Schools worldwide are increasingly enmeshed in discourses of securitisation. Efforts to prevent or counter violent extremism (P/CVE) are a manifestation of this. P/CVE in education takes various forms; the pilot explored here is considered super-soft in that no mention was made of violent extremism. Attention was given to schools' capacities to…

This article reports on a comparative study revealing students' perceptions and conceptualisations of global citizenship in two different educational settings in Israel, a country facing long-lasting violent conflict between Jewish Israelis and Palestinians. Jewish Israeli students attending a public Israeli school and students at an international…

Background: While demand for youth violence prevention programs increases, the ability of the school-day schedule to accommodate their time requirements has diminished. Viable school-based prevention programs must strike a balance between brevity and effectiveness. This article reports results from an effectiveness trial of a 12-session…

A trenchant and wide-ranging look at this alarming national trend, "Disrupting the School-to-Prison Pipeline" is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The "school-to-prison pipeline" has received much attention in the education world over the past few…

Suggests peer mediation as an alternative dispute resolution approach. Indicates the need to shift the focus from crisis intervention to prevention and to integrate dispute resolution skills into the school environment. (JOW)

Argues that schools can and should play a critical role in stemming youth violence and describes the Resolving Conflict Creatively Program, a program that schools can use in creating safe, caring communities of learning for children. It shows how the ability to manage emotions, resolve conflict, and interrupt biases are skills that can be taught…

This work describes the results of the "Programa de Desarrollo Social y Afectivo" [Social and Affective Development Program] (Trianes & Munoz, 1994; Trianes, 1996), under way during four years at a public school in a disadvantaged area Malaga, earmarked for special educational resources. The intervention is meant to improve classroom…

Describes the conflict resolution program, Resolving Conflict Creatively (RCCP), that was founded for violence-torn schools in New York City. RCCP encourages open discussion in a supportive atmosphere through curriculum support, professional training of parents and teachers, and student-led mediation. (JPS)

Increased violence in schools, represented by possession of weapons, sexual or racial harassment, bullying, verbal intimidation, gang or cult activity, arson, or corporal punishment of students, for example, is a growing concern among students, educators, and communities. Since educators alone cannot ensure safety in schools, collaboration among…

In answer to the concerns about school violence in the United States (especially since the tragedy in 1999 at Columbine High School in Littleton, Colorado), this Internet curriculum offers lessons and resources that address the topic of school violence and its causes, as well as the search for solutions. The curriculum presents four world wide web…

Discusses student empowerment and the importance of including students in planning and implementing conflict resolution programs. The paper describes the "Winning Against Violent Environments" (WAVE) program which trains students to be peer mediators who train other students and adults to be mediators and conflict managers. (SM)

Second Step, a research-based violence prevention program for kindergarten through middle school aged children, was implemented in several Jefferson County Public Schools. The objective of Second Step is to increase children's ability to identify with how others are feeling, take others' perspectives, and respond empathetically while decreasing…

Examines the response made by San Antonio (Texas) public schools to school violence and discusses the competing disciplinary views offered to address the problems. The author distinguishes between rhetorical and actual efforts to solve community problems in urban areas that surround urban schools and argues for mediation as a theory of social…

Presents an overview of the Safe and Drug-Free Schools and Communities Act, a key federal program that provides funding directly to states and local educational agencies to facilitate drug and violence prevention programs. The Gun-Free Schools Act is also examined, and the major challenges communities face in correcting school safety problems are…

Reviews the problem of violence in public schools, summarizes existing knowledge of prevention, and reviews violence prevention programs that use educational, regulatory, technological, or combined approaches. Recommendations address both policy and program needs. (Author/SM)