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Back To School: Keeping Students Safe

By Dr. Pam Riley for National Association of Students Against Violence Everywhere (S.A.V.E.)

As millions of students and parents nationwide are gearing up for the first day of school, many are focused on buying supplies and new clothes. But what they might not be thinking about what may be even more important. This is an opportune time to consider how to prepare students for the conflicts, stress, and challenges they might face when they go back to school. What can parents do to protect their students?

In a recent Centers for Disease Control and Prevention (CDC) report on school violence, sponsored by the Safe and Drug Free School program, U.S. Department of Education, and the U.S. Department of Justice, researchers found that student homicide rates are usually highest during the start of a new school year and in the spring. The report warns that teenagers are most stressed and prone to violence during transition periods – such as the beginning of the school year. With the first anniversary of 9/11 this year, that stress level may be even greater. Conflicts that arise between students in the fall may escalate into more serious violence as the school year progresses.

Here are some answers to frequently asked questions that will offer guidance on how parents can keep their children safe at school. Please share this information with the parents of students in your school.

Q: Are students going to be more fearful and stressed as they return to school this year versus last year?

A: Yes...

• It seems that all of us feel a little more unsafe and a little more anxious this fall. We can only imagine how young people feel. In the recent CDC report referenced earlier, it was noted that the return to school is a time of considerable change and stress, which may contribute to violent behavior.
• Now more than ever, it is important that we provide our young people with the skills they need to manage the fear, potential conflicts, and challenges they`ll face when they return to school.
• Since students listen to other students more than anyone, they need to be reminded that they can play a role in keeping their schools safe.
• We must empower young people to become more involved in school safety by acting as role models to other students and taking the lead in creating safer schools and communities.

Q: What can parents and students do to prepare for this school year?

A: Here are three back-to-school tips for parents...

1. Stop the bullying.

Talk to your child about the importance of treating all students the way that they themselves would like to be treated. Tell them that under no circumstances should they participate or lead in taunting or teasing. Advise children to stand up for students who are being bullied or teased and report bullying immediately.

The promising news is that in a survey conducted last school year by Chevrolet and the National Association of Students Against Violence Everywhere, students reported that they are much more likely to report a threat to school safety now more than ever.

2. Don`t be a victim.

If your child is a victim of teasing or is threatened with physical violence, teach them to avoid or ignore the bully, say no to a bully`s demands, and above all else, let them know they should not fight back.

3. Take action!

Take the lead in the school safety effort in your school -- ensure that the school has programs that help teach students how to manage conflict, how to learn mediation skills, and how to keep schools safe by giving back to the community. For additional tips, see our In Focus: Violence Prevention column in The Guidance Channel Archives.

Q: With violence relating to September 11th still controlling much of the media coverage today, are students` stress levels expected to be greater at the beginning of this semester than previous ones?

A: Yes...

• The threat of terrorism has certainly been unsettling enough for adults, and our young people continue to ask, "Are we safe?"
• We learned two important lessons from the terror of school violence that hit our nation in seemingly epidemic proportions in the 1990s. First, school is really a safe place to be, with only a small percentage of public schools reporting a violent crime occurring during the school year. But we also learned that no school is immune to violence. It can happen anywhere, but certain measures can prevent the horrific violence from occurring.
• Research shows that students who are taught conflict management and other relationship management skills show a decrease in aggressive behavior, such as fighting or bullying.
• Organizations like S.A.V.E. (www.nationalsave.org) can offer solutions for students to address their stress by learning peer mediation and also taking part in making their school environment safer.

Q: It`s been some time since we`ve heard about a violent act in our nation`s schools, has the problem of school violence gotten worse or better since the tragedy in Columbine?

A: While the number of school shooting deaths have gone down, there are still reasons for concern...

• There were 25 school shooting deaths during the 1998-1999 school year when Columbine occurred. In the 2001-2002 school year, there were 3 reported school shootings. However, recent studies do not tell the whole story, as reporting of crimes is not constant.
• The prevalence of some types of crimes at school has not changed. The percentage of students in grades 9 through 12 who were threatened or injured with a weapon on school property has remained constant. While overall school crime is down, violence, gangs and drugs are still present -- indicating that more work needs to be done.
• At the 2002 National S.A.V.E. Summit, survivors of the Columbine attack told Summit attendees that one of their biggest worries since the tragedy is how some students treat others with disrespect in the classroom.
• We need to create a supportive school environment that is safe and secure, free of fear, and conducive to learning. Schools and students must work together to create a better climate that emphasizes trust, support and respect for all.

The issue of violence in the lives of young people today -- from bullying to school shootings -- is of tremendous concern to parents across America. School violence is not just a school problem; it is a societal problem. Parents can play a major role, especially this fall, in planning, preparing and practicing with their young people ways to keep them safer. Every student should be able to attend a school that is safe and secure, free of fear, and conducive to learning. Parents can play a major role in ensuring that their child`s school makes the grade.

REFERENCE

School-Associated Violent Deaths in the United States 1994-1999, Centers for Disease Control and Prevention and the U.S. Departments of Education and Justice, 2001.

Reflections on the Transition to Middle School

By Dr. Paula Sachs Wise for National Association Of School Psychologists

I still remember spending the summer of 1960 worrying. I had just graduated from sixth grade and even though I would be going to a junior high in the fall with many of the same kids I had been with in elementary school, the thought of junior high seemed so foreboding. I had heard rumors of eighth and ninth graders trying to fool lowly seventh graders into buying (non-existent) elevator passes; of not enough time to get from one class to another; of not enough time to get to the bathroom during the day; and so on and so forth. Of course I also worried about making friends, finding classrooms, and maybe even about being successful academically.

Although a lot has changed from my own school days, I venture to say that the notion of students worrying all summer before making the transition to middle school or junior high is as prevalent now as it was all those years ago. In fact various studies conducted in the 1990’s found that students were worried about getting to class on time, finding lockers, keeping up with academics, finding lunchrooms and bathrooms, getting on the right bus to go home, getting through crowded hallways, and remembering which class to go to next (Weldy, 1991; Schumacher, 1998). Newer research by Akos and Galassi (2004) questioned students, parents, and teachers about their concerns in student transitions to middle school. Similarities and differences were found among the three groups. All worried about students getting lost and having too much homework; students worried about being late to class; parents worried about students making friends and facing new pressures; and middle school teachers worried about the students finding their way in the school and making friends.

Often ignored in previous research are the positive aspects of the transition to middle school. Aikins, Bierman, and Parker (2005) found that negative expectations on the part of students translated to emotional distress during the transition. Therefore, parents and teachers may want to focus on the good things that go along with this new stage in their students’ lives. There will be increased opportunities to meet new friends and participate in extracurricular activities along with an overall increase in personal growth and independence. In the same study cited above, Akos and Galassi also asked students, parents, and teachers what they looked forward to in middle school. All three groups selected choosing classes and making new friends as positive aspects. Surprisingly perhaps, students looked forward to having lockers (possibly an indication of a need for personal space and privacy) while parents and teachers suggested that participation in sports was a positive aspect of the transition.

Another less studied variable in the transition is what actually happens after the school year begins. Although much of the focus has been about worries before the transition, do students have reason to fear the new environment? How quickly do they adjust to the new environment? Akos and Galassi (2004) suggest that students and parents rate the actual transition process as somewhat easy although teachers rated the transition as not as easy. Students found the academics themselves (e.g., classes, grades, homework, and teachers) to be the most difficult aspects of the transition, while parents found an overall increase in expectations and responsibilities as well as dealing with other students to be the hardest parts of the transition. Two-thirds of the parents found that within four weeks, their students had adjusted to their new school -- although 27% thought that it took longer than four weeks.

Strategies in adjusting to the new school also varied. The remainder of this article will address the strategies suggested by a number of researchers over the years.

General Preparation

Students need to know what to expect in the middle school environment and what will be expected of them. Tours of the new school, orientation meetings over the summer, and maps of the school can help alleviate some concerns. As mentioned above, focusing on the positive aspects of middle school can help to counterbalance some of the anxieties associated with any new situation.

Academic Preparation

Students and their parents and teachers need to know what the academic expectations are in the middle school environment. They need to work on study skills, time management, basic writing and math skills, reading proficiency, and so on. Elementary school and middle school teachers are partners with students and families in making sure that students make a smooth academic transition. Perhaps before the fall semester begins, schools could offer some sort of study skill training for entering students.

Friendships

At all stages of life, close relationships are important. They create support for students and a sense that “we’re all in this together.” The transition to middle school is no exception. Students also need friends to talk to when they are being picked on or when they are facing other problems in their lives.

Families

Family members, especially parents can serve several important roles in easing the transition process. Perhaps most importantly family members can support students through their trials and tribulations. Ask questions, listen, be available to talk things over, provide nutritious food, monitor sleeping patterns, get to know the youngsters’ friends, help students develop good study habits, etc.

Families and Schools Working Together

Family members can also help their students by communicating with school personnel. Attend parent-teacher conferences and take advantage of other opportunities to get to know your child’s teachers.

Enhancing Personal Growth

Elias (2001) makes broader suggestions for easing the transition to middle school. He notes that not only do students need specific strategies for dealing with their new educational settings they also at this point in their lives need increase opportunities for personal growth. He suggests that schools focus on four distinct areas:

Contributions

Students need to feel as though they are contributing positively to their world. Engaging in service activities in their communities (everything from helping seniors to working on the environment) not only helps fill these needs but it also may lead to self-discovery at an age when that is an important issue.

Belonging

Many students are able to form strong positive friendships on their own. Others, however, may need help in this area. Schools should provide numerous activities and groups to engage all students – especially those who have difficulty finding and making connections with others.

Talents

Some students excel in the classroom while others may have talents that are less obvious to school personnel. Defining talent broadly, schools should foster students’ artistic, theatrical, musical, literary, athletic, social, and other abilities. It is important to find at least one area in which each student excels.

Life Skills

Use teachable moments in middle school to help students learn to set goals, engage in planning, work in groups, solve problems, make decisions and develop resilience.

Overall, then there are a lot of strategies that students, parents, and school personnel can employ to make the transition to middle school a smooth and positive experience and a springboard for students to the rest of their lives.

References

Aikins, J. W., Bierman, K. L., & Parker, J. G. (2005) Navigating the transition to junior high school: The influence of pre-transition friendship and self-system characteristics. Social Development, 14 (1), 42-60.

Akos, P., and Galassi, J. P. (2004). Middle and high school transitions as viewed by students, parents, and teachers. Professional School Counseling, 7 (4), 212-221.

Elias, M. J. (2001, Winter). Middle school transition: It’s harder than you think. Making the transition to middle school successful. Middle Matters, pp 1-2.

Schumacher, D. (1998). The transition to middle school. Eric digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED422119)

Weldy, G. R. (1991). Stronger school transition to improve student achievement: A final report on a three-year demonstration project “strengthening school transitions for students k-13”. Virginia, US: (ERIC Document Reproduction Service No. ED338985)

Parenting 101: Family Involvement Equals Student Achievement

By Warlene Gary for National PTA

As millions of students head back to the classroom this year, it’s an ideal time for parents and teachers to work together so that children succeed and learning environments improve. Studies have documented that regardless of the economic, ethnic, or cultural background of the family, family involvement in a child’s education is a major factor in determining success in school.

“No matter what the demographics, students are more likely to earn higher grades and test scores, attend school regularly, have better social skills, graduate and go on to post-secondary education when schools and families partner,” said Karen Mapp, Ed.D., a leading education researcher on school, family and community partnerships and lecturer at the Harvard Graduate School on Education.

Benefits of Family Involvement

Students

• Higher grades, test scores, and graduation rates
• Better school attendance
• Increased motivation, better self-esteem
• Lower rates of suspension
• Decreased use of drugs and alcohol
• Fewer instances of violent behavior
• Greater enrollment in postsecondary education

Teachers

• Greater morale (and self-esteem)
• Teaching effectiveness (proficiency) increases
• Job satisfaction goes up
• Communication/relations with students, parents, families, and communities improves
• Community support of schools increases

Parents

• Communication/relations with children and teachers improves
• Self-esteem goes up
• Education level/skills increase
• Decision-making skills become stronger
• Attitude toward school and school personnel improves

A Philosophy of Partnership

Today’s schools are under increasing pressures by the No Child Left Behind Act to create programs that involve families in their children’s education in order to raise student achievement. “We now know what practices make a difference in engaging parents, families and communities in the educational process, and it’s not simply holding more events at school. Instead, schools should reach out to families in their own homes and communities to build relationships and earn trust,” said Mapp.

Effective programs embrace a philosophy of partnership. Part of this process for schools includes welcoming families and making them feel comfortable as part of the school community, honoring and affirming any type of involvement or contributions families can make, and putting children at the center of educational issues.

Effective parent involvement programs include activities that are addressed by the following six standards:

Communicating

Communication between home and school is regular, two-way, and meaningful.

Parenting

Parenting skills are promoted and supported.

Student learning

Parents play an integral role in assisting student learning.

Volunteering

Parents are welcome in the school, and their support and assistance are sought.

School decision making and advocacy

Parents are full partners in the decisions that affect children and families.

Collaborating with community

Community resources are used to strengthen schools, families, and student learning.

Family involvement is a commitment made by the parent with the help of the school and community. It is too basic and necessary of an effort to be an option. It’s like simple mathematics: family + involvement = student success. For more information about effective family – school partnerships, visit www.pta.org.