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In this paper the authors present different incidences of violence in the school environment. Different factors influencing the phenomenon and existence of violence in school are also subject to different conceptualizations and definitions of violence in school. Special attention is paid to school as an institution, which in its essence is not a democratic, but a hierarchically structured organization. Because of the fundamental problems that are associated with the problem of violence in school, most countries require that schools systematically deal with this issue, and the formation of an integrated policy in tackling violence. In the second part of the paper, the authors analyse the policies of various countries (Canada, Sweden, France, Germany, the UK) to the problems of school violence and link them to the factors that influence the onset of violence in school. Special attention is paid to the analysis of official documents that enable violence in school in Slovenia to be resolved, and thus seeking an answer to the question about what can schools do about this. ; V prispevku avtorici predstavita različne pojavnosti nasilja v šolskem okolju. Ob različnih konceptualizacijah in definicijah nasilja v šoli tematizirata tudi različne dejavnike, ki vplivajo na pojav in obstoj nasilja v šoli. Pri tem posebno pozornost namenita šoli kot instituciji, ki v svojem bistvu ni demokratična, temveč hierarhično strukturirana organizacija. Zaradi temeljnih problemov, na katere se navezuje problem nasilja v šoli, večina držav šolam nalaga sistematično ukvarjanje s to problematiko in oblikovanje celostne politike spoprijemanja z nasiljem. V drugem delu prispevka tako avtorici analizirata politike različnih držav (Kanada, Švedska, Francija, Nemčija, Anglija) do problemov nasilja v šoli ter njihove povezave z dejavniki, ki vplivajo na pojav nasilja v šoli. Posebno pozornost namenita analizi uradnih dokumentov, ki usmerjajo spoprijemanje z nasiljem v šoli v Sloveniji, ter na ta način iščeta odgovor na vprašanje, kaj lahko naredijo šole.

'Inwieweit beeinflusst der Drogenkonsum von Schülern ihr Gewalthandeln in der Schule? Dieser Frage wird anhand von zwei Repräsentativuntersuchungen zur Gewalt an bayerischen Schulen (1994 und 1999) nachgegangen. Es zeigte sich, dass der Drogenumgang bayerischer Schüler bis Ende der 90er-Jahre insgesamt anstieg (Lebenszeitprävalenz und Konsumintensität). Beim Einfluss des Drogenkonsums auf die Gewaltaktivität in der Schule ist die Annahme bestimmend, dass die Schüler in bezug auf Devianz eine hohe Konsistenz zeigen. Verschiedene Formen abweichenden Verhaltens treten häufig in verschiedenen Bereichen auf, wobei die Devianz der Peergroup (erfasst über die Polizeiauffälligkeit der eigenen Clique) als entscheidender Einflussfaktor vermutet wird. Daneben sind auch deviante Einstellungen (Lust an Verbotenem) und Handlungen (Waffenmitnahme in die Schule) von Bedeutung. Hier zeigen sich deutliche Zusammenhänge auch zur Art des Drogenkonsums: wer 'harte' Drogen nimmt, wendet fast durchgängig mehr Gewalt an, und gewalttätige Schüler weisen auch in anderen Bereichen (sozialer Kontext, Einstellungen, Handlungen) eine erhöhte Devianz auf.' (Autorenreferat)

Violence in schools has become a significant public health risk and is not limited to violent acts committed in the school setting. Violence in homes, neighborhoods, and communities also affects the learning and behaviors of children while at school. School violence, such as shootings, weapons in schools, assaults, fights, bullying; other witnessed violence in non-school settings; and violence as a cultural norm of problem solving can all impact the ability of children to function in school. School nurses serve on the front-line of problem identification and intervene to diminish the effects of violence on both school children as individuals and on populations in schools and the community. This article describes ways in which school nurses deal with violence and concludes with discussion of potential responses to violence, including the school nurse response to violence and implications for other healthcare professionals.

From the literature on symbolic interaction, it is known that interaction between peers is important for self-development, & strong bonding to schools & teachers protects against delinquency & violence. This peer interaction & social bonding must be placed in the context of societal change toward increased workplace participation by parents & the consequent increased parental role expected of schools. The result has been sharing the moral development of children with teachers; this highlights the importance of the parent-teacher relationship & its effect on the teacher as leader & guide. Moral development is also affected by school practices, not least, tracking & mainstreaming. Focus here is on how these changes affect peer group interaction & how schools can positively influence & channel such group formation. 45 References. Adapted from the source document.

The problem(s) of men in early education / James R. King -- Topologies of masculinity : gendered spatialities of preadolescent boys / Jan Nespor -- Theorizing urban Black masculinity construction in an African-centered school / Khaula Murtadha-Watts -- Heterosexism in middle schools / Laurie Mandel and Charol Shakeshaft -- Textbooks, knowledge, and masculinity : examining patriarchy from within / Jeffrey J. Kuzmic -- Peer (dis)connections, school, and African American masculinities / Jeremy N. Price -- "New times" in an old country : emerging Black gay identities and (hetero)sexual discontents / Mairtin Mac an Ghaill -- Preparing to teach coach : tracking the gendered relations of dominance on and off the football field / Nancy Lesko -- Striving for educational rigor : acceptance of masculine privilege / Melody J. Shank -- What's this about a few good men? : negotiating gender in military education / Diane Diamond, Michael S. Kimmel, and Kirby Schroeder -- Tempering the masculinities of technology / John Willinsky -- The sounds of silence : notes on the personal politics of men's leadership in gender-based violence prevention education / Jackson Katz -- The "facts of the case" : gender equity for boys as a public policy issue / Lyn Yates -- Same as it never was : masculinity and identification in feminism / Brian Carr

"In this book, readers will learn about leadership, traits of a good leader, and how to show leadership at school. Social and emotional learning (SEL) concepts support growth mindset throughout, while Try This! and Grow with Goals activities at the end of the book further reinforce the content. Vibrant, full-color photos and carefully leveled text engage young readers as they learn more about leadership. Includes sidebars, a table of contents, glossary, index, and tips for educators and caregivers"--