Violent school threats have increased by 158% from 2010 to 2011

The increase in violence, drugs, and weapons in schools has directed our attention to the need to talk all reasonable steps to ensure a safe learning environment for students and teachers....

Causes of School Violence - Constitutional Rights …

News articles about violent deeds within the school setting are on the increase.

The Challenge of School Violence

. About 23% of schools report a gang presence in their school district which they are working daily to eradicate. There also seems to be a strong correlation between inner city schools and a heightened possibility of school violence in areas where gangs are present and active. This involved an increased number of physical threats made by such students, many of which led to actual physical attacks.

Free School Violence Essays and Papers - 123HelpMe

School violence over the past number of years has been increasing and family life, the things that occur in schools and the neighborhoods that the teenagers (that commit the crimes or violent acts) live in are some of the major factors.

As a result, gangs are now seen in many schools, and as a result may lead to increased violence among students....
A sudden increase of youth violence in public schools in early 1990 has caused many to raise concerns about violent behaviors in schools....

From infants to the elderly, it affects people in all stages of life

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole-school positive behaviour support on discipline problems and academic outcomes of students enrolled in an urban elementary school. The whole-school model was designed through technical assistance consultation with teachers that emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3) increasing classroom activity engagement; (4) reinforcing positive performance; and (5) monitoring efficacy through data-based evaluation. As compared to a pre-intervention phase, the whole-school intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by standardized tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole-school approaches to student discipline and the contributions of positive behaviour support are discussed.

The trend of school violence began a few years ago and then rapidly increased in almost in a copycat pattern....

School Violence in South Africa - CJCP Home Page

Not only are such incidents likely to impact on a child's attachment to school, leading to increased drop-out and truancy rates, low self-confidence and low levels of academic performance, but they are also likely to impact on young people's later vulnerability to violence, as well as the likelihood of their own turning to violence as they grow older.

The findings point to the need for an integrated strategy which deals with school violence, addressing both short-term and longer term change.

Victims of Sexual Violence: Statistics | RAINN

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole-school positive behaviour support on discipline problems and academic outcomes of students enrolled in an urban elementary school. The whole-school model was designed through technical assistance consultation with teachers that emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3) increasing classroom activity engagement; (4) reinforcing positive performance; and (5) monitoring efficacy through data-based evaluation. As compared to a pre-intervention phase, the whole-school intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by standardized tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole-school approaches to student discipline and the contributions of positive behaviour support are discussed.