Teen Violence: Schools are not Immune 

By Kendra Lee


Closing the Gap, Adolescence • November/December 2000


For the past 5 or 6 years, it’s been hard to turn on the television •	 Marital conflict and lack of communication between parents; 

without seeing a teenager at school with a gun, shooting fellow •	 Criminal or violent behavior of a parent; 

classmates or teachers, or holding someone hostage. During the •	 Alcohol or other drug abuse by a parent; 

past decade there have been stabbings, shootings, brutal rapes, gang- •	 Child abuse or neglect; 

related incidents—not in a back alley in the inner city (though these •	 Harsh or inconsistent discipline; 

crimes are happening there, too)—but in the place parents once •	 Lack of parental supervision; 

thought was safe: an educational institution. •	 Living in violent neighborhoods; 

•	 Rough or antisocial peers; 

How Safe are Schools? •	 Learning problems; 

•	 A history of absenteeism from school; and 

Despite recent Justice Department figures showing school was a •	 A lack of social problem-solving skills. 

safer place than the street or the home, youth violence is still occurring. And it’s happening in a big way in our schools nationwide. Half Creating “Cultures of Peace” 

as many students were victims of violence in the hallways of their 

schools as ran into crime away from school. But there are organizations doing something about the problem. 

According to a 1997 Youth Risk Behavior Survey done by the Fourteen youth violence prevention evaluation projects are underway 

Centers for Disease Control and Prevention, in 11 cities nationwide, under the sponsorship 

the Department of Education, Department The idea behind the project is to of the CDC’s National Center for Injury Preof Justice, and the National School Safety vention and Control. The goal of these projects 

Center, the facts bear this out: catch the students early...and train is to determine which interventions are effec­

•	 65 percent of school-associated violent tive in preventing and reducing aggressive and 

deaths involved students; them to create a “culture of peace” violent behavior. The majority of the projects 

•	 28 percent of fatal injuries occurred in- emphasize primary prevention and are coopside the school building; within the school environment. erative efforts between schools, health depart­

•	 18.3 percent of high school students car­ ments and community partners. Four of the 

ried a gun, knife or club to school during the 30 days preceeding projects (Tucson; Chicago; Richmond, Virginia; Portland, Oregon) 

the survey; will be extended three years to assess whether initial intervention 

•	 7.4 percent were threatened during the previous 12 months; effects continue after the program has ended. 

•	 4 percent felt unsafe either at school or on while traveling to school The idea behind the projects is to catch the students early— 

and missed one or more days because of fear; and some programs begin with students as young as 5 years of age—and 

•	 32.9 percent had property stolen or destroyed on school grounds. train them to create a “culture of peace” within the school environA separate CDC study on youth violence found that the major­ ment. The projects teach students to understand other cultures as well 

ity of violent incidents were homicides and involved firearms. That as their own and to develop an appreciation for their communities 

same study found that though the number of violent school-associ­ and families. Other cities’ projects, for example, Chicago and Aurora, 

ated incidents had decreased since 1993, the number of incidents Illinois’ Cognitive/Ecological Approach to Preventing Violence, are 

involving multiple victims has increased. The National School Safety aimed specifically at African-American and Hispanic youth (ages 7­

Center reports that students in higher grades are more likely to be 13) who are at high risk for violence. These at-risk youth are taught to 

victims of violent death than are younger students. The Center also recognize and better manage aggression. 

found that black students are more likely to be victims than their Are these programs—and others like them—working? Only time 

counterparts from other racial-ethnic groups. School-associated vio­ will tell, since most of them are ongoing. Fernando Soriano, Ph.D., 

lent death is also nine times more likely to happen in urban schools— principal investigator of the Santa Cruz, California, Cultures and 

the recent mass shootings in rural and suburban areas such as Paducah, Communities program, says so far, the results are promising. “The 

Kentucky, and Columbine notwithstanding. responses from young participants are favorable, with youth indicatClearly, the youth crime statistics could go on and on. The ques­ ing a positive experience. Many of the participants want to continue 

tion is why this violence is happening in the first place. The Office of with the program after its 16-week term. And teachers appear to 

Juvenile Justice and Delinquency Prevention has assessed the risk observe positive changes among participants,” he said. 

For more on youth violence and risk factors, you can 

est Practices in Youth Violence 

//www.cdc.gov/ncipc/dvp/ 

C at (770) 488-4362.

download CDC’s booklet, B

Prevention, at http:

bestpractices.htm or call CD

factors for youth violence. They include: 

• Poor interactions between mother and child at

 1-year-old; 

• 	An emotionally distressed parent; 

Office of Minority Health Resource Center	 U.S. Department of Health and Human Services