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Landrum, Timothy J.; Sweigart, Chris A.; Collins, Lauren W. – Educational Leadership, 2019
It's hard to imagine anything more devastating than a deadly shooting at a school. The setting (often thought of as among the safest places in our communities) and the ages of both victims and perpetrators are particularly troubling. The intense media coverage that typically follows a school shooting reinforces how disturbing such events are. As…
Descriptors: Violence, Weapons, Teacher Role, Administrator Role
Nickerson, Amanda B. – Educational Leadership, 2018
In light of recent highly publicized and tragic incidents, such as the February 2018 shooting at Marjory Stoneman Douglas High School in Parkland, Florida, school communities are increasingly concerned about student and teacher safety. School leaders, politicians, and community members are frantically seeking solutions to the problem of school…
Descriptors: School Safety, Violence, Weapons, Social Development
Minahan, Jessica – Educational Leadership, 2019
Up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence. Trauma is possibly the largest public health issue facing our children today (CDC, 2019). Traumatized students are especially prone to difficulty in self-regulation,…
Descriptors: Trauma, Teaching Methods, Violence, Child Health
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Wessler, Stephen – Educational Leadership, 2011
When a community's demographics change quickly in terms of racial, religious, or ethnic makeup, Wessler notes, tension surfaces. Schools are the likeliest place for these kinds of tensions to openly come to a head. Schools can't always avoid conflicts among students who feel mutual prejudice and suspicion. But schools can address simmering…
Descriptors: Student Attitudes, Student Leadership, Racial Relations, Racial Factors
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San Antonio, Donna M.; Salzfass, Elizabeth A. – Educational Leadership, 2007
Research shows that social isolation and bullying can profoundly affect students' sense of affiliation with school and thus hamper their ability to learn. In a survey of middle-grades students in three diverse schools, the authors found variations among the schools with regard to the extent to which students felt safe in school, the locations…
Descriptors: Social Isolation, Bullying, Middle Schools, Self Efficacy
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Holden, Gerri – Educational Leadership, 1997
Increasingly, children who learn good conflict-management skills find themselves negotiating with kids who would rather fight--even over minor matters like cutting into line, taking a pencil, or touching a classmate's desk. A Pittsburgh teacher has worked to create a physically and emotionally safe classroom and devised a Students Against Violence…
Descriptors: Classroom Environment, Conflict Resolution, Elementary Education, Negotiation Agreements
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Dill, Vicky Schreiber; Haberman, Martin – Educational Leadership, 1995
For students steeped in the culture of violence, classrooms may offer one last chance to experience more constructive ways of relating. Schools must help these students find new identities and increase their capacity for moral reasoning. Authoritarian responses overpower students while failing to relieve their fear, distrust, or physical pain.…
Descriptors: Classroom Environment, Corporal Punishment, Elementary Secondary Education, Environmental Influences
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Shore, Rebecca – Educational Leadership, 1995
A personalized education, according to Ted Sizer, means that students are known by adult professionals in the school. Administrators at a California high school with 2,000 students and very large classes initiated an adopt-a-kid program by matching adult volunteers on campus with low-achieving students. This program, along with a successful block…
Descriptors: Class Size, Educational Environment, High Schools, Prevention
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Lederhouse, Jillian N. – Educational Leadership, 1998
From threats of violence to emotional insecurity, many students enter schools burdened by fear. By addressing these concerns directly, clearly communicating expectations, creating engaging, open-ended curricula, and viewing students holistically, teachers can begin to create peaceful classroom communities. Such actions bring hope to students and…
Descriptors: Classroom Environment, Elementary Secondary Education, Fear, Holistic Approach
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Johnson, George; Poliner, Rachel; Bonaiuto, Susan – Educational Leadership, 2005
Many schools are using evidence-based social and emotional learning (SEL) programs to prevent certain student behaviors such as bullying and harassment, drug and alcohol abuse and violence. The changing of students' social and emotional behavior requires more than skill lessons, as it requires attention to the environment in which students learn.
Descriptors: Student Behavior, Affective Behavior, Alcohol Abuse, Emotional Development
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O'Neil, John – Educational Leadership, 1991
As families and institutions change, many U.S. children could fail to realize their potential to lead fulfilling adult lives. Confronted by poverty, the crack cocaine epidemic, and increased exposure to violence, children make daily choices altering their life's course. Schools are increasingly expected to resolve social problems without…
Descriptors: At Risk Persons, Childhood Needs, Elementary Secondary Education, Family Environment
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Scherer, Marge – Educational Leadership, 1997
Mike Rose wrote "Possible Lives: the Promise of Public Education in America" (1995) to enrich the conversation about public education's alleged shortcomings. The nation's "best" classrooms vary considerably, but all are respectful, physically and emotionally safe, and intellectually and socially vibrant places. Parents and…
Descriptors: Child Welfare, Classroom Environment, Cultural Pluralism, Elementary Secondary Education