The Role of Teachers and School Leaders in Mass Shootings and Multiple Victim Violence

2021 ◽  
pp. 317-336
Author(s):  
Kweilin T. Lucas ◽  
Renee D. Lamphere
Keyword(s):  
School Violence ◽  
School Leaders ◽  
Vital Role ◽  
School Shootings ◽  
Front Line ◽  
School Policies ◽  
Mass Shootings ◽  
School Settings ◽  
Role Of Teachers

There is an increased concern for school violence, particularly instances of mass shootings, which has led researchers to respond by examining both the causes and consequences of this behavior. What is often missing from the discussion on mass shootings in school settings, however, is the role of teachers and school leaders. Because these individuals are on the front line when school shootings occur, their ability to influence and enforce school policies must be taken into consideration. The mission of this chapter is to provide an overview of the vital role that teachers and school leaders play in mass shootings and incidents of multiple victim violence. This chapter is essential for any text exploring the issues surrounding mass shootings in school settings.

The Role of Teachers and School Leaders in Mass Shootings and Multiple Victim Violence

2020 ◽  
pp. 358-377
Author(s):  
Kweilin T. Lucas ◽  
Renee D. Lamphere
Keyword(s):  
School Violence ◽  
School Leaders ◽  
Vital Role ◽  
School Shootings ◽  
Front Line ◽  
School Policies ◽  
Mass Shootings ◽  
School Settings ◽  
Role Of Teachers

There is an increased concern for school violence, particularly instances of mass shootings, which has led researchers to respond by examining both the causes and consequences of this behavior. What is often missing from the discussion on mass shootings in school settings, however, is the role of teachers and school leaders. Because these individuals are on the front line when school shootings occur, their ability to influence and enforce school policies must be taken into consideration. The mission of this chapter is to provide an overview of the vital role that teachers and school leaders play in mass shootings and incidents of multiple victim violence. This chapter is essential for any text exploring the issues surrounding mass shootings in school settings.

The Role of Teachers and School Leaders in K-12 School Violence

2019 ◽  
pp. 420-440
Author(s):  
Renee D. Lamphere ◽  
Kweilin T. Lucas
Keyword(s):  
School Violence ◽  
School Leaders ◽  
School Environments ◽  
Comprehensive View ◽  
Violent Behaviors ◽  
Role Of Teachers ◽  
K 12 ◽  
Property Offenses ◽  
Great Harm

While data regarding school violence are gathered on a regular basis, noticeably missing from the literature are incidents that involve violence directed toward K-12 teachers and school leaders. The scarce evidence that does exist regarding this phenomenon suggests that this population is targeted more often than one may think, and they suffer from great harm as a result of various violent behaviors such as harassment, verbal threats and intimidation, bullying, property offenses, and physical attacks. Since very little is known about violence that is directed toward K-12 teachers and school leaders, there is a significant need for more research in this area in order to provide a more comprehensive view of school violence and to develop policies and formulate effective solutions. Addressing these issues will not only allow teachers and school leaders to perform to the best of their abilities, but school environments will be safer so that learning can take place without the interruption of violence.

The Role of Teachers and School Leaders in K-12 School Violence

2021 ◽  
pp. 337-357
Author(s):  
Renee D. Lamphere ◽  
Kweilin T. Lucas
Keyword(s):  
School Violence ◽  
School Leaders ◽  
School Environments ◽  
Comprehensive View ◽  
Violent Behaviors ◽  
Role Of Teachers ◽  
K 12 ◽  
Property Offenses ◽  
Great Harm

While data regarding school violence are gathered on a regular basis, noticeably missing from the literature are incidents that involve violence directed toward K-12 teachers and school leaders. The scarce evidence that does exist regarding this phenomenon suggests that this population is targeted more often than one may think, and they suffer from great harm as a result of various violent behaviors such as harassment, verbal threats and intimidation, bullying, property offenses, and physical attacks. Since very little is known about violence that is directed toward K-12 teachers and school leaders, there is a significant need for more research in this area in order to provide a more comprehensive view of school violence and to develop policies and formulate effective solutions. Addressing these issues will not only allow teachers and school leaders to perform to the best of their abilities, but school environments will be safer so that learning can take place without the interruption of violence.

Lockdown Drills in Kindergarten

2021 ◽  
pp. 77-94
Author(s):  
Karla Vermeulen
Keyword(s):  
Social Media ◽  
Vicarious Trauma ◽  
School Shootings ◽  
Gun Violence ◽  
Childhood Experience ◽  
Mass Shootings ◽  
Media Attention ◽  
School Based ◽  
The Impact

This chapter, “Lockdown Drills in Kindergarten,” examines the primary childhood experience that sets Generation Disaster apart from previous cohorts: their early awareness of the threat of school shootings and other types of mass gun violence. It explores the impact of participating in school lockdown drills throughout primary and secondary school and how these security activities can increase distress and anxiety for some children. It describes how extremely rare school-based rampage attacks are relative to much more common forms of gun violence that receive less media attention. The chapter also discusses the role of social media in mass shootings, including as a motivator for copycat attacks and a source of vicarious trauma through exposing viewers to unfiltered images of violence.

scholarly journals COMMUNITY ENGAGEMENT IN SCHOOLS: A GROUNDED THEORY TO UNDERSTAND IN-SERVICE TEACHERS’ PRACTICES

2021 ◽  
Vol 2 ◽  
pp. 16-21
Author(s):  
Gabriela Monica Assante ◽  
Mariana Momanu
Keyword(s):  
Grounded Theory ◽  
Community Engagement ◽  
Urban Areas ◽  
Teacher Practices ◽  
Theoretical Explanation ◽  
School Settings ◽  
Grounded Theory Method ◽  
Role Of Teachers ◽  
Process Elements

This exploratory study is guided by the underlying importance of in-service teacher practices in the development of students’ community engagement. The main objective is to highlight, describe and understand the role of teachers in the development of community engagement by employing the Grounded Theory methodology. Thirty teachers from urban areas and with at least five years of experience were interviewed to investigate their perspective, approach and practices in promoting community engagement in school settings. The Grounded Theory method was employed in order to develop a descriptive model of the role of teachers in the community engagement development process. Following the open, axial and selective coding process, a theoretical explanation of the process emerged that highlights the pre-conditions of promoting community engagement, conceptualizes the phenomenon, and displays the challenges and educational practices employed. Several categories and sub-categories of the process elements were identified and illustrated by qualitative data. Further, the educational implications of the findings are thoroughly discussed.

scholarly journals How Does Hegemonic Society Perpetuate LGBTQ+ Discrimination Through the Institutions and Ideologies of Law, Education, and Religion?

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Isha Leibel
Keyword(s):  
Religious Education ◽  
Coming Out ◽  
Sexual Education ◽  
Educational Setting ◽  
Political Leaders ◽  
Lgbtq Youth ◽  
School Settings ◽  
Role Of Teachers ◽  
And Gender

Research has shown that the institutions and ideologies behind hegemonic society’s laws, educational system, and religions, have been integral to the discrimination of LGBTQ+ youth. To better understand the specific aspects of each institution, and how they directly affect LGBTQ+ youth, this paper critically examines these institutions using both the traditional heteronormative lens, as well as the more recent LGBTQ+ friendly lens. Issues such as the role of homophobic political leaders, and the laws they pass, are considered. As the majority of youth spend their formative years in an educational setting, the role of teachers, peers, and parents are all considered when discussions of ‘coming out’ or sexual education is brought to light. Furthermore, in an attempt to understand the coexistence of LGBTQ+ youth and religious education, comparisons between different school settings are taken into consideration.  Following the review, different avenues are suggested to further study this topic in order to create a more inclusive, safe, and accepting society for all sexualities and gender identities.

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