Universal School Based Violence Prevention Programs

Violence at school is defined as physical or verbal attacks on a person while on school grounds or on school property ("School Violence essays", 2017), or any activity that is able to create a disturbance in an educational system (Blanco, 2017). In today's societies, School violence is spreading dramatically, which has caused many problems among students, families and faculty of schools.

Violence in society is increasing dramatically and not only is it out in the streets, but it’s in the school systems as well. However, school violence has been becoming more and more of a problem all over the nation in the past several years. School violence needs to stop because no one should be afraid to go to school without feeling like it’ll be their last day.

For over thirteen years, I have witnessed an enormous amount of change in education. When I started teaching in New York City back in 2003, I remember being told, “whatever you do, don’t wind up of the cover of New York Post”. The room erupted in laughter and my stomach erupted in panic. Shortly after that announcement our principal handed out an enormous book of our district policies. -As I flipped through book of policies and regulations I thought to myself how could there possibly be this many rules about teaching.

The school environment was measured by its implementation of the Social and Emotional Learning (SEL) approach. SEL is a framework that focuses on resiliency and teaching social and emotional competencies to children and youth (Hong, Espelage, Grogan-Kaylor, and Allen-Meares, 2011). Specifically, SEL uses social skill instruction to address behavior, discipline, safety, and academics to help students become self-aware, manage their emotions, build social skills, and make positive decisions. A meta-analytic study of more than 213 maltreatment intervention programs found that SEL-implementing schools could expect better student behavior and an 11-point increase in standardized test scores (Durlak, Weissberg, Dymnicki, Taylor, and Schellinger, 2011). The affluent school with abundant resources implemented SEL to promote resiliency. The less-affluent school with limited resourced did not implement SEL; therefore, its students did not have access to any resiliency

Violence is a horrific form of anger, aggression and pain to so many in Duval County’s Health Zone 1. Health data shows that there is a high prevalence of violence in this Zone; it is obvious that many socio- economic factors may be exacerbating this. “Health Zone 1 has the highest rate of homicide in Duval County with 43.4 per 100,000 populations” (Duval County Health Department, 2008, pg. 8) It is the violence and risks for violence that unfortunately impacts the health of Zone 1 significantly and may be reduced through the use of effective community nursing interventions. According to Young and Woodcock (2011) early exposure, lack of education, poor socioeconomic status and child mistreatment are just a few of the many precursors to

The Multi-site Violence Prevention Program targeted a majority of African American middle school students from low-income families (2012). Developed in 2009 the program involves a social-cognitive cognitive curriculum which seeks to improve students’ problem-solving skills, motivation, and self-efficacy skills (2012). Schoolteachers increased their use of interactive teaching skills, cooperative learning strategies and proactive classroom management as part of the program (2012). Additionally, intensive parent training was provided in all interventions to enhance parent-child bonding and appropriate boundary setting in parenting (2012). The Multi-site Violence Prevention Program has proven to lend at least medium reductions in youth violence and has demonstrated a consistency in long-term positive effects. As earlier mentioned African American males have consistently been overrepresented in the juvenile justice system. As such, it could be argued that prevention programs where there is significant focus on this population in either explaining or understanding risk factors is relevant. Community based programs that bring together the individual (youth), the family, school, and community are likely the most critical in the development of effective strategies

School violence can be prevented by parents, communities, teachers, and even classmates can help reduce violence and improve the overall school environment, Also, education and consequences must occur in the home by parents and educators to effectively help reduce school and youth violence. This strategy stands in contrast to use prevention strategies, such as metal detectors and other security measures to help determine benefits and evidence that may offer knowledge and experience in preventing school violence that can enhance approaches to end school

Are you tired of having those dreadful and terrible flashbacks of your high school’s days of witnessing some sort of school violence or even being the victim from the violence? American schools all over today are becoming more of a fearful and miserable destination for children to attend and it is even becoming more of a destine nightmare for every teacher and parent as well due to an alarming rate of violent actions of multiple types of crimes being committed by students and consistently having chaotic events. Schools are meant for children to have the feeling of being safe, enjoyment, and allow them to receive an outstanding education that will lead them into the appropriate path for college and then soon lead those students to a brighter

At the end of this study, I wish to answer the following questions: How safe do children feel at school? How do parents rate their school as it relates to safety? Does school violence have a direct impact on student achievement? Finally, I will discuss recommendations for improving current school emergency/safety plans as well as strategic models of encouraging learning versus violence in our

Students face many pressures and issues today. School violence is just one of the many things students are dealing with. School violence can affect their social, emotional, and mental health. Seaside District School has designed a competency based violence prevention program to be implemented in grades K-12. Prevention begins with awareness and education. Student disruption is a big problem within the classroom. We must monitor and reduce the risk behaviors that many students exhibit that put them at risk. It is out goal to provide a safe environment for optimum learning. Safe schools are created through the efforts of the whole community.

In addition, The Second Step program is designed to decrease aggressive behaviours and increase empathetic social behaviour. Unique to this program is that it affects all individuals within the school context even those who are not considered as at-risk (Frey, Nolen, Van & Hirchstein, 2004). To this extent, universal implementation can strengthen resilience of at-risk students without stigmatizing them. The intervention introduces three different units presented through situations, which include empathy training, impulse control and problem solving and anger management strategies (Frey, et al., 2004). This prevention program can be used in preschools and care programs in order to reduce aggression among students at an early age. Another resilience

Prothrow-Stith and Quaday (1995) look to identify risk factors associated with violence and ways to provide intervention strategies in helping overcome the unsafe environments they are exposed to. The identification of 4 factors helps promote support for students exposed to violence: (1) access to coping skill strategies; (2) participation in the coping skills; (3) development of self confidence and self esteem levels for cognitive capability; (4) contact with adults who share characteristics of caring and a strong individual who practices positive prosocial behaviors (Prothrow-Stith and Quaday (1995). Schools are place where the tools for helping children exposed to violence. Authors, Prothrow-Stith and Quaday 1995) state, “Schools are charged

Children find little hope in their existence and school experience. In this case, most students begin to drop out of school completely in order to escape the negativity. In addition, school violence affects a child’s academic, social, and psychological well-being. It is significant to parents and teachers take responsibility as anyone else to start sorting it out. The majority of teachers do not have the proper training to support students. Parents should talk to their children often about school violence by filtering news programs such as psychological assistance. Furthermore, most students from different schools have to go through metal detectors. Many children live in fear of the prospect of other students carrying weapons or making death threats. Individuals should not blame schools and educators because a discipline of children begins at

The contextual factors than may affect the implementation of this program are cultural barriers, social economic barriers, language barriers, and personal biases. In many cultures, mental illness is not spoken about or taken seriously which creates a serious problem in providing the needed care.

Every day students across the country wake up and go to school seeking an education. They learn basic skills and knowledge from classes such as English, math, biology, physics, photography and so many other classes that prepare students for adulthood. However, what is most alarming is that students have to cope with violence that is now occurring in schools. In the past, school violence involved bullying and mistreatment, but in recent decades weapons are now a part of the violence students encounter. Violence is a way for youth to gain authority over their peers. Additionally, violence in schools has promoted a national debate on gun control, bullying and plagued the overall learning experience in school environments. Not only do people need