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D.Ed. / Chapter one provided a general introduction and motivation for the study, and the challenges of discipline, safety and security (DSS) were also introduced. A general background to discipline, safety and security challenges was provided. The research problem and research aims were formulated and the research methodology was discussed. The focus of the research was clearly demarcated. The chapter was concluded by clarifying the concepts related to the research topic and outlining the division of chapters. In Chapter two a literature review was undertaken in order to determine the essence of DSS challenges and the extent of the challenges. In an analysis of the global perspectives in South America, Australia, and Botswana it became clear that DSS was a world wide phenomenon. Specific DSS challenges such as bullying, violence, substance abuse, guns and weapons, gangsterism, child abuse, HIV/AIDS and child-headed families were discussed. In Chapter three a discussion of possible intervention strategies which could be of assistance to the school management and the SGB in maintaining DSS in schools in schools was done. General characteristics of well-disciplined and safe schools were discussed as functional Codes of Conduct for learners, effective leadership, a positive school culture and climate, strong parental and community partnerships and effective communication. The following were identified and discussed as strategies for managing DSS challenges in schools: co-operative discipline, behaviour management, developing resilience in learners, developing self-esteem in learners, establishing a process for conflict resolution, co-operative learning use of physical environment, time management and learner motivation. The Boys and Girls Town educational model was discussed and important discipline, safety and security lessons for all stakeholders were clearly identified.

The purpose of this qualitative study is to identify the perceptions of Tennessee’s high school principals and school resource officers as to their roles and responsibilities during a school security crisis. Four thematic elements are discussed as existing among principals and school resource officers. Those thematic elements include relationships, school environment, roles, and obstacles between both groups. Previous research has examined an array of school security issues, but few have delved into this specific topic. Such knowledge is essential for the citizenry to maximize efforts of protecting students attending public schools.

Despite their almost aberrational rarity, rampage school shootings have gained national attention to an extent that would make it seem that such events are a common occurrence. Many schools—along with hospitals, businesses, and other institutions—have adopted policies, implemented training, and conducted drills for responding to such incidents. In some cases, concern over school rampage shootings has led to bad policy implementations, particularly adoption of “zero tolerance” policies that punish the slightest infractions in hopes of thwarting potential attackers, but, rather than achieving their intended goal, result in massive false positive rates with few, if any, successes and a potential for fostering violence rather than abating it. For their part, law enforcement trainers and administrators have been caught in the rampage school shooter turmoil to such an extent that, starting with the aftermath of the 1999 Columbine High School massacre, significant paradigm shifts in policing methodology have taken effect. In order to promote more informed policy-making and training decisions by law enforcement managers, this dissertation seeks to determine through empirical study of the crime scene behaviors of rampage school shooters the extent to which law enforcement planning and training can be informed by the study of prior incidents. Policy, training protocols, and institutional response plans have been shaped, in many cases, by a world of perception rather than reason and sound empirical evidence. This research seeks to bring clarity to the decision-making processes and provide sound empirical evidence on which to base those decisions and develop strategies for on-site protocols to help mitigate casualties, establish police response protocols, and develop post-incident investigative models.

In an era when school shootings make front page headlines, school security is of major importance to community members, school superintendents, police chiefs, parents, and students. School district leaders and local law enforcement officials generally work together to ensure the safety of their community’s children. The nature of the relationships that form over time vary depending upon a range of factors related to the collaborators and their circumstances. The questions that remain to be answered are: What is actually happening behind closed doors to ensure the safety of students in New Jersey schools? What relationships exist between school superintendents and local police chiefs? How do these relationships lead to security practices that can further protect children in school? This study employs mixed methods to examine the relationships between school district leaders and local police officials. The researcher conducted a quantitative survey of superintendents and police chiefs in New Jersey, along with qualitative interviews of superintendents to gather in-depth information on the relationships that currently exist. The information that has been gathered can be used to increase opportunities for improving school security. While the audience for the study is primarily practitioners in the fields of education and law enforcement, it is relevant for anyone who cares about the safety of schoolchildren in their community. The findings of this study show that collaboration can lead to strong working relationships between superintendents and police chiefs and is an essential element in their mutual quest to provide enhanced school security for students in New Jersey schools. / Educational Leadership

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Violence in schools creates a climate of insecurity and fear, which impairs and impacts on the core educational purpose of schools. Accordingly, the main purpose of installing and implementing security measures at schools is to create a safer environment wherein individuals can move freely and feel secure in going about their daily schooling activities. The nature and extent of school violence was briefly examined within this study to assess the effectiveness of security measures within the schools. It is important for any institution to first examine and identify the specific risks it is facing before those risks can be addressed successfully. Security measures are valuable and helpful resources that can assist in creating safe and secure school environments. As this study highlighted, the more security measures a school had, the safer the scholars and the educators felt and the lower their crime rates appeared to be. / Educational Studies / M. Tech. (Security Management)

Violence in schools creates a climate of insecurity and fear, which impairs and impacts on the core educational purpose of schools. Accordingly, the main purpose of installing and implementing security measures at schools is to create a safer environment wherein individuals can move freely and feel secure in going about their daily schooling activities. The nature and extent of school violence was briefly examined within this study to assess the effectiveness of security measures within the schools. It is important for any institution to first examine and identify the specific risks it is facing before those risks can be addressed successfully. Security measures are valuable and helpful resources that can assist in creating safe and secure school environments. As this study highlighted, the more security measures a school had, the safer the scholars and the educators felt and the lower their crime rates appeared to be. / Educational Studies / M. Tech. (Security Management)