Pulling the Trigger: The Decision of Arming School Staff in a Large, Diverse School District

2021 ◽  
pp. 155545892199319
Author(s):  
Jennifer K. Kent ◽  
F. Chris Curran
Keyword(s):  
School District ◽  
School Violence ◽  
School Board ◽  
School Safety ◽  
School Personnel ◽  
Unintended Consequences ◽  
School Staff ◽  
The Political ◽  
Local Budget ◽  
The Cost

Based on events in Florida, this case explores issues that accompany the choice to arm school personnel as a means to address school violence and shootings. Readers consider the issue from the perspective of the school board of a large, diverse district and are presented with dilemmas while they consider the effectiveness, the political feasibility, the legality, the cost, and the potential unintended consequences of arming school personnel. The school board grapples with the complexity of making school safety decisions within the constraints of state policy while simultaneously being responsive to local budget constraints and a diverse set of stakeholders.

Promoting School Safety, School Climate, and Student Mental Health

2020 ◽  
pp. 117-136
Author(s):  
Amy Jane Griffiths ◽  
Elena Diamond ◽  
Zachary Maupin ◽  
James Alsip ◽  
Michael J. Keller ◽  
...  
Keyword(s):  
Mental Health ◽  
School Climate ◽  
School District ◽  
School Violence ◽  
Real World ◽  
Multidisciplinary Team ◽  
School Safety ◽  
Well Being ◽  
Intervention Implementation

The reduction of school violence requires a coordinated effort that enhances school climate and improves the sense of safety on campus. This chapter addresses the related topics of school violence, school safety, and school climate; provides an overview of the interactions among these constructs; and illustrates how they are directly linked to student mental and emotional well-being. A multidisciplinary approach is described that addresses these constructs, which are grounded in a school safety model that provides a foundation to promote students’ mental health. The process for moving toward action includes selecting an appropriate model for organizing intervention efforts, building a multidisciplinary team, developing a plan for assessment, and creating a systematic process for intervention implementation. Finally, a case study is provided to illustrate how a school district can interpret and implement these key components in the real world.

School Safety, Victimization, and Bullying

2017 ◽  
Author(s):  
Ronald Pitner ◽  
Hadass Moore ◽  
Gordon Capp ◽  
Aidyn Iachini ◽  
Ruth Berkowitz ◽  
...  
Keyword(s):  
Best Practices ◽  
School Violence ◽  
School Safety ◽  
School Social Workers ◽  
School Staff ◽  
Systematic Monitoring ◽  
Staff Members ◽  
Whole School ◽  
Empirically Supported ◽  
Safer Schools

This article focuses on socio-ecological and whole-school approaches to coping with school violence, while highlighting best practices for selecting, developing, and monitoring interventions. We present several empirically supported programs, followed by identified characteristics of successful interventions and considerations on selecting an appropriate program for a particular school. Finally, we discuss the systematic monitoring method and approach and its utility in creating safer schools while emphasizing the contextual features and the nested environment in which schools reside. We suggest manners in which the systematic monitoring approach can be considered, advocated, and implemented by school staff members, particularly school social workers.

Looking at the Big Picture: School Administrators and Violence Reduction

1997 ◽  
Vol 7 (5) ◽  
pp. 456-479 ◽  
Author(s):  
George J. Petersen
Keyword(s):  
School Districts ◽  
Violence Prevention ◽  
School Violence ◽  
School Environment ◽  
School Administrators ◽  
School Personnel ◽  
The United States ◽  
Site Administrators ◽  
Big Picture ◽  
The Cost

This study investigated district and site administrators’ perceptions of school violence and violence prevention programs in fifteen school districts of various sizes in twelve states located across the United States. The study focused upon: (1) school administrators’ fears about violence, (2) frequency of administrators as victims of violent actions over the past two years, (3) areas in the school environment which pose the greatest risk for violence for students or school personnel, (4) profiles of typical victims and perpetrators of violence, (5) strategies implemented by schools/districts to reduce violence, (6) perceptions regarding which strategies were considered to be the most and least effective in reducing violence, and (7) the cost to school districts for violence prevention. The study concluded by providing a suggested plan of action to remediate and reduce violence in schools.

Bullying, School Violence, and Climate in Evolving Contexts

2018 ◽  
Author(s):  
Ron Avi Astor ◽  
Rami Benbenisthty
Keyword(s):  
School Violence ◽  
School Safety ◽  
Media Coverage ◽  
Large Scale ◽  
Ecological Model ◽  
Empirical Studies ◽  
Practical Applications ◽  
Teacher Student ◽  
Area Of Interest ◽  
New Research

Since 2005, the bullying, school violence, and school safety literatures have expanded dramatically in content, disciplines, and empirical studies. However, with this massive expansion of research, there is also a surprising lack of theoretical and empirical direction to guide efforts on how to advance our basic science and practical applications of this growing scientific area of interest. Parallel to this surge in interest, cultural norms, media coverage, and policies to address school safety and bullying have evolved at a remarkably quick pace over the past 13 years. For example, behaviors and populations that just a decade ago were not included in the school violence, bullying, and school safety discourse are now accepted areas of inquiry. These include, for instance, cyberbullying, sexting, social media shaming, teacher–student and student–teacher bullying, sexual harassment and assault, homicide, and suicide. Populations in schools not previously explored, such as lesbian, gay, bisexual, transgender, and queer students and educators and military- and veteran-connected students, become the foci of new research, policies, and programs. As a result, all US states and most industrialized countries now have a complex quilt of new school safety and bullying legislation and policies. Large-scale research and intervention funding programs are often linked to these policies. This book suggests an empirically driven unifying model that brings together these previously distinct literatures. This book presents an ecological model of school violence, bullying, and safety in evolving contexts that integrates all we have learned in the 13 years, and suggests ways to move forward.

Implementation of Tiplines and Reporting Apps for School Safety: A Qualitative Analysis of Parent and School Personnel Perspectives

2021 ◽  
pp. 1-15
Author(s):  
Dorothy L. Espelage ◽  
Luz E. Robinson ◽  
Ashley Woolweaver ◽  
Alberto Valido ◽  
Alex Davis ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
School Safety ◽  
School Personnel

School Violence to School Safety: Reframing the Issue for School Psychologists

1994 ◽  
Vol 23 (2) ◽  
pp. 236-256 ◽  
Author(s):  
Gale M. Morrison ◽  
Michael J. Furlong ◽  
Richard L. Morrison
Keyword(s):  
School Violence ◽  
School Psychologists ◽  
School Safety

Student victimization by school staff in the context of an Israeli national school safety campaign

2007 ◽  
Vol 34 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Mona Khoury-Kassabri ◽  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
School Safety ◽  
School Staff ◽  
National School ◽  
Student Victimization

scholarly journals Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District

2011 ◽  
Vol 21 (1) ◽  
Author(s):  
Kent McIntosh ◽  
Johanna L Bennett ◽  
Kathy Price
Keyword(s):  
Academic Achievement ◽  
School District ◽  
Social Environment ◽  
School Safety ◽  
Problem Behaviour ◽  
Students At Risk ◽  
Social Competencies ◽  
Approach To Teaching ◽  
Positive Behaviour Support ◽  
Perceptions Of School

This article discusses School-wide Positive Behaviour Support (SWPBS), an evi-dence-based approach to teaching social competencies and enhancing the school social environment. The focus of this article is on the value of evaluation and evaluation plans at a district level for maintaining and increasing the effective-ness of SWPBS in a district. We review the key components of evaluation plans and describe a framework for creating evaluation plans created for British Co-lumbia. We also provide an example of the evaluation efforts using this framework in a medium sized school district in British Columbia. Results showed decreased levels of problem behaviour, decreased numbers of students at risk for significant behaviour challenges, and increased academic achievement and stu-dent perceptions of school safety for schools implementing SWPBS, in comparison to low implementing schools and district and provincial averages.

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