The purpose of this study was to collect information on violence from a sampling of Texas school and police administrators concerning rates of violence, prevention measures, and the impact of the violence. Violence is still a too frequent occurrence in our public schools. Although there has been a decrease in recent years, it continues to concern educators and the public. Many of the initiators of violence have referred to bullying and harassment as a reason for striking out violently. Research indicated that teachers often do not identify and/or do not respond to bullying. Another identified cause of violence is depression. Students who have caused violence have frequently been identified with relevant symptoms. Staff training on the recognition of the characteristics of depression is not a frequent occurrence. In addition, acts of violence are characteristically planned in advance. This allows school and police administrators an opportunity for intervention if structures exist for the information to be shared with those in authority. According to police administrators, nearly 50 percent of the communities in this study have experienced a crime rate increase during the past twelve months. Only 21 percent of the school administrators responded similarly. This evidence suggests that police administrators recorded higher rates of violence than did school administrators. The results from this study also suggested that there might be limited knowledge and/or working relationships between schools and police authorities in some locations. Also indicated was that neither school nor police administrators frequently involve students directly in their prevention measures. Suggested in this study is that school administrators implement the bulk of violence prevention measures, many more than do police administrators. The findings from this study can guide two major initiatives to increase the safety of public schools. The results can assist in the planning of safety initiatives used by school and police administrators. They can also guide future studies into areas that required additional information on which to build conclusions for both student safety and student achievement.

This study examined the types of training that school principals currently have and perceive they need in order to effectively address school safety and respond to crisis events. Elementary, middle, and high school principals across the Commonwealth of Virginia were surveyed utilizing an adjusted version of the School Safety Needs Training Survey constructed by the Virginia Department of Criminal Justice Services Virginia Center for School Safety. Out of the total 1,791 surveys sent out, 648 surveys were returned, resulting in a 36 percent response rate. Analyses of Variances (ANOVA) and descriptive statistics were run on the data, and Bonferroni post hoc tests for significance were conducted in order to examine differences in the perceived training needs of principals based on level of administration. Findings indicated that principals had the most training on the school safety topics of medical emergencies, managing bomb threats, and responding to crisis incidents. Principals at the elementary, middle, and high school levels all reported that they needed more training in the area of dealing with disruptive and assaultive students and intervening with angry and abusive parents and family members. Significant differences were found between elementary and middle school principals and elementary and high school principals. Findings indicate that middle and high school principals were more concerned with receiving training on topics that dealt with violent and criminal activity than elementary school principals. / Ed. D.

Thesis (M.B.A.)--Naval Postgraduate School, December 2003. / "MBA professional report"--Cover. Joint authors: Scott A. Gustin, Eri W. Brinkerhoff, Jr., Ernest Govea. Thesis advisor(s): Kenneth J. Euske, Mary A. Malina. Includes bibliographical references (p. 37-38). Also available online.

The extant research on the experiences of lesbian/gay, bisexual, and questioning —unsure- (LGBQ) youth shows that they have a lower sense of belonging and safety a tschool, are more likely to be victims of various types of bullying and to skip school, and use drugs and alcohol than their straight peers. Lately, however, a shift in direction towards examining the protective factors, which promote the well being of LGBQ youth, is happening. Extending the emerging research on this shift, the present study investigated the role of supportive adults at school in predicting LGBQ youth sense of safety and belonging. Also, this study examined whether adult support moderated the relationship between sexual orientation victimization and skipping school for LGBQ youth separately. The participants in this study (N = 19,551) were students (grades 8 through 12) enrolled in high schools that took part in a district-wide survey in a large, ethnically and economically diverse urban school district in British Columbia. Results showed that perceptions of adult support played a significant role in predicting the safety and belonging of LGBQ youth. Adult support significantly moderated the relationship between sexual orientation victimization and skipping school for bisexual and questioning youth but not for lesbian/gay youth. The implications, limitations, and directions for future research are discussed in the last section of this thesis.

The extant research on the experiences of lesbian/gay, bisexual, and questioning —unsure- (LGBQ) youth shows that they have a lower sense of belonging and safety a tschool, are more likely to be victims of various types of bullying and to skip school, and use drugs and alcohol than their straight peers. Lately, however, a shift in direction towards examining the protective factors, which promote the well being of LGBQ youth, is happening. Extending the emerging research on this shift, the present study investigated the role of supportive adults at school in predicting LGBQ youth sense of safety and belonging. Also, this study examined whether adult support moderated the relationship between sexual orientation victimization and skipping school for LGBQ youth separately. The participants in this study (N = 19,551) were students (grades 8 through 12) enrolled in high schools that took part in a district-wide survey in a large, ethnically and economically diverse urban school district in British Columbia. Results showed that perceptions of adult support played a significant role in predicting the safety and belonging of LGBQ youth. Adult support significantly moderated the relationship between sexual orientation victimization and skipping school for bisexual and questioning youth but not for lesbian/gay youth. The implications, limitations, and directions for future research are discussed in the last section of this thesis.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

The extant research on the experiences of lesbian/gay, bisexual, and questioning —unsure- (LGBQ) youth shows that they have a lower sense of belonging and safety a tschool, are more likely to be victims of various types of bullying and to skip school, and use drugs and alcohol than their straight peers. Lately, however, a shift in direction towards examining the protective factors, which promote the well being of LGBQ youth, is happening. Extending the emerging research on this shift, the present study investigated the role of supportive adults at school in predicting LGBQ youth sense of safety and belonging. Also, this study examined whether adult support moderated the relationship between sexual orientation victimization and skipping school for LGBQ youth separately. The participants in this study (N = 19,551) were students (grades 8 through 12) enrolled in high schools that took part in a district-wide survey in a large, ethnically and economically diverse urban school district in British Columbia. Results showed that perceptions of adult support played a significant role in predicting the safety and belonging of LGBQ youth. Adult support significantly moderated the relationship between sexual orientation victimization and skipping school for bisexual and questioning youth but not for lesbian/gay youth. The implications, limitations, and directions for future research are discussed in the last section of this thesis. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The Texas Education Code has specific requirements for public schools as it relates to emergency planning and response expectations. There are no similar requirements for Catholic schools in state statute. Through a survey, this report will show that Catholic schools in Texas already have planning and response programs in place. This report will make specific recommendations intended to enhance those current programs. / text

This research study seeks to examine the challenges faced by School Management Teams in terms of school safety at schools in the Motetema Circuit. The problem is the disruption of lessons and the number of cases reported to the nearest police station from schools in the Motetema Circuit. Learners and educators tend to be concerned about their safety instead of concentrating on learning and teaching. Local and international articles and other sources were used in the literature review to form the basis of my study. Most of the literature studied reveals that if learners and educators do not feel safe, learning and teaching will not be effective. Learning should be conducted in a safe environment. Well-disciplined schools should be established and programmes should be developed to address school safety. Three schools were sampled in the Motetema Circuit, Greater Sekhukhune District, Limpopo Province in South Africa. Data was collected through interviews, observations and document analysis. At each school SMT members were engaged in focus group interviews for a period of one and half hours. Categories and themes were used to analyse the data collected. In consideration of all the challenges associated with school safety, School Management Teams need to have sufficient knowledge, skills and resources to promote safety at school. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

The major purpose of this study was to determine the extent that school board policy dealing with police involvement in public high schools in the Commonwealth of Virginia matched policy and rules suggested by the NASSP. An additional purpose was to identify pertinent criteria to guide school divisions in the construction of policy pertaining to the police-school relationship. The study had two phases. Phase I included a questionnaire that was mailed to all public school superintendents. The superintendents were asked: (1) if there were police assigned to their high schools, (2) if police were utilized in dealing with specific situations in their high schools, and (3) if their school division had policy, rules and regulations governing the actions of the principals when they interact with the police in their buildings. The superintendents were also asked to provide copies of their division’s policy and regulations. In Phase II of the study, principals and police officers from four high schools were interviewed to determine administrative practices when interacting with the police. The questionnaire results, returned copies of policy and regulations, and interviews were analyzed to determine the extent that each of the items matched suggested criteria presented in the NASSP Legal Memorandum, School Administrators and Law Enforcement Officials (Bartlett, 1994). This study found that twenty four percent of the high schools in the state had full time police officers. Even if police were not assigned to specific schools, law enforcement activities took place in over half of the divisions in the Commonwealth. Eighty percent of the superintendents felt that it is important to have school board policy governing the police-school relationship. There was a wide range of school board policy dealing with the police-school relationship. All data collected were utilized to identify criteria to be considered when developing school board policy and regulations that reflect the needs and practices of Commonwealth of Virginia high school principals. / Ed. D.