Teachers are creating a public awareness and a demand for solutions to violence and vandalism in the schools. Police, parents, legislators, and teacher associations must work together to solve the problem. (JD)

The purpose of this paper is to encourage persons concerned with violence and vandalism in schools to take a more critical look at school-crime statistics and reports and their data-gathering methods. It makes two points. First, writings on or about student crime and violence may be misleading because of certain errors in quantifiable data, such…

The governor of Michigan charged the Task Force on School Violence and Vandalism with the responsibility of developing recommendations designed to reduce school violence and vandalism. The Task Force was divided into five subcommittees: (1) Student Concerns, (2) Educational Personnel Concerns, (3) Law Enforcement and School Security Concerns, (4)…

Summarizes the incidents of vandalism and violence perpetrated by a teenage group called "skinheads," which occurred on the north side of Chicago, Illinois, on the night of November 9, 1987. Includes information about "skinhead" activities around the United States and how communities and the media have reacted. (JDH)

Summarizes and synthesizes five articles on the state of secondary education and concludes that schools are not the producers but rather the products of society. Today's society is nervous, permissive, violent and goalless, and the schools reflect those traits. (JMF)

Reviews nature of criminal activity in libraries in context of two criminological theoretical groupings: psychological theories (encompasses criminological attention to individual psychological traits), and sociological theories (examines ways in which societies are structured and how structures might generate crime). Some strategies of prevention…

Identifies laws from 36 states responding to school crime and violence in the following categories: (1) assault, battery, and related violent crime; (2) illicit drugs; (3) possession of weapons; (4) vandalism and damage to school property; and (5) miscellaneous statutes. Draws policy implications for states. (102 footnotes) (MLF)

The problem of violence and vandalism in schools is presented, and a number of promising programs that appear to be effective in reducing violence are outlined. (JMF)

Increasing school violence and vandalism, in Philadelphia and nationwide, require discussion of the likely causes and of new solutions. Crime in schools is extensive, according to the national Safe School Study. Philadelphia data show that school crime there increased from 1975 to 1980 in seven out of ten categories. The authors of the Safe School…

A task force was appointed by the California School Boards Association to investigate the increase in violence and vandalism and to recommend courses of action. The task force found four changes in society contributing to the increase: (1) the breakdown of the home and family unit, (2) the lack of self-discipline in children and the absence of…

The report of this New Jersey state task force is part of a proposed legislative package. This article cites some of the task force recommendations for restructuring the juvenile court system, dealing with violence and vandalism in the schools, and providing alternative schools for disruptive students. (SJL)

A contemporary theory of behavior is that faulty patterns of thinking divide the criminal from the noncriminal. The causation of school violence is children choosing to be violent; and the problem of school violence is acceptance of their choice. Short-term control measures are adherence to systematic school rules, use of technology, security…

Discusses the personal, familial, and educational causes of the emergence of student violence since the 1950s. Suggests how counselors can better relate to each individual student and how teachers, parents, and counselors can work together to help reduce school violence. (SB)

Reviews the contributions of alternative schools to public education over the past decade and predicts diversity and success for the movement in the 1980s. (WD)