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U.S. Department of Justice Office of Justice Programs Bureau of Justice Assistance

PPROMOTINGROMOTING SSAFETYAFETY ININ SSCHOOLSCHOOLS IINTERNATIONALNTERNATIONAL EEXPERIENCEXPERIENCE ANDAND AACTIONCTION

Monograph

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U.S. Department of Justice Office of Justice Programs 810 Seventh Street NW. Washington, DC 20531

John Ashcroft Attorney General Office of Justice Programs World Wide Web Home Page www.ojp.usdoj.gov

Bureau of Justice Assistance World Wide Web Home Page www.ojp.usdoj.gov/BJA

For grant and funding information, contact U.S. Department of Justice Response Center 1–800–421–6770

This document was prepared by Community Research Associates, Inc., under grant number 95–DD–BX–K001, awarded by the Bureau of Justice Assistance,Office of Justice Programs, U.S. Department of Justice. The opinions,findings,and conclusions or recommendations expressed in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice.

The Bureau of Justice Assistance is a component of the Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, and the Office for Victims of Crime. 02-Text For PDF 8/31/01 11:32 AM Page i

PROMOTING SAFETY IN SCHOOLS INTERNATIONAL EXPERIENCE AND ACTION

August 2001

NCJ 186937

Prepared by Margaret Shaw International Centre for the Prevention of Crime 02-Text For PDF 8/31/01 11:32 AM Page iii

Acknowledgments

This monograph was prepared for the Bureau of Justice Assistance by Margaret Shaw, with the assistance of Kathie Oginsky, and the help and knowledge of Bernard Arsenault, Frantz Denat, Lily-Ann Gauthier, Daniel Sansfaçon, Claude Vezina, and Irvin Waller at the International Centre for the Prevention of Crime. We would like to thank all those in the United States who gave advice on the development of the project and acted as an advisory group, including Janet Chiancone and Kellie Dressler Tetrick at the Office of Juvenile Justice and Delinquency Prevention, Jane Grady at the Center for the Study and Prevention of Violence, Paul Kingery at the Hamilton Fish Institute, Wesley Mitchell at the Los Angeles School Police Department, Colleen Minson at the National Crime Prevention Council, Bill Modzeleski at the U.S. Department of Education, Ronald Stephens at the National School Safety Center, Bill Bond at the National Association of Secondary School Principals, and Principal Steven Edwards of East Hartford High School in Connecticut.

We would also like to thank the many people outside the United States who provided information and assistance for the project, in particular Francine Charlebois and the National Crime Prevention Centre in Canada; Wendy Taylor and Michael Kennedy in British Columbia; Fritz Prior in the Netherlands; Marie-France David in France; Lesley and John Noaks, John Pitts, and Samantha Leahy in the United Kingdom; and Dorothy Mdhuli and Margaret Roper in South Africa. Finally, we gratefully acknowledge the support and advice of Patrick Coleman, former Deputy Director at the Bureau of Justice Assistance, during the development of the monograph.

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Contents

I. Introduction ...... 1 America Is Not Alone ...... 1 Audience for This Monograph ...... 2 How Can This Happen? ...... 2 What Should Happen? ...... 3

II. The Problem and the Trends ...... 5 Scope of the Problem...... 5 Safety Issues for Girls and Boys ...... 10 Social Exclusion, Minorities, Hate Crimes, and Harassment . . . 10 Safety Concerns...... 11 Overall View of School Violence ...... 11

III. International Developments ...... 13 European Initiatives ...... 13 Initiatives Beyond Europe...... 17 Trends in Approaches to School Safety ...... 21

IV. Critical Elements of a Comprehensive Approach to School Safety...... 23 From School Violence to School Safety...... 23 Interventions With Unintended Consequences ...... 23 Earlier Intervention...... 25 What Works ...... 25 Developing Comprehensive Approaches ...... 27 Other Support ...... 28 Summary ...... 29

V. What To Look Out For ...... 31

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PROMOTING SAFETY IN SCHOOLS: INTERNATIONAL EXPERIENCE AND ACTION

VI. Examples From Practice...... 33 Clustering Schools ...... 33 Changing the Whole School and Community...... 34 Conflict Resolution Plus ...... 40 Provincewide Programs ...... 42 National Programs ...... 43

VII. Notes...... 47

VIII. Bibliography/References...... 53

IX. Resources and Addresses ...... 59

X. For More Information ...... 61

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I. Introduction

Myers High School in Taber, Alberta, Canada, in 1999; the DESPITE THE PREVALENCE OF GUN CARRY- killing of a teacher and 16 pupils ING IN SCHOOLS, SCHOOL SHOOTINGS STILL by an intruder at Dunblane primary REMAIN RELATIVELY RARE EVENTS. SINCE school in Scotland in 1996; and 1992, APPROXIMATELY 190 SHOOTINGS the killing of Headmaster Philip Lawrence in London, England, in HAVE OCCURRED IN AMERICAN SCHOOLS 1995 have underlined a number of (BOTH STUDENT AND FACULTY/STAFF). things. They have shown that vio- WHILE CLEARLY A SERIOUS ISSUE, IT MUST lent events can happen both in and BE NOTED THAT THESE 190 SCHOOL- outside the school community; in elementary, middle, and high RELATED DEATHS REPRESENT ONLY ABOUT schools; in urban, suburban, and 1 PERCENT OF ALL YOUTHS KILLED BY GUNS rural communities; among young AT THE PRESENT. children and teenagers; and to both pupils and staff. —The Youth Violence Problem, Fact Sheet, Center for the Study and These events have had a pro- Prevention of Violence, 1999b found impact, resulting in policies and programs that aim to protect students and prevent the occur- rence of such tragedies. New legis- America Is Not Alone lation, initiatives, organizations, and America is not alone in its concern centers have emerged with the spe- with school violence and school cific purpose of ensuring safety in safety. Countries as far apart as schools. Australia, Belgium, France, South The tragic events have also dis- Africa, and the United Kingdom torted reality. Schools remain safe have, in recent years, experienced places. Young people are generally tragic events in schools that have at greater risk outside their schools alarmed communities and govern- than inside. In the United States, ments alike. Schools and school less than 1 percent of all youth safety have become the focus of killed by guns since 1992 have much attention and action. been in school or at school-related The tragic deaths of pupils at functions.1 But school safety is also Columbine High School in Littleton, about less traumatic events, such Colorado, in April 1999, at Buell as bullying, aggression, intimida- Elementary School in Flint, Michi- tion, and exclusion. These can also gan, in February 2000; at W.R. have serious short- and long-term

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PROMOTING SAFETY IN SCHOOLS: INTERNATIONAL EXPERIENCE AND ACTION

consequences for children by positions who are concerned about affecting their willingness to stay in school safety issues. It discusses school, their academic achieve- the range of approaches that are ment, their future job skills, and being developed and adapted in dif- their social relationships. School ferent countries. safety is about having plans in place to prevent crises and to deal The most successful approaches with those that arise. It is about are those that see the school within having day-to-day practices that their community. They focus not reduce violence and intimidation, just on aggressive or violent inci- providing safe places for victims, dents but also on health, use a and responding swiftly to perpetra- range of policies and programs, tors. School safety involves more and consider not only the roles and than simply building fences, needs of individual pupils but also installing television cameras or those of teachers, support staff, metal detectors, and expelling vio- administrators, school operations, lent students. Prevention involves a families, and the community around widening range of approaches and the school. They use a community- offers many tangible rewards. based approach to promoting school safety. Audience for This Monograph How Can This Happen? “How can this happen?” seems This monograph brings together to be the universal response when information on school safety trends, someone is killed or injured in a policies, and projects from various school. In Dunblane, Scotland, and countries around the world. It has Taber, Alberta, it led to task force been written for school principals, reports and subsequent activity superintendents, administrators, asking both why it happened and boards of governors, school-parent what could be done to ensure future bodies, and others in leadership school safety (Alberta, 2000).

Two Hurt in Teenage Shootout New Orleans: Two teenage boys shot and wounded each other with the same gun during a fight at their middle school yesterday after a 13-year-old expelled student slipped the weapon to one of them through a fence . . . . Witnesses said the eighth graders had argued before the shootings at the school where students must pass through a metal detector to enter . . . . The boy accused of providing the handgun was arrested . . . at his home in a nearby housing project, part of an economically mixed neighborhood . . . . The school recently expelled the boy for fighting . . . .

—Associated Press, September 27, 2000

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Introduction

Until recently, school safety activ- in helping children avoid delinquen- ities in many countries consisted cy and that factors such as poor largely of school-police liaison work academic achievement can lead to and some protection of school serious problems (Gottfredson, property from vandalism or intru- 2001). There is clear evidence that sion. The initial response after a the climate and ethos of a school serious event has been to increase can be changed. In the past, security by hiring guards, installing schools have been seen as institu- fences and television cameras, and tions separate from other local ser- searching lockers. There has also vices and often blamed for their been an increase in the immediate problems. Yet schools are strongly suspension of students using vio- influenced by their surrounding lence or in possession of guns or communities and the lives and drugs. health of the families whose chil- dren they teach. One of the most Media responses to these events compelling reasons for thinking have helped increase awareness of about the prevention of violence problems, but also have raised lev- and school safety is that, in many els of fear and led to overreaction. countries, children and young peo- There is a general concern that ple experience higher levels of vic- violence by young people has timization than other groups in the increased, which has been substan- population. Globally, the 1990s wit- tiated by police reports in many nessed a transformation in respons- countries from the late 1980s. es to school violence and safety. Demographic changes and migra- Much more attention is now given tion in European countries and the to school safety by the public and exclusion of whole populations from by schools, spurring growth in inter- the benefits of a good education, vention and research. Security pro- jobs, and social services have all visions or police-school liaison contributed to concerns with vio- projects are now only part of the lence in and around schools. response. Awareness of the links Reports of school violence have between safety and violence and risen, and much of this increase other school problems, such as bul- seems to be attributable to changed lying, suicide, truancy and dropout attitudes about the use of violence. rates, and academic failure, has increased. The focus is now less What Should Happen? on reacting to school violence and Schools work with children and more on promoting school safety young people during their formative through prevention, careful predic- years. A long history of research tion, planning, and preparation illustrates the importance of schools (U.S. Departments of Education and Justice, 1999a).

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Many countries are using com- neighborhood communities. More prehensive, whole-school projects accurate information is being that involve a wider range of profes- collected about school violence and sionals from the health, education, safety, which stimulates new and and criminal justice systems, as creative solutions. well as from schools and their

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II. The Problem and the Trends

Scope of the Problem fighting, gang activity, weapons at school, school shootings, violence It is difficult to compare levels of against authority figures or school school-related violence among staff, violence against peers, racial countries because or bias-motivated violence or intim- • Many countries do not collect idation, and vandalism. The vio- national information about lence can occur on school property reported school violence. or on the way to or from school. In other countries, there is little agree- • Countries use different definitions ment on what constitutes school of school violence. violence. In other countries, much of what is referred to as violence is • Differences in language and cul- in fact bullying, most of it nonphys- ture can make it difficult to com- ical, and can include nonviolent pare even similar behaviors events such as graffiti or theft. 2 among countries. What many countries have in com- mon is the rise in reported school • Within most countries, reporting incidents over the past decade, practices can vary a great deal. often linked to increases in police- • Sources range from small, self- recorded violence by young people report school studies to area sur- and, in some countries, to concerns veys of victimization to police or about increases in gang activity, school reports of incidents. weapons, and drug use among young people (Pfeiffer, 1998; • Sources vary across different Estrada, forthcoming). ages of pupils, types of school, and periods of time. Reporting practices. A reporting problem has arisen. Because of • Schools often are reluctant to concerns about violence, schools admit there are problems. now report far more incidents to the police. Consequently, increases in • Peer pressures intimidate stu- school violence may not indicate dents from reporting incidents. actual changes in students’ behav- iors. A Swedish study suggests this Nature of the Violence (Estrada, forthcoming). Defining school violence. In the United States, discussions about Up to the mid-1980s, only seri- school violence and aggression ous violent incidents in Swedish include combinations of bullying, schools were reported to the police. The schools dealt with all others

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internally. From the mid-1980s on, other age group. Most of it comes it has become school practice to from their peers, in and out of report all incidents to the police. So school, and there are strong peer while there has been a 300-percent pressures not to report it. Some increase in reports of school vio- children are both victims of abuse, lence in Sweden since 1993, these whether at home or school, and are all minor assaults that would not victimizers. have been reported before. Serious violence has not increased. • A survey of 12- to 18-year-olds in Alberta, Canada, found greater In some countries, teachers have victimization in school than out reported increased violence in of it, among younger children schools against students and staff, than older ones, and among and the verbal abuse of staff. In the males than females (Gomes et early 1990s, Canadian teachers al., 2000). In addition, students reported increases in the occur- who had been suspended or who rences of weapons (usually knives), had thought of dropping out of ethnic conflicts, and extortion school reported higher levels of among elementary school children.3 victimization and were the least Outside the United States, the likely to report incidents, espe- recognition of bullying as a major cially if they belonged to racial school problem has led to many and ethnic minority groups. more reports of incidents (Smith et al., 1999). • In the United States, children ages 12 to 18 are more likely to be victimized away from school than at school. Nevertheless, AS RECENTLY AS 5 OR 6 YEARS AGO, children ages 12 to 14 are more BULLYING WAS A NONISSUE IN SCOTTISH likely to be victims of crime at SCHOOLS. NOW IT IS WELL AND TRULY ON school than older students. National data show that 6 per- THE AGENDA. cent of 12- to 14-year-olds were victims of violence compared —Action Against Bullying in with 3 percent of 15- to 18-year- Scottish Schools, Mellor, 1995 olds (U.S. Departments of Education and Justice, 2000b).4

• In South Africa, a national survey Young victims and victimizers. It found that 40 percent of rapes is now recognized that children and and 43 percent of indecent young people experience higher assaults were against girls under levels of victimization than any age 17 and often at school.

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The Problem and the Trends

Incidents in French Schools by Type

Verbal Physical Theft Colleges (ages 10–15) 47% 20% 11% Secondary Schools (ages 15–19) 39 14 15 Technical High Schools (ages 15–20) 27 10 23

—Ministry of National Education, Research, and Technology, Paris, France

Current Picture of School • In Japan, school violence against Violence pupils, staff, or property was The international information we reported in 2 percent of elemen- do have about school violence tary schools, 30 percent of mid- comes from studies in individual dle schools, and 37 percent of schools, national or school-based high schools (U.S. Departments victimization surveys, health and of Education and Justice, education studies, and police 1999a). reports. • In South Africa, 62 percent of • In France, a national survey violence among young people (1998–99) of violence in middle involved racial incidents, and and secondary schools identified school-based sexual assault of 88,500 incidents among the 3.5 girls has increased. A 1999 study million students. The most com- found that more than 30 percent mon was verbal abuse, followed of rape cases among 15- to by theft, attempted robbery, and 19-year-old girls involved a physical violence. Only 2 to 3 schoolteacher. percent of the incidents were • In Canada, 20 percent of violent serious enough to report to the crimes committed by 12- to 17- police, and 93 percent of the year-old urban youth, reported to incidents were caused by stu- the police in 1998, occurred on dents.5 Other students were tar- school property and seldom geted in 67 percent of these resulted in serious injuries. Only cases, the staff in 17 percent, 20 percent of the incidents and school property in 15 per- involved a weapon (Canadian cent. The survey rated 2.6 per- Centre for Justice Statistics, cent of the incidents as serious.

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1999). In the Province of Quebec, 9 percent of youth in Who Are the Bullies? schools are victims of extortion— Gender: More boys report bullying although 15 percent are in than girls. Montreal (Tondreau, 2000). Age: In Canada, 11- to 12-year-olds report bullying others more than • In the United States, the levels younger and older students. of school crime and violence have been decreasing since the Temperament: Bullies tend to be hyperactive, disruptive, impulsive, early 1990s. The majority of all and overactive. incidents (61 percent) involved theft. In 1997, this meant that Aggression: Bullies are generally aggressive toward their peers, only 8 out of 1,000 students were teachers, parents, siblings . . . victims of violent crimes at or on and tend to be assertive and easily their way to or from school. provoked. Four teachers in every 1,000 Physical strength: Boys who bully were victims of serious violence are physically stronger and have a in 1994–98 (U.S. Departments of need to dominate others; girls who bully tend to be physically weaker Education and Justice, 1999a). than others in their class. Nevertheless, much of the drop in violence relates to serious vio- Lack of empathy: Bullies have little empathy for their victims and show lence and current levels are still little remorse about bullying. above those in the early 1980s. One study suggests that there is —Adapted from Bullying and more weapon-carrying in schools Victimization: The Problems and than school administrators are Solutions for School-Aged Children, aware of (Hamilton Fish Institute, National Crime Prevention Centre, 2000 2000).6

International surveys allow us to In almost all those countries, while make some comparisons between the majority of students did not levels of insecurity and bullying and report being bullied in the current other behaviors in schools across term, fewer students reported they countries. The 1999 Annual Report always felt safe at school. Levels of on School Safety, for example, sug- insecurity at school are clearly a gests that 12th grade students in the concern. These comparisons must United States were more likely to be be set against the fact that the threatened by another student in United States has much greater the past month than those in 7 other problems with gun-related crimes countries. On the other hand, re- among young people than other ports of being bullied and feelings of countries (Hamilton Fish, 2000).7 insecurity among 15-year-olds in 22 countries suggested that American students were around the average.

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The Problem and the Trends

Bullying Departments of Education and Justice, 1999a), and a study of Bullying is one type of aggression, junior high and high school students common in schools, that is deeply found 77 percent had been bullied embedded in peer culture and often in their school careers (Arnette and underreported. A widely used defini- Wasleben, 1998). In Australia, a tion describes it as an aggressive self-report study in the mid-1990s act with an imbalance of power and estimated 1 in 6 or 7 children were some element of repetition that can bullied on a weekly basis (Rigby be physical, verbal, or indirect, such and Slee, 1999). In Germany, stud- as social exclusion. ies found that 4 to 12 percent of Reported levels of bullying in students experienced frequent and schools vary across countries, persistent bullying, depending on although there are many similar pat- their age, area, and type of school terns.8 Older children tend to bully (Lösel and Bliesener, 1999). younger ones, and boys are bullied Not everyone recognizes bullying more than girls.9 Studies in Norway as an important aspect of the school found 9 percent of children had safety problem. A 1999 American been bullied over the past year; in survey by the National Crime Pre- Britain it ranged from 4 to 10 per- vention Council found that almost cent (Sharp and Smith, 1994). In 50 percent of parents did not see Spain, a study in Seville found bullying as serious.11 In many coun- 15 percent of secondary school tries, including the United States, children were bullies and victims studies show that children who are (Ortega and Mora-Merchan, 1999). bullies or are victimized repeatedly In Japan, studies show that bullying are more likely to develop other is most common in elementary and problems as they grow older, includ- middle school and that students in ing dropping out of school and tru- their first year of middle school ancy, delinquency and crime, report the highest level of bullying unemployment, and depression. (Morita et al., 1999). Bullying occurs in all types of Most bullying involves verbal or schools and can have short- and indirect, rather than physical, inci- long-term effects on students— dents (23 percent).10 Canadian sur- from increasing fear and insecurity veys of children up to 8th grade to medical conditions such as post- found 6 percent of children admit traumatic stress disorder. Students bullying others, and 15 percent can be so afraid after an intimida- admit being victimized (National tion, whether or not it is physical, Crime Prevention Centre, 2000). that they avoid going to school. In the United States, 26 percent of Bullying has links, therefore, with 15-year-olds said they had been other forms of school violence, seri- bullied in the current term (U.S. ous events that occur, and health

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and well-being. It helps to explain Social Exclusion, some of the most serious acts of Minorities, Hate Crimes, violence, including suicides. In some countries, suicides have been the and Harassment catalyst for work on bullying and Concentration of poverty and school safety.12 social problems in some European countries has focused discussions Safety Issues for Girls and on social exclusion. In France, Boys social exclusion refers to those who are excluded from the benefits of School safety issues affect girls participating in mainstream society and boys differently. Girls are less because of long-term unemploy- likely to use aggressive behavior ment and poverty. They are usually than boys and tend to use exclu- concentrated in areas of public sionary or verbal tactics. They are housing, and schools in these sub- more subject to sexual harassment. urbs and inner cities have had prob- In South Africa, the incidence of lems with violence. A recent survey sexual assault among girls is in- shows a growing sense of insecurity creasing, and 40 percent of rape among pupils and teachers in such cases nationally involve girls under schools in France since 1995.13 This age 17. Projects specifically tailored is attributed to increases in group to girls’ needs are being developed violence and extortion and violence in Australia, Canada, South Africa, in elementary schools. The inci- Sweden, and the United Kingdom. dence of group extortion, swarming, and mobbing has increased in a number of countries, and drug use A FOCUS ON PERPETRATORS [OF VIOLENCE] has become much more prevalent 14 IS IN DANGER OF IGNORING THE FACT THAT among young people.

HIGH LEVELS OF VIOLENCE, AND THE THREAT The pace of migration and immi- OF VIOLENCE, IN A SCHOOL WILL HAVE A gration is affecting many countries. MARKED EFFECT UPON ALL SCHOOL STU- Germany, where reunification and immigration rapidly changed demo- DENTS, SOMETIMES . . . UNDERMINING graphic patterns and standards of THEIR ABILITY TO CONCENTRATE IN CLASS, living in the 1990s, and South DISRUPTING THEIR ATTENDANCE, AND CAUS- Africa, which has experienced ING SOME OF THEM TO FEIGN SICKNESS IN decades of conflict, have both faced problems of racial violence and ORDER TO AVOID THE HAZARDS OF SCHOOL. harassment among young people. Schools and their communities —Reducing the Violent Victimization of Young People in a London Neighbourhood, have had to cope with an influx of Pitts, 1999 foreign-born students and with fami- lies struggling to adapt to a new

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The Problem and the Trends

• Safety from theft.

A SURVEY OF 663 TEENAGERS IN A • Safety from bullying and BRITISH CITY SCHOOL FOUND BOYS’ LEVELS intimidation. OF FEAR DECREASED BETWEEN THE AGES • Safety from sexual and racial OF 11 AND 16 (30 PERCENT OF harassment and assault. 16-YEAR-OLDS EXPRESSED FEAR WHEN • Safety from violence and OUTSIDE) WHILE AMONG GIRLS IT aggression. INCREASED (TO 68 PERCENT AT 16). • Safety from group mobbing or —“Fear of Crime,” Goodey, 1995 extortion and drug and gang activities.

culture and language. Some school Overall View of School populations have changed so fast Violence that racism and gang activity have Attitudes about youth violence been exacerbated, educational stan- have changed and now provide dards have fallen, and the turnover greater recognition of the extent of in pupils and staff has accelerated. young people’s victimization by their peers and its variation among In many European countries, girls and boys and different minority there has been a shift from seeing groups. School-based incidents are schools as safe places with a few reported more often. In some coun- delinquents to seeing them as tries, school violence is concentrat- potentially dangerous places. ed in areas plagued by poverty and social problems, which are exacer- Safety Concerns bated by population changes and There are different definitions and immigration, and by drug use understandings of school safety and among young people. Schools have violence prevention. The overlap- been invaded by street crime and ping concerns for both students and violence, which have focused atten- staff include tion on the areas and schools most at risk. Observations about the cur- • Safety from accidents and rent situation include the following: injuries. • Most countries report problems • Safety from self-harm. of aggression, minor assaults, and bullying in all types of • Safety from intrusion. schools.

• Safety from fear of victimization. • Some countries perceive that school violence has increased in • Safety from vandalism.

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recent years; others attribute that • Most aggressive and violent perception to changing attitudes behaviors are inflicted by stu- toward violence and greater dents against their peers, much awareness of its extent. less often against teachers, and rarely by teachers against • Frequent and persistent problem students. behaviors are restricted to a minority of pupils, or are wide- • Levels of insecurity in schools in spread in schools in areas with many countries are quite high. serious social and economic problems.

• A few countries have serious problems of youth violence and racism that have had an impact on schools.

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III. International Developments

European Initiatives Netherlands The European Commission, the The national government has administrative body of the 15 coun- launched a series of initiatives to tries that make up the European promote school safety. A safety-at- Union, launched a Violence in school campaign ran from 1994 to Schools Initiative in 1997 in response 1999 to encourage schools to devel- to growing concerns about school op social competence, deal with safety. The 2-year project funded incidents, and provide safe premis- information and data collection es. Another school safety and secu- about current policies and projects, rity campaign was launched in 1998 and intercountry project develop- by the Ministry for Education, ment and networking as they relate Culture, and Science that provides to school safety. It recommended a schools with support to tackle crime multidimensional approach involv- problems in partnership with local ing schools, pupils, and their fami- youth services, the police, and lies to promote prosocial behaviors. youth justice. A new national cam- paign will be launched in 2001 by The initiative was followed by a the Ministries of Interior, Education, Safer Schools conference held in Care and Welfare, and Justice as Utrecht, Holland, in 1997, and a part of a wider focus on behavior in 1998 European Conference on public domains. Its focuses will be Initiatives To Combat School youth participation in adopting Bullying held in London. In the past school codes of behavior, and creat- 10 years, inspired by successful ing initiatives and interactive work- Norwegian projects (Olweus, 1993), shops on substance abuse and bullying prevention has become a weapons. major area of intervention. The European Network on the Nature In The Hague, a 3-year curricu- and Prevention of Bullying is devel- lum for teachers on the prevention oping a 4-year comparative project of delinquency and bullying has with research teams in Germany, been developed. Each school will Italy, Portugal, Spain, and the be required to send two staff mem- United Kingdom.15 A number of bers to the course. They will be school violence projects have been responsible for analysis, develop- developed in Germany to respond ment, and evaluation of an action to crime, racism, and violence in plan in their school and for training urban and rural schools.16 other school staff.17

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Additional innovations include publishing guidelines on developing police-school partnerships and • An antibullying project in 22 ele- using the law to protect pupils mentary schools funded by the and staff. Mental Health Agency (Junger- Tas, 1999).

• Adoption by many schools of IN ENGLAND, A WHOLE-SCHOOL, ANTIBUL- a National Education Protocol LYING APPROACH IN 23 SCHOOLS IN Against Bullying, developed SHEFFIELD INCLUDED SETTING OUT PRECISE by Dutch education and parent organizations. PROCEDURES FOR PREVENTING AND RESPONDING TO BULLYING, IMPROVED PLAY- • The SPRINT project Duiven- GROUND SUPERVISION, AND IMPLEMENTING drecht that combines teaching and treatment with research to COURSES FOR IMPROVING PROBLEM-SOLVING develop competency in elemen- SKILLS AND ASSERTIVENESS. THE PRO- tary school children (Bendit et GRAMME WAS SUCCESSFUL IN REDUCING al., 2000). BULLYING IN PRIMARY SCHOOLS, BUT United Kingdom HAD RELATIVELY SMALL EFFECTS IN SEC- Work on disruptive and violent ONDARY SCHOOLS . . . . ANOTHER INITIA- school behavior has a long history TIVE IN TWO HIGH CRIME PUBLIC HOUSING in England and Wales, much of it ESTATES . . . TARGETED TWO PRIMARY AND concerned with its links to school TWO SECONDARY SCHOOLS . . . . TWO drop-out and delinquency rates rather than school safety (Graham, YEARS LATER, LEVELS OF BULLYING HAD 1988). In the 1990s, a number of DECREASED IN THREE OF THE SCHOOLS. whole-school antibullying projects have been evaluated (Sharp and —“What Works in Preventing Criminality,” Smith, 1994; Pitts and Smith, Graham, 1998 1995).18 Guidelines and teaching packages to aid practitioners, par- ents, and children have been pub- Joint initiatives from government lished in various languages (Sharp departments encourage or direct and Smith, 1994; Home Office, local authorities to work in commu- 1996; Johnson et al., 1992; Mellor, nity partnerships such as the 1995). Children and Youth Partnership Following the school deaths in Programme and Schools Plus: Dunblane, Scotland, in 1996, Building Learning Opportunities. greater attention is being paid to They target at-risk schools and chil- the physical security of schools in dren in disadvantaged areas in the United Kingdom.19 This includes response to recent reports on youth

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School Children—an early inter- HAEC Teacher vention project in London that Curriculum: Prevention targets 5- to 11-year-old children of Delinquency and (Roberts and Singh, 1999). Bullying • Meeting Needs and Challenging • Analysis of school problems, Crime in Partnership With strengths, and weaknesses. Schools—provides home-school support and crisis management • School contribution to the devel- to reduce truancy (Vulliamy and opment of desired values. Webb, 1999). • School teaching climate and characteristics. • Moss Side Youth College, Manchester—provides out-of- • School role in truancy, dropouts, bullying. school education for the exclud- ed, a community bus, 8-til-late • Classroom teacher skills. homework clubs, and Internet • Teaching special skills—self- literacy (SEU, 1998). esteem, behavioral choices. • Morpeth School, Tower • Integration of program with other Hamlets—provides afterschool community youth agencies. math and literacy supplemental • Developing an action plan and teaching for 11- to 16-year-old evaluation. children, in collaboration with businesses. —Adapted from The Nature of School Bullying: A Cross-National Perspective, • Computer Gym—provides a Junger-Tas, 1999 mobile classroom for low- income public housing estates.

crime, truancy, and school exclu- • Schools Plus—develops supple- sion (Social Exclusion Unit (SEU), mentary school activities, such 1998). Local and police authorities as breakfast clubs, homework are now required to develop crime centers, Saturday school, men- prevention strategies with commu- tors, and family literacy projects nity partners such as school and (SEU, 1998). youth offender teams. A number of • Crime Reduction in Secondary community-based partnership pro- Schools (CRISS)—a national jects involving schools have been pilot project that addresses bully- set up in the past 5 years and ing, truancy, and crime in 103 include the following: secondary schools as part of a • Using Mentors To Change government target to reduce Problem Behavior in Primary school exclusions by one-third by 2002.

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Scandinavia France The pioneering work on the pre- vention of bullying in schools was developed in Norway (Olweus, TO FIGHT VIOLENCE AND INSECURITY 1993).20 Now referred to as the whole-school approach, it combines IS ALSO TO FIGHT INEQUALITIES AND A specific rules about bullying, cur- SENSE OF INJUSTICE . . . . riculum projects, reporting of inci- dents, and better playground —Claude Bartolone, Minister for Cities, supervision. Bullying and other France, March 1999 forms of antisocial behavior declined by 60 percent, and stu- dents felt more secure. France has always taken a pre- ventive approach to school vio- Many schools in Sweden have lence. Phase I of a joint national adopted whole-school antibullying plan to combat violence in schools programs and prevention projects, was announced in 1997.21 Its focus some supported by the national is educative, preventive, and reac- education agency. Annersta School tive, and it emphasizes the collec- in Huddinge developed a program tive role of the school and the need to improve social relations in school to find solutions that benefit all and with the community to curb pupils, parents, and staff.22 Among violence, mobbing, racism, and the initiatives are gang organization. After 2 years, parental and local business links • Establishing observatories to had increased, and vandalism and collect local statistics on a range violence among pupils had de- of social, economic, and health creased (ECPA, 1999). Rinkeby indicators to identify schools in School in suburban Stockholm used problem areas.23 a comprehensive range of initiatives that resulted in major reduction in • Increasing the use of mediation school violence and other problems. in schools. The Children’s Ombudsman has recommended strengthening the • Developing clear and appropriate school law against bullying, placing responses to violent incidents. an obligation on school staff to pre- • Setting up intervention projects vent it, making the reporting of inci- in the 26 regions (départements) dents the duty of all members of the most at risk of school violence school community, and improving and delinquency. teacher training. • Developing a number of projects Finland has a new education bill in partnership with schools on requiring all schools to intervene citizenship and antiviolence and take action to prevent bullying.

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education through victims assis- Initiatives Beyond Europe tance organizations. South Africa • Creating a system of Open In South Africa, violence among Schools (Écoles Ouvert) that young people, especially in schools, enables students and adults has become a major prevention pri- to use school premises for ority. Young people under age 25 both study and recreation make up 53 percent of the popula- during evenings, weekends, tion. High levels of violence, racism, and holidays. crime, poverty, and lack of jobs and job skills have focused attention on the need to develop a preventive Solutions to School strategy through schools to counter Violence—1999 French violence in schools. Public Survey • 32 percent: fight school failure. WITH 39 PERCENT OF SOUTH AFRICANS • 32 percent: help parents fulfill their education role. AGED BETWEEN 14 AND 35, YOUNG PEO-

• 27 percent: teach the young PLE COMPRISE A SUBSTANTIAL PART OF citizenship. SOUTH AFRICAN SOCIETY. HOWEVER, DUE • 9 percent: reform juvenile justice TO THE POLICIES OF PAST GOVERNMENTS, system. A LARGE NUMBER OF YOUNG MEN AND WOMEN HAVE NOT HAD THE CHANCE TO —Ministry of National Education, Research, and Technology, Paris, France DEVELOP THEIR FULL POTENTIAL. THEY HAVE EXPERIENCED POOR HOUSING CONDI- TIONS, LIMITED AND RACIALLY-BIASED Phase II of the national plan ACCESS TO EDUCATION AND TRAINING, was announced in 2000. It includes LIMITED JOB OPPORTUNITIES, HIGH LEVELS the recruitment of 7,000 education assistants and social workers who OF CRIME AND VIOLENCE, AND A GENERAL will receive training in mediation DISINTEGRATION OF SOCIAL NETWORKS and conflict resolution. The educa- AND COMMUNITIES. tion assistants will help maintain peace on school premises and —Youth Policy 2000, buses, and will provide individual National Youth Commission, 2000 educational support and teaching. The school social workers and nurses will provide greater support to individual children and their A joint national framework for 24 families. intervention was initiated in 1999. Youth Violence in Schools focuses

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• The comprehensive Safe School Tools that allow children to remain Policy in 40 schools, which was buoyant in the nonviolent stream developed by the Centre for include the Study of Violence and • School competency. Reconciliation (CSVR).26 • Feelings of support and care. • The guides, training, resources, • Self-esteem and identity. and programs on school violence • Philosophical grounding. prevention being produced by national and provincial govern- • Problem-solving skills. ments and nongovernment • Confidence with adversity. organizations. • Involvement. Australia A report on school violence in —Youth Violence in Schools, Australia was published in 1994. South Africa, 1999 Much current work is preventive, stressing early intervention and school-community partnerships on tackling the underlying causes of with a focus on including young youth violence by targeting those people in the design of projects.27 schools with the greatest problems, National Crime Prevention (NCP) is developing community policing funding a number of school-based around schools, and developing developmental projects that target community action around schools. at-risk children and families. Other These objectives are aided by a initiatives include healthy school data engine—improved national and approaches such as the Health local information—to monitor and Promoting Schools Association, evaluate problems and progress. which is sponsoring the Interagency Projects based on the model and Schools as Community Centres other work include the following: Pilot Project. This project involves the identification of local needs • The Crime Reduction in Schools through community consultation, Program (CRISP) in Durban.25 with funding from local school, education, health, and community • The School Watch program in services. Kwa Zulu-Natal, which has had a marked impact on the prevention A growing network of programs, of offending and victimization. strategies, and resources exists to prevent bullying or teach conflict • The Safer Schools programs resolution and peer mediation being developed by the federal skills,28 including helplines and Department of Education and intervention programs such as the provincial governments. PEACE (preparation, education,

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action, coping, evaluation) Pack were needed; specific programs for (NCP, 1999), Dr. Ken Rigby’s aggressive or violent students were Bullying Pages (Rigby, 1995), called for that were supportive and and Oz Problem Solver: Teaching corrective rather than punitive, Students Peer Mediation (Stern, inflexible, or demoralizing.31 1996). The National Crime Prevention New Zealand Centre32 has funded research and guides on school bullying, A New Zealand report on school an inventory of resources on safe violence looked at the links between and healthy schools (Shannon and bullying and other forms of violence McCall, 1999), and a Web-based and intimidation in children’s lives compendium of evaluated practices and at accidents and health prob- emphasizing the links between lems (Lind and Maxwell, 1996). school safety and health.33 Its Although there is no national initia- Investment Fund is financing pilot tive on school violence prevention, programs targeting at-risk schools. a well-developed antibullying net- School safety policies and protocols work exists, including a police- are being developed by a national business partnership campaign that working group, and the Council of has sponsored a resource kit pro- Ministers of Education is developing gram, Kia Kaha, for 8- to 14-year- a school indicators program to pro- old children, the Cool Schools vide comprehensive data across the Peer Mediation Programme, and an country and promote comprehen- anger management program called sive afterschool programming. Eliminating Violence, all of which Other initiatives are have been evaluated (Sullivan, 1999). • A whole-school bullying program piloted in four Toronto schools Canada (Smith et al., 1999). The public’s and teachers’ con- cerns about school violence result- • Conflict resolution programs in ed in a number of studies and Toronto elementary and sec- guides in the early 1990s and an ondary schools (Brown et al., 34 increase in police-school initia- 1996; Network, 2000). tives.29 A national survey of school • A teacher’s violence prevention policies identified a need for school kit for Quebec secondary schools boards to focus much more on pre- and an inventory of tools and vention and community policies resources (Tondreau, 2000).35 (Solicitor General, 1995). Schools were still seeing themselves as sep- • British Columbia’s Safe Schools 30 arate from their communities. Staff Initiative piloted safe school pro- training, better data collection, and grams in 22 schools in 5 differ- evaluation of programs and policies ent languages. The project is

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being evaluated over 5 years and School Safety Center (NSSC), a includes the British Columbia resource and training center that Safe Schools Centre. provides training for the Community Oriented Policing Services (COPS) • A nongovernment Safe Schools in Schools program.38 Network includes the Nova Scotia League of Safe Schools, Past initiatives have focused on the Safe and Caring Schools reducing school violence with pro- Network set up by the Alberta grams that target the facilitators Teachers Association, and the of violence: drugs, gangs, and Canadian Safe Schools Network, guns.39 Among these programs which develops projects primari- are the School-Related Crime ly in Ontario. Prevention and Safety Initiative that funds police partnerships with United States schools and communities, School The Federal Government funds and Community Action Grants that an array of work on school safety fund the application of tested pro- projects that monitor trends, pro- grams to curb violence, and COPS vide research and evaluation, and in Schools that funds community support technical assistance.36 police-school partnerships. Since 1998, it has published the More recent initiatives stress com- statistical report Indicators of School prehensive school-committee ap- Crime and Safety and the Annual proaches. The Safe and Drug-Free Report on School Safety, which pro- Schools Initiative provides resources vide a comprehensive survey of to every state and most school dis- trends, initiatives, and good prac- tricts. It funds school-community tices. An inventory of federal initia- projects and supports training and tives on school violence has been technical assistance, including satel- published by the Centers for lite telecasts.40 The Safe Schools/ Disease Control and Prevention.37 Healthy Students Initiative funded Recent major initiatives include Safe 54 demonstration programs in 1999 and Drug-Free Schools and Safe and another 22 since then.41 In each Schools/Healthy Students. Federal case, local education authorities are dollars fund the Hamilton Fish working in partnership with public Institute on School and Community mental health providers, justice and Violence, a technical assistance law enforcement authorities, and center, which is developing and families and students. Compre- testing the effectiveness of school- hensive plans based on best prac- based strategies; the National tices are being developed to Resource Center for Safe Schools, promote students’ health and pre- which works with schools and states vent violence. Technical assistance to develop comprehensive safe has been provided and a national school plans; and the National evaluation is being undertaken.

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State initiatives include statewide • Linking school safety with the program development in Colorado, needs of victims and victimizers New York, and North Carolina. The and to healthy behaviors. Center for the Prevention of School Violence is based at the University • Changing emphasis from a reac- of North Carolina and the Center tive or punitive focus on perpe- for the Study and Prevention of Vio- trators of school violence to lence is based in Colorado. In 1998, proactive approaches. the U.S. Conference of Mayors pub- • Shifting from physical, situational lished Preventing School Violence: prevention, or school expulsion Best Practices of Mayors in Collab- to comprehensive approaches oration With the Police, Schools and that use a range of policies and the Community and the National programs. Crime Prevention Guide to Safer Schools. • Using programs geared both to problem students and to the Trends in Approaches to entire school population, teach- School Safety ers, and families. The examination of approaches • Developing school-community to school safety employed by con- partnerships. cerned countries has revealed a number of emerging trends. These • Targeting at-risk schools using include the following: evaluated model programs.

• Framing the issues more on • Involving young people in the school safety and less on school assessment of problems and violence. project design.

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IV. Critical Elements of a Comprehensive Approach to School Safety

From School Violence to Interventions With School Safety Unintended Consequences Although the extent and types of An Australian report (NCP, problems experienced by schools 1999) classifies three major types vary in different countries, some of intervention with young people: common strategies and methods for coercive, developmental, and tackling them have emerged. The accommodating. Many past approaches emphasize four major approaches to school violence issues: have focused on the first type.

• Perceiving the school within its In some countries, the long-term community setting by opening problems of excluding students school premises to local resi- from school because of violence or dents and pupils after school drug use are being recognized. The hours, inviting community mem- problems with expulsions and sus- bers to participate in school pensions are that they raise the activities, and creating links with likelihood that those students will local businesses and other pro- become even more involved in fessional groups. delinquency, drugs, and violence, which can affect the school by • Focusing on the school atmos- increasing street crime in the sur- phere, not just physical security rounding neighborhood. The short- or individual students. term gains for the school do not add up to the long-term costs for • Using a partnership problem- the excluded students and their solving model. communities. • Employing multiple strategies, Zero-tolerance policies are anoth- not single programs. er approach, but there is consider- Some of the major programs and able confusion about what they intervention strategies currently are. They are often taken to mean being used around the world are tough, uniform punishments for any discussed below. incident, such as automatic and immediate expulsion. Many school

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law in 1994, the number of pupils Approaches to Youth expelled doubled in some states, but Crime Prevention has now declined overall (Annual Report on School Safety, 2000; Coercive approaches: Hamilton Fish Institute, 2000). • Emphasize crime control, deter- Countries such as France explicitly rence, reducing opportunities, avoid using terms such as zero tol- and exclusion. erance because they imply a lack of • Young people are seen as prob- flexibility. They prefer to talk about lem or threat. immediate or alternative responses rather than a single one. This means Developmental approaches: a clear, rapid, appropriate response • Emphasize social problems, proportionate to the seriousness of youth participation, inclusion of the incident, and includes aid to all young people, and opportuni- victims. ty enhancement.

• Young people seen as part of the community and the solution. WHETHER ZERO-TOLERANCE POLICIES AND Accommodating approaches: THE CORRESPONDING INCREASE IN EXPUL- • Emphasize dealing with immedi- SIONS HAVE MADE STUDENTS SAFER IN ate conflicts using negotiation, mediation, and multiagency SCHOOL, AND AT WHAT COST TO THOSE cooperation. EXPELLED AND TO SOCIETY IN GENERAL, • Young people seen as legitimate REQUIRE A CLOSER LOOK . . . . THE HEAVY stakeholders and users of public USE OF SUSPENSION AND EXPULSION CAN BE spaces. SEEN AS AN EXPENSIVE PRACTICE FOR THE

—Hanging Out: Negotiating Young COMMUNITY EVEN WHEN IT IS COST EFFEC- People’s Use of Public Space TIVE FOR THE SCHOOL . . . . IF STUDENTS NCP, Australia, 1999 WHO ARE SUSPENDED OR EXPELLED DO NOT REENTER SCHOOL RIGHT AWAY, THEY ARE boards in Canada, for example, say LIKELY TO FALL FARTHER BEHIND ACADEMI- they have zero-tolerance policies, CALLY AND ARE AT INCREASED RISK OF but in practice they mean that any incident has consequences of some FALLING INTO CRIMINAL ACTIVITY IN THE kind, ranging from curfews and COMMUNITY. extra work to suspensions and exclusion. —Zero Tolerance: The Alternative Is Education, Kingery, 2001 In the United States, federal law requires schools to expel pupils car- rying firearms. Since passage of the In America, intervention projects offering alternatives to school

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suspension and expulsion are being • Long-term interventions are bet- developed by the Department of ter than short-term ones. Education, which is spending $10 million to identify model programs, • Preadolescent interventions are and the Hamilton Fish Institute. the most effective. Many school projects in England Early intervention programs in and Wales are specifically con- elementary schools have the resid- cerned with preventing expulsion ual effect of helping to improve or working with the excluded to get school safety in secondary schools. them back in school or in the job This has led many countries to tar- stream. One English project refers get at-risk schools and to use students to a special school support evaluated programs with proven worker after serious verbal or physi- success records. It has also been cal incidents instead of using shown to be much less costly to exclusion. intervene early.43 Earlier Intervention What Works Developmental studies have The most successful prevention shown that the earlier we can inter- plans combine programs, address vene in children’s lives the better the entire school population, design the chances are of reducing the special projects to target at-risk risks of behavioral problems, delin- groups and individuals, and solicit quency, bullying, and school truan- teacher support. (See chapter VI for cy and dropping out (National the range of prevention approaches Institute of Justice (NIJ), 2000; being used and their targets.) The Gottfredson, 2001).42 Such studies 1999 Annual Report on School have documented impressive Safety provides good examples of reductions in problem behaviors, model prevention programs in the improved scholastic achievement, United States that use well-designed better parent management skills, projects, have proven effectiveness, and higher employment levels for are adapted to local school and both young people and their par- community needs, and are used as ents. Effective intervention strate- part of a comprehensive plan. gies show that risk factors can be turned into positive points for inter- These plans include codes of con- vention and prevention and that duct and protocols to define school norms and deal with daily events • The earlier the intervention, the and situations, safety plans to deal more effective it is. with serious events, support for • Programs that target multiple pupils with particular problems, and problems are more effective than a curriculum and other projects those that deal with only one risk for teachers to improve conflict factor.

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resolution and mediation skills. 1997). Group conferencing that Some countries, such as Canada brings together family members, and the United Kingdom, have friends of victims, and perpetrators developed police-school protocols is used in Canada to resolve serious (Bala et al., 1994). school incidents (see Network, 2000; Correctional Service Canada (CSC), 1999).

A COMMON FEATURE OF RECENT PREVEN- Education. A wide range of skills TION CONCEPTS IS THAT PROGRAMS SHOULD development programs addressing NOT BE TOO NARROW, BUT SHOULD social skills, assertiveness, anger management, conflict resolution, ADDRESS SCHOOL LIFE IN GENERAL. and general education programs on civics, antiviolence, antidrugs, —“Germany,” racism, and sexism is being used. In Lösel and Bliesener, 1999 some countries, courses and work- shops can be taught by specialists from outside organizations such as Mediation. A lot of school the National Victim Support and violence is about relationships. Mediation Institute (INAVEM) in Developing negotiating skills, peer France and CSVR in South Africa. group mediation, conflict resolution, and restorative approaches are all Targeted individual pupil support. tactics being used internationally. This concept includes individual Some countries have good, evaluat- counseling and group work, men- ed training programs. In France, toring, and programs for expelled school assistants in classrooms and and suspended students. The sup- on playgrounds and school buses port can be inside the school, such provide additional mediation and as student assistance centers and monitoring support. school social or health workers, or in the local community. The pro- The range of mediators has grams work with victims, aggres- grown to include peers, adults in sors, and those at risk. and outside the school, and the two parties themselves. In the United Teacher training and support. States, good practice guidelines This can include special training suggest that peer mediators should workshops and basic teacher train- not be restricted to “natural” ing. Specialized school social work- problem-solvers but should include ers or medical staff in England, students from different ethnic groups Wales, and France help relieve and those who are shy, have anger stress on teachers and students management problems, or have affected by class disruption. learning disabilities (Edwards,

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Whole-school antibullying pro- Schools is another example. Many grams. These are good examples of projects in England and Wales use a comprehensive plans. They consist similar multiagency, multimethod of a general school policy written strategy. The 1998 Annual Report with the active collaboration of on School Safety sets out seven pupils, teachers, and parents that steps for developing and imple- includes implementation and evalu- menting such plans. ation plans. With the very young, no-blame approaches are often School safety partnerships used to encourage children to talk include the school community, about incidents. parents, social and youth services, police, courts, volunteer organiza- Helplines. Helplines, such as tions, faith communities, local busi- KIDSCAPE and CHILDLINE in the nesses, and residents. Checklists United Kingdom, are being used of warning signs and risk factors in many countries, especially to for school problems and violence, report bullying. Antiviolence hot- such as the National School Safety lines encourage children to report Center’s Mosaic of 20 Questions or incidents and to name places and the U.S. Departments of Education individuals without fear of reprisal. and Justice’s Early Warning, Timely

Teaching aids, such as the Australian antibullying PEACE Pack, provide guidance to schools Seven Steps For on how to raise awareness of bully- Developing and ing, develop school policies to deal Implementing a with it, counsel children in class to Comprehensive gain support, work with parents, School Safety Plan and evaluate interventions. Schools 1. Partnership. that use the pack have experienced a 25-percent reduction in bullying 2. Identify and measure. (Rigby and Slee, 1999). 3. Set goals. 4. Research programs and Developing Comprehensive strategies. Approaches 5. Implement. Detailed outlines for developing comprehensive school-community 6. Evaluate. plans are provided in the United 7. Revise plans. States by the Education and Justice Departments, the Hamilton Fish —Annual Report on School Safety, 1998, Institute, and the Center for the U.S. Departments of Education Study and Prevention of Violence. and Justice, 1998 South Africa’s Youth Violence in

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Response: A Guide to Safe Schools, • Provincial or statewide initiatives have been developed for use by to provide support, training, and school staff. They need to be used technical help, along the lines carefully as a guide and as part of a of the British Columbia Safe broader comprehensive plan. Goals Schools Initiative. and targets are being used increas- ingly, such as in the prevention pro- • Cross-national training and jects in England and Wales. support, such as the European antibullying project that provides Other Support training seminars over a 3-year period to project researchers and A major feature of prevention practitioners and offers short- programs is helping schools and term placements in different communities to develop sound safe- countries. ty plans. Experience has shown that a program that reduces violence in Other approaches include spe- one country or city may not work cialized institutes and resource cen- in another. Good programs need ters and safe school networks that good implementation. Schools have have been established in a number little time to spare and developing of countries to act as resource and good plans requires leadership, support systems. A number of energy, and experience. Increas- guides that use comprehensive ingly, technical training and support approaches are now available. are available. American examples include Creat- ing Safe and Drug-Free Schools: An One approach is clustering, or Action Guide (U.S. Departments of bringing together groups of schools, Education and Justice, 1996); and to train or develop and evaluate Early Warning, Timely Response: A projects. It is an efficient and effec- Guide to Safe Schools (Dwyer et al., tive way to promote project devel- 1998). opment. Variations of the model include Media attention to school safety issues is another concern, given • Clustering of schools in project the dangers of increasing fear when development, assisted by a the media reports tragic events. research, university, or technical Schools should have protocols that center, as is done in the Gauteng detail who should speak to the Townships of South Africa. press after serious incidents (Bala et al., 1994). Good project results • Clustering of teachers from all also need to be shared with the schools in an area who train local community. Many countries together in a series of workshops post project information on the and seminars, such as The Internet. In the United States, a Hague curriculum. range of videos, online workshops,

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and listservs provides training in • Developing a careful assessment comprehensive plan development of local school and community and media protocol development. problems to determine policies Other resources include the and priorities based on partner- National School Safety Guide: ship consensus. America’s Safe School Week; Educated Public Relations—School • Developing local action plans to Safety 101 (Greenbaum et al., address the causes of school vio- 1986); and Preventing School lence and victimization, not just Violence (NIJ, 2000). its symptoms, and promote healthy schools.

Summary • Implementing and evaluating The critical elements of a com- long- and short-term prevention prehensive approach to school safe- projects. ty include44 • Remembering that this is a long- • Identifying and mobilizing key term process and the necessity partners in the school communi- of educating the public that pre- ty, including parents, local vention is a normal part of local agencies, community organiza- school and community life. tions, residents, and the private sector.

Figure 1 Elements of Approach to School Safety

Safety Diagnosis Action Plan ¥ Challenges From Crime ¥ Priorities/Resources ¥ Risk Factors ¥ Actions v. Risk Factors

Responsibility Center ¥ Leadership ¥ Mobilizing Sectors ¥ Gender and Diversity ¥ Engaging Citizens

Evaluation Implementation ¥ Process ¥ Coordination ¥ Results ¥ Benchmarks/Timeline

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In spite of good guidelines and • New problems can arise that models, experience in many coun- require plans to be flexible and tries shows that developing and sometimes revised. A recent implementing good safety plans to problem in the United Kingdom prevent or reduce school violence stemming from the phenomenal and fear is not always a straightfor- growth in mobile phone use ward process. Some of the pitfalls among children has resulted in include the following: an increase in robbery of mobile phones by young people, much • Raising awareness about school of it around schools. safety and the risks of violence can increase fears and insecurity • The challenge of developing among students, staff, and partnerships and engaging the families. local community can be com- pounded when a school is not • Better reporting and data collec- located in the community from tion may result in apparent in- which it derives most of its creases in incidents, so there students. must be careful monitoring and evaluation of other indicators. • Schools that are receptive to developing projects often are not • The media can inflame anxieties, those with the most problems leading to exaggerated and rigid (Lösel and Bliesener, 1999). responses. • Forming packs and adopting • International comparisons can be guides is not sufficient for useful but it must be remem- developing effective, sustainable bered that there are differences programs; a clear policy com- in languages, cultures, local cus- mitment is needed at the local 45 toms, and even explanations. school level.46

• Projects must be appropriate to • Schools need financial support the culture of their school com- from national, regional, and local munities, as have been shown governments for policy develop- by the experiences with the ment; although the competition Aboriginals and Maori in for funding can stimulate good Australia and New Zealand plans, it can demoralize schools (Sullivan, 1999). that lose out.

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Student insecurity and fear of vio- Good leadership from the princi- lence have become central concerns pal affects the ethos, climate, and in many countries so reducing fear organization of a school. It affects and lessening the likelihood of vio- pupils, teachers, and school support lence or injury are major goals. But staff. Internationally, the school in it also is recognized that risk cannot its community is seen as having a be eradicated entirely. The best crucial role in promoting a safe, approach is good planning and pre- healthy environment and preventing vention developed and shared by delinquency, violence, and victim- communities. This approach is more ization. It cannot do so in isolation. beneficial and less costly than react- ing after tragic events.

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VI. Examples From Practice

This chapter describes examples with few graduating with job skills. of current school safety projects A need to belong, lack of home that use multiple methods and part- support, boredom, and lack of nerships. The projects are in vary- prospects made violence, crime, ing stages of development and all and youth gangs attractive. Victim include evaluation, although final support was needed, given the high project outcomes are not always incidence of violence. available. Sources and contact information are given for followup. The projects. The Centre for the The examples include individual, Study of Violence and Reconcili- comprehensive school-community ation (CSVR) has developed a Safe programs in elementary and sec- Schools Project using a community- ondary schools, clustering projects, based model of intervention. Forty provincial and statewide initiatives, elementary and secondary schools and projects built around conflict are clustered in a supportive net- resolution approaches. They use work, allowing them to share various research teams and partner- resources. A project newsletter ships to assist the schools. Infor- has been established, students are mation about school safety projects involved in strategy and project in the United States can be found development, and parents are in the Annual Reports on School involved in problem solving. The Safety and other publications of the project acts as an umbrella for U.S. Departments of Education and activities by providing safety teams Justice and from the Hamilton Fish to research, document, monitor, Institute and the Center for the and evaluate project activities; Study and Prevention of Violence. teacher training and support pro- grams; student training and support Clustering Schools programs; student-run community safety projects; parent education; Safe Schools Policy and Tiisa and training for student governing Thuto (Gauteng Townships, bodies. A government monitoring South Africa) program maintains links among The problem. A 1997 conference programs, services, and govern- found that adult crimes such as ment departments at the local and rape, theft, and assault were preva- national levels. lent even in primary schools and CSVR is also part of Tiisa Thuto, that the average age of youth in the a modular training course for pupils, 11th and 12th grade was 18 to 20 teachers, parents, and communities

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in the same schools. Run by a busi- reputation in the community and ness consortium, it combines the many of its immigrant and minority expertise of police, educators, and students were unable to get job- organizations that specialize in training placement. Sixteen percent sports, mediation and conflict reso- of the pupils were of foreign nation- lution, peer counseling, trauma and ality, mostly North African. The abuse, and victim issues.47 Each majority of pupils faced a combina- partner provides its specific skills tion of educational, social, and training, resources, and modules. economic disadvantages, with 80 CSVR trains parents, teachers, and percent receiving financial aid. school governors in trauma man- agement, provides peer counseling, The project. To reduce school and helps develop school safety violence and mobilize community teams. partners, school rules, rights, and responsibilities were delineated for Outcomes. Improved parent- pupils, adults in the school, and par- teacher-child relations, better ents. Mediation training was intro- teacher support, and a swifter duced, specific projects targeted response to children’s needs. incoming pupils to help them settle Overall, reported abuse has in the school, and teacher teams declined. developed projects to improve class cohesion. An end-of-year festival, Sources: CSVR, www.wits.ac.za/ twinning with a large engineering csvr (Internet). Dorothy Mdhuli school, partnerships with communi- (Project Director), Safe Schools, ty organizations to promote youth [email protected] (e-mail). Tiisa enterprise, and individual casework Thuto, Business Against Crime— were initiated. The school worked Gauteng, Tenji Mayekiso (Project with justice, police, and local Director). authorities to develop better links with local citizens. Key components Changing the Whole included respect for the individual School and Community competencies of all partners, listen- ing to pupils and valuing their views, Lycée Professionel “Les giving students greater autonomy Canuts” (Vaulx-en-Velin, and responsibility, stressing the France) importance of maintaining energy The problem. This vocational and dynamism, and adapting to secondary school with 428 students new needs and problems. in a Lyon suburb had deteriorated over a 15-year period. By 1994, Outcomes. By 1999, reform levels of violence in the school had efforts had paid off with reports soared. It had acquired a negative of violence in the school down 60

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percent, verbal abuse 50 percent, Durham District School Board physical violence against adults 100 (Ontario, Canada) percent, and the cost of repairs 70 The problem. This school district percent. There was a reduction in includes large industrial and manu- intrusions into the school, a rise in facturing urban centers and rural student work placements to a total areas and has experienced rapid of 7,540 days, fewer school expul- growth. Crime in the area has sions, a stabilization and increase increased; 62 percent of the popu- in the school population, and an lation is under age 39. In at-risk improvement in the school’s schools, there are considerable reputation. problems of instability with high Sources: Mme. Marie-France turnover rates, behavioral and fami- David, Academie de Paris, Collège ly difficulties, and low educational Maurice Utrillo, 100 Boulevard Ney, achievement. Paris, 75018 France; 33–42–58– The project. A demonstration pro- 82–90, 33–42–59–53–00 (fax). ject was initiated involving students Lycée Professionel “Les Canuts,” ages 4 to14 at 4 at-risk schools. 2 Ho Chi Minh, Vaulx-en-Velin, The school-based program relies on 69120 France; 33–437–45– the commitment of community part- 2001, 33–437–45–2019 (fax), ners and strong community-school [email protected] (e-mail).

Figure 2 The Incidence of Bad Behavior and Suspensions for Pupils in Four Pilot Schools

70 Fighting Bullying 60 Suspensions 50

40

30

Number of Incidents 20

10

0 September 1999 October 1999 November 1999 December 1999 January 2000

Month/Year

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links. It is based on a successful Sydney Burnell School approach developed in another (London Borough of Walford, school in the region in the 1990s. England) South Simcoe Public School had The problem. This secondary many at-risk pupils, severe prob- school, in an economically lems of bullying, fighting, suspen- depressed area, had undergone sions, a high student turnover, low rapid decline. There were increasing educational achievement, and a numbers of poor immigrant families poor reputation in the community. in public sector housing and a high It became one of the top education rate of neighborhood and school performers in the region within 5 population turnover. The neighbor- years. The principal opened up the hood had a history of escalating school to the community and estab- crime, interracial violence, intimida- lished what she termed a “village- tion between whites and Bengalis, like” atmosphere and a philosophy and more recent influxes of immi- of respect, which affected all rela- grants fleeing the turmoil of the tionships within the school, includ- Balkans. By 1997, the school popu- ing that with teachers. Parents were lation of 1,043 students included 85 invited to join her, local police offi- nationalities. Forty-four percent of cers, and others to read to the chil- students described themselves as dren. She instituted a progress white and British, 17 percent as tracking system, to report back to black, and 17 percent as South parents on a weekly basis, and Asian. More than half the students each class adopted a local busi- qualified for free school meals. A ness. Academic achievement im- high proportion of students had proved and bullying, fighting, and learning and behavioral difficulties. suspensions were all reduced. Levels of truancy and feigned sick- Outcomes. Early evaluation of ness had risen. The school was the pilot schools shows clear reduc- required to accept some older, tions in fighting, bullying, and sus- white adolescents expelled from pensions over a 4-month period. other schools, often for racial incidents. When racial incidents Sources: Investment Fund, occurred, mobile phones were National Crime Prevention Centre, used to call up “reinforcements.” Department of Justice, 123 Slater Street, Eighth Floor, Ottawa, The project. The Walford Youth Ontario, K1A 0H8 Canada; Action Team is a multiagency group 877–302–6272, 613–952–3515 composed of senior chief executive (fax); [email protected] (e-mail), officers, youth service workers, www.crime-prevention.org/ youth justice staff, education per- english/main.html (Internet). sonnel, police, students, parents, Sandra Dean (2000), Hearts and and school governors. It works with Minds: A Public School Miracle, a university-based research team Toronto. 36 02-Text For PDF 8/31/01 11:32 AM Page 37

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to support development, implemen- 44–1582–734265 (fax); J.pitts@ tation, and evaluation. Together virgin.net (e-mail). they have undertaken an assess- ment of the issues and formed a Meeting Needs and school-based action plan for devel- Challenging Crime in oping school and local community Partnership With Schools strategies, which involve safety (North Yorkshire, England) within and beyond the school; a The problem. Difficult pupils with multiagency, multimethod interven- persistent truant, offending, and dis- tion approach; and changes to ruptive behavior that had adverse school policies and organization. impact on classrooms were raising Projects include a Headstart pro- levels of teacher stress. There was a gram, which provides intensive need for better crisis management, mentoring to at-risk children in pri- teacher and pupil support, alterna- mary school and through the first tives to school exclusion, and more 2 years of secondary school, an cohesive local authority strategies. exclusions prevention project, and the joint creation with local youth The project. The program, begun services of separate male and in 1996 in seven urban secondary female student groups to explore and middle schools and steered by victimization, violence, and gender a multiagency advisory group, issues. based five full-time social workers in the schools to provide targeted Outcomes. In their interim assistance to at-risk children. The evaluations, teachers and school assistance includes home visits, inspectors have reported improved student behavior in classrooms, corridors, and on the playground. Parents feel that both they and their There has been a decline in staff children benefit considerably from turnover, an increase in pupils home-school support workers’ will- ingness to listen and to provide selecting the school as their first practical help. Support workers are choice for secondary education, seen as unique in their and improved scores on national • Access to information about chil- education certificate exams. Head- dren’s lives at school. start and the exclusion prevention program also have been evaluated • Neutrality in relation to school positively. values. • Unconditional help not tied to Source: Professor John Pitts, statutory obligations. Department of Applied Social Studies, University of Luton, Park —Meeting Needs and Challenging Square, Luton, Bedfordshire, LU1 Crime in Partnership With Schools, 3JU England; 44–1582–743085, Vulliamy and Webb, 1999

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help with special needs, befriending, Studies, University of York. See counseling and support, and indi- Vulliamy and Webb (1999). vidual and group work on anger management, peer relations, self- Cities in Schools (England and esteem, advocacy, mediation, staff Wales) education, parent support, youth The problem. The challenge was forums, and crisis management. to provide alternatives for children Pupils involved in school violence excluded from school, assist with or disruption are referred to the reintegration, and prevent the support workers rather than being development of problem behavior. expelled, which helps calm pupils in inflammatory situations and The project. Cities in Schools’ prevents further deterioration in Bridge, Reintegration, and Preven- behavior. tion courses have been established in 75 projects across England and Outcomes. There has been a Wales. Bridge courses work with reduction in school exclusions, 14- to 19-year-old students in improved crisis management, and groups of 10, providing a personal better parent-school relationships. tutor or mentor while they attend The key mechanisms include long- local study programs. Tutors keep term and indepth casework, short- in contact with students’ families term support for other children, and the project aims to reintegrate school staff understanding of pupils’ 80 percent of out-of-school stu- home circumstances, crisis man- dents. Reintegration courses target agement, and reducing stress on 8- to 14-year-old students who school staff. All schools have not have been permanently excluded been equally successful and devel- from school. Prevention courses use oping regional policies has been dif- home-school links to work in disad- ficult without involvement of higher vantaged areas, build partnerships levels of authority. School prerequi- with parents, and provide teacher sites for success included explicit training in behavior management. project support by head teachers They assist development of whole- and locating the social workers in school antibullying programs. Each the school as staff members with project is run as a separate charity full involvement in senior manage- organization with a local partnership ment meetings, giving them an board composed of educators, office, and clearly communicating police, social service workers, job the support workers’ role to all trainers, and local business leaders. school staff. Outcomes. The Bridge courses Sources: Home Office Programme resulted in marked improvement in Development Unit (PDU) and school attendance, up 80 to 100 Graham Vulliamy and Rosemary percent. Most eligible students Webb, Department of Educational

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achieved national awards and 75 for responding to incidents, media- percent of students had positive job tion and conflict resolution training, or further education placements. organized sports nights, youth wel- The courses were cost-effective, fare office support for students with offering better value for the money behavior problems, monthly meet- than alternatives. ings among the police, school offi- cials, and other key leaders. Project Source: Utting (1996). nights are held with pupil represen- tatives and foreign students and The Wetzlar Model Police- their parents. A school safety coun- School Project (Giessen, Hesse, cil has been established. Germany) The problem. Violence, including Outcomes. Trust in the police has racial incidents, in schools and sur- been reestablished, reducing fear in rounding areas had become a seri- the schools. The number of report- ous issue in Giessen, as in other ed incidents has risen from 178 in areas of Germany. There was drug 1995 to 395 by October 2000, illus- dealing in schoolyards, blackmail- trating an increased trust in the ing, and a stolen goods trade, and police, and there has been a de- students, teachers, and parents were crease in the amount of violence in all afraid of reporting these inci- schools. The Wetzlar Model is being dents. There was also a lack of trust developed in other regions of the in the local police force. A task state, and video and training force report recommended a bal- manuals have been produced. anced community and public health Source: Helmut Lenzer, approach to developing safe Polizeihaupkommissar, schools. Polizeipraesidium Giessen, The project. Wetzlar Model Project Ferniestrasse 8, 35394 Giessen, was initiated by the police 5 years Hesse, Germany. ago in partnership with school staff, pupils, parents, school boards, doc- Ringeby School (Stockholm, tors, youth welfare, and other local Sweden) groups in 5 secondary schools and The problem. In the 1970s, 6 vocational colleges. Most initia- Ringeby School in suburban tives stress prevention, but include Stockholm had an elementary rapid responses to violent incidents. school student enrollment of 400, Police now respond immediately to a poor reputation, extensive graffiti, calls from the schools and deal and damage. Bullying and racism with cases swiftly. Other initiatives were rife and a small group of include a hotline for reporting inci- pupils exerted a negative influence dents, break-time activities for stu- on the school climate. Pupils felt dents, police training on protocols unsafe and half the board of

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management had resigned. In the awareness program. Students were local community, more than 80 per- given responsibility for keeping the cent of its 14,500 residents were of school in good repair. Computer foreign origin, representing more access has been a major priority. than 100 nationalities, uneducated, An action plan against bullying, with high unemployment and wel- violence, and racism was intro- fare dependence and little knowl- duced with clear rules, student edge of Swedish. agreements, followup of incidents, and better supervision and parent The project. In 1989, a Center contact. of the Community plan to revital- ize the school began by coordinat- Outcomes. Pupil involvement in ing local municipal department school activities has increased and resources. Activities, such as the there has been a radical reduction local music school, were moved in school damage and pupil insecu- into the school, and a culture and rity. In 1998, 84 percent of parents dance program started, in which and pupils said they were satisfied two-thirds of the students partici- or very satisfied with the school, pate. In collaboration with the social which has become the natural cen- welfare department, a school day- ter of Ringeby. Considerable cost care center with two specialized savings have resulted from the teachers, recreational staff, and two coordination of resources in the social workers was set up for chil- school, improving opportunities for dren with serious problems. They intervention with students. only study there for subjects where they are troublesome in class. This Source: Nominated project for avoids transferring the student out European Crime Prevention of the school and reduces disrup- Awards 1998. National Crime tion in classes. The offices of social Prevention Council, Sweden; services fieldwork staff were trans- [email protected] (e-mail); ferred to the school, reducing costs www.bra.se (Internet). and improving contact with young people. Homework support is pro- Conflict Resolution Plus vided. Municipal youth clubs moved Independent Project Trust nearer the school and are open (Kwa Zulu Natal, South Africa) every day from 4 p.m. to midnight. Unemployed youth have access to The problem. Urban schools in the school gym, and other activities the Durban area had high levels of have been provided for them. A violence. Gang activity, carrying of major project was to involve pupils weapons, and bullying and victim- and parents in organizing a home- ization of students and teachers school association, management were endemic in the schools and board, pupil council, and cultural the local community. The difficulty

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of ensuring the effective develop- Outcomes. By 2000, two of the ment of a single Schools, Medi- schools had moved into a better ation, and Reconciliation Training category of security. They were felt (SMART) program led to the broad- to be safer places, and levels of er Community Alliance for Safe reporting of violence had increased Schools (CASS) team approach. as fear of reprisals diminished. The cluster approach was particularly The projects. Independent Project important. Schools felt they would Trust (IPT) developed the SMART have been unable to effect change program in the early 1990s. It trains without the facilitation support of pupils, teachers, and school gov- IPT. Clustering also had proved erning bodies to develop democrat- valuable for collective problem solv- ic dispute and conflict management ing as the three schools had suc- skills. It stresses discipline practices, cessfully lobbied for a change in cultural diversity, and accountability school bus routes, something they for actions. Students are trained in had failed to do independently. peer mediation. The difficulty of using these skills because of vio- Sources: Safer Schools mono- lence and gang activity led to the graph, Secretariat for Safety and creation of CASS in 1997. This Security, South Africa. Margaret province task team involves the Roper: [email protected] (e-mail), major stakeholders to build a sense www.webpro.co.za/clients/ipt of community ownership through (Internet). partnerships, mobilize communities, protect school children, and create East Hartford High School safe schools through effective (East Hartford, CT, U.S.A.) governing bodies. Using a cluster The problem. East Hartford is approach, IPT has produced a an urban high school of 2,100 stu- manual for head teachers and has dents, with 72 percent students of facilitated workshops and training color and 28 percent Caucasian. sessions in three pilot schools. They represent 70 countries of ori- The three schools are within a 10- gin and speak 40 languages. By kilometer radius and join for 1992, there were increases in vio- workshops on data collection, diag- lence in the school, drug use, ethnic nosing school safety problems, tensions, and gangs, coupled with developing a school security plan, an overloaded school guidance and related issues. School safety capacity and limited social services. committees have been set up, resulting in better security, monitor- The project. Preventing Violence ing, counseling, police relations, and in Our Schools: A Blueprint for communication. Conflict Resolution targets truancy,

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violence, discipline, and poor aca- designing programs that have con- demic performance (see Edwards et tinuous monitoring and adaptation, al., 1999). A Student Assistance and strong links outside the school. Center (SAC) was established with strict rules and regulations. It is run Sources: Dr. Steven Edwards, by a full-time certified staff mem- Principal, 869 Forbes Street, ber, 30 teachers who volunteer on East Hartford, CT 06118. 860– a rotation basis, 1 full-time and 622–5203; 860–622–5337 (fax); up to 9 part-time interns from [email protected] (e-mail). the University of Connecticut, a substance abuse counselor, and Provincewide Programs trained student mediators. Conflict Safe Schools/Communities resolution and mediation are offered Initiative (British Columbia, by peers, adults, and through self- Canada) mediation. Peer mediators are a cross-section of students who This Safe Schools/Communities receive a 3-day training program. Initiative is a partnership between A student assistance team of volun- provincial government ministries teer staff oversee students referred and schools and their communities. to SAC by anyone. Alcohol and It includes the British Columbia Safe drug counseling is offered 5 days a School Centre—a resource center week, Alcoholics Anonymous holds that disseminates support and train- meetings, and other groups for at- ing, examples of best practice, and risk students exist. Police outreach strategies such as a Safe School runs drug and gang resistance inter- Kit, Safe School Planning Guide, vention programs. Other initiatives and a resource catalogue. Other include probation links, career men- aspects of the approach include toring for at-risk children, work- Youth Taking Action Workshops, shops on college preparation with peer mediation training manuals a consortium of local high schools, and resources for elementary and and a cultural enrichment program. secondary schools, and a mobile SAC funds come from federal, trainer who visits schools. Every state, and local grants. school board has Safe School District Contacts. They offer training Outcomes. In 5 years there have and facilitate communication and been no expulsions, a 60-percent dissemination of material and best drop in suspensions, a 40-percent practices. Safe School Regional reduction in fighting, and a school Training sessions bring together dropout rate below 4 percent. The schools, youth workers, and other project attributes part of its success professionals. Focus on Bullying to flexibility in identifying problems, is a prevention program for

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elementary and secondary schools 604–775–2674 (fax). BC Safe supported by a cadre of trainers School Centre: 604–660–7233; across the province. www.safeschools.gov.bc.ca (Internet). The project. Begun in 1995 with 5 schools, All Together Now is a National Programs pilot project in 22 elementary schools across British Columbia. National Fight Against The project is an early intervention Violence in School (France) and crime prevention initiative that The problem. The universal con- identifies school and community cern with school violence in France needs. It implements a range of was supported by a 1998 survey of projects to develop resiliency, four schools in high-risk areas that problem-solving skills, and aware- found growing insecurity among ness among children, and offers students and staff. Between 1995 training for adults working with at- and 1998, the proportion of teach- risk youth. Specific projects include ers who thought there was a lot of bullying programs, mediation, con- violence in their schools rose from flict resolution, youth-lead videos, 7 percent to 49 percent and among and multicultural and antiracism students from 24 percent to 41 per- training. The project focuses on cent. It was felt that violence in the evaluation and sustainability. A final classroom and group violence had report on 15 schools is expected in reached crisis proportions and that 2001. more students were using violence, even in elementary schools. Outcomes. Early indications sug- gest a reduction of in-school vio- The project. Phase I of the 1998 lence, vandalism, graffiti, and prevention plan targeted several greater multicultural awareness and areas in France with the greatest tolerance, more positive attach- problems of violence: Amiens, ments to school, improved mentor- Aix-Marseille, Créteil, Lille, and ing and conflict resolution skills, Versailles. Phase I covered 411 sec- and greater youth involvement in ondary schools and colleges and school and community projects. 1,742 nursery and elementary schools. In 2 years, appointments Sources: Wendy Taylor, Director, were made for 400 nurses and Community and Youth Programs, medical social workers, 100 school Community Programs Division, doctors, 100 education and training Ministry of the Attorney General, advisers, and 5,000 educational British Columbia, Canada, 5021 assistants. Each area used a rigor- Kingsway, Suite 401, Barnaby, BC, ous process of project development V5H 4A5 Canada; 604–660–2605,

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that encompassed diagnosis of the Source: Report on qualitative and problems, planning and implement- quantitative evaluation, Plan de ing initiatives, evaluation, and lutte contre la violence à l’ecole, refinement. A national partnership Ministry of National Education, among education, state and local Research, and Technology, Paris, police, and the courts and local France; www.education.gouv.fr/ security contracts have changed the discours/2000/violenceb.htm response to youth violence, provid- (Internet). ing schools with guidance on han- dling incidents and enabling judges Crime Reduction in Secondary to act more quickly. Contracts were Schools (England and Wales) signed in 14 departments with The problem. The Crime INAVEM to provide services in Reduction in Secondary Schools schools. National SOS and hotlines (CRISS) initiative recognizes the were set up to report bullying, strong links between poor scholastic sexual assault, and extortion. achievement, bullying, truancy, school exclusions, and offending Outcomes. After 1 year there was and the importance of targeting an overall stabilization of school high-risk areas and schools with violence and a 10-percent decline result-based programs and strate- in colleges. The violence has gies. The initiative is part of the declined in most of the experimen- national Crime Reduction Pro- tal zones, although in some areas gramme and government plans there was an increase in aggressive to reduce school exclusions. behavior toward teachers. In the department Bouches des Rhône, The project. CRISS is a 2-year there was a reduction in violence national pilot project (2000–01) of 27 percent in the experimental to respond to school exclusions, schools and 15 percent for the bullying, truancy, and local crime department as a whole. In some problems. Local authorities and regions, such as the Paris suburbs, secondary schools across England it has increased. An evaluation of and Wales were invited to compete the educational assistants found for £12 million in funds to develop that they had a positive effect on a set of required programs with the school climate, reducing corri- targets for reduction of problems. dor and playground problems. The Contracts for implementation and additional specialized staff were jus- evaluation teams were also put out tified, but there needs to be stability to competitive tenders. About £1.5 among staff. Much depended on million has been allocated for the the local teams. Schools with the evaluation. A total of 38 projects longest experience of working in involving 103 secondary schools partnership with local teams had were selected from applications in the most success.

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both single school projects and will be available at the end of 2001. clusters of schools in an admin- Each project has set targets to istrative area. Projects have created achieve by the end of the pilot peri- multidisciplinary teams. Inter- od, such as reducing bullying by 40 ventions include whole-school percent, truancy to 1 percent, and bullying programs, electronic moni- permanent exclusions to 15 percent toring of attendance throughout the and maintaining 93-percent atten- day with immediate followup, an dance levels. Schools vary in their in-school behavioral unit to work project approaches and links with with troubled students, peer media- local authority and community tion training, curriculum changes, organizations. Problems of data key literacy and numeracy projects, collection, data sharing, and confi- improved afterschool clubs, coordi- dentiality have been a learning nators to develop parent-school experience and a challenge for links, and antidrug and offending some. The national evaluation team programs run by local Youth is ensuring comparability of data Offender Teams. Each school has collection and will look at overall three teams assisting in implemen- outcome evaluation, including cost tation and evaluation: a local pro- reductions and benefits. ject initiation and development team, a local evaluation team, Sources: Home Office, Police and and the national evaluation team. Reducing Crime Unit, Clive House, Projects are expected to meet London, SWIH 9HD England; 020– target reductions. 7273–4000, 020–7271–8344 (fax), www.homeoffice.gov.uk/rds Outcomes. Evaluations of imple- (Internet). mentation process and outcomes

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VII. Notes

1. The U.S. Department of Educa- 5. One in 44 incidents in colleges tion and the Centers for Disease was serious enough to be reported Control and Prevention have been to the police, 1 in 28 in general sec- collecting data on school-associated ondary schools (lycées généraux), violent deaths (homicides and sui- and 1 in 31 in technical high cides) since 1992. Although not schools (lycées professionnels), finalized, the number of students according to the Ministry of killed in schools appears to be less National Education, Research, and than 1 percent, of which about 85 Technology, Paris. percent were killed by firearms. 6. The Hamilton Fish Institute study 2. Many different expressions are found that anonymous student sur- used to refer to bullying behaviors, veys report 100 times more guns such as ijime in Japan and mob- in schools than school principals bing in Scandinavia, but they are do in their annual reports under not always exactly the same and the 1994 Gun-Free Schools Act. there is no German word for bully- Some 287,000 high school students ing (Smith et al., 1999). reported carrying a gun to school in a 30-day period in 1995, but only 3. The Ontario Teachers Federation 2,317 high school students were reported a 50-percent increase in expelled for doing so in the entire serious and minor school violence 1996–97 school year (see Hamilton between 1988 and 1990 (Bala et Fish Institute press release and al., 1994); see also Walker (1994). report of 9/14/00 on www. hamfish.org). 4. An earlier study by Dr. Paul Kingery, Director of the Hamilton 7. These include the World Health Fish Institute, analyzed the results Organization Health Behavior of of the National Crime Victimization School Children survey carried out Survey for 1993–95. He found that in 28 countries every 4 years (the 12-year-old children were at greater United States took part in the most risk of victimization at school than recent 1997–98 sweep); and the away from it: 61 percent of girls Third International Maths and and 47 percent of boys who were Science Study (see the U.S. Annual victims of violence by a stranger Report on School Safety, 1999). A were injured on school property. major difficulty, however, is that we See press release of 2/29/00 at cannot be sure that “feeling inse- www.hamfish.org. cure” in schools in Ireland or New Zealand means the same as in

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American schools. (See also Akiba, 15. The teams are working in eight et al., 2001.) countries under the direction of nine universities. Part of the project 8. Most studies are based on self- involves a training and exchange reports by children, some on parent program for team staff on the back- or teacher reports. The ages of chil- ground and origins of school bully- dren in reported studies vary con- ing and methods of intervention siderably, as does the time period. and evaluation.

9. Not all studies agree. In one 16. Two examples are the British school, there were higher lev- Roncallistrasse Elementary School els of bullying experienced by girls project (Bendit et al., 2000) and (25 percent) than boys (7 percent) the Wetzlar Model Police-School (Noaks and Noaks, 2000). partnership (see chapter VI).

10. In Japan, there has been much 17. This is being developed by The public and press focus on ijime fol- Hague Advisory Educational Centre lowing a series of suicides by school (Junger-Tas, 1999). children. 18. Two major projects have evalu- 11. See Arnette and Wasleben ated the whole-school, antibullying (1998) for information on bullying program—in 23 schools in Sheffield levels and The 1999 National Crime (Sharp and Smith, 1994) and 4 Prevention Survey. See National schools in Manchester and London Crime Prevention Council (1999) for (Pitts and Smith, 1995). Other pro- parent views on its seriousness. jects to make schools safer included a police SchoolWatch program and 12. This has been the case in a Safer School Safer Cities project Canada, England, Norway, and in Wolverhampton (Noaks and Japan. Noaks, 2000). 13. Ministry of National Education, 19. For example, Report of the Research, and Technology, Paris. Working Group on School Security 14. An international survey of 14- to and Improving Security in Schools. 20-year-olds in 12 countries (Killias Department of Education and and Ribeaud, 1999) found increases Employment, 1996. School in drug use in many European Security: Dealing With Trouble- countries, with links to offending. makers. Home Office and A Canadian school survey noted Department of Education increases in hard and soft drug use and Employment, 1997. in the 1990s (Centre for Addiction 20. It was developed by Dan and Mental Health, 2000). Olweus in 42 middle and primary schools in Bergen, Norway, in the 1980s.

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Notes

21. It was launched by the Ministry 26. Initially CSVR provided services of Education, together with Justice, to victims in townships such as the Interior, Defense, Culture, and Soweto, but its work has evolved Youth and Sports. A 1994 report, into a more comprehensive com- La violence a l’école, by the Ministry munity approach. of Education Inspectorate had high- lighted many of the problems. 27. Sticks and Stones: A Report on Violence in Schools. ACT: Com- 22. In France, the concept of soli- monwealth of Australia (1994). darité is central to understanding all social problems. It stresses that all 28. Resource materials are being citizens are linked together collec- developed by the Australian Council tively and are dependent on one for Education Research. another. Problems such as school 29. Education is a provincial violence, therefore, require a collec- responsibility in Canada, and prac- tive and community response. tices vary considerably across the 23. A National Observatory for the country. See Bala et al. (1994). Safety of Schools and Institutions of Other work has reviewed school- Higher Education was set up in based police programs (Ryan and 1995. It undertakes school safety Mathews, 1995), zero-tolerance surveys and helps schools assess policies (Gabor, 1995), weapons themselves. A 1996–2001 program in schools (Walker, 1994), and a in the Créteil school district set up police-school partnership to devel- an observatory to measure school op an antiviolence community violence and to counterbalance school (Ryan, Mathews, and media reporting. It is developing Banner, 1994). The province of educational, preventive, and judicial Quebec published a comprehensive responses. guide to preventing violence in schools (Roy and Boivin, 1989). 24. The national framework was The Ontario Ministry of Education, developed by the National Youth teachers unions, and school boards Commission, the Department of also have produced a number of Education, and the Secretariat for guides and tools on school violence Safety and Security. It uses the prevention. metaphor of a river with violent and nonviolent streams that encourage 30. Only 4 percent involved their or protect children from violence as community in prevention plans. they grow up. 31. In the 1995 survey, 116 out of 25. CRISP includes the Independent 210 school boards in large urban Project Trust and the University of areas in Canada were surveyed. Natal who are piloting the approach Small towns and rural boards were in Cape Town and Durban schools. excluded.

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32. The National Crime Prevention resource development activities, Centre promotes community safety and resource and technical activity through social development and centers. funds initiatives throughout Canada. Its Investment Fund is set up to fos- 38. See NSSC Web site: ter and evaluate demonstration pro- www.nssc1.org. jects based on exemplary practice. 39. Many successful programs to On school issues, the Centre has prevent drug and gun use and gang collaborated with a variety of other activity in schools and to protect government departments such as students from recruitment or expo- Health Canada and nongovernment sure have been developed and eval- organizations such as the Canadian uated over the past 10 years, e.g., Association of School Principals. Gang Resistance Education and 33. A gateway Web site (www.safe- Training Program; Drug-Free healthyschools.org) is being devel- Communities Program; and Hands oped for a coalition of federal Without Guns. See also Preventing government and national education School Violence (NIJ, 2000). For an and health organizations to provide overview of U.S. research on the links to comprehensive community, role of the school in reducing delin- school, and health initiatives. quency, see Schools and Delinquency (Gottfredson, 2001). 34. A number of nonprofit organiza- tions also offer conflict resolution 40. The Safe and Drug-Free Schools workshops for teachers and stu- Initiative is funded by the Depart- dents in the province (e.g., ment of Education in collaboration Alternative to Violence Project). with the U.S. Departments of Justice and Health and Human 35. Trousse de prévention de la Services. violence au sécondaire (1996) Montreal: Foundation Philip Pinel; J. 41. This includes the U.S. Depart- Tondreau (2000) Inventaire d’outils ments of Education, Justice, and sur la violence. Montréal: Centrale Health and Human Services. des syndicats du Québec. 42. Risk factors include family fac- 36. See CDC (2000) for a complete tors such as poor parenting skills, list. poverty, abuse, and conflict; individ- ual factors such as early aggressive 37. This inventory summarizes behavior; school factors such as low more than 100 current projects achievement, bullying, and truancy; funded by 15 federal agencies: and community factors such as poor surveillance/monitoring, evaluation housing, high resident turnover, research, other research, research poor facilities, and lack of job op- synthesis and application, programs, portunities. Projects with preschool,

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elementary, and adolescent age and individual problems and race groups often work to improve par- (Pitts, 1999). enting skills, provide intensive sup- port, and change thinking and 46. In England and Wales, a fol- behavior patterns. lowup on the use of antibullying packs found that the majority of 43. See International Centre for the schools have some form of bully- Prevention of Crime (ICPC), Crime ing policy and had tried out other Prevention Digest II (1999a) for a interventions, the most popular review of risk reduction projects and being playground projects (60 per- cost savings in crime prevention. cent). Most interventions were rated by schools as “reasonably satisfac- 44. This diagram is taken from tory” (Smith and Madsen, 1997). Crime Prevention Digest II (ICPC, 1999a) and is the model that is 47. The partnership is led by increasingly used to develop suc- Business Against Crime and in- cessful crime prevention initiatives cludes the Centre for the Study of in other areas, such as cities, Violence and Reconciliation, Both households, and on the streets. Sides of the Story, the Independent Mediation Service of South Africa, 45. Europeans tend to talk about Sport for Peace, Save Our Schools, poverty, housing, and unemploy- the South African Police Service, ment levels to explain school and community police forums, and the inner-city problems. In the United provincial Departments of States, there has been a greater Education. tendency to emphasize family

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VIII. Bibliography/References

Akiba, M., Le Tendre, G. and People. Swindon, England: Crime Baker, D. (2001). School Concern. Victimization: The Impact of Educational Systems on School Brown, R., Arbus, J., Harris, K., Violence in 37 Nations. Working and Kearns, T. (1996). Safety and Paper. University Park, PA: Security/Conflict Resolution: Education Policy Department: Elementary and Secondary Schools Pennsylvania State University. in the Toronto Board, 1995. Report No. 219. Toronto, Canada: Toronto Alberta (2000). Start Young Start Board of Education. Now! Report of the Task Force on Children at Risk. Edmonton, Canadian Centre for Justice Canada: Government of Alberta. Statistics (1999). “Youth Violent Crime.” Juristat 19(13). Ottawa, Arnette, J.L., and Wasleben, Canada: Statistics Canada. M.C. (1998). Combating Fear and Restoring Safety in Schools. Centers for Disease Control and Bulletin. Washington, DC: U.S. Prevention (CDC) (2000). Federal Department of Justice, Office of Activities Addressing Violence in Justice Programs, Office of Juvenile Schools. Atlanta, Georgia: CDC Justice and Delinquency Prevention. Division of Adolescent and School Health. Bala, N., Weiler, R., Copple, P., Smith. R.B., Hornick, J.P., and Center for the Study and Paetsch, J.J. (1994). A Police Prevention of Violence (1999a). Reference Manual on Youth and Safe Communities—Safe Schools: Violence. Ottawa, Canada: Ministry Colorado School Violence Prevention of the Solicitor General. Partnership Proposal. Boulder, CO: Center for the Study and Prevention Bendit, R., Erler, W., Nieborg, of Violence. S., and Schäfer, H. (eds.) (2000). Child and Juvenile Delinquency: Center for the Study and Strategies of Prevention and Prevention of Violence (1999b). Intervention in Germany and the The Youth Violence Problem. Fact Netherlands. Utrecht, Netherlands: Sheet. Boulder, CO: Center for the Verwey-Jonker Institut and Study and Prevention of Violence. Deusches Jugenintitut e. V. Centre for Addiction and Mental Benioff, S. (1997). A Second Health (2000). “Centre for Chance: Developing Mentoring and Addiction and Mental Health: Educational Projects for Young Survey of Substance Abuse in

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Ontario Schools.” Canadian Medical Center. East Hartford, CT: East Association Journal (June). Hartford High School.

Correctional Service Canada Estrada, F. (forthcoming). (CSC) (1999). The 1999 Canadian “Juvenile Violence as a Social Restorative Justice Inventory. Problem: Trends, Media Attention Ottawa, Canada: Correctional and Societal Response.” British Service Canada. Journal of Criminology.

Dean, S. (2000). Hearts and Gabor, T. (1995). School Violence Minds: A Public School Miracle. and the Zero Tolerance Alternative. Toronto, Canada: Penguin Books. JS 42–67/1995. Ottawa, Canada: Department of Education and Ministry of the Solicitor General of Employment (1994). Bullying: Canada. Don’t Suffer in Silence. An Anti- Bullying Pack for Schools. London, Gomes, J.T., Bertrand, L.D., England: HMSO. Paetsch, J.J., and Hornick, J. (2000). The Extent of Youth Dwyer, K., Ocher, D., Warger, C., Victimization, Crime and and American Institutes for Re- Delinquency in Alberta, 1999. search (1998). Early Warning, Calgary, Canada: Canadian Timely Response: A Guide to Safe Research Institute for Law and Schools. Washington, DC: U.S. the Family. Department of Education, Office of Special Education and Rehabilita- Goodey, J. (1995). “Fear of tion Service. Crime.” In Gender and Crime, edited by R.E. Dobash, R.P. Dobash, and ECPA (1999). European Crime J.D. Noaks. Cardiff, Wales: Univer- Prevention Awards 1999. sity of Wales Press. Stockholm, Sweden: Swedish National Council for Crime Gottfredson, D.C. (2001). Schools Prevention. and Delinquency. Cambridge, England: Cambridge University Edwards, S.W. (1997). “Imple- Press. menting the Student Assistance Center.” In Investing in Our Youth: Graham, J. (1988). Schools, Dis- Pooling Community Resources, edit- ruptive Behaviour and Delinquency. ed by D. Rea and R. Wartenkin. Home Office Research Study No. New York, NY: McGraw Hill, Inc. 96. London, England: HMSO.

Edwards, S.W., Gwozdz, K., and Graham, J. (1998). “What Works Meggie, M. (1999). Preventing in Preventing Criminality.” In Violence in Our Schools: A Reducing Offending, edited by P. Blueprint for Violence Prevention. Goldblatt and C. Lewis. Home Creating a Student Assessment

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Office Research Study No. 187. Johnson, M., Munn, P., and London, England: HMSO. Edwards, L. (1992). Action Against Bullying: A Support Pack for Greenbaum, S., Gonzalez, B., and Schools. Edinburgh, Scotland: Ackley, A. (1986). Educated Public Scottish Council for Research in Relations—School Safety 101. Education. Washington, DC: U.S. Department of Justice, Office of Justice Pro- Junger-Tas, J. (1999). “The grams, Office of Juvenile Justice Netherlands.” In The Nature of and Delinquency Prevention, School Bullying: A Cross-National National Institute of Justice. Perspective, edited by P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Hamilton Fish Institute (1999). Catalano, and P. Slee. New York, Comprehensive Framework for NY: Routledge. School Violence Prevention. Washington, DC: www.hamfish.org Killias, M., and Ribeaud, D. (Internet). (1999). “Drug Use Among Juveniles: An International Survey.” Hamilton Fish Institute (2000). Studies on Crime Prevention, 8 Press release and report 9/14/00 (2):189–207. Guns in Schools; press releases 2/29/00 and 3/24/00 on risk of vic- Kingery, P. (2001). Zero Tol- timization; 1/3/00 Effective Violence erance: The Alternative Is Edu- Prevention Programs. Washington, cation. Washington D.C.: Hamilton DC: www.hamfish.org (Internet). Fish Institute.

Home Office (1996). Preventing Lind, J., and Maxwell, G. (1996). School Bullying: Things You Can Children’s Experience of Violence at Do. London, England: Police School. Wellington, New Zealand: Research Group. Office of the Commissioner for Children. International Centre for the Prevention of Crime (ICPC) Lösel, F., and Bliesener, T. (1999a). Crime Prevention Digest II. (1999). “Germany.” In The Nature Montreal, Canada: International of School Bullying: A Cross-National Centre for the Prevention of Crime. Perspective, edited by P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. International Centre for the Catalano, and P. Slee. New York, Prevention of Crime (ICPC) NY: Routledge. (1999b). 100 Crime Prevention Programs. Montreal, Canada: Mellor, A. (1995). Bullying at International Centre for the School: Advice for Families. Prevention of Crime. Edinburgh, Scotland: Scottish Council for Research in Education.

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Morita, Y., Soeda, H., Soeda, K., Conference on Criminal Justice and Taki, M. (1999). “Japan.” In Research and Evaluation. The Nature of School Bullying: A Washington, DC: National Institute Cross-National Perspective, edited of Justice. by P.K. Smith, Y. Morita, J. Junger- Tas, D. Olweus, R. Catalano, and P. Network (2000). The Network Slee. New York, NY: Routledge. Program on Youth and Schools. Waterloo, Canada. (E-mail: National Crime Prevention [email protected]; Web site: (NCP) (1999) Hanging Out: www.nicr.ca.). Negotiating Young People’s Use of Public Space. Australian Capital Noaks, J. and Noaks, L. (2000). Territory: National Crime “Risk, Safety and Fear of Crime.” Prevention, Attorney General’s Educational Psychology in Practice, Department. 16(1): 69–75.

National Crime Prevention Centre Olweus, D. (1993). Bullying at (2000). Bullying and Victimization: School: What We Know, What We The Problems and Solutions for Can Do. Oxford, England: School-Aged Children. Ottawa, Blackwell. Canada: National Crime Prevention Ortega, R. and Mora-Merchan, Centre. (Available online: J.A. (1999). “Spain.” In The Nature www.crime-prevention-org.) of School Bullying: A Cross-National National Crime Prevention Perspective, edited by P.K. Smith, Y. Council (1998). Safer Schools. Morita, J. Junger-Tas, D. Olweus, R. Washington, DC: National Crime Catalano, and P. Slee. New York, Prevention Council. NY: Routledge.

National Crime Prevention (NCP) Pfeiffer, C. (1998). “Juvenile (1999). Pathways to Prevention: Crime in Europe.” In Crime and Developmental and Early Interven- Justice: A Review of Research, edit- tion Approaches to Crime in ed by M. Tonry. Chicago, IL: Univer- Australia. Appendices. Canberra, sity of Chicago Press, pp. 23, Australia: National Crime Preven- 255–328. tion Council. Pitts, J. (1999). Reducing the National Youth Commission Violent Victimization of Young (2000). Youth Policy 2000. Pretoria, People in a London Neighbourhood. South Africa: Office of the Deputy Leuven, Belgium: Paper presented President. to Eurogang III, Catholic University, October 1999. National Institute of Justice (NIJ) (2000). Preventing School Vio- Pitts, J., and Smith, P. (1995) lence: Plenary Papers of the 1999 Preventing School Bullying. Crime

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Detection and Prevention Series Schools: An Inventory of Resources Paper 63. London, England: Home and Research. Ottawa, Canada: Office Police Research Group. Canadian Association of School Principals. Rigby, K. (1995). “What Schools Can Do About Bullying.” The Sharp, S., and Smith, P.K. (eds.) Professional Reading Guide for (1994). Tackling Bullying in Your Educational Administrators 17(1): School: A Practical Handbook for 1–5. Teachers. London, England: Routledge. Rigby, K., and Slee. P.T. (1999). “Australia.” In The Nature of School Smith, P.K., and Madsen, K. Bullying: A Cross-National (1997). A Follow-Up Survey of the Perspective, edited by P.K. Smith, Y. DEE Anti-Bullying Pack for Schools: Morita, J. Junger-Tas, D. Olweus, R. Its Use and the Development of Catalano, and P. Slee. New York, Antibullying Work in Schools. NY: Routledge. London, England: HMSO.

Roberts, St.J., and Singh, C.S. Smith, P.K., Morita, Y., Junger- (1999). Using Mentors To Change Tas, J., Olweus, D., Catalano, R., Problem Behaviour in Primary and Slee, P. (eds.) (1999). The School Children (5–11). Research Nature of School Bullying: A Cross- Findings No. 95. London, England: National Perspective. New York, NY: Home Office RDS. Routledge.

Roy, J., and Boivin, G. (1989). Social Exclusion Unit (1998). Preventing and Controlling Violence Bringing Britain Together: Truancy in Schools. Quebec, Canada: and Social Exclusion. London, Ministry of Education. England: Social Exclusion Unit.

Ryan, C., and Mathews, F. Solicitor General (1995). School- (1995). National Directory of Based Violence Prevention in School-Based Police Programmes. Canada: Results of a National Ottawa, Canada: Ministry of the Survey of Policies and Programs. Solicitor General of Canada. Report 1995–2. Ottawa, Canada: Ministry of the Solicitor General of Ryan, C., Mathews, F., and Canada. Banner, J. (1994). The Anti- Violence Community School. South Africa (1999). Youth Summary Report 1994–04. Ottawa, Violence in Schools. Pretoria, South Canada: Ministry of the Solicitor Africa: Secretariate for Safety and General of Canada. Security.

Shannon, M., and McCall, D. Stern, F. (1996). Oz Problem (1999). Safe, Secure, Healthy Solver: Teaching Students Peer

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Mediation. (Secondary schools). Washington, DC: U.S. Departments Australia: Barwon Youth of Education and Justice. Accommodation Committee. U.S. Departments of Education Sullivan, K. (1999). “Aotearoa/ and Justice (1999b). Indicators New Zealand.” In The Nature of of School Crime and Safety. School Bullying: A Cross-National Washington, DC: U.S. Department Perspective, edited by P.K. Smith, of Education Office of Educational Y. Morita, J. Junger-Tas, D. Olweus, Research and Improvement, and R. Catalano, and P. Slee. New York, U.S. Department of Justice, Office NY: Routledge. of Justice Programs.

Tondreau, J. (2000). Inventaire U.S. Departments of Education d’autils sur la violence. Montreal, and Justice (2000a). Annual Report Canada: Centrale des syndicats du on School Safety, 2000. Washington, Quebec. DC: U.S. Departments of Education and Justice. U.S. Conference of Mayors (1998). Preventing School Violence: U.S. Departments of Education Best Practices of Mayors in and Justice (2000b). Indicators Collaboration With the Police, of School Crime and Safety, Schools and the Community. Washington, DC: U.S. Departments Washington, DC: U.S. Conference of Educational Research and of Mayors. Improvement, and U.S. Department of Justice, Office of Justice U.S. Departments of Education Programs. and Justice (1996). Creating Safe and Drug-Free Schools: An Action Utting, D. (1996). Reducing Guide. Washington, DC: U.S. Criminality Among Young People: A Department of Education and U.S. Sample of Relevant Programmes in Department of Justice, Office of the United Kingdom. Home Office Justice Programs, Office of Juvenile Research Study 16. London, Justice and Delinquency England: HMSO. Prevention. Vulliamy, G., and Webb, R. U.S. Departments of Education (1999). Meeting Needs and and Justice (1998). Annual Report Challenging Crime in Partnership on School Safety, 1998. Washington, With Schools. Research Findings DC: U.S. Departments of Education No. 96. London, England: Home and Justice. Office RDS.

U.S. Departments of Education Walker, S.G. (1994). Weapons and Justice (1999a). Annual Report Use in Canadian Schools. Report on School Safety, 1999. 1994–05. Ottawa, Canada: Ministry of the Solicitor General of Canada.

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IX. Resources and Addresses

Bureau of Justice Assistance E-mail: [email protected] U.S. Department of Justice Web site: www.hamfish.org 810 Seventh Street NW. Fourth Floor Center for the Study and Washington, DC 20531 Prevention of Violence 202–616–6500 University of Colorado Fax: 202–305–1367 Campus Box 439 E-mail: [email protected] Boulder, CO 80309–0439 Web site: www.ojp.usdoj.gov/BJA 303–492–8465 E-mail: [email protected] Office of Juvenile Justice and Fax: 303–443–3297 Delinquency Prevention Web site: www.colorado.edu/cspv U.S. Department of Justice 810 Seventh Street NW. National Association of Secondary Washington, DC 20531 School Principals 202–307–5911 1904 Association Drive Fax: 202–307–2093 Reston, VA 20191 E-mail: [email protected] 703–860–0200 Web site: www.ojjdp.ncjrs.org Fax: 703–476–5432 Web site: www.principals.org U.S. Department of Education Office of Elementary and National Association of Elementary Secondary Education School Principals Safe and Drug-Free Schools Program 1615 Duke Street 400 Maryland Avenue SW. Alexandria, VA 22314–3483 Washington, DC 20202–6123 703–684–3345 202–260–3954 Fax: 703–549–5568 Fax: 202–260–7767 Web site: www.naesp.org E-mail: [email protected] National School Safety Center Web site: www.ed.gov/offices 4165 Thousand Oaks Boulevard Hamilton Fish Institute Suite 290 George Washington University Westlake Village, CA 91362 2121 K Street NW. 805–373–9977 Suite 200 Fax: 805–373–9277 Washington, DC 20037–1830 Web site: www.nssc1.org 202–496–2200 Fax: 202–496–6244

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National Crime Prevention Council Ministry of National Education, 1000 Connecticut Avenue NW. Research, and Technology (France) Thirteenth Floor Paris, France Washington, DC 20036 Web sites: www.education.gouv.fr; 202–466–6272 www.cemtic.vd.ch/portail/violence Fax: 202–296–1356 Web site: www.ncpc.org Crime Prevention Research Resources Centre (South Africa) European Commission Violence Web site: www.ncps-rrc.co.za in School Initiative Web site: europa.eu.int/comm/ International Centre for the education/violence/home.html Prevention of Crime (Canada) 507 Place d’Armes European Network of Research Suite 2100 on Bullying (England) Montreal, Quebec Goldsmiths College H2Y 2W8 Canada London, England 514–288–6731 Web site: www.gold.ac.uk/tmr Fax: 514–288–8763 E-mail: cipc@crime-prevention- Scottish Council for Research intl.org in Education (Scotland) Web site: www.crime-prevention- Web site: www.scre.ac.uk/bully intl.org

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X. For More Information

Margaret Shaw Bureau of Justice Assistance Director, Analysis and Exchange Clearinghouse International Centre for the Prevention P.O. Box 6000 of Crime Rockville, MD 20849–6000 507 Place d’Armes, Suite 2100 1–800–688–4252 Montreal, Quebec Web site: www.ncjrs.org H2Y 2W8 Canada 514–288–6731 Clearinghouse staff are available Fax: 514–288–8763 Monday through Friday, 8:30 a.m. to E-mail: shaw@crime-prevention- 7 p.m. eastern time. Ask to be placed intl.org on the BJA mailing list. Web site: www.crime-prevention- U.S. Department of Justice intl.org Response Center For additional information on BJA 1–800–421–6770 or 202–307–1480 grants and programs, contact: Response Center Staff are available Bureau of Justice Assistance Monday through Friday, 9 a.m. to 5 U.S. Department of Justice p.m. eastern time. 810 Seventh Street NW. Fourth Floor Washington, DC 20531 202–616–6500 Fax: 202–305–1367 E-mail: [email protected] Web site: www.ojp.usdoj.gov/BJA

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Bureau of Justice Assistance Information

General Information Callers may contact the U.S. Department of Justice Response Center for general informa- tion or specific needs, such as assistance in submitting grant applications and information about training. To contact the Response Center, call 1Ð800Ð421Ð6770 or write to 1100 Vermont Avenue NW., Washington, DC 20005.

Indepth Information

For more indepth information about BJA, its programs, and its funding opportunities, requesters can call the BJA Clearinghouse. The BJA Clearinghouse, a component of the National Criminal Justice Reference Service (NCJRS), shares BJA program information with state and local agencies and community groups across the country. Information spe- cialists are available to provide reference and referral services, publication distribution, participation and support for conferences, and other networking and outreach activities. The Clearinghouse can be reached by

❒ Mail ❒ BJA Home Page P.O. Box 6000 www.ojp.usdoj.gov/BJA Rockville, MD 20849Ð6000 ❒ NCJRS Home Page ❒ Visit www.ncjrs.org 2277 Research Boulevard Rockville, MD 20850 ❒ E-mail [email protected] ❒ Telephone 1Ð800Ð688Ð4252 ❒ JUSTINFO Newsletter Monday through Friday E-mail to [email protected] 8:30 a.m. to 7 p.m. Leave the subject line blank eastern time In the body of the message, type: ❒ Fax subscribe justinfo 301Ð519Ð5212 [your name]

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