The public debate over discipline policy remains depressingly polarized and simplistic. Advocates of reform argue that suspensions and other forms of exclusionary discipline are associated with negative outcomes, including higher rates of criminal justice involvement--and that they are implemented unfairly. In contrast, skeptics argue that we must…

In the present study, we examine the personal belief in a just world (PBJW) for teachers and learners in predominantly Afrikaans-speaking South African schools, and the relationship between teachers' PBJW and their perception of problem behaviour in the classroom. The study is informed by national debates of school violence in South African…

Teachers may not be trained on how to prevent or address school violence and/or may lack the skills necessary to provide adequate intervention strategies. The purpose of this study was to explore urban K-6 teachers' perceptions of school violence at one metropolitan school. The conceptual framework for this study was supported by Bronfenbrenner's…