to other settings in terms of physically safety, most schools are safe environments (Dwyer, Osher, & Hoffman, 2000). Approximately, 3% of teachers and students in urban schools and between 1% and 2% of teachers and students in rural schools are attacked physically or robbed each month (Cotton, 2007). These types of extreme disruptive behaviors in a school setting are an ever-increasing concern (Eber, Sugai, Smith, & Scott, 2002).
Elementary school principals say they're seeing more violence and aggression amongst their youngest students, than ever. In Philadelphia, 22 kindergarteners were suspended in the first part of the year (Toppo, 2003). Violence in schools is an urgent problem. In school settings, it is an extension of the violence that occurs among children in communities throughout our Nation. The effects of school violence take a toll on the education of the poor and minorities. On reviewing research on youth violence, some of the risk factors within the school setting were; negative peer influences, low commitment to school, academic failure, and certain school environments/practices, such as undisciplined classes, and lax enforcement of school rules (Rosenberg, 1999).
Prior to age 13, children who exhibit violent behaviors are confirmed to be on a path of criminal tendencies and escalating violence throughout childhood (U.S. Surgeon General, 2001, chap.1). It is easier to recognize behaviors, that suggest a child is troubled than to predict that the child's behavior will lead to violence. There's no single sign or early warning signs that can accurately predict whether a child will be violent or not (Dwyer, Osher, & Hoffman, 2000). There are identifiable risk factors in individuals that increase the likelihood for developing problem behavior. Risk factors include poor anger management skills and lack of academic interest (Hunt, Meyers, Davies, Meyers, Grogg, & Neel, 2002). Other identifiable risk factors include disruptive classroom behavior, defiance of adults, and poor school readiness (Walker, H., Severson, H., Feil, E., Stiller, B. & Golly, A., 1998). According to Porter (2009), some reasons for student discipline problems are boredom, powerlessness, unclear limits, lack of acceptable outlets for feelings and attacks on diginity.
School violence affects all of society and interferes with the learning process (Taub, 2002). In a Greensboro elementary school, parents are concerned that well-behaved students are having difficult times learning because of the continuous outburst and violent acts in the classroom (Benscoter, 2007). Some students who exhibit aggressive reactions often overreact to even small incidences and have a limited threshold for frustration (McAdams & Lambie, 2003). If any of these negative reactions or incidences is repeated over a period of time towards others, it is considered bullying.
Bullying behaviors can include physical, verbal, sexual or social ostracism (Boynton & Boynton, 2005). Students who exhibit these behaviors are often viewed by educators and parents as unpredictable (McAdams & Lambie, 2003). Statistically, children who engage in bullying behavior are more likely to commit crimes as adults (Taub, 2002). There are studies that show that bullies are five times as likely to have serious criminal records by 30 years of age (Boynton & Boynton, 2005). If youth violence is not averted, it will b
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