Breaking Barriers: Ending School Violence, Improving Security and Creating a Culture of Learning in Schools

March 3rd, 2010 By: Ivory Toldson, Ph.D. in Articles, School Safety

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I witnessed one of my best friends getting shot in the daylight and I couldn’t do anything – we were in the wrong place at the wrong time… It takes time but I am going to have to take back everything the devil stole from me. It’s a work in progress, but with prayer and supplication I will do it.

Eleventh grader, Dyquan Caldwell, shared his tragedy in “A Mile in My Shoes Writing Project: African-American Males Telling Their Own Stories.” According to a recent study, teenagers like Dyquan are more likely to walk to school, pass through a metal detector when entering school, have major distractions from doing school work, have fewer opportunities to participate in extracurricular activities, and sadly, more likely to report that their teachers say and do things to make students feel bad about themselves.

In the years following the Columbine tragedy in 1999, many schools installed metal detectors and security cameras, and hired security officers to combat violence in schools. Although the Columbine massacre, and several copycat incidents, happened at majority White high schools, a disproportionate amount of violence reduction strategies have been implemented at predominately Black public schools.

Today, 26% of Black students, compared to 5.4% of White students report passing through metal detectors when entering school, according to data from the National Crime Victimization Survey: School Crime Supplement (NCVS-SCS, U. S. Dept. of Justice Bureau of Justice Statistics, 2009). The same survey found no race differences between Black and White students’ reported carrying a gun to school (1% for each group), nor ability to acquire a gun without adult supervision (7% for each group).

Since the 1990s, all violent crimes have sharply reduced, including serious violence at schools. Compared to 15 years ago, schools are significantly less likely to experience a homicide or other violent acts on school grounds. Notwithstanding, 42% of Black students and 43% of Latino students reported that gangs were present at their schools, compared to 18% of White students. Among Black students reporting gangs at their school, 24% report that the gangs do not act out violently. In total, 17.7% report being in schools with frequent gang violence, compared to 6% for Whites (U. S. Dept. of Justice Bureau of Justice Statistics, 2009).

The public perception that violence in schools is increasing, rather than decreasing, has led to less compassion among school personnel, increased anxiety among students, and ultimately lower levels of academic achievement and satisfaction among all students, but particularly Black students. A recent analysis of the NCVS-SCS found that Black children in schools with more violent activity in general, experienced more harsh treatment from teachers and perceive more unfairness in the school. Figure 1 demonstrates that across all races, students in schools with more gang activity are more likely to report that their teachers generally care less about students.

Schools’ response to violence, can aptly be described with a statement from prominent psychologist Abraham Maslow: “If the only tool you have is a hammer, you treat every problem as if it’s a nail.” Recently, CNN reported that William Modzeleski, a school security administrator for the U. S. Department of Education revealed that the Obama administration plans to create secure schools, by improving overall education, getting children more involved in their studies and strengthening school communities. These changes will coincide with a decrease in spending for metal detectors and security personnel and an increase in school counseling services (See additional information at http://www.cnn.com/2009/LIVING/04/20/columbine.school.safety/index.html). Such strategies are consistent with progressive research, including the studies featured here.

Several school-based activities were associated with less gang activity, including: spirit groups, for example, cheerleading or pep club; performing arts, for example, band, orchestra, or drama; and academic clubs, for example, debate team, honor society, Spanish club, or math club.

Overall, the findings of the study suggest that schools should measure holistic qualities of their environment based on their: (1) Abilities to make students feel supported and respected; (2) Skill at creating forums for students to express themselves; and (3) Ability to critique students without making them feel bad about themselves. Incentives for teachers to become involved with students outside of the classroom, such as through clubs, sports and other activities, could also cultivate more cordial student-teacher relationships.

Reference
U. S. Dept. of Justice Bureau of Justice Statistics (2009) National crime victimization survey: School crime supplement 2007 [Computer file]. Conducted by U. S. Dept. of Commerce, Bureau of the Census. ICPSR04429 -v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [producer and distributor].

Tags: activites, caring, extracurricular activities, gangs, safety, violence

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