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Discusses nature, scope, causes, and policy implications of increasing violence in US schools in the 1990s; 13 articles. Chiefly based on papers presented at a conference held at Valparaiso University, Indiana, Oct. 2, 1998. Topics include alienation of the young as a result of less parenting and supervision, sensationalization of gang culture by the media and its corporate and commercial exploitation, adverse effects of grouping by ability (tracking) on low-income and minority students, use of drugs, and school size, organization, discipline, and security.

Resumen: En las sociedades contemporáneas se observa una multiplicidad de acciones emprendidas en numerosos ámbitos y sectores, bajo la responsabilidad de un amplio abanico de actores de diferente escala, con el fin de prevenir, atender y eliminar la violencia escolar. Dados los graves efectos que este problema provoca no solo entre los individuos e instituciones directamente involucradas, sino también en el fortalecimiento democrático y el ejercicio pleno de los derechos humanos, la prevención de la violencia en las escuelas es una tarea apremiante. Frente al despliegue masivo de estrategias de intervención, a los abundantes estudios realizados en distintos campos disciplinares y a su incorporación en diversas agendas de políticas públicas, es escaso el análisis de las implicaciones que esas estrategias tienen en los principios de autoridad, legalidad y legitimidad en las escuelas. Emprender esta tarea es fundamental, ya que buena parte de las rutas trazadas en el presente para afrontar la violencia escolar –como la creación y aplicación de leyes específicas, el rediseño de acuerdos nacionales, lineamientos para el sistema educativo, manuales para la convivencia hasta los reglamentos escolares, entre otros instrumentos– han afectado dichos principios desconociendo los resultados y efectos que tienen en la conformación, reproducción e, incluso, perpetuación de la violencia escolar.Palabras clave: Violencia escolar, autoridad, legalidad, legitimidad, reglamentos escolares, fragmentación de la autoridad.Abstract: In contemporary societies, a multiplicity of actions has been taken in different areas and sectors under the responsibility of a wide range of actors on different scales, in order to prevent, attend and eliminate school violence. Since the serious effect of this problem, not only among the individuals and institutions directly involved, but also for the strengthening of democracy and the full exercise of human rights, combating violence in schools is an urgent task. Despite of the massive deployment of intervention strategies, the numerous studies carried out in different academic fields and their inclusion on policy agenda, the implications that these strategies have on the principles of authority, legality and legitimacy in schools has barely been analyzed. This task is essential, given that many of the paths outlined currently to address school violence –such as the creation and application of specific laws, the redesign of national agreements, the guidelines for the education system, the manuals for school coexistence, among other instruments– have affected these principles and have ignored the results and implications that they have in the conformation, reproduction and even perpetuation of this problem.Keywords: School violence, authority, legality, legitimacy, school rules, fragmentation of authority.

Across America, waves of violence within the school system have shocked and horrified Americansociety. A generation of young people whose main focus should have been on hanging out with friends,getting homework done, not being late to class, going to the mall, or who their date to the prom was tobe, instead, are engaged in a sometimes life and death struggle to survive the school day. The tragedyof Columbine High School, where two high school-aged gunmen took the lives of 13 students andteachers and wounded 23 others (Klein and Chancer 2000), while never to be forgotten, should noteclipse the smaller outbreaks of violence that happen in America's schools on a daily basis.

Preventing Bullying and School Violence is a practical handbook for designing and sustaining effective interventions to address problem behaviors in schools. The book is designed to help clinicians, school counselors, and administrators create a safe climate for their students and to respond thoughtfully, but swiftly, when threats arise.

In the analysis of school violence, there is a tendency for commentators to define the scope of the problem narrowly. Typically, they focus on interpersonal violence: between students or by students toward their teachers. Here, it is argued that not only does the complexity of this issue defy such a simplistic framing, but also, dealing with the problem at that level does not go far enough. It fails to address the wider context of school violence, the wider forms of violence in schools, & the important interactive & causal effects arising from the confluence of these forces. What is demanded is an integrated, multilevel definition of the problem that will lead to a multilevel causal analysis & a comprehensive policy response that takes account of the full range of constitutive elements. The first stage of such an approach is outlined with regard to defining the nature & scope of the problem. 27 References. Adapted from the source document.

This book examines the global phenomenon of school violence and its wide range of behaviours, from school shootings to minor theft, bullying and sexual harassment. Studying the Nordic countries and taking Sweden as an example and case study, the book discusses key features of sexuality, bullying and cyberbullying, radicalization, and violent extremism. It examines different approaches to school violence and discusses them in relation to political and ideological influences, gender relations, and socio-economic conditions. It presents trends in prevention of school violence, policing the school and dilemmas in educating against violent extremism. Since most of the research in this field has been done in post-industrial democracies such as Australia, the UK and the US, the book contributes to the debate by offering new perspectives on violence in schools from the Nordic countries.

AbstractIn terms of research on school violence, criminologists have dominated the field; yet, this work has narrowly centered on crime as an indicator of violence. Although cultural sociologists have done noteworthy research on schooling and education, much of the focus has been on academic achievement. Yet, some cultural scholars have analyzed the expressions and practices of school violence, and in this paper, I argue that this approach reveals a rich, complex understanding of aggression and violence that is needed in sociological research on school violence. This includes looking at not only crime and more traditional, physical expression of violence, but also taking seriously verbal, emotion, sexual, or racial forms of violence, in addition to violence that is perpetuated by institutions. This paper reviews some of the more conventional studies on school violence and then looks at how cultural sociologists have begun to broaden this perspective. I use Swidler's 'cultural toolkit' as a framework for analyzing school violence, focusing on symbolic violence, cultural scripts, cultural resources and ideology as some of the cultural tools that prove useful to expanding our understanding of schooling and violence.

In the analysis of school violence, there is a tendency for commentators to define the scope of the problem narrowly. Typically, they focus on interpersonal violence: between students or by students toward their teachers. In this article, it is argued that not only does the complexity of this issue defy such a simplistic framing but dealing with the problem at that level does not go far enough. It fails to address the wider context of school violence, the wider forms of violence in schools, and the important interactive and causal effects arising from the confluence of these forces. What is demanded is an integrated, multilevel definition of the problem that will lead to a multilevel causal analysis and a comprehensive policy response that takes account of the full range of constitutive elements. In this article, the first stage of such an approach is outlined with regard to defining the nature and scope of the problem.