School Crime and Safety, Bureau of Justice Statistics, 2002).

Recently, the U.S. Department of Education identified the fundamental qualities of a safe and responsible school:
The school has strong leadership, caring faculty, family and community involvement that includes law enforcement officials and representatives of community-based organizations, and student participation in the design of programs and policies.

The physical environment of the school is safe and schoolwide policies are in place to promote and support responsible behaviors.

Prevention and intervention programs are sustained, coordinated, and comprehensive.

Interventions are based on careful assessment of student needs.

Evidence-based approaches are used.

Staff are provided with training and support to help them implement programs and approaches.

Interventions are monitored and evaluations are conducted to ensure that the programs are meeting measurable goals and objectives (Safeguarding Our Children: An Action Guide, American Institute for Research, U.S. Department of Education, 2000).

Schools that incorporate these characteristics will achieve improved academics, reduced disciplinary referrals and suspensions, greater staff morale, and enhanced safety (Safeguarding Our Children: An Action Guide, American Institute for Research, U.S. Department of Education, 2000).