Legislating School Crisis Response: Good Policy or Just Good Politics?

Abstract

Over the past decade, a growing number of schools have responded to students' safety and mental health needs following campus violence and other crises. More recently, policymakers have joined this trend, proposing legislation requiring schools to establish crisis response programs. This paper provides an overview of crisis response initiatives implemented by school districts following traumatic events, including school violence. It then examines recent state legislation and other policies, followed by a discussion of the advisability of such mandates, given the scant research and evaluation of school crisis response to date.

Strengthening Cultural Sensitivity in Children’s Disaster Mental Health Services

“…Over the past decade, school-based crisis intervention has received increased coverage in both popular and professional literature (Brock et al, 2001;; US DOE, Office of Safe and Drug-Free Schools, 2003). However, minimal research has informed school-based crisis planning and evaluated the effectiveness of recommended interventions (Pagliocca and Nickerson, 2001). Additionally, crisis planning has failed to adequately address the needs of students and families from diverse backgrounds (Annandale, 2006;Heath et al, 2006;Kemple et al, 2006).…”

Crisis prevention and intervention: A survey of school psychologists

“…Preventive strategies to address school violence tend to reflect either a zero tolerance perspective, such as using metal detectors, or an educational perspective, including violence prevention programs (Pagliocca & Nickerson, 2001;. Zero tolerance methods have been criticized for their limited empirical support and their potential for unintended negative consequences, such as student resentment and escalation of behavior .…”

“…It is often recommended that teachers and parents be provided with general information about crises, children's responses, and ways to help children cope through handouts or general meetings (Brock & Jimerson, 2002;Pitcher & Poland, 1992). The practice of providing informational handouts to parents and teachers has been questioned because there is no evidence concerning the accuracy of the information or its impact (Pagliocca & Nickerson, 2001;Vernberg & Vogel, 1993), however; allowing opportunities for parents to receive information, ask questions, and consult with school staff about how to help their children has been shown to result in better coping and fewer problems for children over time (Pynoos, Steinberg, & Goenjian, 1996). Students and families experiencing more serious difficulties may require referrals for outside mental health services (Brock et al, 2001) and, after a natural disaster, families should be assisted in terms of securing resources, such as food and money (Baisden & Quarentelli, 1981).…”

School Crime and Safety

“…Brady and colleagues (2007) also find that the use of criminal justice tactics in schools has the effect of decreasing rates of student attendance, exam taking, and student engagement. Finally, although research shows that strict discipline can help curb student misbehavior (Arum, 2003), there is no clear evidence that the criminalization of school discipline is effective at preventing school violence (Addington, 2009;Cook et al, 2009;Greene, 2005;Pagliocca and Nickerson, 2001;Skiba et al, 2000). Finally, although research shows that strict discipline can help curb student misbehavior (Arum, 2003), there is no clear evidence that the criminalization of school discipline is effective at preventing school violence (Addington, 2009;Cook et al, 2009;Greene, 2005;Pagliocca and Nickerson, 2001;Skiba et al, 2000).…”