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FOCUS ON COLLEGES, UNIVERSTIES, AND SCHOOLS
                             VOLUME 4, NUMBER 1, 2010




                       Preventing School Violence


                                 Fred C. Lunenburg
                              Sam Houston State University

________________________________________________________________________

                                       ABSTRACT

Violence in America has increased substantially in the past few years. It is not
surprising that the level of violence in public schools is increasing as well. Violence
in schools is endangering the health, welfare, and safety of students and teachers.
Strategies for preventing school violence include: toughening weapons laws and
dealing effectively with violent students.
________________________________________________________________________


        Violence in America has increased substantially in the past few years (Canada,
2011; Chasin, 2008). In fact, the reported violent crime rate in the nation has increased by
more than 35% in the last 10 years (Flannery, 2007; Ford, 2009; Garland, 2010; Larson,
2011; Lewis, 2008; Wright, 2011). That rate of increase in such a short period is greater
than in any comparable period in history, or at least since reliable records have been
maintained by the Federal Bureau of Investigation's Uniform Crime Reports. During that
same period, the number of reported arrests of young people, 16 years of age and under,
for violent offenses increased by 100 percent (Ayers, 2009; Bynum, 2010; Daniels, 2012;
Gerdes, 2011; Heitmeyer, 2011; Hoffman, 2012; Lassiter, 2010; Merino, 2011; Soliz,
2010).
        It is not surprising that the level of violence in public schools is increasing as
well. Violence in schools cannot be separated from the larger problem of violence in
communities. Studies have shown that the conditions of schools are strongly influenced
by the conditions of their neighborhoods (Benbenisty, 2011; Lassiter, 2010). Violence in
schools is endangering the health, welfare, and safety of students and teachers. Students
cannot learn and teachers cannot teach in an atmosphere in which fear and anxiety prevail
(Bulach, Lunenburg, & Potter, 2008: Kupchik, 2011). Some ways of preventing school
violence include: toughening weapons laws and dealing with violent students (U.S.
Department of Education, 2009).




                                             1
FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
2_____________________________________________________________________________________



                              Toughening Weapons Laws

        School leaders should advocate for state legislation and school board policies that
address violence in schools. Tough measures have already been implemented in most
states for dealing with violent behavior, especially possession of weapons and initiation
of a parent responsibility law for minors possessing weapons. School leaders can be
strong advocates of such legislation and school board policies.

Establish Weapon-Free School Zones

       Many states have enacted the Weapon-Free School Zones Act (Alexander &
Alexander, 2011; Kafka, 2012). School Boards in these states have made their schools
weapon-free zones. Efforts to do so have involved the school, home, community, law
enforcement, and health services (Meltzer, 2011; Omer, 2011)). Strategies would include
apprehension, prevention, intervention, education, counseling, and student and public
awareness programs (Daniels, 2012; Hulac, 2011; Juhnke, 2011; Lassiter, 2010).
       The following is a concise statement suggested by the National School Boards
Association.

       The Board of Education determines that possession and/or use of a weapon by a
       student is detrimental to the welfare and safety of the students and school
       personnel within the district. Possession and or use of any dangerous or deadly
       weapon in any school building on school grounds, in any school vehicle, or at any
       school-sponsored activity is prohibited. Such weapons include but are not limited
       to any pistol, revolver, rifle, shotgun, air gun or spring gun; slingshot; bludgeon;
       brass knuckles or artificial knuckles of any kind; knives having a blade of greater
       than two inches, any knife the blade of which can be opened by a flick of a button
       or pressure on the handle, or any pocketknife where the blade is carried in a
       partially opened position. The possession or use of any such weapon will require
       that the proceeding for the suspension and/or expulsion of the student involved
       will be initiated immediately by the principal. (National School Boards
       Association, 2010, p. 2)

        In addition to a written school board policy, the following state legislation is
typically enacted to provide for weapon-free schools: Make it a felony to knowingly and
willfully bring a firearm on school property; make it a felony for any person to
knowingly allow a minor to carry a weapon to school; and some states have included the
following provision: provide that any person convicted of bringing a firearm on school
property will lose his/her driver's license.

       Limit access by minors to handguns.

        To provide for limited access by minors to handguns, weapon-free school zones
legislation: make it a misdemeanor for any person to allow a minor to have access to a
handgun without the consent and supervision of a parent, guardian, or other responsible
FRED C. LUNENBURG
_____________________________________________________________________________________3



adult; make possession of a handgun by a minor without the consent and supervision of a
parent, guardian, or other responsible adult a misdemeanor.

Deal with Violent Students

        Students cannot learn when they are in fear of harm from their classmates.
Teachers cannot teach in an atmosphere of fear for their own safety, as well as that of
their students (Lunenburg, Bulach, & Potter, 2008). In order to provide for a safe and
secure learning atmosphere for children, school districts must be able to expel violent
students; transfer violent students to alternative schools; report violent offenders to law
enforcement officials; require court counselors to confer with school officials; expand
immediate school actions; and take privileges away from students.

       Expel violent students.

        Most state statutes provide that a school board can expel a student, age 14 or
older, only if he/she has been convicted of a felony and the student’s continued presence
in the school constitutes a clear threat to the safety and health of other students or staff.
State statutes should be amended so that when the principal and the superintendent can
prove a student is a clear threat to the safety and health of other students or employees,
the school board has the option of expelling the student, even though no felony has been
committed. School officials are encouraged to use long-term suspension and alternative
schools or programs in lieu of expulsions.

       Transfer violent students to alternative schools.

         Under compulsory attendance laws, states have a duty to provide an education for
all of its children, even those deemed violent by the juvenile justice system. There have
been numerous instances when a violent student is placed in a regular school setting and
the results have been disruptive and even dangerous. In order to provide a safe and secure
setting for all children and teachers, school districts must be able to transfer to another
institution, juveniles who have been categorized as violent by the courts or whose
presence poses a clear threat to others within the school. Transferring a juvenile to an
alternative school for long-term supervision is a viable option to expulsion. The state
fulfills its duty to provide an education; the school is made safer by removing the violent
juvenile; the community is not burdened by juveniles who have been suspended from
school and roaming the streets; and the juvenile is provided a safe and structured setting
in which to continue the educational process. For juveniles awaiting trial for violent acts,
this approach would provide a supervised situation while preventing the juvenile's
continued presence at a school from becoming disruptive.
         Due to the expense of alternative schools, such placement should constitute a last
step in a continuum of services for violent students. Placement should be temporary, with
the goal being to return the student to the regular school setting at the appropriate time.
While the format of alternative programs varies from small informal programs similar to
home bound instruction in some systems to more formal school settings in larger systems,
the focus must be on providing a strong academic course of study with therapeutic
FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
4_____________________________________________________________________________________



emphasis. Other service agencies such as Public Health, Mental Health, Social Services,
Juvenile Justice, and so forth must be an integral part of the team providing the
alternative education program. School districts should consider using Drug Free School
funds, dropout prevention funds, juvenile justice and delinquency prevention funds,
community-based alternative funds, in-school suspension funds, average daily
membership positions, basic education program positions, and contributions from other
agencies to staff alternative programs.

       Report violent offenders to law officials.

       School violence is a community problem, not just a school problem (National
School Boards Association Council of School Attorneys Staff, 2009). Violence in the
schools will be stopped only when the schools join with local law enforcement, parents,
juvenile court counselors, and other agencies to work together to solve the problem
(Hulac, 2011; Omer, 2011). In order for law enforcement to be involved in curtailing
school violence, school administrators must report to law enforcement all felonies and
misdemeanors involving personal injury, sexual assault, possession or use of weapons,
possession or sale of drugs occurring on school property. Schools can appropriately
handle misdemeanors, which do not involve violence, sexual assault, weapons use,
firearms or drugs without calling on law enforcement for help.

       Require court counselors to confer with school officials.

        Juvenile court counselors should be required to confer with school officials, the
juvenile and the juvenile's parents or guardian whenever the minor is ordered to attend
school as part of his probation after adjudication of a crime of violence. Juvenile court
counselors should be given the resources needed to work more closely with the schools.
The state's Juvenile Code should provide that minors placed on probation and required to
attend school must maintain a passing grade.

       Expand immediate school actions.

        School districts should take immediate actions to make school safer. These
actions should address a comprehensive approach to prevention, intervention, and crisis
management (Daniels, 2012; Hulac, 2011; Juhnke, 2011; Lassiter, 2010). Use of school
security officers, peer mediation, crisis intervention teams, and the development of
policies and procedures governing student behavior are encouraged (Marques, 2012;
Meltzer, 2011; Omer, 2011). The following recommendations will expand immediate
school actions:

   1. A student's right to park on school property can be conditioned upon agreeing to
      have his vehicle searched at any time by school officials.
   2. Metal detectors, cameras, lights, hand-held radio communications, and other
      security measures may be installed.
   3. Cooperative arrangements with local law enforcement should be arranged to put
      trained resource officers in schools that need them.
FRED C. LUNENBURG
_____________________________________________________________________________________5



   4. Parent training and involvement programs should be established or strengthened.
   5. Peer mediation and conflict resolution programs for students and teachers should
       be established.
   6. Rules governing student behavior should be established, communicated, and
       enforced.
   7. Warrants against students who commit violent acts in schools should be sought.
   8. Rewards for information leading to the confiscation of weapons, drugs, firearms,
       and other dangerous items should be offered.
   9. Anonymous reporting of weapons or drugs on school property must be
       encouraged.
   10. Taking book bags to lockers should be restricted.
   11. Intruder drills and other crisis management drills to ensure that students and other
       school employees are prepared for emergencies should be held periodically.

       Take privileges away from students.

        School administrators must have the authority to act immediately in ways that
restrict meaningful student privileges. No appeal of these actions should delay the
implementation of the action. A prompt and meaningful response to student misconduct
is an effective way to produce desired conduct (Lane, 2011; Nelsen, 2012; Thompson,
2011).
        The department of education in each state needs to adopt procedures to enable
school administrators to:

   1. Suspend school bus transportation privileges for students who commit acts of
      violence.
   2. Suspend parking privileges on school grounds of students who commit acts of
      violence.
   3. Assign to an alternative school, students who commit acts of violence.
   4. Remove from extracurricular activities (athletic and academic) students who
      commit acts of violence.
   5. Restrict attendance at extracurricular activities of students who commit acts of
      violence.


                                       Conclusion

        Violence in America has increased substantially in the past few years. It is not
surprising that the level of violence in public schools is increasing as well. Violence in
schools is endangering the health, welfare, and safety of students and teachers. Strategies
for preventing school violence include: toughening weapons laws and dealing effectively
with violent students.
FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
6_____________________________________________________________________________________



                                      References

Alexander, K., & Alexander, M. D. (2011). American public school law (8th ed.).
        Belmont, CA: Wadsworth/Cengage Learning.
Ayers, W. (2009). City kids, city schools: More reports from the front row. New York,
        NY: The New Press.
Benbenishty, R. (2011). School violence in context: Culture, neighborhood, family,
        school, and gender. New York, NY: DIANA Publishing Company.
Bulach, C., Lunenburg, F. C., & Potter, L. (2008). Creating a culture for high-performing
         schools: A comprehensive approach to school reform. Lanham, MD: Rowman &
        Littlefield.
Bynum, J. E. (2010). Juvenile delinquency: A sociological approach. Upper Saddle
        River, NJ: Pearson Education.
Canada, G. (2011). Fist stick knife gun: A personal history of violence in America.
        Boston, MA: Beacon Press.
Chasin, B. (2008). Violence in America. New York, NY: New York University Press.
Daniels, J. A. (2012). Preventing lethal school violence. New York, NY: Springer.
Flannery, R. B. (2007). Violence in America: Coping with drugs, distressed families,
         inadequate schooling, and acts of hate. New York, NY: DIANA Publishing
        Company.
Ford, J. O. (2009). Rural crime and poverty: Violence, drugs, and other issues. Broomall,
        PA: Mason Crest Publishers.
Garland, S. (2010). Gangs in garden city: How immigration, segregation, and youth
        violence are changing America’s suburbs. New York, NY: Basic Books.
Gerdes, L. (2011). Gun violence. Belmont, CA: Cengage Gale.
Heitmeyer, W. (2011). The control of violence in modern society: Multidisciplinary
        perspectives, from school shootings to ethnic violence. New York, NY: Springer.
Hoffman, J. S. (2012). Beyond suppression: Global perspectives on youth violence. Santa
        Barbara, CA: Greenwood Publishing Group.
Hulac, D. (2011). Behavioral interventions in schools. New York, NY: Taylor & Francis.
Juhnke, G. A. (2011). Suicide, self-injury, and violence in the schools: Assessment,
        prevention, and intervention strategies. New York, NY: Wiley.
Kafka, J. (2012). The history of zero tolerance in American public schooling. New York,
        NY: Palgrave Macmillan.
Kupchik, A. (2011). Homeroom security: School discipline in an age of fear. New York,
        NY: New York University Press.
Lane, K. L. (2011). Managing challenging behaviors in schools: Research-based
        strategies that work. New York, NY: Guilford Publications.
Larson, K. (2011). The truth about violence (2nd ed.). New York, NY: Facts on File.
Lassiter, W. L. (2010). Preventing violence and crime in America’s schools: From put-
        downs to lock-downs. Santa Barbara, CA: Greenwood Publishing Group.
Lewis, J. M. (2008). Sports fan violence in North America. Lanham, MD: Rowman &
        Littlefield.
Marques, J. (2012). Managing the twenty-first century: Transforming toward mutual
        growth. New York, NY: Palgrave Macmillan.
FRED C. LUNENBURG
_____________________________________________________________________________________7



Meltzer, L. (2011). Executive function in education: From theory to practice. New York,
        NY: Guilford Publications.
Merino, N. (2011). Juvenile crime. Belmont, CA: Cengage Gale.
National School Boards Association. (2010). National education policy reference
        manual. Alexandria, VA: Author.
National School Boards Association Council of School Attorneys Staff. (2009). Safe
        schools, safe communities. Alexandria, VA: Author.
Nelsen, J. (2012). Positive discipline for children with special needs: Raising and
        teaching all children to become resilient, responsible, and respectful. New York,
        NY: Crown Publishing Group.
Omer, H. (2011). The new authority: Family, school, and community. New York, NY:
        Cambridge University Press.
Soliz, A. (2010). Gangs. Belmont, CA: Cengage Gale.
Thompson, J. G. (2011). Discipline. New York, NY: Wiley.
U.S. Department of Education. (2009). Report of the taskforce on school violence.
        Washington, DC: Author.
Wright, D. (2011). Violence 101. Kirkwood, NY: Penguin Group (USA).

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Lunenburg, fred c preventing school violence focus v4 n1 2010

  • 1. FOCUS ON COLLEGES, UNIVERSTIES, AND SCHOOLS VOLUME 4, NUMBER 1, 2010 Preventing School Violence Fred C. Lunenburg Sam Houston State University ________________________________________________________________________ ABSTRACT Violence in America has increased substantially in the past few years. It is not surprising that the level of violence in public schools is increasing as well. Violence in schools is endangering the health, welfare, and safety of students and teachers. Strategies for preventing school violence include: toughening weapons laws and dealing effectively with violent students. ________________________________________________________________________ Violence in America has increased substantially in the past few years (Canada, 2011; Chasin, 2008). In fact, the reported violent crime rate in the nation has increased by more than 35% in the last 10 years (Flannery, 2007; Ford, 2009; Garland, 2010; Larson, 2011; Lewis, 2008; Wright, 2011). That rate of increase in such a short period is greater than in any comparable period in history, or at least since reliable records have been maintained by the Federal Bureau of Investigation's Uniform Crime Reports. During that same period, the number of reported arrests of young people, 16 years of age and under, for violent offenses increased by 100 percent (Ayers, 2009; Bynum, 2010; Daniels, 2012; Gerdes, 2011; Heitmeyer, 2011; Hoffman, 2012; Lassiter, 2010; Merino, 2011; Soliz, 2010). It is not surprising that the level of violence in public schools is increasing as well. Violence in schools cannot be separated from the larger problem of violence in communities. Studies have shown that the conditions of schools are strongly influenced by the conditions of their neighborhoods (Benbenisty, 2011; Lassiter, 2010). Violence in schools is endangering the health, welfare, and safety of students and teachers. Students cannot learn and teachers cannot teach in an atmosphere in which fear and anxiety prevail (Bulach, Lunenburg, & Potter, 2008: Kupchik, 2011). Some ways of preventing school violence include: toughening weapons laws and dealing with violent students (U.S. Department of Education, 2009). 1
  • 2. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS 2_____________________________________________________________________________________ Toughening Weapons Laws School leaders should advocate for state legislation and school board policies that address violence in schools. Tough measures have already been implemented in most states for dealing with violent behavior, especially possession of weapons and initiation of a parent responsibility law for minors possessing weapons. School leaders can be strong advocates of such legislation and school board policies. Establish Weapon-Free School Zones Many states have enacted the Weapon-Free School Zones Act (Alexander & Alexander, 2011; Kafka, 2012). School Boards in these states have made their schools weapon-free zones. Efforts to do so have involved the school, home, community, law enforcement, and health services (Meltzer, 2011; Omer, 2011)). Strategies would include apprehension, prevention, intervention, education, counseling, and student and public awareness programs (Daniels, 2012; Hulac, 2011; Juhnke, 2011; Lassiter, 2010). The following is a concise statement suggested by the National School Boards Association. The Board of Education determines that possession and/or use of a weapon by a student is detrimental to the welfare and safety of the students and school personnel within the district. Possession and or use of any dangerous or deadly weapon in any school building on school grounds, in any school vehicle, or at any school-sponsored activity is prohibited. Such weapons include but are not limited to any pistol, revolver, rifle, shotgun, air gun or spring gun; slingshot; bludgeon; brass knuckles or artificial knuckles of any kind; knives having a blade of greater than two inches, any knife the blade of which can be opened by a flick of a button or pressure on the handle, or any pocketknife where the blade is carried in a partially opened position. The possession or use of any such weapon will require that the proceeding for the suspension and/or expulsion of the student involved will be initiated immediately by the principal. (National School Boards Association, 2010, p. 2) In addition to a written school board policy, the following state legislation is typically enacted to provide for weapon-free schools: Make it a felony to knowingly and willfully bring a firearm on school property; make it a felony for any person to knowingly allow a minor to carry a weapon to school; and some states have included the following provision: provide that any person convicted of bringing a firearm on school property will lose his/her driver's license. Limit access by minors to handguns. To provide for limited access by minors to handguns, weapon-free school zones legislation: make it a misdemeanor for any person to allow a minor to have access to a handgun without the consent and supervision of a parent, guardian, or other responsible
  • 3. FRED C. LUNENBURG _____________________________________________________________________________________3 adult; make possession of a handgun by a minor without the consent and supervision of a parent, guardian, or other responsible adult a misdemeanor. Deal with Violent Students Students cannot learn when they are in fear of harm from their classmates. Teachers cannot teach in an atmosphere of fear for their own safety, as well as that of their students (Lunenburg, Bulach, & Potter, 2008). In order to provide for a safe and secure learning atmosphere for children, school districts must be able to expel violent students; transfer violent students to alternative schools; report violent offenders to law enforcement officials; require court counselors to confer with school officials; expand immediate school actions; and take privileges away from students. Expel violent students. Most state statutes provide that a school board can expel a student, age 14 or older, only if he/she has been convicted of a felony and the student’s continued presence in the school constitutes a clear threat to the safety and health of other students or staff. State statutes should be amended so that when the principal and the superintendent can prove a student is a clear threat to the safety and health of other students or employees, the school board has the option of expelling the student, even though no felony has been committed. School officials are encouraged to use long-term suspension and alternative schools or programs in lieu of expulsions. Transfer violent students to alternative schools. Under compulsory attendance laws, states have a duty to provide an education for all of its children, even those deemed violent by the juvenile justice system. There have been numerous instances when a violent student is placed in a regular school setting and the results have been disruptive and even dangerous. In order to provide a safe and secure setting for all children and teachers, school districts must be able to transfer to another institution, juveniles who have been categorized as violent by the courts or whose presence poses a clear threat to others within the school. Transferring a juvenile to an alternative school for long-term supervision is a viable option to expulsion. The state fulfills its duty to provide an education; the school is made safer by removing the violent juvenile; the community is not burdened by juveniles who have been suspended from school and roaming the streets; and the juvenile is provided a safe and structured setting in which to continue the educational process. For juveniles awaiting trial for violent acts, this approach would provide a supervised situation while preventing the juvenile's continued presence at a school from becoming disruptive. Due to the expense of alternative schools, such placement should constitute a last step in a continuum of services for violent students. Placement should be temporary, with the goal being to return the student to the regular school setting at the appropriate time. While the format of alternative programs varies from small informal programs similar to home bound instruction in some systems to more formal school settings in larger systems, the focus must be on providing a strong academic course of study with therapeutic
  • 4. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS 4_____________________________________________________________________________________ emphasis. Other service agencies such as Public Health, Mental Health, Social Services, Juvenile Justice, and so forth must be an integral part of the team providing the alternative education program. School districts should consider using Drug Free School funds, dropout prevention funds, juvenile justice and delinquency prevention funds, community-based alternative funds, in-school suspension funds, average daily membership positions, basic education program positions, and contributions from other agencies to staff alternative programs. Report violent offenders to law officials. School violence is a community problem, not just a school problem (National School Boards Association Council of School Attorneys Staff, 2009). Violence in the schools will be stopped only when the schools join with local law enforcement, parents, juvenile court counselors, and other agencies to work together to solve the problem (Hulac, 2011; Omer, 2011). In order for law enforcement to be involved in curtailing school violence, school administrators must report to law enforcement all felonies and misdemeanors involving personal injury, sexual assault, possession or use of weapons, possession or sale of drugs occurring on school property. Schools can appropriately handle misdemeanors, which do not involve violence, sexual assault, weapons use, firearms or drugs without calling on law enforcement for help. Require court counselors to confer with school officials. Juvenile court counselors should be required to confer with school officials, the juvenile and the juvenile's parents or guardian whenever the minor is ordered to attend school as part of his probation after adjudication of a crime of violence. Juvenile court counselors should be given the resources needed to work more closely with the schools. The state's Juvenile Code should provide that minors placed on probation and required to attend school must maintain a passing grade. Expand immediate school actions. School districts should take immediate actions to make school safer. These actions should address a comprehensive approach to prevention, intervention, and crisis management (Daniels, 2012; Hulac, 2011; Juhnke, 2011; Lassiter, 2010). Use of school security officers, peer mediation, crisis intervention teams, and the development of policies and procedures governing student behavior are encouraged (Marques, 2012; Meltzer, 2011; Omer, 2011). The following recommendations will expand immediate school actions: 1. A student's right to park on school property can be conditioned upon agreeing to have his vehicle searched at any time by school officials. 2. Metal detectors, cameras, lights, hand-held radio communications, and other security measures may be installed. 3. Cooperative arrangements with local law enforcement should be arranged to put trained resource officers in schools that need them.
  • 5. FRED C. LUNENBURG _____________________________________________________________________________________5 4. Parent training and involvement programs should be established or strengthened. 5. Peer mediation and conflict resolution programs for students and teachers should be established. 6. Rules governing student behavior should be established, communicated, and enforced. 7. Warrants against students who commit violent acts in schools should be sought. 8. Rewards for information leading to the confiscation of weapons, drugs, firearms, and other dangerous items should be offered. 9. Anonymous reporting of weapons or drugs on school property must be encouraged. 10. Taking book bags to lockers should be restricted. 11. Intruder drills and other crisis management drills to ensure that students and other school employees are prepared for emergencies should be held periodically. Take privileges away from students. School administrators must have the authority to act immediately in ways that restrict meaningful student privileges. No appeal of these actions should delay the implementation of the action. A prompt and meaningful response to student misconduct is an effective way to produce desired conduct (Lane, 2011; Nelsen, 2012; Thompson, 2011). The department of education in each state needs to adopt procedures to enable school administrators to: 1. Suspend school bus transportation privileges for students who commit acts of violence. 2. Suspend parking privileges on school grounds of students who commit acts of violence. 3. Assign to an alternative school, students who commit acts of violence. 4. Remove from extracurricular activities (athletic and academic) students who commit acts of violence. 5. Restrict attendance at extracurricular activities of students who commit acts of violence. Conclusion Violence in America has increased substantially in the past few years. It is not surprising that the level of violence in public schools is increasing as well. Violence in schools is endangering the health, welfare, and safety of students and teachers. Strategies for preventing school violence include: toughening weapons laws and dealing effectively with violent students.
  • 6. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS 6_____________________________________________________________________________________ References Alexander, K., & Alexander, M. D. (2011). American public school law (8th ed.). Belmont, CA: Wadsworth/Cengage Learning. Ayers, W. (2009). City kids, city schools: More reports from the front row. New York, NY: The New Press. Benbenishty, R. (2011). School violence in context: Culture, neighborhood, family, school, and gender. New York, NY: DIANA Publishing Company. Bulach, C., Lunenburg, F. C., & Potter, L. (2008). Creating a culture for high-performing schools: A comprehensive approach to school reform. Lanham, MD: Rowman & Littlefield. Bynum, J. E. (2010). Juvenile delinquency: A sociological approach. Upper Saddle River, NJ: Pearson Education. Canada, G. (2011). Fist stick knife gun: A personal history of violence in America. Boston, MA: Beacon Press. Chasin, B. (2008). Violence in America. New York, NY: New York University Press. Daniels, J. A. (2012). Preventing lethal school violence. New York, NY: Springer. Flannery, R. B. (2007). Violence in America: Coping with drugs, distressed families, inadequate schooling, and acts of hate. New York, NY: DIANA Publishing Company. Ford, J. O. (2009). Rural crime and poverty: Violence, drugs, and other issues. Broomall, PA: Mason Crest Publishers. Garland, S. (2010). Gangs in garden city: How immigration, segregation, and youth violence are changing America’s suburbs. New York, NY: Basic Books. Gerdes, L. (2011). Gun violence. Belmont, CA: Cengage Gale. Heitmeyer, W. (2011). The control of violence in modern society: Multidisciplinary perspectives, from school shootings to ethnic violence. New York, NY: Springer. Hoffman, J. S. (2012). Beyond suppression: Global perspectives on youth violence. Santa Barbara, CA: Greenwood Publishing Group. Hulac, D. (2011). Behavioral interventions in schools. New York, NY: Taylor & Francis. Juhnke, G. A. (2011). Suicide, self-injury, and violence in the schools: Assessment, prevention, and intervention strategies. New York, NY: Wiley. Kafka, J. (2012). The history of zero tolerance in American public schooling. New York, NY: Palgrave Macmillan. Kupchik, A. (2011). Homeroom security: School discipline in an age of fear. New York, NY: New York University Press. Lane, K. L. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Publications. Larson, K. (2011). The truth about violence (2nd ed.). New York, NY: Facts on File. Lassiter, W. L. (2010). Preventing violence and crime in America’s schools: From put- downs to lock-downs. Santa Barbara, CA: Greenwood Publishing Group. Lewis, J. M. (2008). Sports fan violence in North America. Lanham, MD: Rowman & Littlefield. Marques, J. (2012). Managing the twenty-first century: Transforming toward mutual growth. New York, NY: Palgrave Macmillan.
  • 7. FRED C. LUNENBURG _____________________________________________________________________________________7 Meltzer, L. (2011). Executive function in education: From theory to practice. New York, NY: Guilford Publications. Merino, N. (2011). Juvenile crime. Belmont, CA: Cengage Gale. National School Boards Association. (2010). National education policy reference manual. Alexandria, VA: Author. National School Boards Association Council of School Attorneys Staff. (2009). Safe schools, safe communities. Alexandria, VA: Author. Nelsen, J. (2012). Positive discipline for children with special needs: Raising and teaching all children to become resilient, responsible, and respectful. New York, NY: Crown Publishing Group. Omer, H. (2011). The new authority: Family, school, and community. New York, NY: Cambridge University Press. Soliz, A. (2010). Gangs. Belmont, CA: Cengage Gale. Thompson, J. G. (2011). Discipline. New York, NY: Wiley. U.S. Department of Education. (2009). Report of the taskforce on school violence. Washington, DC: Author. Wright, D. (2011). Violence 101. Kirkwood, NY: Penguin Group (USA).