A Guide to Safe Schools A Guide to Safe Schools

EARLY WARNING

TIMELY RESPONSE

EARLY WARNING

TIMELY RESPONSE
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earlywrn.html

American Association of

School Administrators

American Counseling

Association

American Federation of

Teachers

American School Counselors

Association

Council of Administrators of

Special Education

Council for Exceptional

Children

Federation of Families for

Childrens Mental Health

National Association of

Elementary School

Principals

National Association of

School Psychologists

National Association of

Secondary School

Principals

National Association of

State Boards of Education

National Education

Association

National Mental Health

Association

National Middle Schools

Association

National PTA

National School Boards

Association

National School Public

Relations Association

Police Executive Research

Forum

Organizations Supporting This Guide

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This guide was produced by the Center

for Effective Collaboration and Practice

of the American Institutes for Research

in collaboration with the National Association of School Psychologists, under a

cooperative agreement with the U.S. Department of Education, Office of Special

Education and Rehabilitative Services,

Office of Special Education Programs

(grant# H237T60005).

The development of this guide was supported by the Office of Special Education

and Rehabilitation Services, Office of

Special Education Programs, under the

Individuals with Disabilities Education

Act (IDEA). Dissemination of the guide

was supported by the Office of Elementary and Secondary Education, Safe and

Drug-Free Schools Program.

Dwyer, K., Osher, D., and Warger, C.

(1998). Early warning, timely response:

A guide to safe schools. Washington, DC:

U.S. Department of Education.

August 1998

ii

Executive Summary

Although most schools are safe,

the violence that occurs in our

neighborhoods and communities

has found its way inside the

schoolhouse door. However, if we

understand what leads to violence

and the types of support that research has shown are effective in

preventing violence, we can make

our schools safer.

Research-based practices can help

school communitiesadministrators, teachers, families, students,

support staff, and community

membersrecognize the warning

signs early, so children can get the

help they need before it is too late.

This guide presents a brief summary of the research on violence

prevention and intervention and

crisis response in schools. It tells

school communities:

 What to look forthe early

warning signs that relate to violence and other troubling behaviors.

 What to dothe action steps

that school communities can

take to prevent violence and

other troubling behaviors, to

intervene and get help for

troubled children, and to respond to school violence when

it occurs.

Early Warning,

Timely Response

A Guide to Safe Schools

Sections in this guide include:

 Section 1: Introduction. All

staff, students, parents, and

members of the community

must be part of creating a safe

school environment. Schools

must have in place approaches

for addressing the needs of all

children who have troubling

behaviors. This section describes the rationale for the

guide and suggests how it can

be used by school communities

to develop a plan of action.

 Section 2: Characteristics of a

School That Is Safe and Responsive to All Children. Well

functioning schools foster

learning, safety, and socially

appropriate behaviors. They

have a strong academic focus

and support students in achieving high standards, foster positive relationships between

school staff and students, and

promote meaningful parental

and community involvement.

This section describes characteristics of schools that support

prevention, appropriate intervention, and effective crisis response.

 Section 3: Early Warning

Signs. There are early warning

The full text of this public

domain publication is available at the Departments

home page at http://

www.ed.gov/offices/OSERS/

OSEP/earlywrn.html.
iii

signs that, when viewed in context, can signal a troubled child.

Educators and parentsand in

some cases, studentscan use

several significant principles to

ensure that the early warning

signs are not misinterpreted.

This section presents early

warning signs, imminent warning signs, and the principles

that ensure these signs will not

be misinterpreted. It concludes

with a brief description of using the early warning signs to

shape intervention practices.

 Section 4: Getting Help for

Troubled Children. Effective

interventions for improving the

behavior of troubled children

are well documented in the research literature. This section

presents research- and expertbased principles that should

provide the foundation for all

intervention development. It

describes what to do when intervening early with students

who are at risk for behavioral

problems, when responding

with intensive interventions for

individual children, and when

providing a foundation to prevent and reduce violent behavior.

 Section 5: Developing a Prevention and Response Plan.

Effective schools create a violence prevention and response

plan and form a team that can

ensure it is implemented. They

use approaches and strategies

based on research about what

works. This section offers suggestions for developing such

plans.

 Section 6: Responding to Crisis. Effective and safe schools

are well prepared for any potential crisis or violent act. This

section describes what to do

when intervening during a crisis to ensure safety and when

responding in the aftermath of

crisis. The principles that underlie effective crisis response

are included.

 Section 7: Conclusion. This

section summarizes the guide.

 Section 8: Methodology, Contributors, and Research Support. This guide synthesizes an

extensive knowledge base on

violence and violence prevention. This section describes the

rigorous development and review process that was used. It

also provides information

about the projects Web site.

A final section lists resources that

can be contacted for more information.

The information in this guide is

not intended as a comprehensive

prevention, intervention, and response planschool communities

could do everything recommended and still experience violence. Rather, the intent is to provide school communities with reliable and practical information

about what they can do to be prepared and to reduce the likelihood

of violence.
Contents

Letter ............................................................................................................................. i

Executive Summary ..................................................................................................... ii

A Guide to Safe Schools ............................................................................................... 1

About This Guide ............................................................................................................................................ 1

Using the Guide To Develop a Plan of Action ................................................................................................ 2

Characteristics of a School That Is Safe and Responsive to All Children ................. 3

Early Warning Signs ..................................................................................................... 6

Principles for Identifying the Early Warning Signs of School Violence.......................................................... 6

Early Warning Signs ........................................................................................................................................ 8

Identifying and Responding to Imminent Warning Signs ............................................................................. 11

Using the Early Warning Signs To Shape Intervention Practices ................................................................. 12

Intervention: Getting Help for Troubled Children .................................................... 13

Principles Underlying Intervention ............................................................................................................... 13

Intervening Early with Students Who Are at Risk for Behavioral Problems................................................ 16

Providing Intensive, Individualized Interventions for Students

with Severe Behavioral Problems ................................................................................................................. 19

Providing a Foundation To Prevent and Reduce Violent Behavior .............................................................. 19

Developing a Prevention and Response Plan ............................................................ 23

Creating the Violence Prevention and Response Plan .................................................................................. 23

Forming the Prevention and Response Team ................................................................................................ 24

Responding to Crisis ................................................................................................... 27

Principles Underlying Crisis Response ......................................................................................................... 27

Intervening During a Crisis To Ensure Safety .............................................................................................. 27

Responding in the Aftermath of Crisis .......................................................................................................... 28

Conclusion .................................................................................................................. 31

Methodology, Contributors, and Research Support .................................................. 32

Resources ...................................................................................................... Back Cover
1

Section 1: Introduction

Most schools are safe. Although

fewer than one percent of all violent deaths of children occur on

school groundsindeed, a child

is far more likely to be killed in

the community or at homeno

school is immune.

The violence that occurs in our

neighborhoods and communities

has found its way inside the

schoolhouse door. And while we

can take some solace in the

knowledge that schools are among

the safest places for young people,

we must do more. School violence

reflects a much broader problem,

one that can only be addressed

when everyoneat school, at

home, and in the community

works together.

The 1997-1998 school year served

as a dramatic wake-up call to the

fact that guns do come to school,

and some students will use them

to kill. One after the other, school

communities across the country

from Oregon to Virginia, from Arkansas to Pennsylvania, from Mississippi to Kentuckyhave been

forced to face the fact that violence can happen to them. And

while these serious incidents

trouble us deeply, they should not

prevent us from acting to prevent

school violence of any kind.

There is ample documentation

that prevention and early intervention efforts can reduce violence and other troubling behaviors in schools. Research-based

practices can help school communities recognize the warning signs

early, so children can get the help

they need before it is too late. In

fact, research suggests that some

of the most promising prevention

and intervention strategies involve the entire educational communityadministrators, teachers, families, students, support

staff, and community members

working together to form positive

relationships with all children.

If we understand what leads to

violence and the types of support

that research has shown are effective in preventing violence and

other troubling behaviors, we can

make our schools safer.

About This Guide

This guide presents a brief summary of the research on violence

prevention and intervention and

crisis response in schools (see

Section 8 for a review of methodology and information on how to

locate the research). It tells members of school communitiesespecially administrators, teachers,

staff, families, students, and community-based professionals:

 What to look forthe early

warning signs that relate to violence and other troubling behaviors.

 What to dothe action steps

that school communities can

take to prevent violence and

other troubling behaviors, to

intervene and get help for

A Guide to Safe Schools
2

troubled children, and to respond to school violence when

it occurs.

The information in each section

is not intended as a comprehensive prevention, intervention, and

response system or plan. Indeed,

school violence occurs in a unique

context in every school and every

situation, making a one-size-fitsall scheme impossible. Moreover,

school communities could do everything recommended and still

experience violence. Rather, this

guide is designed to provide

school communities with reliable

and practical information about

what they can do to be prepared

and to reduce the likelihood of

violence.

Creating a safe school requires

having in place many preventive

measures for childrens mental

and emotional problemsas well

as a comprehensive approach to

early identification of all warning

signs that might lead to violence

toward self or others. The term

violence as used in this booklet, refers to a broad range of troubling behaviors and emotions

shown by studentsincluding

serious aggression, physical attacks, suicide, dangerous use of

drugs, and other dangerous interpersonal behaviors. However, the

early warning signs presented in

this document focus primarily on

aggressive and violent behaviors

toward others. The guide does not

attempt to address all of the warning signs related to depression and

suicide. Nevertheless, some of the

signs of potential violence toward

others are also signs of depression

and suicidal risk, which should

be addressed through early identification and appropriate intervention.

Using the Guide To

Develop a Plan of

Action

All staff, students, parents, and

members of the community must

be part of creating a safe school

environment:

 Everyone has a personal responsibility for reducing the

risk of violence. We must take

steps to maintain order, demonstrate mutual respect and caring for one another, and ensure

that children who are troubled

get the help they need.

 Everyone should have an understanding of the early warning signs that help identify students who may be headed for

trouble.

 Everyone should be prepared to

respond appropriately in a crisis situation.

Research and expert-based information offers a wealth of knowledge about preventing violence in

schools. The following sections

provide informationwhat to

look for and what to dothat

school communities can use when

developing or enhancing violence

prevention and response plans

(see Section 5 for more information about these plans).

We hope that school communities

will use this document as a guide

as they begin the prevention and

healing process today, at all age

and grade levels, and for all students.

Violence is a major concern to parents, students,

teachers, and the administration of any school. We

have found that our best

plan starts with prevention

and awareness. At our

middle school, the school

psychologist, in conjunction with the assistant principal, has developed an

anti-intimidation and threat

plan. Our school statistics

reflect a dramatic decline in

violence from the 1996-97

to the 1997-98 school year.

We treat each and every student with respect. We are

finding that they in turn are

demonstrating a more respectful attitude.

G. Norma Villar Baker,

Principal, Midvale, UT
3

Section 2: What To Look For

Well functioning schools foster

learning, safety, and socially appropriate behaviors. They have a

strong academic focus and support students in achieving high

standards, foster positive relationships between school staff and

students, and promote meaningful parental and community involvement. Most prevention programs in effective schools address

multiple factors and recognize

that safety and order are related

to childrens social, emotional,

and academic development.

Effective prevention, intervention,

and crisis response strategies operate best in school communities

that:

 Focus on academic achievement. Effective schools convey

the attitude that all children

can achieve academically and

behave appropriately, while at

the same time appreciating individual differences. Adequate

resources and programs help

ensure that expectations are

met. Expectations are communicated clearly, with the understanding that meeting such expectations is a responsibility of

the student, the school, and the

home. Students who do not receive the support they need are

less likely to behave in socially

desirable ways.

 Involve families in meaningful

ways. Students whose families

are involved in their growth in

and outside of school are more

likely to experience school success and less likely to become

involved in antisocial activities.

School communities must

make parents feel welcome in

school, address barriers to their

participation, and keep families

positively engaged in their

childrens education. Effective

schools also support families in

expressing concerns about their

childrenand they support

families in getting the help they

need to address behaviors that

cause concern.

 Develop links to the community. Everyone must be committed to improving schools.

Schools that have close ties to

families, support services, community police, the faith-based

community, and the community at large can benefit from

many valuable resources. When

these links are weak, the risk

of school violence is heightened

and the opportunity to serve

children who are at risk for violence or who may be affected

by it is decreased.

 Emphasize positive relationships among students and

staff. Research shows that a

Characteristics of a

School That Is Safe and

Responsive to All Children
4

positive relationship with an

adult who is available to provide support when needed is

one of the most critical factors

in preventing student violence.

Students often look to adults in

the school community for guidance, support, and direction.

Some children need help overcoming feelings of isolation and

support in developing connections to others. Effective

schools make sure that opportunities exist for adults to spend

quality, personal time with children. Effective schools also foster positive student interpersonal relationsthey encourage students to help each other

and to feel comfortable assisting others in getting help when

needed.

 Discuss safety issues openly.

Children come to school with

many different perceptions

and misconceptionsabout

death, violence, and the use of

weapons. Schools can reduce

the risk of violence by teaching

children about the dangers of

firearms, as well as appropriate

strategies for dealing with feelings, expressing anger in appropriate ways, and resolving conflicts. Schools also should teach

children that they are responsible for their actions and that

the choices they make have

consequences for which they

will be held accountable.

 Treat students with equal respect. A major source of conflict in many schools is the perceived or real problem of bias

and unfair treatment of students because of ethnicity, gender, race, social class, religion,

disability, nationality, sexual

orientation, physical appearance, or some other factor

both by staff and by peers. Students who have been treated

unfairly may become scapegoats and/or targets of violence.

In some cases, victims may react in aggressive ways. Effective

schools communicate to students and the greater community that all children are valued

and respected. There is a deliberate and systematic effortfor

example, displaying childrens

artwork, posting academic

work prominently throughout

the building, respecting students diversityto establish a

climate that demonstrates care

and a sense of community.

 Create ways for students to

share their concerns. It has

been found that peers often are

the most likely group to know

in advance about potential

school violence. Schools must

create ways for students to

safely report such troubling behaviors that may lead to dangerous situations. And students

who report potential school violence must be protected. It is

important for schools to support and foster positive relationships between students and

adults so students will feel safe

providing information about a

potentially dangerous situation.

 Help children feel safe expressing their feelings. It is very important that children feel safe

when expressing their needs,

fears, and anxieties to school

staff. When they do not have

access to caring adults, feelings

of isolation, rejection, and disappointment are more likely to

occur, increasing the probability of acting-out behaviors.

I just recently got out of

the hospital. I was a victim

of a shooting at my school.

Ive been teaching for 20

years and I never thought

it could happen at my

school. Some of the kids

knew about it before it happened, but they didnt want

to say anythingthey have

a code of honor and they

did not want to tattle tale.

But someone has to stand

up, someone has to take a

stand because, if you dont,

then somebody else is going to get hurt.

Gregory Carter, Teacher,

Richmond, VA
5

 Have in place a system for referring children who are suspected of being abused or neglected. The referral system

must be appropriate and reflect

federal and state guidelines.

 Offer extended day programs

for children. School-based before- and after-school programs

can be effective in reducing violence. Effective programs are

well supervised and provide

children with support and a

range of options, such as counseling, tutoring, mentoring, cultural arts, community service,

clubs, access to computers, and

help with homework.

 Promote good citizenship and

character. In addition to their

academic mission, schools

must help students become

good citizens. First, schools

stand for the civic values set

forth in our Constitution and

Bill of Rights (patriotism; freedom of religion, speech, and

press; equal protection/nondiscrimination; and due process/

fairness). Schools also reinforce

and promote the shared values

of their local communities,

such as honesty, kindness, responsibility, and respect for

others. Schools should acknowledge that parents are the

primary moral educators of

their children and work in partnership with them.

 Identify problems and assess

progress toward solutions.

Schools must openly and objectively examine circumstances

that are potentially dangerous

for students and staff and situations where members of the

school community feel threatened or intimidated. Safe

schools continually assess

progress by identifying problems and collecting information

regarding progress toward solutions. Moreover, effective

schools share this information

with students, families, and the

community at large.

 Support students in making

the transition to adult life and

the workplace. Youth need assistance in planning their future

and in developing skills that

will result in success. For example, schools can provide students with community service

opportunities, work-study programs, and apprenticeships

that help connect them to caring adults in the community.

These relationships, when established early, foster in youth

a sense of hope and security for

the future.

Research has demonstrated repeatedly that school communities

can do a great deal to prevent violence. Having in place a safe and

responsive foundation helps all

childrenand it enables school

communities to provide more efficient and effective services to

students who need more support.

The next step is to learn the early

warning signs of a child who is

troubled, so that effective interventions can be provided.

We must avoid fragmentation in implementing programs. The concepts in preventing and responding to

violence must be integrated

into effective school reform,

including socially and academically supportive instruction and caring, a welcoming atmosphere, and

providing good options for

recreation and enrichment.

Howard Adelman, Professor

of Psychology, University of

California, Los Angeles
6

Section 3: What To Look For

Why didnt we see it coming? In

the wake of violence, we ask this

question not so much to place

blame, but to understand better

what we can do to prevent such

an occurrence from ever happening again. We review over and over

in our minds the days leading up

to the incidentdid the child say

or do anything that would have

cued us in to the impending crisis? Did we miss an opportunity

to help?

There are early warning signs in

most cases of violence to self and

otherscertain behavioral and

emotional signs that, when

viewed in context, can signal a

troubled child. But early warning

signs are just thatindicators

that a student may need help.

Such signs may or may not indicate a serious problemthey do

not necessarily mean that a child

is prone to violence toward self or

others. Rather, early warning signs

provide us with the impetus to

check out our concerns and address the childs needs. Early

warning signs allow us to act responsibly by getting help for the

child before problems escalate.

Early warning signs can help

frame concern for a child. However, it is important to avoid inappropriately labeling or stigmatizing individual students because

they appear to fit a specific profile or set of early warning indicators. Its okay to be worried about

a child, but its not okay to overreact and jump to conclusions.

Teachers and administrators

and other school support staff

are not professionally trained to

analyze childrens feelings and

motives. But they are on the front

line when it comes to observing

troublesome behavior and making

referrals to appropriate professionals, such as school psychologists, social workers, counselors,

and nurses. They also play a significant role in responding to diagnostic information provided by

specialists. Thus, it is no surprise

that effective schools take special

care in training the entire school

community to understand and

identify early warning signs.

When staff members seek help for

a troubled child, when friends report worries about a peer or

friend, when parents raise concerns about their childs thoughts

or habits, children can get the help

they need. By actively sharing information, a school community

can provide quick, effective responses.

Principles for

Identifying the

Early Warning

Signs of School

Violence

Educators and families can increase their ability to recognize

early warning signs by establishing close, caring, and supportive

Early Warning Signs

Use the Signs

Responsibly

It is important to avoid inappropriately labeling or

stigmatizing individual students because they appear

to fit a specific profile or set

of early warning indicators.

Its okay to be worried

about a child, but its not

okay to overreact and jump

to conclusions.
7

relationships with children and

youthgetting to know them well

enough to be aware of their needs,

feelings, attitudes, and behavior

patterns. Educators and parents

together can review school

records for patterns of behavior or

sudden changes in behavior.

Unfortunately, there is a real danger that early warning signs will

be misinterpreted. Educators and

parentsand in some cases, studentscan ensure that the early

warning signs are not misinterpreted by using several significant

principles to better understand

them. These principles include:

 Do no harm. There are certain

risks associated with using

early warning signs to identify

children who are troubled. First

and foremost, the intent should

be to get help for a child early.

The early warning signs should

not to be used as rationale to

exclude, isolate, or punish a

child. Nor should they be used

as a checklist for formally identifying, mislabeling, or stereotyping children. Formal disability identification under federal

law requires individualized

evaluation by qualified professionals. In addition, all referrals

to outside agencies based on

the early warning signs must be

kept confidential and must be

done with parental consent (except referrals for suspected

child abuse or neglect).

 Understand violence and aggression within a context. Violence is contextual. Violent and

aggressive behavior as an expression of emotion may have

many antecedent factorsfactors that exist within the

school, the home, and the larger

social environment. In fact, for

those children who are at risk

for aggression and violence,

certain environments or situations can set it off. Some children may act out if stress becomes too great, if they lack

positive coping skills, and if

they have learned to react with

aggression.

 Avoid stereotypes. Stereotypes

can interfere withand even

harmthe school communitys

ability to identify and help children. It is important to be aware

of false cuesincluding race,

socio-economic status, cognitive or academic ability, or

physical appearance. In fact,

such stereotypes can unfairly

harm children, especially when

the school community acts

upon them.

 View warning signs within a

developmental context. Children and youth at different levels of development have varying social and emotional capabilities. They may express their

needs differently in elementary,

middle, and high school. The

point is to know what is developmentally typical behavior, so

that behaviors are not misinterpreted.

 Understand that children typically exhibit multiple warning

signs. It is common for children

who are troubled to exhibit

multiple signs. Research confirms that most children who

are troubled and at risk for aggression exhibit more than one

warning sign, repeatedly, and

with increasing intensity over

time. Thus, it is important not

to overreact to single signs,

words, or actions.

When doing consultation

with school staff and families, we advise them to

think of the early warning

signs within a context. We

encourage them to look for

combinations of warning

signs that might tell us the

students behavior is changing and becoming more

problematic.

Deborah Crockett, School

Psychologist, Atlanta, GA
8

Early Warning

Signs

It is not always possible to predict

behavior that will lead to violence.

However, educators and parentsand sometimes students

can recognize certain early warning signs. In some situations and

for some youth, different combinations of events, behaviors, and

emotions may lead to aggressive

rage or violent behavior toward

self or others. A good rule of

thumb is to assume that these

warning signs, especially when

they are presented in combination, indicate a need for further

analysis to determine an appropriate intervention.

We know from research that most

children who become violent toward self or others feel rejected

and psychologically victimized. In

most cases, children exhibit aggressive behavior early in life and,

if not provided support, will continue a progressive developmental pattern toward severe aggression or violence. However, research also shows that when children have a positive, meaningful

connection to an adultwhether

it be at home, in school, or in the

communitythe potential for violence is reduced significantly.

None of these signs alone is sufficient for predicting aggression and

violence. Moreover, it is inappropriateand potentially harmful

to use the early warning signs as

a checklist against which to match

individual children. Rather, the

early warning signs are offered

only as an aid in identifying and

referring children who may need

help. School communities must

ensure that staff and students only

use the early warning signs for

identification and referral purposesonly trained professionals

should make diagnoses in consultation with the childs parents or

guardian.

The following early warning signs

are presented with the following

qualifications: They are not

equally significant and they are

not presented in order of seriousness. The early warning signs include:

 Social withdrawal. In some

situations, gradual and eventually complete withdrawal from

social contacts can be an important indicator of a troubled

child. The withdrawal often

stems from feelings of depression, rejection, persecution,

unworthiness, and lack of confidence.

 Excessive feelings of isolation

and being alone. Research has

shown that the majority of children who are isolated and appear to be friendless are not violent. In fact, these feelings are

sometimes characteristic of

children and youth who may be

troubled, withdrawn, or have

internal issues that hinder development of social affiliations.

However, research also has

shown that in some cases feelings of isolation and not having friends are associated with

children who behave aggressively and violently.

 Excessive feelings of rejection.

In the process of growing up,

and in the course of adolescent

development, many young

people experience emotionally

painful rejection. Children who

are troubled often are isolated

from their mentally healthy

peers. Their responses to rejection will depend on many background factors. Without support, they may be at risk of exUse the Signs

Responsibly

None of these signs alone

is sufficient for predicting

aggression and violence.

Moreover, it is inappropriateand potentially harmfulto use the early warning signs as a checklist

against which to match individual children.
9

pressing their emotional distress in negative waysincluding violence. Some aggressive

children who are rejected by

non-aggressive peers seek out

aggressive friends who, in turn,

reinforce their violent tendencies.

 Being a victim of violence. Children who are victims of violenceincluding physical or

sexual abusein the community, at school, or at home are

sometimes at risk themselves of

becoming violent toward themselves or others.

 Feelings of being picked on and

persecuted. The youth who

feels constantly picked on,

teased, bullied, singled out for

ridicule, and humiliated at

home or at school may initially

withdraw socially. If not given

adequate support in addressing

these feelings, some children

may vent them in inappropriate waysincluding possible

aggression or violence.

 Low school interest and poor

academic performance. Poor

school achievement can be the

result of many factors. It is important to consider whether

there is a drastic change in performance and/or poor performance becomes a chronic condition that limits the childs

capacity to learn. In some situationssuch as when the low

achiever feels frustrated, unworthy, chastised, and denigratedacting out and aggressive behaviors may occur. It is

important to assess the emotional and cognitive reasons for

the academic performance

change to determine the true

nature of the problem.

 Expression of violence in writings and drawings. Children

and youth often express their

thoughts, feelings, desires, and

intentions in their drawings

and in stories, poetry, and other

written expressive forms. Many

children produce work about

violent themes that for the most

part is harmless when taken in

context. However, an overrepresentation of violence in writings and drawings that is directed at specific individuals

(family members, peers, other

adults) consistently over time,

may signal emotional problems

and the potential for violence.

Because there is a real danger

in misdiagnosing such a sign,

it is important to seek the guidance of a qualified professionalsuch as a school psychologist, counselor, or other

mental health specialistto

determine its meaning.

 Uncontrolled anger. Everyone

gets angry; anger is a natural

emotion. However, anger that

is expressed frequently and intensely in response to minor irritants may signal potential violent behavior toward self or others.

 Patterns of impulsive and

chronic hitting, intimidating,

and bullying behaviors. Children often engage in acts of

shoving and mild aggression.

However, some mildly aggressive behaviors such as constant

hitting and bullying of others

that occur early in childrens

lives, if left unattended, might

later escalate into more serious

behaviors.

 History of discipline problems.

Chronic behavior and disciplinary problems both in school

and at home may suggest that

underlying emotional needs are

not being met. These unmet
10

needs may be manifested in acting out and aggressive behaviors. These problems may set

the stage for the child to violate norms and rules, defy authority, disengage from school,

and engage in aggressive behaviors with other children and

adults.

 Past history of violent and aggressive behavior. Unless provided with support and counseling, a youth who has a history of aggressive or violent

behavior is likely to repeat

those behaviors. Aggressive

and violent acts may be directed toward other individuals, be expressed in cruelty to

animals, or include fire setting.

Youth who show an early pattern of antisocial behavior frequently and across multiple settings are particularly at risk for

future aggressive and antisocial

behavior. Similarly, youth who

engage in overt behaviors such

as bullying, generalized aggression and defiance, and covert

behaviors such as stealing, vandalism, lying, cheating, and fire

setting also are at risk for more

serious aggressive behavior. Research suggests that age of onset may be a key factor in interpreting early warning signs. For

example, children who engage

in aggression and drug abuse at

an early age (before age 12) are

more likely to show violence

later on than are children who

begin such behavior at an older

age. In the presence of such

signs it is important to review

the childs history with behavioral experts and seek parents

observations and insights.

 Intolerance for differences and

prejudicial attitudes. All children have likes and dislikes.

However, an intense prejudice

toward others based on racial,

ethnic, religious, language, gender, sexual orientation, ability,

and physical appearance

when coupled with other factorsmay lead to violent assaults against those who are

perceived to be different. Membership in hate groups or the

willingness to victimize individuals with disabilities or

health problems also should be

treated as early warning signs.

 Drug use and alcohol use.

Apart from being unhealthy behaviors, drug use and alcohol

use reduces self-control and exposes children and youth to violence, either as perpetrators, as

victims, or both.

 Affiliation with gangs. Gangs

that support anti-social values

and behaviorsincluding extortion, intimidation, and acts

of violence toward other studentscause fear and stress

among other students. Youth

who are influenced by these

groupsthose who emulate

and copy their behavior, as well

as those who become affiliated

with themmay adopt these

values and act in violent or aggressive ways in certain situations. Gang-related violence

and turf battles are common

occurrences tied to the use of

drugs that often result in injury

and/or death.

 Inappropriate access to, possession of, and use of firearms.

Children and youth who inappropriately possess or have access to firearms can have an

increased risk for violence. Research shows that such youngsters also have a higher probability of becoming victims.

Families can reduce inappropriate access and use by restrict-
11

ing, monitoring, and supervising childrens access to firearms

and other weapons. Children

who have a history of aggression, impulsiveness, or other

emotional problems should not

have access to firearms and

other weapons.

 Serious threats of violence. Idle

threats are a common response

to frustration. Alternatively,

one of the most reliable indicators that a youth is likely to

commit a dangerous act toward

self or others is a detailed and

specific threat to use violence.

Recent incidents across the

country clearly indicate that

threats to commit violence

against oneself or others should

be taken very seriously. Steps

must be taken to understand

the nature of these threats and

to prevent them from being carried out.

Identifying and

Responding to

Imminent Warning

Signs

Unlike early warning signs, imminent warning signs indicate that

a student is very close to behaving in a way that is potentially

dangerous to self and/or to others. Imminent warning signs require an immediate response.

No single warning sign can predict that a dangerous act will occur. Rather, imminent warning

signs usually are presented as a sequence of overt, serious, hostile

behaviors or threats directed at

peers, staff, or other individuals.

Usually, imminent warning signs

are evident to more than one staff

memberas well as to the childs

family.

Imminent warning signs may include:

 Serious physical fighting with

peers or family members.

 Severe destruction of property.

 Severe rage for seemingly minor reasons.

 Detailed threats of lethal violence.

 Possession and/or use of firearms and other weapons.

 Other self-injurious behaviors

or threats of suicide.

When warning signs indicate that

danger is imminent, safety must

always be the first and foremost

consideration. Action must be

taken immediately. Immediate intervention by school authorities

and possibly law enforcement officers is needed when a child:

 Has presented a detailed plan

(time, place, method) to harm

or kill othersparticularly if

the child has a history of aggression or has attempted to carry

out threats in the past.

 Is carrying a weapon, particularly a firearm, and has threatened to use it.

In situations where students

present other threatening behaviors, parents should be informed

of the concerns immediately.

School communities also have the

responsibility to seek assistance

from appropriate agencies, such

as child and family services and

community mental health. These

responses should reflect school

board policies and be consistent

with the violence prevention and

response plan (for more information see Section 5).

Know the Law

The Gun Free Schools Act

requires that each state receiving federal funds under

the Elementary and Secondary Education Act

(ESEA) must have put in

effect, by October 1995, a

state law requiring local

educational agencies to expel from school for a period

of not less than one year a

student who is determined

to have brought a firearm to

school.

Each states law also must

allow the chief administering officer of the local educational agency to modify

the expulsion requirement

on a case-by-case basis. All

local educational agencies

receiving ESEA funds must

have a policy that requires

the referral of any student

who brings a firearm to

school to the criminal justice or juvenile justice system.
12

Using the Early

Warning Signs To

Shape Intervention

Practices

An early warning sign is not a predictor that a child or youth will

commit a violent act toward self

or others. Effective schools recognize the potential in every child

to overcome difficult experiences

and to control negative emotions.

Adults in these school communities use their knowledge of early

warning signs to address problems

before they escalate into violence.

Effective school communities support staff, students, and families

in understanding the early warning signs. Support strategies include having:

 School board policies in place

that support training and ongoing consultation. The entire

school community knows how

to identify early warning signs,

and understands the principles

that support them.

 School leaders who encourage

others to raise concerns about

observed early warning signs

and to report all observations

of imminent warning signs immediately. This is in addition to

school district policies that

sanction and promote the identification of early warning signs.

 Easy access to a team of specialists trained in evaluating

and addressing serious behavioral and academic concerns.

Each school community should

develop a procedure that students

and staff can follow when reporting their concerns about a child

who exhibits early warning signs.

For example, in many schools the

principal is the first point of contact. In cases that do not pose

imminent danger, the principal

contacts a school psychologist or

other qualified professional, who

takes responsibility for addressing

the concern immediately. If the

concern is determined to be seriousbut not to pose a threat of

imminent dangerthe childs

family should be contacted. The

family should be consulted before

implementing any interventions

with the child. In cases where

school-based contextual factors

are determined to be causing or

exacerbating the childs troubling

behavior, the school should act

quickly to modify them.

It is often difficult to acknowledge

that a child is troubled. Everyoneincluding administrators,

families, teachers, school staff,

students, and community membersmay find it too troubling

sometimes to admit that a child

close to them needs help. When

faced with resistance or denial,

school communities must persist

to ensure that children get the

help they need.

Understanding early and imminent warning signs is an essential

step in ensuring a safe school. The

next step involves supporting the

emotional and behavioral adjustment of children.

Being proactive and having the ability to consult

and meet with my school

psychologist on an ongoing

basis has helped create a

positive school environment in terms of resolving

student issues prior to their

reaching a crisis level.

J. Randy Alton, Teacher,

Bethesda, MD
13

Section 4: What To Do

Prevention approaches have

proved effective in enabling

school communities to decrease

the frequency and intensity of behavior problems. However, prevention programs alone cannot

eliminate the problems of all students. Some 5 to 10 percent of students will need more intensive

interventions to decrease their

high-risk behaviors, although the

percentage can vary among

schools and communities.

What happens when we recognize

early warning signs in a child?

The message is clear: Its okay to

be concerned when you notice

warning signs in a childand its

even more appropriate to do

something about those concerns.

School communities that encourage staff, families, and students to

raise concerns about observed

warning signsand that have in

place a process for getting help to

troubled children once they are

identifiedare more likely to have

effective schools with reduced disruption, bullying, fighting, and

other forms of aggression.

Principles

Underlying

Intervention

Violence prevention and response

plans should consider both prevention and intervention. Plans

also should provide all staff with

easy access to a team of specialIntervention: Getting Help

for Troubled Children

ists trained in evaluating serious

behavioral and academic concerns. Eligible students should

have access to special education

services, and classroom teachers

should be able to consult school

psychologists, other mental health

specialists, counselors, reading

specialists, and special educators.

Effective practices for improving

the behavior of troubled children

are well documented in the research literature. Research has

shown that effective interventions

are culturally appropriate, familysupported, individualized, coordinated, and monitored. Further,

interventions are more effective

when they are designed and

implemented consistently over

time with input from the child, the

family, and appropriate professionals. Schools also can draw

upon the resources of their community to strengthen and enhance

intervention planning.

When drafting a violence prevention and response plan, it is helpful to consider certain principles

that research or expert-based experience show have a significant

impact on success. The principles

include:

 Share responsibility by establishing a partnership with the

child, school, home, and community. Coordinated service

systems should be available for

children who are at risk for violent behavior. Effective schools
14

reach out to include families

and the entire community in

the education of children. In

addition, effective schools coordinate and collaborate with

child and family service agencies, law enforcement and juvenile justice systems, mental

health agencies, businesses,

faith and ethnic leaders, and

other community agencies.

 Inform parents and listen to

them when early warning signs

are observed. Parents should be

involved as soon as possible.

Effective and safe schools make

persistent efforts to involve parents by: informing them routinely about school discipline

policies, procedures, and rules,

and about their childrens behavior (both good and bad);

involving them in making decisions concerning schoolwide

disciplinary policies and procedures; and encouraging them to

participate in prevention programs, intervention programs,

and crisis planning. Parents

need to know what schoolbased interventions are being

used with their children and

how they can support their success.

 Maintain confidentiality and

parents rights to privacy. Parental involvement and consent

is required before personally

identifiable information is

shared with other agencies, except in the case of emergencies

or suspicion of abuse. The Family Educational Rights and Privacy Act (FERPA), a federal

law that addresses the privacy

of education records, must be

observed in all referrals to or

sharing of information with

other community agencies. Furthermore, parent-approved interagency communication must

be kept confidential. FERPA

does not prevent disclosure of

personally identifiable information to appropriate parties

such as law enforcement officials, trained medical personnel, and other emergency personnelwhen responsible personnel determine there is an

acute emergency (imminent

danger).

 Develop the capacity of staff,

students, and families to intervene. Many school staff members are afraid of saying or doing the wrong thing when faced

with a potentially violent student. Effective schools provide

the entire school community

teachers, students, parents,

support staffwith training

and support in responding to

imminent warning signs, preventing violence, and intervening safely and effectively. Interventions must be monitored by

professionals who are competent in the approach. According to researchers, programs do

not succeed without the ongoing support of administrators,

parents, and community leaders.

 Support students in being responsible for their actions. Effective school communities encourage students to see themselves as responsible for their

actions, and actively engage

them in planning, implementing, and evaluating violence

prevention initiatives.

 Simplify staff requests for urgent assistance. Many school

systems and community agencies have complex legalistic referral systems with timelines

and waiting lists. Children who

are at risk of endangering them-

Students should feel a

sense of responsibility to

inform someone if theyre

made aware of an individual who may perform a

violent act. They should not

feel like they are tattle telling, but more in the sense

of saving someones life.

Students should have a role

on the schools violence

prevention and response

team because they know

what points of student life

and school to target.

Elsa Quiroga, Graduate of

Mount Eden High School

and Student, University of

California at Berkeley

Partnerships with local

community agencies have

created a safer school and

community.

Sally Baas, Educator, Coon

Rapids, MN
15

Tips for Parents

Parents can help create safe schools. Here are some ideas that parents in other

communities have tried:

 Discuss the schools discipline policy with your child. Show your support for the rules, and help

your child understand the reasons for them.

 Involve your child in setting rules for appropriate behavior at home.

 Talk with your child about the violence he or she seeson television, in video games, and possibly

in the neighborhood. Help your child understand the consequences of violence.

 Teach your child how to solve problems. Praise your child when he or she follows through.

 Help your child find ways to show anger that do not involve verbally or physically hurting others.

When you get angry, use it as an opportunity to model these appropriate responses for your child

and talk about it.

 Help your child understand the value of accepting individual differences.

 Note any disturbing behaviors in your child. For example, frequent angry outbursts, excessive

fighting and bullying of other children, cruelty to animals, fire setting, frequent behavior problems

at school and in the neighborhood, lack of friends, and alcohol or drug use can be signs of serious

problems. Get help for your child. Talk with a trusted professional in your childs school or in the

community.

 Keep lines of communication open with your childeven when it is tough. Encourage your child

always to let you know where and with whom he or she will be. Get to know your childs friends.

 Listen to your child if he or she shares concerns about friends who may be exhibiting troubling

behaviors. Share this information with a trusted professional, such as the school psychologist,

principal, or teacher.

 Be involved in your childs school life by supporting and reviewing homework, talking with his or

her teacher(s), and attending school functions such as parent conferences, class programs, open

houses, and PTA meetings.

 Work with your childs school to make it more responsive to all students and to all families. Share

your ideas about how the school can encourage family involvement, welcome all families, and

include them in meaningful ways in their childrens education.

 Encourage your school to offer before- and after-school programs.

 Volunteer to work with school-based groups concerned with violence prevention. If none exist,

offer to form one.

 Find out if there is a violence prevention group in your community. Offer to participate in the

groups activities.

 Talk with the parents of your childs friends. Discuss how you can form a team to ensure your

childrens safety.

 Find out if your employer offers provisions for parents to participate in school activities.
16

selves or others cannot be

placed on waiting lists.

 Make interventions available

as early as possible. Too frequently, interventions are not

made available until the student becomes violent or is adjudicated as a youthful offender. Interventions for children who have reached this

stage are both costly, restrictive,

and relatively inefficient. Effective schools build mechanisms

into their intervention processes to ensure that referrals

are addressed promptly, and

that feedback is provided to the

referring individual.

 Use sustained, multiple, coordinated interventions. It is rare

that children are violent or disruptive only in school. Thus,

interventions that are most successful are comprehensive, sustained, and properly implemented. They help families and

staff work together to help the

child. Coordinated efforts draw

resources from community

agencies that are respectful of

and responsive to the needs of

families. Isolated, inconsistent,

short-term, and fragmented interventions will not be successfuland may actually do harm.

 Analyze the contexts in which

violent behavior occurs. School

communities can enhance their

effectiveness by conducting a

functional analysis of the factors that set off violence and

problem behaviors. In determining an appropriate course of

action, consider the childs age,

cultural background, and family experiences and values. Decisions about interventions

should be measured against a

standard of reasonableness to

ensure the likelihood that they

will be implemented effectively.

 Build upon and coordinate internal school resources. In developing and implementing violence prevention and response

plans, effective schools draw

upon the resources of various

school-based programs and

staffsuch as special education, safe and drug free school

programs, pupil services, and

Title I.

Violent behavior is a problem for

everyone. It is a normal response

to become angry or even frightened in the presence of a violent

child. But, it is essential that these

emotional reactions be controlled.

The goal must always be to ensure

safety and seek help for the child.

Intervening Early

with Students Who

Are at Risk for

Behavioral

Problems

The incidence of violent acts

against students or staff is low.

However, pre-violent behaviors

such as threats, bullying, and

classroom disruptionsare common. Thus, early responses to

warning signs are most effective

in preventing problems from escalating.

Intervention programs that reduce behavior problems and related school violence typically are

multifaceted, long-term, and

broad reaching. They also are rigorously implemented. Effective

early intervention efforts include

working with small groups or individual students to provide direct

support, as well as linking children and their families to necessary community services and/or

Our school system has created a student services

teamincluding the principal, a special educator, the

school psychologist, other

behavioral support personnel, the child development

specialist, and othersthat

meets weekly to address

safety and success for all

students. Our teachers and

families have easy access to

this team. As part of our

plan, we conduct a campusby-campus risk assessment

in coordination with city,

county, and state law enforcement agencies. We

provide interventions for

children who are troubled

and connect them and their

families to community

agencies and mental health

services.

Lee Patterson

Assistant Superintendent

Roseberg, OR
17

Action Steps for Students

There is much students can do to help create safe schools. Talk to your teachers,

parents, and counselor to find out how you can get involved and do your part to

make your school safe. Here are some ideas that students in other schools have

tried:

 Listen to your friends if they share troubling feelings or thoughts. Encourage them to get help from

a trusted adultsuch as a school psychologist, counselor, social worker, leader from the faith

community, or other professional. If you are very concerned, seek help for them. Share your

concerns with your parents.

 Create, join, or support student organizations that combat violence, such as Students Against

Destructive Decisions and Young Heroes Program.

 Work with local businesses and community groups to organize youth-oriented activities that help

young people think of ways to prevent school and community violence. Share your ideas for how

these community groups and businesses can support your efforts.

 Organize an assembly and invite your school psychologist, school social worker, and counselorin

addition to student paneliststo share ideas about how to deal with violence, intimidation, and

bullying.

 Get involved in planning, implementing, and evaluating your schools violence prevention and

response plan.

 Participate in violence prevention programs such as peer mediation and conflict resolution.

Employ your new skills in other settings, such as the home, neighborhood, and community.

 Work with your teachers and administrators to create a safe process for reporting threats,

intimidation, weapon possession, drug selling, gang activity, graffiti, and vandalism. Use the

process.

 Ask for permission to invite a law enforcement officer to your school to conduct a safety audit and

share safety tips, such as traveling in groups and avoiding areas known to be unsafe. Share your

ideas with the officer.

 Help to develop and participate in activities that promote student understanding of differences and

that respect the rights of all.

 Volunteer to be a mentor for younger students and/or provide tutoring to your peers.

 Know your schools code of conduct and model responsible behavior. Avoid being part of a crowd

when fights break out. Refrain from teasing, bullying, and intimidating peers.

 Be a role modeltake personal responsibility by reacting to anger without physically or verbally

harming others.

 Seek help from your parents or a trusted adultsuch as a school psychologist, social worker,

counselor, teacherif you are experiencing intense feelings of anger, fear, anxiety, or depression.
18

providing these services in the

school.

Examples of early intervention

components that work include:

 Providing training and support

to staff, students, and families

in understanding factors that

can set off and/or exacerbate

aggressive outbursts.

 Teaching the child alternative,

socially appropriate replacement responsessuch as problem solving and anger control

skills.

 Providing skill training, therapeutic assistance, and other

support to the family through

community-based services.

 Encouraging the family to make

sure that firearms are out of the

childs immediate reach. Law

enforcement officers can provide families with information

about safe firearm storage as

well as guidelines for addressing childrens access to and possession of firearms.

In some cases, more comprehensive early interventions are called

for to address the needs of

troubled children. Focused, coordinated, proven interventions reduce violent behavior. Following

are several comprehensive approaches that effective schools are

using to provide early intervention

to students who are at risk of becoming violent toward themselves

or others.

Intervention Tactic:

Teaching Positive

Interaction Skills

Although most schools do teach

positive social interaction skills

indirectly, some have adopted social skills programs specifically

designed to prevent or reduce antisocial behavior in troubled children. In fact, the direct teaching

of social problem solving and social decision making is now a

standard feature of most effective

drug and violence prevention programs. Children who are at risk

of becoming violent toward themselves or others need additional

support. They often need to learn

interpersonal, problem solving,

and conflict resolution skills at

home and in school. They also

may need more intensive assistance in learning how to stop and

think before they react, and to listen effectively.

Intervention Tactic:

Providing

Comprehensive Services

In some cases, the early intervention may involve getting services

to families. The violence prevention and response team together

with the child and family designs

a comprehensive intervention

plan that focuses on reducing aggressive behaviors and supporting

responsible behaviors at school, in

the home, and in the community.

When multiple services are required there also must be psychological counseling and ongoing

consultation with classroom

teachers, school staff, and the

family to ensure intended results

occur. All servicesincluding

community servicesmust be

coordinated and progress must be

monitored and evaluated carefully.

Intervention Tactic:

Referring the Child for

Special Education

Evaluation

If there is evidence of persistent

problem behavior or poor academic achievement, it may be ap-

Since we developed the

high school peer mediation

program, we have seen a

decline in physical fights.

We are defusing potentially

dangerous situations.

Terry Davis, School

Psychologist, Natick, MA
19

propriate to conduct a formal assessment to determine if the child

is disabled and eligible for special

education and related services

under the Individuals with Disabilities Education Act (IDEA).

If a multidisciplinary team determines that the child is eligible for

services under the IDEA, an individualized educational program

(IEP) should be developed by a

team that includes a parent, a

regular educator, a special educator, an evaluator, a representative

of the local school district, the

child (if appropriate), and others

as appropriate. This team will

identify the support necessary to

enable the child to learnincluding the strategies and support systems necessary to address any

behavior that may impede the

childs learning or the learning of

his or her peers.

Providing

Intensive,

Individualized

Interventions for

Students with

Severe Behavioral

Problems

Children who show dangerous

patterns and a potential for more

serious violence usually require

more intensive interventions that

involve multiple agencies, community-based service providers,

and intense family support. By

working with families and community services, schools can comprehensively and effectively intervene.

Effective individualized interventions provide a range of services

for students. Multiple, intensive,

focused approaches used over

time can reduce the chances for

continued offenses and the potential for violence. The child, his or

her family, and appropriate school

staff should be involved in developing and monitoring the interventions.

Nontraditional schooling in an

alternative school or therapeutic

facility may be required in severe

cases where the safety of students

and staff remains a concern, or

when the complexity of the intervention plan warrants it. Research

has shown that effective alternative programs can have long-term

positive results by reducing expulsions and court referrals. Effective

alternative programs support students in meeting high academic

and behavioral standards. They

provide anger and impulse control

training, psychological counseling, effective academic and remedial instruction, and vocational

training as appropriate. Such programs also make provisions for

active family involvement. Moreover, they offer guidance and staff

support when the child returns to

his or her regular school.

Providing a

Foundation To

Prevent and

Reduce Violent

Behavior

Schoolwide strategies create a

foundation that is more responsive to children in generalone

that makes interventions for individual children more effective

and efficient.

Effective and safe schools are

places where there is strong leadership, caring faculty, parent and

community involvementincluding law enforcement officials

and student participation in the

design of programs and policies.

Effective and safe schools also are

places where prevention and intervention programs are based

Everyone is trained to use

consistent language. We remind students to stop and

think. Students also know

we will always follow

through if they make poor

behavioral choices. As a result, we have been able to

diffuse violent situations.

Annette Lambeth

Assistant Principal

Chester County, PA

Appropriate behavior and

respect for others are emphasized at all times. However, despite our best efforts, unfortunate incidents

do occur. When they do, it

is our responsibility to provide appropriate support to

meet the needs of every

child.

Carol S. Parham,

Superintendent of Schools

Anne Arundel County, MD
20

upon careful assessment of student problems, where community

members help set measurable

goals and objectives, where research-based prevention and intervention approaches are used,

and where evaluations are conducted regularly to ensure that the

programs are meeting stated

goals. Effective and safe schools

are also places where teachers and

staff have access to qualified consultants who can help them address behavioral and academic

barriers to learning.

Effective schools ensure that the

physical environment of the

school is safe, and that schoolwide

policies are in place to support

responsible behaviors.

Characteristics of a Safe

Physical Environment

Prevention starts by making sure

the school campus is a safe and

caring place. Effective and safe

schools communicate a strong

sense of security. Experts suggest

that school officials can enhance

physical safety by:

 Supervising access to the building and grounds.

 Reducing class size and school

size.

 Adjusting scheduling to minimize time in the hallways or in

potentially dangerous locations. Traffic flow patterns can

be modified to limit potential

for conflicts or altercations.

 Conducting a building safety

audit in consultation with

school security personnel and/

or law enforcement experts.

Effective schools adhere to federal, state, and local nondiscrimination and public safety

laws, and use guidelines set by

the state department of education.

 Closing school campuses during lunch periods.

 Adopting a school policy on

uniforms.

 Arranging supervision at critical times (for example, in hallways between classes) and having a plan to deploy supervisory

staff to areas where incidents

are likely to occur.

 Prohibiting students from congregating in areas where they

are likely to engage in rulebreaking or intimidating and

aggressive behaviors.

 Having adults visibly present

throughout the school building.

This includes encouraging parents to visit the school.

 Staggering dismissal times and

lunch periods.

 Monitoring the surrounding

school groundsincluding

landscaping, parking lots, and

bus stops.

 Coordinating with local police

to ensure that there are safe

routes to and from school.

In addition to targeting areas for

increased safety measures,

schools also should identify safe

areas where staff and children

should go in the event of a crisis.

The physical condition of the

school building also has an impact

on student attitude, behavior, and

motivation to achieve. Typically,

there tend to be more incidents of

fighting and violence in school

buildings that are dirty, too cold

or too hot, filled with graffiti, in

need of repair, or unsanitary.

The police are a schools

greatest community asset

when effectively preventing

and responding to school

violence. Building a relationship with law enforcement strengthens the

schools ability to ensure

safety.

Gil Kerlikowske

former Police Commissioner

Buffalo, NY
21

Characteristics of

Schoolwide Policies that

Support Responsible

Behavior

The opportunities for inappropriate behaviors that precipitate violence are greater in a disorderly

and undisciplined school climate.

A growing number of schools are

discovering that the most effective

way to reduce suspensions, expulsions, office referrals, and other

similar actionsstrategies that do

not result in making schools

saferis to emphasize a proactive

approach to discipline.

Effective schools are implementing schoolwide campaigns that

establish high expectations and

provide support for socially appropriate behavior. They reinforce

positive behavior and highlight

sanctions against aggressive behavior. All staff, parents, students,

and community members are informed about problem behavior,

what they can do to counteract it,

and how they can reinforce and

reward positive behavior. In turn,

the entire school community

makes a commitment to behaving

responsibly.

Effective and safe schools develop

and consistently enforce

schoolwide rules that are clear,

broad-based, and fair. Rules and

disciplinary procedures are developed collaboratively by representatives of the total educational

community. They are communicated clearly to all partiesbut

most important, they are followed

consistently by everyone.

School communities that have

undertaken schoolwide approaches do the following things:

 Develop a schoolwide disciplinary policy that includes a code

of conduct, specific rules and

consequences that can accommodate student differences on

a case-by-case basis when necessary. (If one already exists,

review and modify it if necessary.) Be sure to include a description of school anti-harassment and anti-violence policies

and due process rights.

 Ensure that the cultural values

and educational goals of the

community are reflected in the

rules. These values should be

expressed in a statement that

precedes the schoolwide disciplinary policy.

 Include school staff, students,

and families in the development, discussion, and implementation of fair rules. Provide

schoolwide and classroom support to implement these rules.

Strategies that have been found

to support students include

class discussions, schoolwide

assemblies, student government, and participation on discipline teams. In addition, peer

mediation and conflict resolution have been implemented

widely in schools to promote a

climate of nonviolence.

 Be sure consequences are commensurate with the offense,

and that rules are written and

applied in a nondiscriminatory

manner and accommodate cultural diversity.

 Make sure that if a negative

consequence (such as withdrawing privileges) is used, it

is combined with positive strategies for teaching socially appropriate behaviors and with

strategies that address any external factors that might have

caused the behavior.

 Include a zero tolerance statement for illegal possession of

Everyone follows the same

discipline plan. Everyone

including the lunch room

workers and custodians

works as a team. There are

always times when children

forget the rules. But there

is immediate intervention

by faculty and staff, and

even other children. The responsibility is on the students.

Anna Allred, Parent

Lakeland, FL

It is necessary to provide

training and support to

staff. We have provided

inservices on behavior management systems that are

effective in regular classroom settings. These inservices have been of great

benefit. Numerous schools

throughout our district

presently use stop and

think, conflict resolution,

and peer mediation.

Denise Conrad, Teacher

Toledo, OH
22

weapons, alcohol, or drugs.

Provide services and support

for students who have been suspended and/or expelled.

Recognizing the warning signs

and responding with comprehensive interventions allows us to

help children eliminate negative

behaviors and replace them with

positive ones. Active sharing of

information and a quick, effective

response by the school community will ensure that the school is

safer and the child is less troubled

and can learn.
23

Section 5: What To Do

Effective schools create a violence

prevention and response plan and

form a team that can ensure it is

implemented. They use approaches and strategies based on

research about what works.

Creating the

Violence

Prevention and

Response Plan

A sound violence prevention and

response plan reflects the common and the unique needs of educators, students, families, and the

greater community. The plan outlines how all individuals in the

school communityadministrators, teachers, parents, students,

bus drivers, support staffwill be

prepared to spot the behavioral

and emotional signs that indicate

a child is troubled, and what they

will need to do. The plan also details how school and community

resources can be used to create

safe environments and to manage

responses to acute threats and

incidents of violence.

An effective written plan includes:

 Descriptions of the early warning signs of potentially violent

behavior and procedures for

identifying children who exhibit these signs.

 Descriptions of effective prevention practices the school

community has undertaken to

build a foundation that is responsive to all children and

enhances the effectiveness of

interventions.

 Descriptions of intervention

strategies the school community can use to help troubled

children. These include early

interventions for students who

are at risk of behavioral problems, and more intensive, individualized interventions and

resources for students with severe behavioral problems or

mental health needs.

 A crisis intervention plan that

includes immediate responses

for imminent warning signs and

violent behavior, as well as a

contingency plan to be used in

the aftermath of a tragedy.

The plan must be consistent with

federal, state, and local laws. It

also should have the support of

families and the local school

board.

Recommendations in this guide

will prove most meaningful when

the entire school community is

involved in developing and implementing the plan. In addition, everyone should be provided with

relevant training and support on

a regular basis. Finally, there

should be a clearly delineated

mechanism for monitoring and

assessing violence prevention efforts.

Developing a Prevention

and Response Plan
24

Forming the

Prevention and

Response Team

It can be helpful to establish a

school-based team to oversee the

preparation and implementation

of the prevention and response

plan. This does not need to be a

new team; however, a designated

core group should be entrusted

with this important responsibility.

The core team should ensure that

every member of the greater

school community accepts and

adopts the violence prevention

and response plan. This buy-in is

essential if all members of the

school community are expected to

feel comfortable sharing concerns

about children who appear

troubled. Too often, caring individuals remain silent because they

have no way to express their concerns.

Typically, the core team includes

the building administrator, general and special education teachers, parent(s), and a pupil support

services representative (a school

psychologist, social worker, or

counselor), school resource officer, and a safe and drug-free

schools program coordinator. If no

school psychologist or mental

health professional is available to

the staff, involve someone from an

outside mental health agency.

Other individuals may be added

to the team depending on the task.

For example, when undertaking

schoolwide prevention planning,

the team might be expanded to

include students, representatives

of community agencies and organizations, the school nurse,

school board members, and support staff (secretaries, bus drivers,

and custodians). Similarly, crisis

response planning can be enhanced with the presence of a central office administrator, security

officer, and youth officer or community police team member.

The core team also should coordinate with any school advisory

boards already in place. For example, most effective schools have

developed an advisory board of

parents and community leaders

that meets regularly with school

administrators. While these advisory groups generally offer advice

and support, that role can be expanded to bringing resources related to violence prevention and

intervention into the school.

Consider involving a variety of

community leaders and parents

when building the violence prevention and response team:

 Parent group leaders, such as

PTA officers.

 Law enforcement personnel.

 Attorneys, judges, and probation officers.

 Clergy and other representatives of the faith community.

 Media representatives.

 Violence prevention group representatives.

 Mental health and child welfare

personnel.

 Physicians and nurses.

 Family agency and family resource center staff.

 Business leaders.

 Recreation, cultural, and arts

organizations staff.

 Youth workers and volunteers.

 Local officials, including school

board members and representatives from special commissions.

Our district initiated a

safety task force involving

parents, students, teachers,

support staff, administrators, and community members to enhance our plan for

safety and crisis management. It works.

Richard E. Berry,

Superintendent, Houston, TX

We need to give attention

to the segment of the population that includes bus

drivers, secretaries, and cafeteria workers. They are a

very important yet often

overlooked group of people

who can provide support to

children.

Betty Stockton

School Psychologist

Jonesboro, AR
25

Action Planning Checklist

Prevention-Intervention-Crisis Response

What To Look ForKey Characteristics of Responsive and Safe Schools

Does my school have characteristics that:

__ Are responsive to all children?

What To Look ForEarly Warning Signs of Violence

Has my school taken steps to ensure that all staff, students, and families:

__ Understand the principles underlying the identification of early warning signs?

__ Know how to identify and respond to imminent warning signs?

__ Are able to identify early warning signs?

What To DoIntervention: Getting Help for Troubled Children

Does my school:

__ Understand the principles underlying intervention?

__ Make early intervention available for students at risk of behavioral problems?

__ Provide individualized, intensive interventions for students with severe behavioral problems?

__ Have schoolwide preventive strategies in place that support early intervention?

What To DoCrisis Response

Does my school:

__ Understand the principles underlying crisis response?

__ Have a procedure for intervening during a crisis to ensure safety?

__ Know how to respond in the aftermath of tragedy?
26

 Interest group representatives

and grass roots community organization members.

 College or university faculty.

 Members of local advisory

boards.

 Other influential community

members.

The school board should authorize and support the formation of

and the tasks undertaken by the

violence prevention and response

team.

While we cannot prevent all violence from occurring, we can do

much to reduce the likelihood of

its occurrence. Through thoughtful planning and the establishment of a school violence prevention and response team, we can

avert many crises and be prepared

when they do happen.
27

Section 6: What To Do

Violence can happen at any time,

anywhere. Effective and safe

schools are well prepared for any

potential crisis or violent act.

Crisis response is an important

component of a violence prevention and response plan. Two components that should be addressed

in that plan are:

 Intervening during a crisis to

ensure safety.

 Responding in the aftermath of

tragedy.

In addition to establishing a contingency plan, effective schools

provide adequate preparation for

their core violence prevention and

response team. The team not only

plans what to do when violence

strikes, but it also ensures that

staff and students know how to

behave. Students and staff feel

secure because there is a well-conceived plan and everyone understands what to do or whom to ask

for instructions.

Principles

Underlying Crisis

Response

As with other interventions, crisis intervention planning is built

on a foundation that is safe and

responsive to children. Crisis

planning should include:

 Training for teachers and staff

in a range of skillsfrom dealing with escalating classroom

situations to responding to a

serious crisis.

 Reference to district or state

procedures. Many states now

have recommended crisis intervention manuals available to

their local education agencies

and schools.

 Involvement of community

agencies, including police, fire,

and rescue, as well as hospital,

health, social welfare, and mental health services. The faith

community, juvenile justice,

and related family support systems also have been successfully included in such team

plans.

 Provision for the core team to

meet regularly to identify potentially troubled or violent students and situations that may

be dangerous.

Effective school communities also

have made a point to find out

about federal, state, and local resources that are available to help

during and after a crisis, and to

secure their support and involvement before a crisis occurs.

Intervening During

a Crisis To Ensure

Safety

Weapons used in or around

schools, bomb threats or explosions, and fights, as well as natural disasters, accidents, and suicides call for immediate, planned

Responding to Crisis
28

action, and long-term, post-crisis

intervention. Planning for such

contingencies reduces chaos and

trauma. Thus, the crisis response

part of the plan also must include

contingency provisions. Such provisions may include:

 Evacuation procedures and

other procedures to protect students and staff from harm. It is

critical that schools identify

safe areas where students and

staff should go in a crisis. It also

is important that schools practice having staff and students

evacuate the premises in an orderly manner.

 An effective, fool-proof communication system. Individuals

must have designated roles and

responsibilities to prevent confusion.

 A process for securing immediate external support from law

enforcement officials and other

relevant community agencies.

All provisions and procedures

should be monitored and reviewed regularly by the core team.

Just as staff should understand

and practice fire drill procedures

routinely, they should practice responding to the presence of firearms and other weapons, severe

threats of violence, hostage situations, and other acts of terror.

School communities can provide

staff and students with such practice in the following ways:

 Provide inservice training for

all faculty and staff to explain

the plan and exactly what to do

in a crisis. Where appropriate,

include community police,

youth workers, and other community members.

 Produce a written manual or

small pamphlet or flip chart to

remind teachers and staff of

their duties.

 Practice responding to the imminent warning signs of violence. Make sure all adults in

the building have an understanding of what they might do

to prevent violence (e.g., being

observant, knowing when to

get help, and modeling good

problem solving, anger management, and/or conflict resolution

skills) and how they can safely

support each other.

Responding in the

Aftermath of Crisis

Members of the crisis team should

understand natural stress reactions. They also should be familiar with how different individuals

might respond to death and loss,

including developmental considerations, religious beliefs, and cultural values.

Effective schools ensure a coordinated community response. Professionals both within the school

district and within the greater

community should be involved to

assist individuals who are at risk

for severe stress reactions.

Schools that have experienced

tragedy have included the following provisions in their response

plans:

 Help parents understand

childrens reactions to violence. In the aftermath of tragedy, children may experience

unrealistic fears of the future,

have difficulty sleeping, become

physically ill, and be easily distractedto name a few of the

common symptoms.

 Help teachers and other staff

deal with their reactions to the

crisis. Debriefing and grief

Early intervention and

quick response from our

school district team resulted in no one getting

hurt.

Pamela Cain

Superintendent

Wirt County, WV
29

Crisis Procedure Checklist

A crisis plan must address many complex contingencies. There should be a step-bystep procedure to use when a crisis occurs. An example follows:

__ Assess life/safety issues immediately.

__ Provide immediate emergency medical care.

__ Call 911 and notify police/rescue first. Call the superintendent second.

__ Convene the crisis team to assess the situation and implement the crisis response procedures.

__ Evaluate available and needed resources.

__ Alert school staff to the situation.

__ Activate the crisis communication procedure and system of verification.

__ Secure all areas.

__ Implement evacuation and other procedures to protect students and staff from harm. Avoid

dismissing students to unknown care.

__ Adjust the bell schedule to ensure safety during the crisis.

__ Alert persons in charge of various information systems to prevent confusion and misinformation.

Notify parents.

__ Contact appropriate community agencies and the school districts public information office, if

appropriate.

__ Implement post-crisis procedures.
30

counseling is just as important

for adults as it is for students.

 Help students and faculty adjust after the crisis. Provide

both short-term and long-term

mental health counseling following a crisis.

 Help victims and family members of victims re-enter the

school environment. Often,

school friends need guidance in

how to act. The school community should work with students

and parents to design a plan

that makes it easier for victims

and their classmates to adjust.

 Help students and teachers

address the return of a previously removed student to the

school community. Whether

the student is returning from a

juvenile detention facility or a

mental health facility, schools

need to coordinate with staff

from that facility to explore how

to make the transition as uneventful as possible.
31

Section 7

Crises involving sudden violence

in schools are traumatic in large

measure because they are rare and

unexpected. Everyone is touched

in some way. In the wake of such

a crisis, members of the school

community are askedand ask

themselveswhat could have

been done to prevent it.

We know from the research that

schools can meet the challenge of

reducing violence. The school

community can be supported

through:

 School board policies that address both prevention and intervention for troubled children

and youth.

 Schoolwide violence prevention and response plans that

include the entire school community in their development

and implementation.

 Training in recognizing the

early warning signs of potential

violent behavior.

 Procedures that encourage

staff, parents, and students to

share their concerns about children who exhibit early warning

signs.

 Procedures for responding

quickly to concerns about

troubled children.

 Adequate support in getting

help for troubled children.

Everyone who cares about children cares about ending violence.

It is time to break the silence that

too often characterizes even the

most well-meaning school communities. Research and expertbased information is available for

school communities to use in developing and strengthening programs that can prevent crises.

School safety is everyones job.

Teachers, administrators, parents,

community members, and students all must commit to meeting

the challenge of getting help for

children who show signs of being

troubled.

Conclusion

Coordinated school efforts

can help. But the solution

does not just rest in the

schools. Together we must

develop solutions that are

community-wide and coordinated, that include

schools, families, courts,

law enforcement, community agencies, representatives of the faith community, business, and the

broader community.

Wilmer Cody, Kentucky

Commissioner of Education
32

Section 8

This guide synthesizes an extensive knowledge base on violence

and violence prevention. It includes research from a variety of

disciplines, as well as the experience and effective practices of

teachers, school psychologists,

counselors, social workers, family members, youth workers, and

youth.

Much of the research found in this

guide was funded by federal offices whose senior staff were involved in supporting and reviewing this document. They include:

 Office of Special Education Programs,

Office of Special Education and Rehabilitative Services, U.S. Department

of Education.

 Safe and Drug-Free Schools Program,

Office of Elementary and Secondary

Education, U.S. Department of Education.

 Office of Juvenile Justice and Delinquency Prevention and National Institute for Justice, U.S. Department of

Justice.

 National Institute of Mental Health

and Center for Mental Health Services, U.S. Department of Health and

Human Services.

The guide was produced by the

Center for Effective Collaboration

and Practice of the American Institutes for Research in collaboration with the National Association of School Psychologists. The

project was led by:

 Kevin P. Dwyer, Principal Investigator,

National Association of School

Psychologists

Methodology, Contributors,

and Research Support

 David Osher, Project Director,

American Institutes for Research

The guide was developed in collaboration with Cynthia Warger of

Warger, Eavy and Associates.

Each assertion in the guide is

backed by empirical data and/or

expert consensus. Research references can be found on the

projects Web site at http://

www.air-dc.org/cecp/guide.

The guide was conceptualized by

an interdisciplinary expert panel.

The writing team, led by Kevin P.

Dwyer, included members of the

expert panelGeorge Bear,

Norris Haynes, Paul Kingery,

Howard Knoff, Peter Sheras,

Russell Skiba, Leslie Skinner, and

Betty Stocktonin addition to

David Osher and Cynthia Warger.

The writing team drew upon the

other expert panelists for guidance and for resources.

The first draft was reviewed for

accuracy by the entire expert

panel as well as staff from the federal agencies. The federal reviewers are listed on the projects Web

site at http://www.air-dc.org/cecp/

guide.

The second draft was reviewed by

family members, teachers, principals, and youth, in addition to

leaders of major national associations. The expert panel reviewed

the document again at this stage.

These reviewers are also listed on

the projects Web site at http://

www.air-dc.org/cecp/guide.

Also On The Web

 An annotated version of

the guide with references to support each

assertion as well as references to practical materials that can be employed to implement the

recommendations it

contains.

 Additional resources

that can be employed to

implement the recommendations contained in

the guide.

 Links to other Web sites

that provide useful and

usable information.

 English and Spanish versions of the guide that

can be downloaded for

dissemination.
J. Randy Alton, Teacher

Montgomery County, MD

George Bear, Professor

University of Delaware

Renee Brimfield, Principal

Montgomery County, MD

Michael Bullis, Professor

University of Oregon

Andrea Canter,

Lead School Psychologist

Minneapolis, MN

Gregory Carter, Teacher

Richmond, VA

Deborah Crockett, School

Psychologist

Atlanta, GA

Scott Decker, Professor

University of Missouri-St. Louis

Maurice Elias, Professor

Rutgers University, NJ

Michael J. Furlong,

Associate Professor

University of CA-Santa Barbara

Susan Gorin, Executive Director

National Association of School

Psychologists

Bethesda, MD

Denise Gottfredson, Director

National Center for Justice

University of Maryland

Beatrix Hamburg, Professor

Cornell Medical Center, NY

Norris Haynes, Director

Yale University Child Study Center

DJ Ida, Director

Asian Pacific Development Center

Denver, CO

Yvonne Johnson, Parent

Washington, D.C.

Gil Kerlikowske, Former Police

Commissioner

Buffalo, NY

Paul Kingery, Director

Hamilton Fish National Institute on

School and Community Violence

Arlington, VA

Howard Knoff, Professor

University of South Florida

Judith Lee Ladd, President

American School Counselors

Association

Arlington, VA

Brenda Muhammad, Founder

Mothers of Murdered Sons &

Daughters

Atlanta, GA

Ron Nelson, Associate Professor

Arizona State University

Dennis Nowicki, Police Chief

Charlotte, NC

Scott Poland

Director, Psychological Services

Cyprus-Fairbanks ISD

Houston, TX

Gale Porter, Director

East Baltimore (MD) Mental Health

Partnership

Elsa Quiroga, Student

University of California-Berkeley

Michael Rosenberg, Professor

John Hopkins University

Mary Schwab-Stone, Associate Professor

Yale University Child Study Center

Peter Sheras, Associate Director

Virginia Youth Violence Project

University of Virginia

Russell Skiba, Professor

University of Indiana

Leslie Skinner, Assistant Professor

Temple University

Jeff Sprague, Co-Director

Institute on Violence and Destructive

Behavior, University of Oregon

Betty Stockton, School Psychologist

Jonesboro, AR

Richard Verdugo, Senior Policy Analyst

National Education Association

Washington, DC

Hill Walker, Co-Director

Institute on Violence and Destructive

Behavior, University of Oregon

Renee Bradley

U.S. Department of Education

Betty Chemers

U.S. Department of Justice

Lou Danielson

U.S. Department of Education

Kellie Dressler

U.S. Department of Justice

David Frank

U.S. Department of Education

Cathy Girouard

U.S. Department of Education

Tom V. Hanley

U.S. Department of Education

Expert Panel Members

The expert panel included national experts from a variety of disciplines, as well

as principals, teachers, pupil personnel staff, families, and youth:

The following represented federal agencies on the panel:

Tom Hehir

U.S. Department of Education

Kelly Henderson

U.S. Department of Education

Judith Heumann

U.S. Department of Education

Peter Jensen

National Institute of Mental Health

Tim Johnson

U.S. Department of Justice

William Modzeleski

U.S. Department of Education

Juan Ramos

National Institute of Mental Health

Donna Ray

U.S. Department of Justice

Diane Sondheimer

Center for Mental Health Services

Sara Strizzi

U.S. Department of Education

Kevin Sullivan

U.S. Department of Education

Gerald Tirozzi

U.S. Department of Education

Joanne Wiggins

U.S. Department of Education

Clarissa Wittenberg

National Institute of Mental Health
U.S. Department of Education

http://www.ed.gov/

Center for Effective Collaboration

and Practice

American Institutes for Research

1000 Thomas Jefferson St., NW

Suite 400

Washington, D.C.

http://www.air-dc.org/cecp/

U.S. Department of Justice

http://www.usdoj.gov/

National Association of School

Psychologists

4340 East West Highway

Suite 402

Bethesda, MD 20814

http://www.naspweb.org/center.html

Resources

National Institute of Mental Health

http://www.nimh.nih.gov/

Center for Mental Health Services

Knowledge Exchange Network

http://www.mentalhealth.org/index.htm