The document discusses curtailing childhood aggression in educational settings. It recognizes that aggression disrupts learning and outlines responsibilities of educators to ensure student safety. Educators should be concerned with the root causes of abnormal student behavior and intervene appropriately while avoiding harsh discipline. Any intervention should involve parents and focus on the underlying issues rather than just the behavior. The document provides strategies for educators, administrators, and parents to address aggression through programs that improve school climate, social skills training, and addressing risk factors.

1. CURTAILING CHILDHOOD AGGRESSIONCURTAILING CHILDHOOD AGGRESSION

2. Responsibility of Educators in the ClassroomResponsibility of Educators in the Classroom
The primary responsibility of every educator and
administrator is to ensure the health and safety of all
stakeholders on campus so that learning can take place.
A major obstacle to an environment that is conducive
to learning continues to be students who display
aggressive behavior patterns, thereby posing a
disruptive influence to normal classroom activities.

3. What Can We Do?What Can We Do?
All education professionals should be immensely
concerned with both the root causes and the most
appropriate intervention strategies for students
displaying abnormal behavior. Also note that harsh
discipline tactics should be reserved as a final course of
action and not an immediate reaction to unwanted
aggression.
FOR MORE INFO...
Research the word ‘aggression’ and learn how this type of behavior is not the cause
but the effect of an action or state of being that prompts one to act in socially
unacceptable ways.

4. The Goals of Conflict ResolutionThe Goals of Conflict Resolution
- Distance the perception of the child from the behavior
of the child
- Know the causes of the aggressive behavior
- Intervene (where appropriate) in not only the initial
infraction but also in the underlying problem
- Follow-up with the child after resolution to maintain
stable behavior

5. Should We Involve the Parents?Should We Involve the Parents?
Yes! Colder, Lochman, and Wells (1997) indicate that
parental behavior can spawn aggressive actions in their
children through “poor parental monitoring,… few
rewards for positive behavior, and harsh and inconsistent
discipline…” (Colder, Lochman, & Wells, 1997).
Therefore, any intervention sought should be a team effort
between teachers/administrators and parents.

6. Know the Risk Factors for AggressionKnow the Risk Factors for Aggression
-Poor example set by parents:
-In discipline
-In rewards
-In involvement with school affairs
-In demonstration of proper conflict management skills
-Low Socioeconomic Status (SES)
-Lack of after-school oversight and constructive activities
-Peer rejection and victimization
-Emotional and mental health issues
-Lack of goals and optimism for the future

7. Are Harsh Discipline Measures the Answer?Are Harsh Discipline Measures the Answer?
No! Research has shown that overly-zealous punitive
measures such as Zero-Tolerance policies are actually
counterproductive and have a negligible impact on
school safety. Instead of focusing on reactive tactics,
school officials are encouraged to implement
“programs that facilitate and enhance a positive school
climate” (Black, 2008). Promoting a positive school
climate can be accomplished through character
education, social skills training, as well as an evaluation
of the physical buildings and security measures in place
to promote the prevention and intervention of
aggressive behavior.

8. A Ten-Step Strategy for AdministratorsA Ten-Step Strategy for Administrators
1- Set a primary focus on student academic excellence
2- Provide help at an early stage to students with
academic problems
3- Create a common school- or district-wide definition of
‘violence’
4- Assess the current level of school violence in their
building or district
5- Cultivate knowledge of innovative programs and
services to address school violence

9. A Ten-Step Strategy for Administrators (cont.)A Ten-Step Strategy for Administrators (cont.)
6- Match new programs to demonstrated local needs, and
monitor the effectiveness of these programs over time
7- Hold students and staff to a common set of behavioral
standards
8- Provide swift, consistent consequences for student
misbehavior
9- Allocate increasingly focused interventions and staff
attention on students with more chronic behavioral
problems
10- Foster relationships with law enforcement, outside
clinicians, and community agencies (Wright, 2000)

10. Encourage Parents in Aggression PreventionEncourage Parents in Aggression Prevention
- By setting the proper example in how to resolve conflict
- By providing constructive after-school activities
- Through cooperation with teachers and administrators
- By seeking medical attention for prolonged displays of
inadequate behavior patterns
- By closely monitoring television programs, video
games, magazines, toys, and friends for any undue
influence of violent and aggressive responses to
differences encountered, and quickly removing bad
influences

11. A Call to ActionA Call to Action
To represent an effective amalgamation of the
aforementioned strategies, it is recommended that
school officials implement the following Action Plan for
controlling school violence and aggressive behavior:
1- All teachers will meet with the school counselor on a
quarterly basis for training on mental health issues as
well as to review current challenging students
2- Fridays will be designated as “Resolution Day” to
encourage students to discuss any conflict-related
problems they are facing at home or school- this is to
be done individually with the teacher

12. A Call to Action (continued)A Call to Action (continued)
3- The district will distribute information pamphlets to all
parents at the beginning of each school year in which
suggestions on encouraging peaceful resolution
techniques and proper parental example will be
stressed. The pamphlet will direct the parents to call
the school administrators or counselor if they believe
further assistance is needed
4- With the exception of actual physical assault, all other
Zero-Tolerance policies are to be suspended pending
review of the effectiveness of alternate discipline
measures

13. A Call to Action (continued)A Call to Action (continued)
5- For all middle and high school students, a new course
entitled “Relationship Management Skills” will be
offered, first as an elective, and then as a required
course for high school Sophomores with the stated goal
of preventing, to the extent possible, all forms of
domestic violence, date violence, school violence,
workplace violence, as well as lessons on congeniality,
ethical treatment of others, and esteem recognition.

14. Closing ThoughtsClosing Thoughts
The integrity of the school system is
the responsibility of all of its
stakeholders. Only when there is
cooperation among each of the
entities can the unit function as it
was originally intended- to
impart knowledge to the students
that will enable them to grow up
to become well-informed, highly
productive citizens who can
contribute to the success of our
society.

15. Closing Thoughts (continued)Closing Thoughts (continued)
As teachers and administrators, we
should be proactive about limiting
the incidences of aggressive behavior
of the students we serve, and to
accomplish this will require that we
take a keen interest in the challenges
our students face both on campus
and at home. By eliminating
reaction methods of discipline such
as Zero-Tolerance, we also
demonstrate to the public our
commitment to help every child
enrolled to achieve to his or her best
ability.

16. ReferencesReferences
Black, K. (2008). Finding the best way to reduce school violence.Black, K. (2008). Finding the best way to reduce school violence.
Catalyst Newsletter, 29(10)Catalyst Newsletter, 29(10). Retrieved from. Retrieved from
http://www.ncpc.org/publications/catalyst- newsletter-http://www.ncpc.org/publications/catalyst- newsletter-
2008/volume-29-number-10/finding-the-best-way-to-2008/volume-29-number-10/finding-the-best-way-to-
reduce-school-violencereduce-school-violence
Colder, C., Lochman, J., & Wells, K. (1997). The moderatingColder, C., Lochman, J., & Wells, K. (1997). The moderating
effects of children's fear and activity level on relationseffects of children's fear and activity level on relations
between parenting practices and childhoodbetween parenting practices and childhood
symptomatology. symptomatology. Journal of Abnormal ChildJournal of Abnormal Child
Psychology, 25(3),Psychology, 25(3), 251-263. Retrieved from Alumni 251-263. Retrieved from Alumni
ProQuest Education Journals database.ProQuest Education Journals database.

17. References (cont.)References (cont.)
Wright, D. (2000).Wright, D. (2000). Ten ways to reduce school violence.Ten ways to reduce school violence. RetrievedRetrieved
fromfrom
http://www.jimwrightonline.com/pdfdocs/tenWays.PDFhttp://www.jimwrightonline.com/pdfdocs/tenWays.PDF