The Quest to End Violence in Schools

There seems to be a growing rate of juvenile violence in the world

today, most of which occurs in schools. The magnitude of the nation's

concern about school violence is reflected in Goal 2010: Educate America

Act. It states by the year 2010, every school in America will be free

of drugs and violence and will offer a disciplined environment conducive

to learning. No child or youth should be fearful on the way to school,

be afraid while there, or have to cope with pressures to make unhealthy

choices" (U. S. Department of Education, 1997). When teachers and

students worry more about their safety than about education, they aren't

focusing on teaching or learning. Schools where violence occur causes

students not to focus on academics, meeting standards, or even staying

in school.

"School violence is not a new occurrence. It dates back to the 1950s

where it wasn't a problem of discipline, but of delinquency. There was

an increase in the serious and less serious antisocial behavior on the

part of our youth" (Williams, 1979). The major difference from the

1950s and now is the use of weapons.

Violence doesn't just occur in one type of school. "Public, private,

and nonsectarian have all experienced an increase in school violence.

Nine per cent of public, seven per cent of private, and six per cent of

nonsectarian school students reported being victims of violent acts or

property crimes in 1989" (U. S. Department of Justice, 1991). No

geographical location seems to be excluded. "In a National School

Boards Association (NSBA) survey of 1,216 administrators, 54% of

suburban and 64% of urban officials reported more violent acts in their

school in 1993 than five years before" (National School Board

Association, 1994). All communities across the country appear to be

dealing with the issue of school violence.

"There are generally three types of students, often called the 80-15-5

rule. Eighty per cent of students rarely break the rules or violate

principles. Fifteen per cent break the rules on a somewhat regular

basis by refusing classroom principles and restrictions. These students

can disrupt learning for all the other students, if their expectations

of their behavior aren't expressed.