Creating Responsive Schools: Contextualizing Early Warning, Timely Response

Abstract

Building upon extensive research, Early Warning, Timely Response: A Guide to Safe Schools asserts that schools can prevent violence and its preceding behaviors by providing a supportive schoolwide climate and responding early to at-risk students' academic and behavioral problems. The Guide's fundamental premise is that none of its recommended policies or procedures should be used to harm or label children. It stresses developing climates that avert violence and its precursors, through prevention approaches, collaboration, and clear and effective policies. Early and imminent warning signs are highlighted, as are procedures for developing appropriate responses to warning signs, including interventions and crisis plans. The Guide's blueprint can be used and adapted to prevent violence and develop safe and effective schools and communities.

Student Victimization by Peers: Comparison Between Bedouin and Non-Bedouin Arab Students in Israel

“…Previous studies found that school violence and victimization occur more in schools located in lower SES communities than in schools located in higher SES communities (Attar, Guerra, & Tolan, 1994;Dwyer, Osher, & Hoffman, 2000;Garbarino & Kostelny, 1997; Downloaded by [University of Tennessee, Knoxville] at 01:19 05 June 2016 Hamburg, 1998;Khoury-Kassabri et al, 2004;Tolan, Guerra, & Kendall, 1995). Economic and social factors have been shown to contribute to ethnic variation in aggression.…”

Affective teaching: a method to enhance classroom management

“…As the problem becomes more severe, the more extreme the educational responses seem to be, edging toward 'zero tolerance', despite the fact that punitive responses are not supported by research (Skiba & Peterson, 2000). On the contrary, a voice has been raised in support of a proactive approach based on comprehensive planning of prevention (Dweyer et al, 2000;Skiba & Peterson, 2000).…”

“…The same students showed less off-task behaviour and less other disturbing behaviours, including reduced aggression. This last variable is of particular importance as aggression in school is increasing and teachers are quite helpless in dealing with it (Dweyer et al, 2000;Nichols, 2000;Skiba & Peterson, 2000). The fact that misbehaviour decreased in the second part of the lesson deserves special mention, because this period is usually the more difficult, as the students become tired and lose concentration.…”

“…To address these problems an assessment of their social perspectives, beliefs and feelings is necessary (Nicols, 2000). Assistance should be provided through the establishment of a supportive climate (Dweyer et al, 2000), and training in important social skills (Skiba & Peterson, 2000).…”

Exploring home schooling

“…guidelines, development of a safe educative setting must include consideration of personal safety for children, confidentiality of family information, nurturance and protection of self-esteem, and moral/spiritual/ethical growth (p.l 0). Specifically, professionals must ensure that there are "procedures for protection of the child" (p.l 0) in the form of a well-enforced, school-wide behavioral code of conduct (Dwyer, Osher, & Hoffman, 2000). Families must be informed of this code of conduct and that disciplinary actions do not reflect poorly on them or their children.…”