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Creating safe supportive schools
is essential to ensuring students’
academic and social success.
There are multiple elements to estab-
lishing environments in which youth
feel safe, connected, valued, and
responsible for their behavior and
learning. Key to this is preventing vi-
olence in all forms whether bullying,
aggressive classroom behavior, gun
use, or organized gang activity.
In recent years, school administra-
tors have worked hard to ensure safe-
ty at school and it is encouraging to
know that their efforts are making a
big difference. The U.S. Departments
of Education and Justice issue an
annual report on school crime and
safety, and the 2004 report (DeVoe et
al., 2004) shows that in most areas
school violence has decreased signifi-
cantly among secondary school
students:
• Students who report being afraid at
school decreased from 12% in 1995 to
6% in 2003
• Between 1993 and 2003, the per-
centages of students reporting that
they had a fight on school property in
the past year declined from 16% to
13%
• Between 1993 and 2003, the per-
centage of students carrying a weapon
at school in the past 30 days declined
from 12% to 6%.
The basic principles that underlie
effective strategies to reduce violent
behavior are the same as those that
underlie strategies that promote healthy
development and learning for all stu-
dents. Effective approaches balance
security measures and discipline with
positive supports, skill building, parent
and community involvement, and
improved school climate. Successfully
incorporating these principles as foun-
dations of school policy and procedure
will not only reduce violence but also
improve academic and social outcomes
for all students.
Build a Foundation
Safe schools develop through purpose-
ful planning and organization. This
process begins with the formation of a
safety team whose role is to develop a
comprehensive violence prevention
plan. The safety team leads efforts to
identify needs, choose options, garner
support from school and community
stakeholders, and coordinate various
services. The school safety team should
include a broad range of stakeholders,
including administrators, faculty and
staff members, parents, students, and
community members who:
• Implement systematic and recurrent
assessment of the school’s needs
through regular data collection.
• Create a comprehensive plan based on
a multilevel strategy that seeks to build
and maintain a peaceful school campus
by implementing prevention activities.
This plan should include strategies at
the building, classroom, and individual
student levels.
Preventing School Violence:
A Plan for Safe and Engaging
Schools
By Michael J. Furlong, Erika D. Felix, Jill D. Sharkey, and Jim Larson
Michael J. Furlong is a professor of counseling, clinical, and school psychology and the
director of the Center of School-Based Youth Development in the Gevirtz Graduate
School of Education at the University of California–Santa Barbara. Erika D. Felix
and Jill D. Sharkey are researchers in the Center for School-Based Youth Development
at the University of California–Santa Barbara. Jim Larson is a professor of school psy-
chology at the University of Wisconsin–Whitewater.
PL SEPTEMBER 2005 11
STUDENT COUNSELING
Schools are in a unique position to identify violent behavior among students early and
to implement prevention strategies that affect the entire community. This column is the
first in a three-part series on preventing school violence.
• Train school staff members to be
observant and respond to student
needs before they result in unhealthy
behaviors. This training should
include a clearly articulated process
for threat assessment.
• Target bullying because it is a perva-
sive form of violence present in all
schools. Attention should also focus
on other common forms of peer vic-
timization among middle level and
high school students, including sexual
harassment, relational aggression (i.e.,
harming another person’s relation-
ships through spreading rumors or
lies), and dating violence.
• Balance the need for security with
the school’s primary mission to edu-
cate and promote students’ well-
being.
Collect Data
An important first step in systematic
change to prevent violence is to con-
duct a needs assessment that identifies
the strengths and risks of the school.
Assessment efforts should include
descriptions of the types of violence
that occur, the experiences of various
stakeholders with violence, the context
within which violence occurs and how
that context contributes to violence, the
discipline procedure and the number of
referrals, and the impact of previous
intervention efforts. The needs assess-
ment provides information to staff
members about what is happening at
their school and gives staff members an
opportunity to discuss their ideas, opin-
ions, and philosophies about education,
violence, and school safety.
STUDENT COUNSELING
12 PL SEPTEMBER 2005
Effective Interventions
Anger Coping Program. Eighteen hours of weekly cognitive behavioral training
guided by two program leaders. Modeling, role play, problem solving, and positive
reinforcement are taught to small groups of students ages 8 to 14 years.
Second Step—Middle School Version. Embedded within existing school
curricula, skills-based lessons teach an understanding of violence, empathy,
problem solving, and anger management to middle school students.
Think First. Two 50-minute sessions a week for six to eight weeks teach anger
and aggression management skills to secondary students through role playing,
modeling, and rewards.
The Bullying Prevention Project. A comprehensive model for bullying prevention
that includes training for parents and staff members, classroom activities, and
schoolwide procedures for preventing and responding to bullying for elementary
and middle schools.
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As school personnel wrestle with the
issues raised by the needs assessment
and integrate the information with their
personal and professional beliefs, they
should begin to determine the goals,
objectives, and expectations they have
for students, staff members, and the
school in terms of violence prevention.
The essential rules for gathering school
violence prevention information are that
it must be done regularly and it must be
shared with the school community so
everyone can understand and support
the school’s school safety efforts.
Plan Systematically
A problem-solving approach, such as
that described by Larson and Busse (in
press), can be used to create, imple-
ment, and evaluate comprehensive
school violence prevention programs.
This systematic approach maximizes
chances for intervention success and
involves five elements.
Problem identification. Using the
information gathered from the needs
assessment regarding current status and
future goals, stakeholders systematically
identify the problems that should be
addressed.
Problem analysis. Validate and pri-
oritize problems and translate them into
objective and measurable goals that can
be accomplished through specific,
testable, actions. Consider the needs at
student, staff member, and environ-
mental levels.
Response proposals. Identify the
programs and procedures that address
the needs of students at all levels of
exposure to school violence. Choose
programs because they will address the
identified problem, not because they are
popular. Important considerations at
this stage include allocating funds,
determining who is responsible, and
deciding what would indicate success.
Response implementation.
Interventions should be implemented
after giving consideration to student and
staff member interest in and motivation
for the program. Communication with
stakeholders may be important to gain
involvment and avoid frustration and
negative attention over intervention
selection.
Evaluation of prevention strate-
gies. Evaluation includes both an ongo-
ing evaluation of how the program is
being implemented and determining
how it works with your student popula-
tion. To make the program and activi-
ties more effective, changes can be
made on the basis of the evaluation.
Address Bullying
Bullying intervention programs are
integral to overall violence prevention
efforts. They seek to eliminate existing
bullying problems, prevent the devel-
opment of new bullying problems,
achieve better peer relations at school,
create a positive school climate, and
increase caring behaviors toward bully-
ing victims by peers and adults. Before
implementing a prevention program,
PL SEPTEMBER 2005 13
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the following must be considered:
• Staff training: What type of training is
required? Who will provide training?
How will training occur?
• Program funding: How much funding
is available? How will funds be allocat-
ed?
• Time commitments: How much time
is required by trained individuals out-
side of normal duties? How often will
programs be implemented and for how
long?
• Clear behavioral objectives: What will
be expected of students after the inter-
vention? Will the school rules be
changed?
• Alternative programs: What services
will be available for students who do
not benefit from the intervention?
• Program leadership: Who will take
the lead? How will staff members be
chosen to participate? What qualifica-
tions and training are necessary?
All staff members should receive
training, including bus drivers, mainte-
nance staff members, and cafeteria
workers because bullying often happens
in undersupervised contexts, such as the
hallways and the lunchroom. Training
should include raising awareness about
the extent of bullying on campus, spe-
cific strategies for dealing with bullying,
and an understanding of the nature of
bullying.
Create a Balance
Schools must maintain control of the
campus and develop a climate that
allows each teacher and student to
fully engage in learning. By necessity,
efforts to prevent school violence
must include a plan to address disci-
plinary infractions when they occur.
In some cases, the infraction will be
sufficiently serious that it poses a sig-
nificant danger to the school. In
many cases, state education law will
require suspension or expulsion for
certain violations (e.g., gun posses-
sion, serious vandalism, and serious
assault). Although each school must
have a clear, fair discipline code for
serious infractions, research has very
strongly demonstrated that punish-
ment must be balanced with a student
discipline plan that views infractions as
educational opportunities. Students
make mistakes and when they do, edu-
cators can use the mistakes as opportu-
nities to help students learn more-
appropriate behaviors.
There is no evidence that very strict,
rigid models of discipline prevent vio-
lence in the long run; in fact, exclusion-
ary discipline is more likely to exacer-
bate than prevent violence on campus.
Violence prevention from an education-
al perspective is one that takes steps to
understand the function of a student’s
behavior and develops a plan to help
the student learn appropriate skills.
Foster Collaboration
Garnering parent and community sup-
port in developing and maintaining an
efficient and responsive violence
prevention program is necessary to
intervention success. With parent and
community representatives, a school
safety team can serve as a vehicle to
coordinate the input and expertise of
these larger groups. Schools will likely
be more efficient at identifying needs,
gathering resources, raising funds,
recruiting volunteers, implementing
programs, and instilling broad commu-
nity changes than parent and commu-
nity groups would be. It also sends the
powerful message that school safety is a
shared community concern.
Final Thoughts
The human resources of a school are
the most important asset in preventing
and handling school violence. At one
school, the teaching staff may have the
talent and energy to implement a
schoolwide social emotional curricu-
lum and monitor its impact on school-
yard fights and other aggressive behav-
iors. At yet another school, a counselor
or a psychologist may have special
skills in anger management programs;
therefore, it may be decided to imple-
ment a counseling program with high-
risk youth in conjunction with a class-
room consultation component.
Planning and programming provide
the framework for violence prevention
and should take into consideration the
skills of school staff members who
must work with families and students
to create a peaceful school community.
Efforts to reduce school violence
encourage the development of peaceful
norms on the school campus. They
expand and strengthen students’ per-
sonal connections with adults and have
a generalizing effect to the broader
community. Schools are important
sites for broader efforts to break the
cycle of violence because schools pro-
vide the only viable setting in which
community antiviolence programs can
be implemented and high-risk youth
can be identified and referred to inten-
sive early intervention programs.
Schools have an obligation to make
14 PL SEPTEMBER 2005
Fundamental Questions to Address Violence Prevention
Prevention programs should not be pulled off the shelf and implemented without prior
planning that documents school-site needs and is responsive to the objectives of a
school's violence prevention efforts. As part of the process of prevention planning,
school crisis teams must address such fundamental questions as:
• Which problems are we likely to face at
our
school?
• What are the primary short-term and long-term objectives of
our
school violence prevention efforts?
• Who are the targets of the violence prevention efforts?
• How is the prevention effort tied to broader community-level violence
prevention efforts?
• Five years from now, how will the school know if the violence prevention
program worked?
STUDENT COUNSELING
campuses safe, secure, and peaceful
and to collaborate with the broader
community to address societal systemic
violence. PL
References
❏ DeVoe, J. F., Peter, K., Kaufman, P.,
Miller, A., Noonan, M., Snyder, T. D.,
& Baum, K. (2004). Indicators of school
crime and safety: 2004 (NCES
2005–002/NCJ 205290). Washington,
DC: U.S. Government Printing Office.
❏ Larson, J., & Busse, R. T. (in press). A
problem-solving approach to school vio-
lence prevention. In S. R. Jimerson &
M. J. Furlong (Eds.), Handbook of school
violence and safety. Mahwah, NJ:
Lawrence Earlbaum Associates.
Editor’s note: This article is produced
in collaboration with the National
Association of School Psychologists
(NASP). Counseling 101 articles and
related handouts can be downloaded at
www.naspcenter.org/principals.
PL SEPTEMBER 2005 15
Resources
■
American Association of School Administrators School Crisis
Management and Response Plans
www.aasa.org/issues_and_insights/safety/state_crisis_plans.htm
■
National Youth Violence Prevention Resource Center
www.safeyouth.org/scripts/school/index.asp
■
Carolina Center for the Prevention of School Violence
www.ncdjjdp.org/cpsv.htm
■
Counseling 101: Bullying Prevention and Intervention.
Principal Leadership.
T. Feinberg. September 2003.
■
Hamilton Fish Institute www.hamfish.org
■
The Nuts and Bolts of Implementing School Safety Programs.
M. Sochet. 2000. New York: Vera Institute of Justice. Retreived June 27, 2004,
from www.vera.org/publications/publications_5.asp?publication_id=27
■
Partnership Against Violence Network www.pavnet.org
■
The Prevention of School Violence.
M. J. Furlong, R. Pavelski, & J. Saxton, J. 2002. In S. Brock. P. Lazarus, & S.
Jimerson (Eds.),
Best Practices in Crisis Intervention
(pp. 131–149). Bethesda,
MD: National Association of School Psychologists.
■
Safe, Supportive, and Effective Schools: Step by Step. D. Osher, K. Dwyer,
& S. Jackson. 2003. Longmont Co: Sopris West.
■
Safe Schools/Healthy Students Initiative www.sshs.samhsa.gov
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