In this manuscript, we offer a brief understanding of the educational experiences of gang-impacted students in K-12 and postsecondary education. Using evidence-based and interconnected support systems that account for the multifaceted needs of gang-impacted students, such as basic needs, mental health, workforce development, technology, and other…

This study uses open source information to examine school shootings in the United States for the 1990-2016 period. We innovatively created a national-level database to address the gaps in existing research and identified 652 school shootings. These shootings included 473 intentional shootings (encompassing 354 with known offenders and 119 with…

The Small Island Developing State of Jamaica, in the Caribbean region, is facing significant environmental, economic, and social challenges. Violence has become a serious challenge for Jamaica and several other countries in the region; the level of violence against and among children is particularly disturbing. Perhaps even more troubling is the…

This report summarizes analyses of survey responses of approximately 101,310 teachers and principals who, between 1999-00 and 2011-12, answered the School Survey on Crime and Safety (SSOCS) and the Schools and Staffing Survey (SASS), two national surveys. Their responses to most recurrent discipline incidents and to most serious problems facing…

Youth involved in illegal street activities such as drug trafficking and violence are at high risk for school failure and other negative outcomes. Research often seeks to identify what is "wrong" with them, what makes them different from "normal" youth, but relatively few studies focus on variations in how youth engage in and…

Mediation and conflict resolution have numerous school applications. School mediation programs create new forms for social interaction in which fighting and violence are unacceptable methods of resolving differences. The New Mexico Center for Dispute Resolution has successfully applied mediation techniques to gang disputes, parent-child impasses,…

Results of a survey regarding school violence and gang intervention sent to school psychologists (N=213) indicate that the majority of training programs provided substantial intervention training for more traditional behavioral concerns. Training in school-violence prevention and in particular youth gang prevention and intervention were lower…

Recent U.S. Education Department surveys find a crime perception gap between administrators and teachers. More teachers than principals say they have problems with student violence, weapons, robberies, verbal and physical abuse, vandalism, and racial tension. National Crime Survey statistics report 16,000 daily thefts and violent crimes on school…

The rule of thumb for combating violence in school is to remove its antecedents whenever possible and train staff to handle aggressive behavior. School staff should be knowledgeable; join forces with community leaders, police, and parents; implement antigang curricula; treat each student respectfully; and make the school a safe haven. Sidebars…

Youth gangs can be found throughout all racial, ethnic, and religious groups. Characteristics of gang membership and suggestions for parent and school involvement in preventing gangs are discussed. (DF)

The ravages of illegal drugs and gangs are growing discernibly worse in many American cities. Schools and school boards are going to have to sustain hope by finding the courage to oppose youth violence, gang terrorism, and drug trafficking and consumption. (MLF)

To fight gang activity, an Ohio school system took the lead in forming a coalition consisting of representatives from 25 community groups and agencies. Actions have included providing school-based intervention and training at the high school, and establishing an intelligence link between the schools and local law enforcement. (MLF)

Administrators risk serious legal challenges when failing to recognize and respond to gang activity; enhance staff knowledge of gang identification/management techniques; establish policies and procedures; report suspected activities to police; pursue conflict mediation; include gang issues in class discussions; follow up on threats; or develop a…

School board members, administrators, and teachers must remember that the wearing of "gang" clothing or the appearance of "gang" graffiti does not always translate into gang activity and crime. In reality, the so-called national spread of gang problems may be just another teenage fad. School personnel should treat gangs as a…

Reviews treatment programs, the complex problems posed by youth gangs, and the use of martial arts in the treatment of violence and proposes a program for violent adolescents. The program philosophy is committed to respect and self-control; emphasis is on leadership and community service. Provides clinical examples. (Author/EMK)