Monitoring School Violence

(archived collaboratory)

Publications and Related Research: Summaries

Elementary and middle school students’ perceptions of safety: An examination of violence-prone school sub-contexts.

This study examines elementary and middle school students' perceptions of places in their schools that are prone to violence. The grade level of the students was examined to assess the difference in perceptions of violence in different grade levels The concepts of "territoriality" and "undefined public spaces" are discussed. Overall, the students that were surveyed perceived unsafe spaces to be places where there was a lack of adult supervision and spaces that were overcrowded. Additionally, middle school students were more likely to feel unsafe in their school than elementary school students. However, elementary school students were more likely than middle school students to identify the playground as dangerous. The authors suggest that the results of the study show that teachers' philosophies and the organization of elementary schools are more effective than the middle schools' in keeping aggression low.

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The examination of various concepts within school violence research articles is discussed. The definition of what constitutes a school subcontext is examined. The subjective definition of violence and its affects on research are presented. The researchers hope that the ideas in this article will restimulate discussions among interested parties about the relationship between social and physical contexts of school and violence.

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This article presents information from a study which compared elementary school and middle school teachers' reasoning process regarding their role in school violence. The results from the study indicate that middle school teachers were more likely to not intervene in certain situations than were elementary school teachers. The reasoning process the teachers employed was focused mainly on possible harm to students that might occur if they did not intervene. Implications for theory, research and intervention are discussed.

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This article examines various themes from a national survey of school social workers on school violence. The respondents comments reflected a sense of isolation, powerlessness and despair because of a lack of schoolwide prevention programs or policies that address school violence. It was strongly suggested by the respondents that when a violent event occurs, the whole school community needs assistance and support. The authors recommend that training for social workers, teachers and administrators address the profound effect that violence in schools has on the entire community.

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Where girls and women won't go: Female students', teachers, and social workers' views of school safety

This article examines the safety of female students, teachers and social workers in school settings. The article presents findings from a study that examined perceptions of violence-prone locations in five high schools. The authors outline methods designed to create opportunities for school staff to openly discuss their concerns and how to work toward building a safe school environment.

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Teachers and students in five high schools were given maps of their schools and asked to identify the times and locations of the most dangerous events in their schools. Students, teachers and administrators were later interviewed in regard to violent events that had taken place on school properties in the last year. The results suggest that violence occurs at predictable times and locations around the school building. A common characteristic of violent events was that they all took place in locations with few or no teachers present. The researchers state that teacher-generated and implemented interventions hold the greatest likelihood of success in reducing school violence.

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This article examines results from the first comprehensive national survey given to school social workers in regard to their perception of school violence. The article focuses on victimization, training needs for school violence and social workers' involvement in violence intervention. The authors recommend specific ways that school social workers can get more involved in school violence prevention programs.

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This article discusses the first national study conducted on school social workers in regard to their perceptions of school violence. The survey examines: the social workers' personal experience with school violence, their assessment of school violence in their schools, their readiness to handle school violence and their involvement in school violence programs. The study found that school social workers perception of school violence was contingent on the setting of the school and the presence of more than one violent incident.

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The authors of this article argue that it is ecological issues that are at the core of understanding and counteracting the violence that many low-income students are exposed to on a continual basis. The authors outline a framework for developing teacher and school-based interventions that are based on empirical data from school violence literature. The authors conclude that it is essential that mental health consultation services support teachers in developing school-based responses to school violence. Lastly, the consultation must be specified for each school as the physical and social structure will vary from school to school.

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This article discusses violence prevention programs in schools. The concept of school mapping is discussed in length. School Mapping consists of providing students, teachers and administrators with maps of the school and allowing them to identify locations that are prone to violence. These violence-prone locations or "hot spots" are then discussed in focus groups. The identification of these "hot spots" is discussed, as is the reason why they are susceptible to violence and what can be done to reduce violence in these locations. The authors state that the mapping process can: (1) increase the dialogue between students, teachers and administrators on violence in schools; (2) assist in the evaluation of violence intervention programs already being utilized; (3) increase the involvement of the school in violence interventions. The authors state that increasing school community members involvement in the process creates a more grassroots approach to school violence and will ultimately lead to a more effective program.

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Mapping School Violence with Students, Teachers and Administrators

The authors of this chapter state that the entire school setting needs to be considered when designing violence prevention programs for African American male adolescents. The article discusses the concept of mapping. This concept entails providing students, teachers and administrators with maps of their schools and having them identify on their maps where they perceive violence to be a problem. These maps can then be analyzed to assess problem spots where violence is more likely to occur. The analysis of these maps includes focus groups, which allow participants to identify reasons why certain places are violence prone and to propose solutions. The authors state that this type of intervention is more effective because it is more grass-root oriented and thus students, staff and teachers will have more invested in the program.

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This chapter discusses the importance of childhood violence prevention programs. The chapter proposes that these programs should begin at a very young age and should include all members of the school community. The chapter reviews all relevant literature in regard to violence in elementary schools; defines school violence; and includes information regarding how social workers can create violence prevention programs and influence policy decisions. The author states that in order to ensure funding for prevention programs there must be empirical data to support the success of such programs. The article also outlines how social workers can collect the necessary empirical data.

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Last updated: 4/16/03

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