EARLYEARLY WARNING WARNING TIMELYTIMELY RESPONSE RESPONSE

AA Guide Guide to to Safe Safe Schools Schools Organizations Supporting This Guide

American Association of Federation of Families for National Education School Administrators Children’s Mental Health Association

American Counseling National Association of National Mental Health Association Elementary School Association Principals National Middle Schools American Federation of Association Teachers National Association of School Psychologists National PTA American School Counselors Association National School Boards National Association of Association Secondary School Council of Administrators of Principals National School Public Special Education Relations Association National Association of Council for Exceptional Police Executive Research State Boards of Education Children Forum

The full text of this public domain publi- Email: [email protected] The development of this guide was sup- cation is available at the Department’s Telephone: (202)205-9043 ported by the Office of Special Education home page at http://www.ed.gov/offices/ TDD: (202)205-5465 and Rehabilitation Services, Office of OSERS/OSEP/earlywrn.html and in al- FIRS 1-800-877-8339, Special Education Programs, under the ternate formats upon request. For more 8 a.m. - 8 p.m., ET, M-F Individuals with Disabilities Education information, please contact us at: Act (IDEA). Dissemination of the guide This guide was produced by the Center was supported by the Office of Elemen- U.S. Department of Education for Effective Collaboration and Practice tary and Secondary Education, Safe and Special Education and Rehabilitative of the American Institutes for Research Drug-Free Schools Program. Services in collaboration with the National Asso- Room 3131 Mary E. Switzer Building ciation of School Psychologists, under a Dwyer, K., Osher, D., and Warger, C. Washington, D.C. 20202-2524 cooperative agreement with the U.S. De- (1998). Early warning, timely response: partment of Education, Office of Special A guide to safe schools. Washington, DC: Education and Rehabilitative Services, U.S. Department of Education. http://www.ed.gov/offices/OSERS/OSEP/ Office of Special Education Programs earlywrn.html (grant# H237T60005). August 1998

Executive Summary

Early Warning, Timely Response

A Guide to Safe Schools

Although most schools are safe, Sections in this guide include: the violence that occurs in our • Section 1: Introduction. All neighborhoods and communities staff, students, parents, and has found its way inside the members of the community schoolhouse door. However, if we must be part of creating a safe understand what leads to violence school environment. Schools and the types of support that re- must have in place approaches search has shown are effective in for addressing the needs of all preventing violence, we can make children who have troubling our schools safer. behaviors. This section de- The full text of this public Research-based practices can help scribes the rationale for the domain publication is avail- school communities—administra- guide and suggests how it can able at the Department’s home page at http:// tors, teachers, families, students, be used by school communities www.ed.gov/offices/OSERS/ support staff, and community to develop a plan of action. OSEP/earlywrn.html. members—recognize the warning • Section 2: Characteristics of a signs early, so children can get the School That Is Safe and Re- help they need before it is too late. sponsive to All Children. Well This guide presents a brief sum- functioning schools foster mary of the research on violence learning, safety, and socially prevention and intervention and appropriate behaviors. They crisis response in schools. It tells have a strong academic focus school communities: and support students in achiev- • What to look for—the early ing high standards, foster posi- warning signs that relate to vio- tive relationships between lence and other troubling be- school staff and students, and haviors. promote meaningful parental and community involvement. • What to do—the action steps This section describes charac- that school communities can teristics of schools that support take to prevent violence and prevention, appropriate inter- other troubling behaviors, to vention, and effective crisis re- intervene and get help for sponse. troubled children, and to re- spond to school violence when • Section 3: Early Warning it occurs. Signs. There are early warning

ii iii signs that, when viewed in con- works. This section offers sug- text, can signal a troubled child. gestions for developing such Educators and parents—and in plans. some cases, students—can use • Section 6: Responding to Cri- several significant principles to sis. Effective and safe schools ensure that the early warning are well prepared for any poten- signs are not misinterpreted. tial crisis or violent act. This This section presents early section describes what to do warning signs, imminent warn- when intervening during a cri- ing signs, and the principles sis to ensure safety and when that ensure these signs will not responding in the aftermath of be misinterpreted. It concludes crisis. The principles that un- with a brief description of us- derlie effective crisis response ing the early warning signs to are included. shape intervention practices. • Section 7: Conclusion. This • Section 4: Getting Help for section summarizes the guide. Troubled Children. Effective interventions for improving the • Section 8: Methodology, Con- behavior of troubled children tributors, and Research Sup- are well documented in the re- port. This guide synthesizes an search literature. This section extensive knowledge base on presents research- and expert- violence and violence preven- based principles that should tion. This section describes the provide the foundation for all rigorous development and re- intervention development. It view process that was used. It describes what to do when in- also provides information tervening early with students about the project’s Web site. who are at risk for behavioral A final section lists resources that problems, when responding can be contacted for more infor- with intensive interventions for mation. individual children, and when providing a foundation to pre- The information in this guide is vent and reduce violent behav- not intended as a comprehensive ior. prevention, intervention, and re- sponse plan—school communities • Section 5: Developing a Pre- could do everything recom- vention and Response Plan. mended and still experience vio- Effective schools create a vio- lence. Rather, the intent is to pro- lence prevention and response vide school communities with re- plan and form a team that can liable and practical information ensure it is implemented. They about what they can do to be pre- use approaches and strategies pared and to reduce the likelihood based on research about what of violence. Contents

Letter ...... i

Executive Summary ...... ii

A Guide to Safe Schools ...... 1

About This Guide ...... 1 Using the Guide To Develop a Plan of Action ...... 2

Characteristics of a School That Is Safe and Responsive to All Children ...... 3

Early Warning Signs...... 6

Principles for Identifying the Early Warning Signs of School Violence...... 6 Early Warning Signs ...... 8 Identifying and Responding to Imminent Warning Signs ...... 11 Using the Early Warning Signs To Shape Intervention Practices ...... 12

Intervention: Getting Help for Troubled Children ...... 13

Principles Underlying Intervention ...... 13 Intervening Early with Students Who Are at Risk for Behavioral Problems...... 16 Providing Intensive, Individualized Interventions for Students with Severe Behavioral Problems ...... 19 Providing a Foundation To Prevent and Reduce Violent Behavior ...... 19

Developing a Prevention and Response Plan ...... 23

Creating the Violence Prevention and Response Plan ...... 23 Forming the Prevention and Response Team ...... 24

Responding to Crisis ...... 27

Principles Underlying Crisis Response ...... 27 Intervening During a Crisis To Ensure Safety ...... 27 Responding in the Aftermath of Crisis ...... 28

Conclusion ...... 31

Methodology, Contributors, and Research Support ...... 32

Resources ...... Back Cover Section 1: Introduction

A Guide to Safe Schools

Most schools are safe. Although nities recognize the warning signs fewer than one percent of all vio- early, so children can get the help lent deaths of children occur on they need before it is too late. In school grounds—indeed, a child fact, research suggests that some is far more likely to be killed in of the most promising prevention the community or at home—no and intervention strategies in- school is immune. volve the entire educational com- munity—administrators, teach- The violence that occurs in our ers, families, students, support neighborhoods and communities staff, and community members— has found its way inside the working together to form positive schoolhouse door. And while we relationships with all children. can take some solace in the knowledge that schools are among If we understand what leads to the safest places for young people, violence and the types of support we must do more. School violence that research has shown are effec- reflects a much broader problem, tive in preventing violence and one that can only be addressed other troubling behaviors, we can when everyone—at school, at make our schools safer. home, and in the community— works together. About This Guide The 1997-1998 school year served This guide presents a brief sum- as a dramatic wake-up call to the mary of the research on violence fact that guns do come to school, prevention and intervention and and some students will use them crisis response in schools (see to kill. One after the other, school Section 8 for a review of method- communities across the country— ology and information on how to from Oregon to Virginia, from Ar- locate the research). It tells mem- kansas to Pennsylvania, from Mis- bers of school communities—es- sissippi to Kentucky—have been pecially administrators, teachers, forced to face the fact that vio- staff, families, students, and com- lence can happen to them. And munity-based professionals: while these serious incidents trouble us deeply, they should not • What to look for—the early prevent us from acting to prevent warning signs that relate to vio- school violence of any kind. lence and other troubling be- haviors. There is ample documentation that prevention and early inter- • What to do—the action steps vention efforts can reduce vio- that school communities can lence and other troubling behav- take to prevent violence and iors in schools. Research-based other troubling behaviors, to practices can help school commu- intervene and get help for

1 troubled children, and to re- tification and appropriate inter- spond to school violence when vention. it occurs. The information in each section is not intended as a comprehen- Using the Guide To sive prevention, intervention, and Develop a Plan of response system or plan. Indeed, Action school violence occurs in a unique context in every school and every All staff, students, parents, and situation, making a one-size-fits- members of the community must all scheme impossible. Moreover, be part of creating a safe school school communities could do ev- environment: erything recommended and still • Everyone has a personal re- experience violence. Rather, this sponsibility for reducing the guide is designed to provide risk of violence. We must take school communities with reliable steps to maintain order, demon- “Violence is a major con- and practical information about cern to parents, students, strate mutual respect and car- teachers, and the adminis- what they can do to be prepared ing for one another, and ensure tration of any school. We and to reduce the likelihood of that children who are troubled have found that our best violence. get the help they need. plan starts with prevention and awareness. At our Creating a safe school requires • Everyone should have an un- middle school, the school having in place many preventive derstanding of the early warn- psychologist, in conjunc- measures for children’s mental ing signs that help identify stu- tion with the assistant prin- and emotional problems—as well cipal, has developed an dents who may be headed for anti-intimidation and threat as a comprehensive approach to trouble. plan. Our school statistics early identification of all warning reflect a dramatic decline in signs that might lead to violence • Everyone should be prepared to violence from the 1996-97 toward self or others. The term respond appropriately in a cri- to the 1997-98 school year. “violence” as used in this book- sis situation. We treat each and every stu- let, refers to a broad range of trou- dent with respect. We are Research and expert-based infor- bling behaviors and emotions finding that they in turn are mation offers a wealth of knowl- demonstrating a more re- shown by students—including edge about preventing violence in spectful attitude.” serious aggression, physical at- schools. The following sections G. Norma Villar Baker, tacks, suicide, dangerous use of provide information—what to Principal, Midvale, UT drugs, and other dangerous inter- look for and what to do—that personal behaviors. However, the school communities can use when early warning signs presented in developing or enhancing violence this document focus primarily on prevention and response plans aggressive and violent behaviors (see Section 5 for more informa- toward others. The guide does not tion about these plans). attempt to address all of the warn- ing signs related to depression and We hope that school communities suicide. Nevertheless, some of the will use this document as a guide signs of potential violence toward as they begin the prevention and others are also signs of depression healing process today, at all age and suicidal risk, which should and grade levels, and for all stu- be addressed through early iden- dents.

2 Section 2: What To Look For

Characteristics of a School That Is Safe and Responsive to All Children

Well functioning schools foster • Involve families in meaningful learning, safety, and socially ap- ways. Students whose families propriate behaviors. They have a are involved in their growth in strong academic focus and sup- and outside of school are more port students in achieving high likely to experience school suc- standards, foster positive relation- cess and less likely to become ships between school staff and involved in antisocial activities. students, and promote meaning- School communities must ful parental and community in- make parents feel welcome in volvement. Most prevention pro- school, address barriers to their grams in effective schools address participation, and keep families multiple factors and recognize positively engaged in their that safety and order are related children’s education. Effective to children’s social, emotional, schools also support families in and academic development. expressing concerns about their children—and they support Effective prevention, intervention, families in getting the help they and crisis response strategies op- need to address behaviors that erate best in school communities cause concern. that: • Develop links to the commu- • Focus on academic achieve- nity. Everyone must be commit- ment. Effective schools convey ted to improving schools. the attitude that all children Schools that have close ties to can achieve academically and families, support services, com- behave appropriately, while at munity police, the faith-based the same time appreciating in- community, and the commu- dividual differences. Adequate nity at large can benefit from resources and programs help many valuable resources. When ensure that expectations are these links are weak, the risk met. Expectations are commu- of school violence is heightened nicated clearly, with the under- and the opportunity to serve standing that meeting such ex- children who are at risk for vio- pectations is a responsibility of lence or who may be affected the student, the school, and the by it is decreased. home. Students who do not re- ceive the support they need are • Emphasize positive relation- less likely to behave in socially ships among students and desirable ways. staff. Research shows that a

3 positive relationship with an orientation, physical appear- adult who is available to pro- ance, or some other factor— vide support when needed is both by staff and by peers. Stu- one of the most critical factors dents who have been treated in preventing student violence. unfairly may become scape- Students often look to adults in goats and/or targets of violence. the school community for guid- In some cases, victims may re- ance, support, and direction. act in aggressive ways. Effective Some children need help over- schools communicate to stu- coming feelings of isolation and dents and the greater commu- support in developing connec- nity that all children are valued tions to others. Effective and respected. There is a delib- schools make sure that oppor- erate and systematic effort—for tunities exist for adults to spend example, displaying children’s quality, personal time with chil- artwork, posting academic dren. Effective schools also fos- work prominently throughout ter positive student interper- the building, respecting stu- sonal relations—they encour- dents’ diversity—to establish a “I just recently got out of age students to help each other climate that demonstrates care the hospital. I was a victim and to feel comfortable assist- and a sense of community. of a shooting at my school. ing others in getting help when I’ve been teaching for 20 • Create ways for students to needed. years and I never thought share their concerns. It has it could happen at my been found that peers often are school. Some of the kids • Discuss safety issues openly. the most likely group to know knew about it before it hap- Children come to school with pened, but they didn’t want in advance about potential many different perceptions— to say anything—they have school violence. Schools must and misconceptions—about a code of honor and they create ways for students to did not want to tattle tale. death, violence, and the use of safely report such troubling be- But someone has to stand weapons. Schools can reduce haviors that may lead to dan- up, someone has to take a the risk of violence by teaching stand because, if you don’t, gerous situations. And students children about the dangers of then somebody else is go- who report potential school vio- firearms, as well as appropriate ing to get hurt.” lence must be protected. It is strategies for dealing with feel- Gregory Carter, Teacher, important for schools to sup- Richmond, VA ings, expressing anger in appro- port and foster positive rela- priate ways, and resolving con- tionships between students and flicts. Schools also should teach adults so students will feel safe children that they are respon- providing information about a sible for their actions and that potentially dangerous situation. the choices they make have consequences for which they • Help children feel safe express- will be held accountable. ing their feelings. It is very im- portant that children feel safe • Treat students with equal re- when expressing their needs, spect. A major source of con- fears, and anxieties to school flict in many schools is the per- staff. When they do not have ceived or real problem of bias access to caring adults, feelings and unfair treatment of stu- of isolation, rejection, and dis- dents because of ethnicity, gen- appointment are more likely to der, race, social class, religion, occur, increasing the probabil- disability, nationality, sexual ity of acting-out behaviors.

4 5 • Have in place a system for re- tively examine circumstances ferring children who are sus- that are potentially dangerous pected of being abused or ne- for students and staff and situ- glected. The referral system ations where members of the must be appropriate and reflect school community feel threat- federal and state guidelines. ened or intimidated. Safe schools continually assess • Offer extended day programs progress by identifying prob- for children. School-based be- lems and collecting information fore- and after-school programs regarding progress toward solu- can be effective in reducing vio- tions. Moreover, effective lence. Effective programs are schools share this information well supervised and provide with students, families, and the children with support and a community at large. range of options, such as coun- seling, tutoring, mentoring, cul- • Support students in making tural arts, community service, the transition to adult life and clubs, access to computers, and the workplace. Youth need as- help with homework. sistance in planning their future and in developing skills that • Promote good citizenship and will result in success. For ex- “We must avoid fragmenta- character. In addition to their tion in implementing pro- ample, schools can provide stu- grams. The concepts in pre- academic mission, schools dents with community service venting and responding to must help students become opportunities, work-study pro- violence must be integrated good citizens. First, schools grams, and apprenticeships into effective school reform, stand for the civic values set that help connect them to car- including socially and aca- forth in our Constitution and demically supportive in- ing adults in the community. struction and caring, a wel- Bill of Rights (patriotism; free- These relationships, when es- coming atmosphere, and dom of religion, speech, and tablished early, foster in youth providing good options for press; equal protection/nondis- a sense of hope and security for recreation and enrich- crimination; and due process/ the future. ment.” fairness). Schools also reinforce Howard Adelman, Professor and promote the shared values Research has demonstrated re- of Psychology, University of California, Los Angeles of their local communities, peatedly that school communities such as honesty, kindness, re- can do a great deal to prevent vio- sponsibility, and respect for lence. Having in place a safe and others. Schools should ac- responsive foundation helps all knowledge that parents are the children—and it enables school primary moral educators of communities to provide more ef- their children and work in part- ficient and effective services to nership with them. students who need more support. The next step is to learn the early • Identify problems and assess warning signs of a child who is progress toward solutions. troubled, so that effective inter- Schools must openly and objec- ventions can be provided. Section 3: What To Look For

Early Warning Signs

Why didn’t we see it coming? In a child, but it’s not okay to over- the wake of violence, we ask this react and jump to conclusions. question not so much to place Teachers and administrators— blame, but to understand better and other school support staff— what we can do to prevent such are not professionally trained to an occurrence from ever happen- analyze children’s feelings and ing again. We review over and over motives. But they are on the front in our minds the days leading up line when it comes to observing to the incident—did the child say troublesome behavior and making or do anything that would have referrals to appropriate profes- cued us in to the impending cri- sionals, such as school psycholo- sis? Did we miss an opportunity gists, social workers, counselors, Use the Signs to help? Responsibly and nurses. They also play a sig- It is important to avoid in- There are early warning signs in nificant role in responding to di- appropriately labeling or most cases of violence to self and agnostic information provided by stigmatizing individual stu- others—certain behavioral and specialists. Thus, it is no surprise dents because they appear emotional signs that, when that effective schools take special to fit a specific profile or set viewed in context, can signal a care in training the entire school of early warning indicators. It’s okay to be worried troubled child. But early warning community to understand and about a child, but it’s not signs are just that—indicators identify early warning signs. okay to overreact and jump that a student may need help. to conclusions. When staff members seek help for Such signs may or may not indi- a troubled child, when friends re- cate a serious problem—they do port worries about a peer or not necessarily mean that a child friend, when parents raise con- is prone to violence toward self or cerns about their child’s thoughts others. Rather, early warning signs or habits, children can get the help provide us with the impetus to they need. By actively sharing in- check out our concerns and ad- formation, a school community dress the child’s needs. Early can provide quick, effective re- warning signs allow us to act re- sponses. sponsibly by getting help for the child before problems escalate. Principles for Identifying the Early warning signs can help Early Warning frame concern for a child. How- Signs of School ever, it is important to avoid in- Violence appropriately labeling or stigma- tizing individual students because Educators and families can in- they appear to fit a specific pro- crease their ability to recognize file or set of early warning indica- early warning signs by establish- tors. It’s okay to be worried about ing close, caring, and supportive

6 7 relationships with children and social environment. In fact, for youth—getting to know them well those children who are at risk enough to be aware of their needs, for aggression and violence, feelings, attitudes, and behavior certain environments or situa- patterns. Educators and parents tions can set it off. Some chil- together can review school dren may act out if stress be- records for patterns of behavior or comes too great, if they lack sudden changes in behavior. positive coping skills, and if they have learned to react with Unfortunately, there is a real dan- aggression. ger that early warning signs will be misinterpreted. Educators and • Avoid stereotypes. Stereotypes parents—and in some cases, stu- can interfere with—and even dents—can ensure that the early harm—the school community’s warning signs are not misinter- ability to identify and help chil- preted by using several significant dren. It is important to be aware principles to better understand of false cues—including race, them. These principles include: socio-economic status, cogni- tive or academic ability, or • Do no harm. There are certain physical appearance. In fact, risks associated with using such stereotypes can unfairly early warning signs to identify harm children, especially when “When doing consultation children who are troubled. First the school community acts with school staff and fami- and foremost, the intent should lies, we advise them to upon them. be to get help for a child early. think of the early warning The early warning signs should • View warning signs within a signs within a context. We encourage them to look for not to be used as rationale to developmental context. Chil- combinations of warning exclude, isolate, or punish a dren and youth at different lev- signs that might tell us the child. Nor should they be used els of development have vary- student’s behavior is chang- as a checklist for formally iden- ing social and emotional capa- ing and becoming more tifying, mislabeling, or stereo- bilities. They may express their problematic.” typing children. Formal disabil- needs differently in elementary, Deborah Crockett, School ity identification under federal middle, and high school. The Psychologist, Atlanta, GA law requires individualized point is to know what is devel- evaluation by qualified profes- opmentally typical behavior, so sionals. In addition, all referrals that behaviors are not misinter- to outside agencies based on preted. the early warning signs must be • Understand that children typi- kept confidential and must be cally exhibit multiple warning done with parental consent (ex- signs. It is common for children cept referrals for suspected who are troubled to exhibit child abuse or neglect). multiple signs. Research con- • Understand violence and ag- firms that most children who gression within a context. Vio- are troubled and at risk for ag- lence is contextual. Violent and gression exhibit more than one aggressive behavior as an ex- warning sign, repeatedly, and pression of emotion may have with increasing intensity over many antecedent factors—fac- time. Thus, it is important not tors that exist within the to overreact to single signs, school, the home, and the larger words, or actions. Early Warning should make diagnoses in consul- Signs tation with the child’s parents or guardian. It is not always possible to predict behavior that will lead to violence. The following early warning signs However, educators and par- are presented with the following ents—and sometimes students— qualifications: They are not can recognize certain early warn- equally significant and they are ing signs. In some situations and not presented in order of serious- for some youth, different combi- ness. The early warning signs in- nations of events, behaviors, and clude: emotions may lead to aggressive rage or violent behavior toward • Social withdrawal. In some self or others. A good rule of situations, gradual and eventu- thumb is to assume that these ally complete withdrawal from warning signs, especially when social contacts can be an im- they are presented in combina- portant indicator of a troubled tion, indicate a need for further child. The withdrawal often analysis to determine an appropri- stems from feelings of depres- ate intervention. sion, rejection, persecution, unworthiness, and lack of con- We know from research that most fidence. Use the Signs children who become violent to- Responsibly ward self or others feel rejected • Excessive feelings of isolation and being alone. Research has None of these signs alone and psychologically victimized. In is sufficient for predicting most cases, children exhibit ag- shown that the majority of chil- aggression and violence. gressive behavior early in life and, dren who are isolated and ap- Moreover, it is inappropri- if not provided support, will con- pear to be friendless are not vio- ate—and potentially harm- tinue a progressive developmen- lent. In fact, these feelings are ful—to use the early warn- sometimes characteristic of ing signs as a checklist tal pattern toward severe aggres- against which to match in- sion or violence. However, re- children and youth who may be dividual children. search also shows that when chil- troubled, withdrawn, or have dren have a positive, meaningful internal issues that hinder de- connection to an adult—whether velopment of social affiliations. it be at home, in school, or in the However, research also has community—the potential for vio- shown that in some cases feel- lence is reduced significantly. ings of isolation and not hav- ing friends are associated with None of these signs alone is suffi- children who behave aggres- cient for predicting aggression and sively and violently. violence. Moreover, it is inappro- priate—and potentially harmful— • Excessive feelings of rejection. to use the early warning signs as In the process of growing up, a checklist against which to match and in the course of adolescent individual children. Rather, the development, many young early warning signs are offered people experience emotionally only as an aid in identifying and painful rejection. Children who referring children who may need are troubled often are isolated help. School communities must from their mentally healthy ensure that staff and students only peers. Their responses to rejec- use the early warning signs for tion will depend on many back- identification and referral pur- ground factors. Without sup- poses—only trained professionals port, they may be at risk of ex-

8 9 pressing their emotional dis- and youth often express their tress in negative ways—includ- thoughts, feelings, desires, and ing violence. Some aggressive intentions in their drawings children who are rejected by and in stories, poetry, and other non-aggressive peers seek out written expressive forms. Many aggressive friends who, in turn, children produce work about reinforce their violent tenden- violent themes that for the most cies. part is harmless when taken in context. However, an overrep- • Being a victim of violence. Chil- resentation of violence in writ- dren who are victims of vio- ings and drawings that is di- lence—including physical or rected at specific individuals sexual abuse—in the commu- (family members, peers, other nity, at school, or at home are adults) consistently over time, sometimes at risk themselves of may signal emotional problems becoming violent toward them- and the potential for violence. selves or others. Because there is a real danger • Feelings of being picked on and in misdiagnosing such a sign, persecuted. The youth who it is important to seek the guid- feels constantly picked on, ance of a qualified profes- teased, bullied, singled out for sional—such as a school psy- ridicule, and humiliated at chologist, counselor, or other home or at school may initially mental health specialist—to withdraw socially. If not given determine its meaning. adequate support in addressing these feelings, some children • Uncontrolled anger. Everyone may vent them in inappropri- gets angry; anger is a natural ate ways—including possible emotion. However, anger that aggression or violence. is expressed frequently and in- tensely in response to minor ir- • Low school interest and poor ritants may signal potential vio- academic performance. Poor lent behavior toward self or oth- school achievement can be the ers. result of many factors. It is im- portant to consider whether • Patterns of impulsive and there is a drastic change in per- chronic hitting, intimidating, formance and/or poor perfor- and bullying behaviors. Chil- mance becomes a chronic con- dren often engage in acts of dition that limits the child’s shoving and mild aggression. capacity to learn. In some situ- However, some mildly aggres- ations—such as when the low sive behaviors such as constant achiever feels frustrated, un- hitting and bullying of others worthy, chastised, and deni- that occur early in children’s grated—acting out and aggres- lives, if left unattended, might sive behaviors may occur. It is later escalate into more serious important to assess the emo- behaviors. tional and cognitive reasons for • History of discipline problems. the academic performance Chronic behavior and disciplin- change to determine the true ary problems both in school nature of the problem. and at home may suggest that • Expression of violence in writ- underlying emotional needs are ings and drawings. Children not being met. These unmet needs may be manifested in act- toward others based on racial, ing out and aggressive behav- ethnic, religious, language, gen- iors. These problems may set der, sexual orientation, ability, the stage for the child to vio- and physical appearance— late norms and rules, defy au- when coupled with other fac- thority, disengage from school, tors—may lead to violent as- and engage in aggressive behav- saults against those who are iors with other children and perceived to be different. Mem- adults. bership in hate groups or the willingness to victimize indi- • Past history of violent and ag- viduals with disabilities or gressive behavior. Unless pro- health problems also should be vided with support and coun- treated as early warning signs. seling, a youth who has a his- tory of aggressive or violent • Drug use and alcohol use. behavior is likely to repeat Apart from being unhealthy be- those behaviors. Aggressive haviors, drug use and alcohol and violent acts may be di- use reduces self-control and ex- rected toward other individu- poses children and youth to vio- als, be expressed in cruelty to lence, either as perpetrators, as animals, or include fire setting. victims, or both. Youth who show an early pat- tern of antisocial behavior fre- • Affiliation with gangs. Gangs quently and across multiple set- that support anti-social values tings are particularly at risk for and behaviors—including ex- future aggressive and antisocial tortion, intimidation, and acts behavior. Similarly, youth who of violence toward other stu- engage in overt behaviors such dents—cause fear and stress as bullying, generalized aggres- among other students. Youth sion and defiance, and covert who are influenced by these behaviors such as stealing, van- groups—those who emulate dalism, lying, cheating, and fire and copy their behavior, as well setting also are at risk for more as those who become affiliated serious aggressive behavior. Re- with them—may adopt these search suggests that age of on- values and act in violent or ag- set may be a key factor in inter- gressive ways in certain situa- preting early warning signs. For tions. Gang-related violence example, children who engage and turf battles are common in aggression and drug abuse at occurrences tied to the use of an early age (before age 12) are drugs that often result in injury more likely to show violence and/or death. later on than are children who • Inappropriate access to, pos- begin such behavior at an older session of, and use of firearms. age. In the presence of such Children and youth who inap- signs it is important to review propriately possess or have ac- the child’s history with behav- cess to firearms can have an ioral experts and seek parents’ increased risk for violence. Re- observations and insights. search shows that such young- • Intolerance for differences and sters also have a higher prob- prejudicial attitudes. All chil- ability of becoming victims. dren have likes and dislikes. Families can reduce inappropri- However, an intense prejudice ate access and use by restrict- 10 11 ing, monitoring, and supervis- Imminent warning signs may in- ing children’s access to firearms clude: and other weapons. Children who have a history of aggres- • Serious physical fighting with sion, impulsiveness, or other peers or family members. emotional problems should not • Severe destruction of property. have access to firearms and other weapons. • Severe rage for seemingly mi- nor reasons. • Serious threats of violence. Idle threats are a common response • Detailed threats of lethal vio- to frustration. Alternatively, lence. one of the most reliable indica- • Possession and/or use of fire- tors that a youth is likely to arms and other weapons. commit a dangerous act toward Know the Law self or others is a detailed and • Other self-injurious behaviors The Gun Free Schools Act specific threat to use violence. or threats of suicide. requires that each state re- Recent incidents across the ceiving federal funds under When warning signs indicate that the Elementary and Sec- country clearly indicate that ondary Education Act threats to commit violence danger is imminent, safety must always be the first and foremost (ESEA) must have put in against oneself or others should effect, by October 1995, a be taken very seriously. Steps consideration. Action must be state law requiring local must be taken to understand taken immediately. Immediate in- educational agencies to ex- tervention by school authorities pel from school for a period the nature of these threats and of not less than one year a to prevent them from being car- and possibly law enforcement of- ficers is needed when a child: student who is determined ried out. to have brought a firearm to • Has presented a detailed plan school. Identifying and (time, place, method) to harm Each state’s law also must or kill others—particularly if allow the chief administer- Responding to ing officer of the local edu- Imminent Warning the child has a history of aggres- cational agency to modify Signs sion or has attempted to carry the expulsion requirement out threats in the past. on a case-by-case basis. All Unlike early warning signs, immi- local educational agencies nent warning signs indicate that • Is carrying a weapon, particu- receiving ESEA funds must a student is very close to behav- larly a firearm, and has threat- have a policy that requires ened to use it. the referral of any student ing in a way that is potentially who brings a firearm to dangerous to self and/or to oth- In situations where students school to the criminal jus- ers. Imminent warning signs re- present other threatening behav- tice or juvenile justice sys- quire an immediate response. tem. iors, parents should be informed No single warning sign can pre- of the concerns immediately. dict that a dangerous act will oc- School communities also have the cur. Rather, imminent warning responsibility to seek assistance signs usually are presented as a se- from appropriate agencies, such quence of overt, serious, hostile as child and family services and behaviors or threats directed at community mental health. These peers, staff, or other individuals. responses should reflect school Usually, imminent warning signs board policies and be consistent are evident to more than one staff with the violence prevention and member—as well as to the child’s response plan (for more informa- family. tion see Section 5). Using the Early Each school community should Warning Signs To develop a procedure that students Shape Intervention and staff can follow when report- Practices ing their concerns about a child who exhibits early warning signs. An early warning sign is not a pre- For example, in many schools the dictor that a child or youth will principal is the first point of con- commit a violent act toward self tact. In cases that do not pose or others. Effective schools recog- imminent danger, the principal nize the potential in every child contacts a school psychologist or to overcome difficult experiences other qualified professional, who and to control negative emotions. takes responsibility for addressing Adults in these school communi- the concern immediately. If the ties use their knowledge of early concern is determined to be seri- warning signs to address problems ous—but not to pose a threat of before they escalate into violence. imminent danger—the child’s family should be contacted. The Effective school communities sup- family should be consulted before port staff, students, and families implementing any interventions in understanding the early warn- with the child. In cases where ing signs. Support strategies in- school-based contextual factors clude having: “Being proactive and hav- are determined to be causing or ing the ability to consult exacerbating the child’s troubling • School board policies in place and meet with my school behavior, the school should act that support training and ongo- psychologist on an ongoing quickly to modify them. basis has helped create a ing consultation. The entire positive school environ- school community knows how It is often difficult to acknowledge ment in terms of resolving to identify early warning signs, that a child is troubled. Every- student issues prior to their reaching a crisis level.” and understands the principles one—including administrators, that support them. families, teachers, school staff, J. Randy Alton, Teacher, Bethesda, MD students, and community mem- • School leaders who encourage bers—may find it too troubling others to raise concerns about sometimes to admit that a child observed early warning signs close to them needs help. When and to report all observations faced with resistance or denial, of imminent warning signs im- school communities must persist mediately. This is in addition to to ensure that children get the school district policies that help they need. sanction and promote the iden- tification of early warning signs. Understanding early and immi- nent warning signs is an essential • Easy access to a team of spe- step in ensuring a safe school. The cialists trained in evaluating next step involves supporting the and addressing serious behav- emotional and behavioral adjust- ioral and academic concerns. ment of children.

12 Section 4: What To Do

Intervention: Getting Help for Troubled Children

Prevention approaches have ists trained in evaluating serious proved effective in enabling behavioral and academic con- school communities to decrease cerns. Eligible students should the frequency and intensity of be- have access to special education havior problems. However, pre- services, and classroom teachers vention programs alone cannot should be able to consult school eliminate the problems of all stu- psychologists, other mental health dents. Some 5 to 10 percent of stu- specialists, counselors, reading dents will need more intensive specialists, and special educators. interventions to decrease their Effective practices for improving high-risk behaviors, although the the behavior of troubled children percentage can vary among are well documented in the re- schools and communities. search literature. Research has What happens when we recognize shown that effective interventions early warning signs in a child? are culturally appropriate, family- supported, individualized, coordi- The message is clear: It’s okay to nated, and monitored. Further, be concerned when you notice interventions are more effective warning signs in a child—and it’s when they are designed and even more appropriate to do implemented consistently over something about those concerns. time with input from the child, the School communities that encour- family, and appropriate profes- age staff, families, and students to sionals. Schools also can draw raise concerns about observed upon the resources of their com- warning signs—and that have in munity to strengthen and enhance place a process for getting help to intervention planning. troubled children once they are identified—are more likely to have When drafting a violence preven- effective schools with reduced dis- tion and response plan, it is help- ruption, bullying, fighting, and ful to consider certain principles other forms of aggression. that research or expert-based ex- perience show have a significant impact on success. The principles Principles include: Underlying Intervention • Share responsibility by estab- lishing a partnership with the Violence prevention and response child, school, home, and com- plans should consider both pre- munity. Coordinated service vention and intervention. Plans systems should be available for also should provide all staff with children who are at risk for vio- easy access to a team of special- lent behavior. Effective schools 13 reach out to include families be kept confidential. FERPA and the entire community in does not prevent disclosure of the education of children. In personally identifiable informa- addition, effective schools co- tion to appropriate parties— ordinate and collaborate with such as law enforcement offi- child and family service agen- cials, trained medical person- cies, law enforcement and ju- nel, and other emergency per- venile justice systems, mental sonnel—when responsible per- health agencies, businesses, sonnel determine there is an faith and ethnic leaders, and acute emergency (imminent “Partnerships with local other community agencies. danger). community agencies have • Inform parents and listen to created a safer school and • Develop the capacity of staff, them when early warning signs community.” students, and families to inter- are observed. Parents should be Sally Baas, Educator, Coon vene. Many school staff mem- involved as soon as possible. Rapids, MN bers are afraid of saying or do- Effective and safe schools make ing the wrong thing when faced persistent efforts to involve par- with a potentially violent stu- ents by: informing them rou- dent. Effective schools provide tinely about school discipline the entire school community— policies, procedures, and rules, teachers, students, parents, and about their children’s be- support staff—with training havior (both good and bad); and support in responding to involving them in making deci- imminent warning signs, pre- sions concerning schoolwide venting violence, and interven- disciplinary policies and proce- ing safely and effectively. Inter- dures; and encouraging them to ventions must be monitored by participate in prevention pro- professionals who are compe- grams, intervention programs, tent in the approach. Accord- and crisis planning. Parents ing to researchers, programs do need to know what school- not succeed without the ongo- based interventions are being “Students should feel a ing support of administrators, used with their children and sense of responsibility to parents, and community lead- how they can support their suc- inform someone if they’re ers. made aware of an indi- cess. vidual who may perform a violent act. They should not • Maintain confidentiality and • Support students in being re- feel like they are tattle tell- parents’ rights to privacy. Pa- sponsible for their actions. Ef- ing, but more in the sense rental involvement and consent fective school communities en- of saving someone’s life. Students should have a role is required before personally courage students to see them- on the school’s violence identifiable information is selves as responsible for their prevention and response shared with other agencies, ex- actions, and actively engage team because they know cept in the case of emergencies them in planning, implement- what points of student life or suspicion of abuse. The Fam- ing, and evaluating violence and school to target.” ily Educational Rights and Pri- prevention initiatives. Elsa Quiroga, Graduate of vacy Act (FERPA), a federal Mount Eden High School and Student, University of law that addresses the privacy • Simplify staff requests for ur- California at Berkeley of education records, must be gent assistance. Many school observed in all referrals to or systems and community agen- sharing of information with cies have complex legalistic re- other community agencies. Fur- ferral systems with timelines thermore, parent-approved in- and waiting lists. Children who teragency communication must are at risk of endangering them- 14 15

Tips for Parents

Parents can help create safe schools. Here are some ideas that parents in other communities have tried: • Discuss the school’s discipline policy with your child. Show your support for the rules, and help your child understand the reasons for them. • Involve your child in setting rules for appropriate behavior at home. • Talk with your child about the violence he or she sees—on television, in video games, and possibly in the neighborhood. Help your child understand the consequences of violence. • Teach your child how to solve problems. Praise your child when he or she follows through. • Help your child find ways to show anger that do not involve verbally or physically hurting others. When you get angry, use it as an opportunity to model these appropriate responses for your child— and talk about it. • Help your child understand the value of accepting individual differences. • Note any disturbing behaviors in your child. For example, frequent angry outbursts, excessive fighting and bullying of other children, cruelty to animals, fire setting, frequent behavior problems at school and in the neighborhood, lack of friends, and alcohol or drug use can be signs of serious problems. Get help for your child. Talk with a trusted professional in your child’s school or in the community. • Keep lines of communication open with your child—even when it is tough. Encourage your child always to let you know where and with whom he or she will be. Get to know your child’s friends. • Listen to your child if he or she shares concerns about friends who may be exhibiting troubling behaviors. Share this information with a trusted professional, such as the school psychologist, principal, or teacher. • Be involved in your child’s school life by supporting and reviewing homework, talking with his or her teacher(s), and attending school functions such as parent conferences, class programs, open houses, and PTA meetings. • Work with your child’s school to make it more responsive to all students and to all families. Share your ideas about how the school can encourage family involvement, welcome all families, and include them in meaningful ways in their children’s education. • Encourage your school to offer before- and after-school programs. • Volunteer to work with school-based groups concerned with violence prevention. If none exist, offer to form one. • Find out if there is a violence prevention group in your community. Offer to participate in the group’s activities. • Talk with the parents of your child’s friends. Discuss how you can form a team to ensure your children’s safety. • Find out if your employer offers provisions for parents to participate in school activities. selves or others cannot be ensure the likelihood that they placed on waiting lists. will be implemented effectively. • Make interventions available • Build upon and coordinate in- as early as possible. Too fre- ternal school resources. In de- quently, interventions are not veloping and implementing vio- made available until the stu- lence prevention and response dent becomes violent or is ad- plans, effective schools draw judicated as a youthful of- upon the resources of various fender. Interventions for chil- school-based programs and dren who have reached this staff—such as special educa- stage are both costly, restrictive, tion, safe and drug free school and relatively inefficient. Effec- programs, pupil services, and tive schools build mechanisms Title I. into their intervention pro- Violent behavior is a problem for “Our school system has cre- cesses to ensure that referrals everyone. It is a normal response ated a student services are addressed promptly, and to become angry or even fright- team—including the princi- that feedback is provided to the pal, a special educator, the ened in the presence of a violent referring individual. school psychologist, other child. But, it is essential that these behavioral support person- • Use sustained, multiple, coor- emotional reactions be controlled. nel, the child development specialist, and others—that dinated interventions. It is rare The goal must always be to ensure meets weekly to address that children are violent or dis- safety and seek help for the child. safety and success for all ruptive only in school. Thus, students. Our teachers and interventions that are most suc- Intervening Early families have easy access to cessful are comprehensive, sus- this team. As part of our with Students Who tained, and properly imple- plan, we conduct a campus- Are at Risk for by-campus risk assessment mented. They help families and Behavioral in coordination with city, staff work together to help the Problems county, and state law en- child. Coordinated efforts draw forcement agencies. We resources from community The incidence of violent acts provide interventions for children who are troubled agencies that are respectful of against students or staff is low. and connect them and their and responsive to the needs of However, pre-violent behaviors— families to community families. Isolated, inconsistent, such as threats, bullying, and agencies and mental health short-term, and fragmented in- classroom disruptions—are com- services.” terventions will not be success- mon. Thus, early responses to Lee Patterson ful—and may actually do harm. warning signs are most effective Assistant Superintendent in preventing problems from es- Roseberg, OR • Analyze the contexts in which calating. violent behavior occurs. School communities can enhance their Intervention programs that re- effectiveness by conducting a duce behavior problems and re- functional analysis of the fac- lated school violence typically are tors that set off violence and multifaceted, long-term, and problem behaviors. In deter- broad reaching. They also are rig- mining an appropriate course of orously implemented. Effective action, consider the child’s age, early intervention efforts include cultural background, and fam- working with small groups or in- ily experiences and values. De- dividual students to provide direct cisions about interventions support, as well as linking chil- should be measured against a dren and their families to neces- standard of reasonableness to sary community services and/or

16 17

Action Steps for Students

There is much students can do to help create safe schools. Talk to your teachers, parents, and counselor to find out how you can get involved and do your part to make your school safe. Here are some ideas that students in other schools have tried: • Listen to your friends if they share troubling feelings or thoughts. Encourage them to get help from a trusted adult—such as a school psychologist, counselor, social worker, leader from the faith community, or other professional. If you are very concerned, seek help for them. Share your concerns with your parents. • Create, join, or support student organizations that combat violence, such as “Students Against Destructive Decisions” and “Young Heroes Program.” • Work with local businesses and community groups to organize youth-oriented activities that help young people think of ways to prevent school and community violence. Share your ideas for how these community groups and businesses can support your efforts. • Organize an assembly and invite your school psychologist, school social worker, and counselor—in addition to student panelists—to share ideas about how to deal with violence, intimidation, and bullying. • Get involved in planning, implementing, and evaluating your school’s violence prevention and response plan. • Participate in violence prevention programs such as peer mediation and conflict resolution. Employ your new skills in other settings, such as the home, neighborhood, and community. • Work with your teachers and administrators to create a safe process for reporting threats, intimidation, weapon possession, drug selling, gang activity, graffiti, and vandalism. Use the process. • Ask for permission to invite a law enforcement officer to your school to conduct a safety audit and share safety tips, such as traveling in groups and avoiding areas known to be unsafe. Share your ideas with the officer. • Help to develop and participate in activities that promote student understanding of differences and that respect the rights of all. • Volunteer to be a mentor for younger students and/or provide tutoring to your peers. • Know your school’s code of conduct and model responsible behavior. Avoid being part of a crowd when fights break out. Refrain from teasing, bullying, and intimidating peers. • Be a role model—take personal responsibility by reacting to anger without physically or verbally harming others. • Seek help from your parents or a trusted adult—such as a school psychologist, social worker, counselor, teacher—if you are experiencing intense feelings of anger, fear, anxiety, or depression. providing these services in the tisocial behavior in troubled chil- school. dren. In fact, the direct teaching of social problem solving and so- Examples of early intervention cial decision making is now a components that work include: standard feature of most effective • Providing training and support drug and violence prevention pro- to staff, students, and families grams. Children who are at risk in understanding factors that of becoming violent toward them- can set off and/or exacerbate selves or others need additional aggressive outbursts. support. They often need to learn interpersonal, problem solving, • Teaching the child alternative, and conflict resolution skills at socially appropriate replace- home and in school. They also ment responses—such as prob- may need more intensive assis- lem solving and anger control tance in learning how to stop and skills. think before they react, and to lis- • Providing skill training, thera- ten effectively. peutic assistance, and other support to the family through Intervention Tactic: community-based services. Providing • Encouraging the family to make Comprehensive Services sure that firearms are out of the In some cases, the early interven- “Since we developed the child’s immediate reach. Law tion may involve getting services high school peer mediation enforcement officers can pro- to families. The violence preven- program, we have seen a vide families with information decline in physical fights. tion and response team together about safe firearm storage as We are defusing potentially with the child and family designs well as guidelines for address- dangerous situations.” a comprehensive intervention ing children’s access to and pos- Terry Davis, School plan that focuses on reducing ag- Psychologist, Natick, MA session of firearms. gressive behaviors and supporting In some cases, more comprehen- responsible behaviors at school, in sive early interventions are called the home, and in the community. for to address the needs of When multiple services are re- troubled children. Focused, coor- quired there also must be psycho- dinated, proven interventions re- logical counseling and ongoing duce violent behavior. Following consultation with classroom are several comprehensive ap- teachers, school staff, and the proaches that effective schools are family to ensure intended results using to provide early intervention occur. All services—including to students who are at risk of be- community services—must be coming violent toward themselves coordinated and progress must be or others. monitored and evaluated care- fully. Intervention Tactic: Teaching Positive Intervention Tactic: Interaction Skills Referring the Child for Special Education Although most schools do teach Evaluation positive social interaction skills indirectly, some have adopted so- If there is evidence of persistent cial skills programs specifically problem behavior or poor aca- designed to prevent or reduce an- demic achievement, it may be ap- 18 19 propriate to conduct a formal as- her family, and appropriate school sessment to determine if the child staff should be involved in devel- is disabled and eligible for special oping and monitoring the inter- education and related services ventions. under the Individuals with Dis- Nontraditional schooling in an abilities Education Act (IDEA). alternative school or therapeutic If a multidisciplinary team deter- facility may be required in severe mines that the child is eligible for cases where the safety of students services under the IDEA, an indi- “Everyone is trained to use and staff remains a concern, or vidualized educational program consistent language. We re- when the complexity of the inter- mind students to stop and (IEP) should be developed by a vention plan warrants it. Research think. Students also know team that includes a parent, a has shown that effective alterna- we will always follow regular educator, a special educa- through if they make poor tive programs can have long-term tor, an evaluator, a representative behavioral choices. As a re- positive results by reducing expul- of the local school district, the sult, we have been able to sions and court referrals. Effective diffuse violent situations.” child (if appropriate), and others alternative programs support stu- as appropriate. This team will Annette Lambeth dents in meeting high academic Assistant Principal identify the support necessary to and behavioral standards. They Chester County, PA enable the child to learn—includ- provide anger and impulse control ing the strategies and support sys- training, psychological counsel- tems necessary to address any ing, effective academic and reme- behavior that may impede the dial instruction, and vocational child’s learning or the learning of training as appropriate. Such pro- his or her peers. grams also make provisions for active family involvement. More- Providing over, they offer guidance and staff Intensive, support when the child returns to Individualized his or her regular school. Interventions for Students with Providing a Severe Behavioral Foundation To Problems Prevent and Reduce Violent “Appropriate behavior and Children who show dangerous Behavior patterns and a potential for more respect for others are em- phasized at all times. How- serious violence usually require Schoolwide strategies create a ever, despite our best ef- more intensive interventions that foundation that is more respon- forts, unfortunate incidents involve multiple agencies, com- sive to children in general—one do occur. When they do, it munity-based service providers, that makes interventions for in- is our responsibility to pro- and intense family support. By dividual children more effective vide appropriate support to meet the needs of every working with families and com- and efficient. child.” munity services, schools can com- Effective and safe schools are Carol S. Parham, prehensively and effectively inter- places where there is strong lead- Superintendent of Schools vene. Anne Arundel County, MD ership, caring faculty, parent and Effective individualized interven- community involvement—includ- tions provide a range of services ing law enforcement officials— for students. Multiple, intensive, and student participation in the focused approaches used over design of programs and policies. time can reduce the chances for Effective and safe schools also are continued offenses and the poten- places where prevention and in- tial for violence. The child, his or tervention programs are based upon careful assessment of stu- laws, and use guidelines set by dent problems, where community the state department of educa- members help set measurable tion. goals and objectives, where re- • Closing school campuses dur- search-based prevention and in- ing lunch periods. tervention approaches are used, and where evaluations are con- • Adopting a school policy on ducted regularly to ensure that the uniforms. programs are meeting stated • Arranging supervision at criti- goals. Effective and safe schools cal times (for example, in hall- are also places where teachers and ways between classes) and hav- staff have access to qualified con- ing a plan to deploy supervisory sultants who can help them ad- staff to areas where incidents dress behavioral and academic are likely to occur. barriers to learning. • Prohibiting students from con- Effective schools ensure that the gregating in areas where they physical environment of the are likely to engage in rule- school is safe, and that schoolwide breaking or intimidating and policies are in place to support aggressive behaviors. responsible behaviors. “The police are a school’s • Having adults visibly present throughout the school building. greatest community asset Characteristics of a Safe when effectively preventing This includes encouraging par- Physical Environment and responding to school ents to visit the school. violence. Building a rela- Prevention starts by making sure tionship with law enforce- • Staggering dismissal times and the school campus is a safe and ment strengthens the lunch periods. school’s ability to ensure caring place. Effective and safe safety.” schools communicate a strong • Monitoring the surrounding Gil Kerlikowske sense of security. Experts suggest school grounds—including former Police Commissioner that school officials can enhance landscaping, parking lots, and Buffalo, NY physical safety by: bus stops. • Supervising access to the build- • Coordinating with local police ing and grounds. to ensure that there are safe routes to and from school. • Reducing class size and school size. In addition to targeting areas for • Adjusting scheduling to mini- increased safety measures, mize time in the hallways or in schools also should identify safe potentially dangerous loca- areas where staff and children tions. Traffic flow patterns can should go in the event of a crisis. be modified to limit potential The physical condition of the for conflicts or altercations. school building also has an impact • Conducting a building safety on student attitude, behavior, and audit in consultation with motivation to achieve. Typically, school security personnel and/ there tend to be more incidents of or law enforcement experts. fighting and violence in school Effective schools adhere to fed- buildings that are dirty, too cold eral, state, and local nondis- or too hot, filled with graffiti, in crimination and public safety need of repair, or unsanitary.

20 21 Characteristics of consequences that can accom- Schoolwide Policies that modate student differences on Support Responsible a case-by-case basis when nec- Behavior essary. (If one already exists, review and modify it if neces- The opportunities for inappropri- sary.) Be sure to include a de- ate behaviors that precipitate vio- scription of school anti-harass- lence are greater in a disorderly ment and anti-violence policies “Everyone follows the same and undisciplined school climate. and due process rights. discipline plan. Everyone— A growing number of schools are including the lunch room discovering that the most effective • Ensure that the cultural values workers and custodians— way to reduce suspensions, expul- and educational goals of the works as a team. There are always times when children sions, office referrals, and other community are reflected in the forget the rules. But there similar actions—strategies that do rules. These values should be is immediate intervention not result in making schools expressed in a statement that by faculty and staff, and safer—is to emphasize a proactive precedes the schoolwide disci- even other children. The re- approach to discipline. plinary policy. sponsibility is on the stu- dents.” Effective schools are implement- • Include school staff, students, Anna Allred, Parent ing schoolwide campaigns that and families in the develop- Lakeland, FL establish high expectations and ment, discussion, and imple- provide support for socially appro- mentation of fair rules. Provide priate behavior. They reinforce schoolwide and classroom sup- positive behavior and highlight port to implement these rules. sanctions against aggressive be- Strategies that have been found havior. All staff, parents, students, to support students include and community members are in- class discussions, schoolwide formed about problem behavior, assemblies, student govern- what they can do to counteract it, ment, and participation on dis- and how they can reinforce and cipline teams. In addition, peer reward positive behavior. In turn, mediation and conflict resolu- the entire school community tion have been implemented makes a commitment to behaving widely in schools to promote a responsibly. climate of nonviolence. “It is necessary to provide Effective and safe schools develop • Be sure consequences are com- training and support to and consistently enforce mensurate with the offense, staff. We have provided inservices on behavior man- schoolwide rules that are clear, and that rules are written and agement systems that are broad-based, and fair. Rules and applied in a nondiscriminatory effective in regular class- disciplinary procedures are devel- manner and accommodate cul- room settings. These in- oped collaboratively by represen- tural diversity. services have been of great tatives of the total educational benefit. Numerous schools • Make sure that if a negative throughout our district community. They are communi- consequence (such as with- presently use stop and cated clearly to all parties—but drawing privileges) is used, it think, conflict resolution, most important, they are followed and peer mediation.” is combined with positive strat- consistently by everyone. Denise Conrad, Teacher egies for teaching socially ap- Toledo, OH School communities that have propriate behaviors and with undertaken schoolwide ap- strategies that address any ex- proaches do the following things: ternal factors that might have caused the behavior. • Develop a schoolwide disciplin- ary policy that includes a code • Include a zero tolerance state- of conduct, specific rules and ment for illegal possession of weapons, alcohol, or drugs. help children eliminate negative Provide services and support behaviors and replace them with for students who have been sus- positive ones. Active sharing of pended and/or expelled. information and a quick, effective response by the school commu- Recognizing the warning signs nity will ensure that the school is and responding with comprehen- safer and the child is less troubled sive interventions allows us to and can learn.

22 Section 5: What To Do

Developing a Prevention and Response Plan

Effective schools create a violence build a foundation that is re- prevention and response plan and sponsive to all children and form a team that can ensure it is enhances the effectiveness of implemented. They use ap- interventions. proaches and strategies based on • Descriptions of intervention research about what works. strategies the school commu- Creating the nity can use to help troubled Violence children. These include early Prevention and interventions for students who Response Plan are at risk of behavioral prob- lems, and more intensive, indi- A sound violence prevention and vidualized interventions and response plan reflects the com- resources for students with se- mon and the unique needs of edu- vere behavioral problems or cators, students, families, and the mental health needs. greater community. The plan out- • A crisis intervention plan that lines how all individuals in the includes immediate responses school community—administra- for imminent warning signs and tors, teachers, parents, students, violent behavior, as well as a bus drivers, support staff—will be contingency plan to be used in prepared to spot the behavioral the aftermath of a tragedy. and emotional signs that indicate a child is troubled, and what they The plan must be consistent with will need to do. The plan also de- federal, state, and local laws. It tails how school and community also should have the support of resources can be used to create families and the local school safe environments and to manage board. responses to acute threats and Recommendations in this guide incidents of violence. will prove most meaningful when An effective written plan includes: the entire school community is involved in developing and imple- • Descriptions of the early warn- menting the plan. In addition, ev- ing signs of potentially violent eryone should be provided with behavior and procedures for relevant training and support on identifying children who ex- a regular basis. Finally, there hibit these signs. should be a clearly delineated • Descriptions of effective pre- mechanism for monitoring and vention practices the school assessing violence prevention ef- community has undertaken to forts.

23 Forming the tral office administrator, security Prevention and officer, and youth officer or com- Response Team munity police team member. It can be helpful to establish a The core team also should coor- school-based team to oversee the dinate with any school advisory preparation and implementation boards already in place. For ex- of the prevention and response ample, most effective schools have plan. This does not need to be a developed an advisory board of “Our district initiated a new team; however, a designated parents and community leaders safety task force involving core group should be entrusted that meets regularly with school parents, students, teachers, with this important responsibility. administrators. While these advi- support staff, administra- sory groups generally offer advice tors, and community mem- The core team should ensure that and support, that role can be ex- bers to enhance our plan for every member of the greater panded to bringing resources re- safety and crisis manage- school community accepts and ment. It works.” lated to violence prevention and adopts the violence prevention Richard E. Berry, intervention into the school. Superintendent, Houston, TX and response plan. This buy-in is essential if all members of the Consider involving a variety of school community are expected to community leaders and parents feel comfortable sharing concerns when building the violence pre- about children who appear vention and response team: troubled. Too often, caring indi- • Parent group leaders, such as viduals remain silent because they PTA officers. have no way to express their con- cerns. • Law enforcement personnel. Typically, the core team includes • Attorneys, judges, and proba- the building administrator, gen- tion officers. eral and special education teach- ers, parent(s), and a pupil support • Clergy and other representa- services representative (a school tives of the faith community. psychologist, social worker, or • Media representatives. counselor), school resource of- ficer, and a safe and drug-free • Violence prevention group rep- schools program coordinator. If no resentatives. “We need to give attention school psychologist or mental to the segment of the popu- • Mental health and child welfare health professional is available to lation that includes bus personnel. drivers, secretaries, and caf- the staff, involve someone from an eteria workers. They are a outside mental health agency. • Physicians and nurses. very important yet often Other individuals may be added overlooked group of people to the team depending on the task. • Family agency and family re- who can provide support to source center staff. children.” For example, when undertaking schoolwide prevention planning, Betty Stockton • Business leaders. School Psychologist the team might be expanded to Jonesboro, AR include students, representatives • Recreation, cultural, and arts of community agencies and orga- organizations staff. nizations, the school nurse, • Youth workers and volunteers. school board members, and sup- port staff (secretaries, bus drivers, • Local officials, including school and custodians). Similarly, crisis board members and represen- response planning can be en- tatives from special commis- hanced with the presence of a cen- sions.

24 25

Action Planning Checklist

Prevention-Intervention-Crisis Response

What To Look For—Key Characteristics of Responsive and Safe Schools

Does my school have characteristics that: __ Are responsive to all children?

What To Look For—Early Warning Signs of Violence

Has my school taken steps to ensure that all staff, students, and families: __ Understand the principles underlying the identification of early warning signs? __ Know how to identify and respond to imminent warning signs? __ Are able to identify early warning signs?

What To Do—Intervention: Getting Help for Troubled Children

Does my school: __ Understand the principles underlying intervention? __ Make early intervention available for students at risk of behavioral problems? __ Provide individualized, intensive interventions for students with severe behavioral problems? __ Have schoolwide preventive strategies in place that support early intervention?

What To Do—Crisis Response

Does my school: __ Understand the principles underlying crisis response? __ Have a procedure for intervening during a crisis to ensure safety? __ Know how to respond in the aftermath of tragedy? • Interest group representatives and the tasks undertaken by the and grass roots community or- violence prevention and response ganization members. team. • College or university faculty. While we cannot prevent all vio- lence from occurring, we can do • Members of local advisory much to reduce the likelihood of boards. its occurrence. Through thought- • Other influential community ful planning and the establish- members. ment of a school violence preven- tion and response team, we can The school board should autho- avert many crises and be prepared rize and support the formation of when they do happen.

26 Section 6: What To Do

Responding to Crisis

Violence can happen at any time, situations to responding to a anywhere. Effective and safe serious crisis. schools are well prepared for any • Reference to district or state potential crisis or violent act. procedures. Many states now Crisis response is an important have recommended crisis inter- component of a violence preven- vention manuals available to tion and response plan. Two com- their local education agencies ponents that should be addressed and schools. in that plan are: • Involvement of community • Intervening during a crisis to agencies, including police, fire, ensure safety. and rescue, as well as hospital, health, social welfare, and men- • Responding in the aftermath of tal health services. The faith tragedy. community, juvenile justice, In addition to establishing a con- and related family support sys- tingency plan, effective schools tems also have been success- provide adequate preparation for fully included in such team their core violence prevention and plans. response team. The team not only • Provision for the core team to plans what to do when violence meet regularly to identify po- strikes, but it also ensures that tentially troubled or violent stu- staff and students know how to dents and situations that may behave. Students and staff feel be dangerous. secure because there is a well-con- ceived plan and everyone under- Effective school communities also stands what to do or whom to ask have made a point to find out for instructions. about federal, state, and local re- sources that are available to help during and after a crisis, and to Principles secure their support and involve- Underlying Crisis ment before a crisis occurs. Response As with other interventions, cri- Intervening During sis intervention planning is built a Crisis To Ensure on a foundation that is safe and Safety responsive to children. Crisis Weapons used in or around planning should include: schools, bomb threats or explo- • Training for teachers and staff sions, and fights, as well as natu- in a range of skills—from deal- ral disasters, accidents, and sui- ing with escalating classroom cides call for immediate, planned

27 action, and long-term, post-crisis remind teachers and staff of intervention. Planning for such their duties. contingencies reduces chaos and • Practice responding to the im- trauma. Thus, the crisis response minent warning signs of vio- part of the plan also must include lence. Make sure all adults in contingency provisions. Such pro- the building have an under- visions may include: standing of what they might do • Evacuation procedures and to prevent violence (e.g., being other procedures to protect stu- observant, knowing when to dents and staff from harm. It is get help, and modeling good critical that schools identify problem solving, anger manage- safe areas where students and ment, and/or conflict resolution staff should go in a crisis. It also skills) and how they can safely is important that schools prac- support each other. tice having staff and students evacuate the premises in an or- Responding in the derly manner. Aftermath of Crisis • An effective, fool-proof com- Members of the crisis team should munication system. Individuals understand natural stress reac- must have designated roles and tions. They also should be famil- responsibilities to prevent con- iar with how different individuals fusion. “Early intervention and might respond to death and loss, quick response from our • A process for securing immedi- including developmental consid- school district team re- ate external support from law erations, religious beliefs, and cul- sulted in no one getting hurt.” enforcement officials and other tural values. relevant community agencies. Pamela Cain Effective schools ensure a coordi- Superintendent All provisions and procedures nated community response. Pro- Wirt County, WV should be monitored and re- fessionals both within the school viewed regularly by the core team. district and within the greater community should be involved to Just as staff should understand assist individuals who are at risk and practice fire drill procedures for severe stress reactions. routinely, they should practice re- sponding to the presence of fire- Schools that have experienced arms and other weapons, severe tragedy have included the follow- threats of violence, hostage situa- ing provisions in their response tions, and other acts of terror. plans: School communities can provide • Help parents understand staff and students with such prac- children’s reactions to vio- tice in the following ways: lence. In the aftermath of trag- • Provide inservice training for edy, children may experience all faculty and staff to explain unrealistic fears of the future, the plan and exactly what to do have difficulty sleeping, become in a crisis. Where appropriate, physically ill, and be easily dis- include community police, tracted—to name a few of the youth workers, and other com- common symptoms. munity members. • Help teachers and other staff • Produce a written manual or deal with their reactions to the small pamphlet or flip chart to crisis. Debriefing and grief

28 29

Crisis Procedure Checklist

A crisis plan must address many complex contingencies. There should be a step-by- step procedure to use when a crisis occurs. An example follows:

__ Assess life/safety issues immediately.

__ Provide immediate emergency medical care.

__ Call 911 and notify police/rescue first. Call the superintendent second.

__ Convene the crisis team to assess the situation and implement the crisis response procedures.

__ Evaluate available and needed resources.

__ Alert school staff to the situation.

__ Activate the crisis communication procedure and system of verification.

__ Secure all areas.

__ Implement evacuation and other procedures to protect students and staff from harm. Avoid dismissing students to unknown care.

__ Adjust the bell schedule to ensure safety during the crisis.

__ Alert persons in charge of various information systems to prevent confusion and misinformation. Notify parents.

__ Contact appropriate community agencies and the school district’s public information office, if appropriate.

__ Implement post-crisis procedures. counseling is just as important and parents to design a plan for adults as it is for students. that makes it easier for victims and their classmates to adjust. • Help students and faculty ad- just after the crisis. Provide • Help students and teachers both short-term and long-term address the return of a previ- mental health counseling fol- ously removed student to the lowing a crisis. school community. Whether the student is returning from a • Help victims and family mem- juvenile detention facility or a bers of victims re-enter the mental health facility, schools school environment. Often, need to coordinate with staff school friends need guidance in from that facility to explore how how to act. The school commu- to make the transition as un- nity should work with students eventful as possible.

30 Section 7

Conclusion

Crises involving sudden violence • Procedures that encourage in schools are traumatic in large staff, parents, and students to measure because they are rare and share their concerns about chil- unexpected. Everyone is touched dren who exhibit early warning in some way. In the wake of such signs. a crisis, members of the school • Procedures for responding community are asked—and ask quickly to concerns about themselves—what could have troubled children. been done to prevent it. • Adequate support in getting We know from the research that help for troubled children. schools can meet the challenge of “Coordinated school efforts reducing violence. The school Everyone who cares about chil- can help. But the solution community can be supported dren cares about ending violence. does not just rest in the schools. Together we must through: It is time to break the silence that develop solutions that are too often characterizes even the community-wide and coor- • School board policies that ad- most well-meaning school com- dinated, that include dress both prevention and in- munities. Research and expert- schools, families, courts, tervention for troubled children based information is available for law enforcement, commu- and youth. nity agencies, representa- school communities to use in de- tives of the faith commu- veloping and strengthening pro- nity, business, and the • Schoolwide violence preven- grams that can prevent crises. broader community.” tion and response plans that Wilmer Cody, Kentucky include the entire school com- School safety is everyone’s job. Commissioner of Education munity in their development Teachers, administrators, parents, and implementation. community members, and stu- dents all must commit to meeting • Training in recognizing the the challenge of getting help for early warning signs of potential children who show signs of being violent behavior. troubled.

31 Section 8

Methodology, Contributors, and Research Support

This guide synthesizes an exten- • David Osher, Project Director, sive knowledge base on violence American Institutes for Research and violence prevention. It in- The guide was developed in col- cludes research from a variety of laboration with Cynthia Warger of disciplines, as well as the experi- Warger, Eavy and Associates. ence and effective practices of Also On The Web Each assertion in the guide is teachers, school psychologists, backed by empirical data and/or • An annotated version of counselors, social workers, fam- expert consensus. Research refer- the guide with refer- ily members, youth workers, and ences to support each ences can be found on the youth. assertion as well as ref- project’s Web site at http:// erences to practical ma- terials that can be em- Much of the research found in this www.air-dc.org/cecp/guide. ployed to implement the guide was funded by federal of- The guide was conceptualized by recommendations it fices whose senior staff were in- an interdisciplinary expert panel. contains. volved in supporting and review- The writing team, led by Kevin P. • Additional resources ing this document. They include: Dwyer, included members of the that can be employed to • Office of Special Education Programs, expert panel—George Bear, implement the recom- Office of Special Education and Re- mendations contained in Norris Haynes, Paul Kingery, habilitative Services, U.S. Department the guide. Howard Knoff, Peter Sheras, of Education. • Links to other Web sites Russell Skiba, Leslie Skinner, and • Safe and Drug-Free Schools Program, that provide useful and Betty Stockton—in addition to Office of Elementary and Secondary usable information. David Osher and Cynthia Warger. Education, U.S. Department of Edu- • English and Spanish ver- cation. The writing team drew upon the sions of the guide that other expert panelists for guid- • Office of Juvenile Justice and Delin- can be downloaded for quency Prevention and National Insti- ance and for resources. dissemination. tute for Justice, U.S. Department of The first draft was reviewed for Justice. accuracy by the entire expert • National Institute of Mental Health panel as well as staff from the fed- and Center for Mental Health Ser- eral agencies. The federal review- vices, U.S. Department of Health and Human Services. ers are listed on the project’s Web site at http://www.air-dc.org/cecp/ The guide was produced by the guide. Center for Effective Collaboration The second draft was reviewed by and Practice of the American In- family members, teachers, princi- stitutes for Research in collabora- pals, and youth, in addition to tion with the National Associa- leaders of major national associa- tion of School Psychologists. The tions. The expert panel reviewed project was led by: the document again at this stage. • Kevin P. Dwyer, Principal Investigator, These reviewers are also listed on National Association of School the project’s Web site at http:// Psychologists www.air-dc.org/cecp/guide. 32 Expert Panel Members

The expert panel included national experts from a variety of disciplines, as well as principals, teachers, pupil personnel staff, families, and youth:

J. Randy Alton, Teacher Beatrix Hamburg, Professor Scott Poland Montgomery County, MD Cornell Medical Center, NY Director, Psychological Services Cyprus-Fairbanks ISD George Bear, Professor Norris Haynes, Director Houston, TX University of Delaware Yale University Child Study Center Gale Porter, Director Renee Brimfield, Principal DJ Ida, Director East Baltimore (MD) Mental Health Montgomery County, MD Asian Pacific Development Center Partnership Denver, CO Michael Bullis, Professor Elsa Quiroga, Student University of Oregon Yvonne Johnson, Parent University of California-Berkeley Andrea Canter, Washington, D.C. Michael Rosenberg, Professor Lead School Psychologist Gil Kerlikowske, Former Police John Hopkins University Minneapolis, MN Commissioner Mary Schwab-Stone, Associate Professor Gregory Carter, Teacher Buffalo, NY Yale University Child Study Center Richmond, VA Paul Kingery, Director Peter Sheras, Associate Director Deborah Crockett, School Hamilton Fish National Institute on Virginia Youth Violence Project Psychologist School and Community Violence University of Virginia Atlanta, GA Arlington, VA Russell Skiba, Professor Scott Decker, Professor Howard Knoff, Professor University of Indiana University of Missouri-St. Louis University of South Florida Leslie Skinner, Assistant Professor Maurice Elias, Professor Judith Lee Ladd, President Temple University Rutgers University, NJ American School Counselors Jeff Sprague, Co-Director Michael J. Furlong, Association Institute on Violence and Destructive Associate Professor Arlington, VA Behavior, University of Oregon University of CA-Santa Barbara Brenda Muhammad, Founder Betty Stockton, School Psychologist Susan Gorin, Executive Director Mothers of Murdered Sons & Jonesboro, AR National Association of School Daughters Atlanta, GA Richard Verdugo, Senior Policy Analyst Psychologists National Education Association Bethesda, MD Ron Nelson, Associate Professor Washington, DC Arizona State University Denise Gottfredson, Director Hill Walker, Co-Director National Center for Justice Dennis Nowicki, Police Chief Institute on Violence and Destructive University of Maryland Charlotte, NC Behavior, University of Oregon

The following represented federal agencies on the panel:

Renee Bradley Tom Hehir Donna Ray U.S. Department of Education U.S. Department of Education U.S. Department of Justice Betty Chemers Kelly Henderson Diane Sondheimer U.S. Department of Justice U.S. Department of Education Center for Mental Health Services Lou Danielson Judith Heumann Sara Strizzi U.S. Department of Education U.S. Department of Education U.S. Department of Education Kellie Dressler Peter Jensen Kevin Sullivan U.S. Department of Justice National Institute of Mental Health U.S. Department of Education David Frank Tim Johnson Gerald Tirozzi U.S. Department of Education U.S. Department of Justice U.S. Department of Education Cathy Girouard William Modzeleski Joanne Wiggins U.S. Department of Education U.S. Department of Education U.S. Department of Education Tom V. Hanley Juan Ramos Clarissa Wittenberg U.S. Department of Education National Institute of Mental Health National Institute of Mental Health Resources

U.S. Department of Education U.S. Department of Justice National Institute of Mental Health http://www.ed.gov/ http://www.usdoj.gov/ http://www.nimh.nih.gov/

Center for Effective Collaboration National Association of School Center for Mental Health Services and Practice Psychologists Knowledge Exchange Network American Institutes for Research 4340 East West Highway 1000 Thomas Jefferson St., NW Suite 402 http://www.mentalhealth.org/index.htm Suite 400 Bethesda, MD 20814 Washington, D.C. http://www.naspweb.org/center.html http://www.air-dc.org/cecp/