Violence In Our Schools Children example essay topic

Violence in our Schools Children today are growing up in an increasingly violent atmosphere, both in society in general and in their schools. While there is no easy answer as to how to end this violence once and for all, we can look at some of the causes and take steps to contain that which we can. The main contributing factor in all recent school shootings has been the shooters' feelings that they were bullied by and alienated from the rest of the children and were made to feel that they were not as good as their peers. Being targeted by the other children and having nowhere to turn to for help can cause a build up of more anger until, finally the alienated child is unable to take anymore. They struck out at their peers in what seems to them to be the most effective way, by eliminating them. Although several factors enter into school violence, the most obvious way of preventing violence is to eliminate these feelings of being outcast by one's peers.

If we want to put an end to school violence, we need to put an end to bullying behavior (Shore, 1996). Many instances of bullying behavior can be linked back to the climate in which a child was raised. Those who are raised in poverty or who have no good role models will frequently suffer due to the lack of examples of adults in productive roles. If the "coolest" guy in the neighborhood is a gang member, then his or her bullying behavior will be emulated by the children in the neighborhood, continuing the cycle of abuse.

This pattern usually leads to other negative traits such as becoming easily provoked and developing an inability to solve problems effectively. When these traits are continued in the school system, they are compounded by peer-pressure and the lack of faculty support. The bullies soon learn that they are free to abuse whomever they wish, and although faculty and staff help when they can, there are simply not enough resources necessary to catch and prevent bullies from targeting their peers (Bennett-Johnson, June 2004 p 199). One way that children are targeted is based on how he or she is treated by teachers and faculty. According to Andrea J. Cook in Columbine Author Speaks Out, those who are "just right" or are smart, attractive, and good at sports, are treated well by teachers, because they appear to be everything a teacher wants in a student. Those who are not "just right" are treated poorly from the teachers because of their unattractiveness, their awkwardness, and their inability to fit in.

These children are often from less fortunate homes and do not have good role models from which to learn coping and socializing skills. When these students are targeted, they have nowhere to turn and are at a loss as to how to end the harassment. If they do go to parents or faculty, they are often told that they need to try harder to fit in. The awkwardness of the victims is frequently focused on instead of the actions of the bullies, leading to increased instances of poor self-esteem and feelings of isolation. In turn, this leads to the victims' need to retaliate against the bullies, creating even more bullies in the system. Those who behave as bullies believe that they are "making a statement against society" by rebelling and causing more disruption in the school environment.

When bullies are placed in settings they cannot control, they try to exert influence in the form of violent or threatening acts or words directed towards teachers and other students. They often get away with this behavior because of their tendency to surround themselves with others like them. They form small groups which consist of other children with low self-esteem and a history of delinquency, and together they are often intimidating, increasing their ability to terrorize without consequences (Bennett-Johnson, 2004, p 199). Their disrespect for school rules and guidelines is often traced right back to factors they are exposed to outside of school, such as gang involvement, lack of parental supervision, child abuse and peer pressure (Wright, 2000). It is obvious that the harassment by other children contributes overwhelmingly to all aspects of school violence but what is a school to do?

The behaviors which are creating such an atmosphere of fear and intimidation are also changing the actual climate of the schools by altering the perceptions of what is and is not acceptable and normal (Hernandez, Seem, 2004, p 256). When small numbers of the student body are threatening the safety of others, this creates the very difficult task of realigning school policies and procedures to address the situation. Although every student and faculty member bears some burden of responsibility overall, the administrators must position themselves to develop a safe environment within the schools and to be fierce advocates for positive change. Once this has been accomplished, the rest of the student body and faculty will feel safer and can more readily support the positive changes implemented. The most important thing for administrators is to work with parents and community leaders to develop a feasible plan of action to eliminate violence in the schools (Bennett-Johnson, 2004, p 199). To be easily understood and maintained, both students and teachers need to be held to the same standards of respect and tolerance, and all rules need to be clear, fair and consistently enforced.

Faculty needs to be held at a higher standard in order to ensure positive role-modeling, and must always be respectful of the students. If all those affected are knowledgeable of the consequences for violating codes of conduct as well as the procedures to follow in case of violations, the plan will work effectively. Bullies are nothing new. There have been bullies since the invention of the wheel and will likely be bullies until the end of time (Rabinowitz, 2002). What is new is how people, specifically children, are reacting to bullies. For many years, children seemed to take the abuse that was dished out to them, but lately they have been fighting back with alarming and deadly repercussions.

Schools that continue to keep lines of communication open and maintain professionally trained staff members will help promote positive relationships which can enhance positive school behavior and bonding. Students are more willing to cooperate with teachers and speak out against violent behavior when they have the perception of a safe environment (Hernandez, Seems, 2004, p 256). Schools need to continue supporting those programs that greatly benefits students in their academic accomplishments. Recognizing successes of students and teachers and celebrating the positives brings back school pride and willingness to make a difference (Shore, 1996). Reference: Hernandez, Thomas J., Seem, Susan R. (April 2004), A Safe School Climate: A Systemic Approach and the School Counselor, Vol. 7, Issue 4, P 256, Retrieved from EBSCOhost 2/11/05 Shore, Rebecca Martin, (Jan. 1996), Curbing School Violence Through a Personal Approach.

Green haven Press, Retrieved from Opposing Viewpoints Resource Center, Jan. 27, 2005 Rabinowitz, Dorothy, (2002), Bullying is not a Valid Reason for School Shootings. School Shootings. Retrieved from Opposing Viewpoints Resource Center, Feb. 5, 2005 Bennett-Johnson, Earnestine, (June 2004) The Root of School Violence: Causes and Recommendation for a Plan of Action. Vol. 38 Issue 2, p 199, Retrieved from EBSCOhost, Jan. 30, 2005 Cook, Andrea, (2004), Columbine Author Speaks Out. Reclaiming Children and Youth, Retrieved from ESB COhost database. Feb. 5, 2005 Wright, Jeanne, (2000), The Chaotic Atmosphere of School.

School Violence. Retrieved from Opposing Viewpoints Resource Center, Jan. 27, 2001.