Education of America′s school children always has been and always will be a hot-button issue. From what should be taught to how to pay for education to how to keep kids safe in schools, impassioned debates emerge and mushroom, both within the scholarly community and among the general public. This volume in the point/counterpoint Debating Issues in American Education reference series tackles the topic of school discipline and safety. Fifteen to twenty chapters explore such varied issues as child abuse reporting, corporal punishment, student uniforms, zero tolerance policies, and more. Each chapter opens with an introductory essay by the volume editor, followed by point/counterpoint articles written and signed by invited experts, and concludes with Further Readings and Resources, thus providing readers with views on multiple sides of school discipline and safety issues and pointing them toward more in-depth resources for further exploration.

This document contains the proceedings of a hearing held on August 13, 1999, before the U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families. The hearing addressed school safety, discipline, and the Individuals with Disabilities Education Act (IDEA). Following opening remarks of the congressmen, the report includes the testimony of: (1) Julian Cope, Superintendent of Jasper County Public School System in Monticello, Georgia, who argues that IDEA creates a double standard for students with disabilities who commit offenses and severely limits the range of punishment that the building administrator can enact; (2) Sandra Griffin, Director of Special Services, Burke County Public Schools, Waynesboro, Georgia, who stresses the need to hold all students accountable; (3) Patricia E. Henchy, Principal of Burke County High School, Waynesboro, Georgia, who discusses the need for school safety; (4) Roberta Hatcher, Director of Special Education, Richmond County Board of Education, Augusta, Georgia, who discusses student support strategies; (5) Mary L. Oglesby, Chairman of the Richmond County Board of Education, Augusta, Georgia; and (6) Lamar Samples, Director of Risk Management/School Social Worker, Emanuel County Public School System, Swainsboro, Georgia. The appendices include the written statements of the congressmen and witnesses. (CR)

The Handbook of School Violence and School Safety: International Research and Practice has become the premier resource for educational and mental health professionals and policymakers seeking to implement effective prevention and intervention programs that reduce school violence and promote safe and effective schools. It covers the full range of school violence and safety topics from harassment and bullying to promoting safe, secure, and peaceful schools. It also examines existing school safety programs and includes the multi-disciplinary research and theories that guide them. Examinations of current issues and projections of future research and practice are embedded within each chapter. This volume maps the boundaries of this rapidly growing and multidisciplinary field of study. Key features include... Comprehensive Coverage – The chapters are divided into three parts: Foundations; Assessment and Measurement; Prevention and Intervention Programs. Together they provide a comprehensive review of what is known about the types, causes, and effects of school violence and the most effective intervention programs that have been developed to prevent violence and promote safe and thriving school climates. Evidence-based Practice – Avoiding a one-size-fits-all approach to prevention and intervention, the focus throughout is on the application of evidence-based practice to address factors most commonly associated with school violence and safety. Implications for Practice – Each chapter bridges the research-to-practice gap, with a section delineating implications for practice of the foregoing research. Chapter Structure – To ensure continuity and coherence across the book, each chapter begins with a brief abstract and ends with a table showing the implications for practice. International Focus – Acknowledging the fact that school violence and safety is a global concern, this edition has increased its focus on insights learned from cross-national research and practice outside the USA. Expertise – The editors and authors are experienced researchers, teachers, practitioners, and leaders in the school violence field, their expertise includes their breadth and depth of knowledge and experience, bridging research, policy, and practice and representing a variety of international organizations studying school violence around the world.

Leadership in Education, Corrections and Law Enforcement: A Commitment to Ethics, Equity and Excellence fills a unique gap in the knowledge base - the juncture between leadership, ethics, law, and how public institutions/organizations understand and practice the essence of all three.

This volume of the series was designed to provide a comprehensive primer on the existing best practices and emerging developments in the study and design research on crime and criminology. The work as a whole includes chapters on the measurement of criminal typologies, the offenders, offending and victimization, criminal justice organizations, and specialized measurement techniques. Each chapter is written by experts in the field and they provide an excellent survey of the literature in the relevant area. More importantly, each chapter provides a description of the various methodological and substantive challenges presented in conducting research on these issues and denotes possible solutions to these dilemmas. An emphasis was placed on research that has been conducted outside of the United States and was designed to give the reader a broader more global understanding of the social context of research. The goal of this volume is to provide a definitive reference for professionals in the field, researchers, and students. This volume in the Handbooks in Criminology and Criminal Justice series identifies the principal topical areas of research in this field and summarizes the various methodological and substantive challenges presented in conducting research on these issues. In each chapter, authors provide a summary of the prominent data collection efforts in the topical area, provide an overview of the current methodological work, discuss the challenges in the measurement of central concepts in the subject area, and identify new horizons emerging in data collection and measurement. We encouraged authors to discuss work conducted in an international context and to incorporate discussion of qualitative methodologies when appropriate.

Violence among youth in public schools is one of America's most pressing concerns. Once thought to be something only inner-city schools faced, it has spread to suburban and rural schools. There are no easy solutions to the problem, but this book explores what administrators and other school officials can do to structure school safety programs to curb student violence. An introduction provides information and statistics about the causes of school violence. Chapter One considers government legislation and resulting initiatives to reduce youth violence and improve classroom discipline. Chapter Two covers strategies for building a school safety program, and offers recommended and tested approaches for creating safety initiatives. Chapter Three provides additional information about school-wide strategies and presents model programs that can be implemented at the elementary, middle, and high school levels. Chapter Four examines character-building educational programs and discusses training for teachers and parents. Chapter Five is a directory of organizations, alliances, centers, professional development groups, publications, and websites dealing with school safety.

Now in a fully revised and updated second edition, this authoritative resource provides a complete toolkit for designing and implementing an evidence-based school safety plan. Foremost experts guide practitioners to understand and prevent violence, bullying, and peer harassment in grades K–12. Best practices are reviewed for creating a positive school climate and establishing effective security and crisis response procedures. The authors describe ways to identify and support behaviorally at-risk students across multiple tiers of intervention, beginning with universal screening. In a convenient large-size format, the book includes reproducible planning tools. Purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition *Reflects over 15 years of research advances, new initiatives, and the growth of universal prevention models. *Grounded in current positive behavioral interventions and supports (PBIS) practices; also incorporates restorative discipline, social–emotional learning, and trauma-informed practices. *State-of-the-art behavioral screening and threat assessment methods are integrated throughout. *Discussions of timely topics, including cyberbullying, the role and limitations of policing in schools, and racial/ethnic disparities in discipline. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.