School Crime, Including The Characteristics Research Proposal


Often, violent behavior occurs in these areas when adults are not present (Astor, Meyer, and Behre, 1999, p. 3). Designing schools with more open areas, more planned classrooms, and a more defined perimeter can create a safer, less violent campus by creating a more functional and enjoyable educational experience. Thus, older, poorly designed schools often attract more violent behavior. Location can also be a risk factor in certain schools, although that is not always the case. Another researcher notes, "Some urban schools are located [...] in slum neighborhoods where drug sellers routinely kill one another, as well as innocent bystanders, on the streets surrounding the school" (Toby, 1994, p.169). Children growing up in violence prone neighborhoods such as these may simply accept violence as a way of life, both in and out of school, and use violence to be accepted by their peers, especially in communities where gang activity is present.

As noted, the environment of the school can also be a major factor in violent behavior at the school. The design may be antiquated, and the school may be located in a poor, violent community, and yet the school does not experience as much violence and crime as other schools. Author Welsh has a theory that the school's who are successful in controlling their violence are schools that manage discipline fairly and evenly, are clear about rules and consequences, use reward systems to motivate the students, and reduce frustration in students (Welsh, 2001, p. 920). This means that schools can master their violence problems by rethinking their management and discipline techniques, and working with the students more effectively. Thus, even schools in notoriously "bad" neighborhoods do have to follow the community lead and become havens for violence and crime. Instead, they can stand out as models of student behavior and discipline, and become elevating and motivational to the students, instead of frustrating them, causing fear and a sense of hopelessness, and becoming magnets for violence and crime.

Studies indicate that big-city and inner city schools are the most common sites of school violence and crime, and this occurs for several reasons. First, many of these schools are located in areas where crime is already established and out of control, and this process spills into the schools, as well. Another author notes, "Schools in urban, poor, and disorganized communities experience more violence and school problems than do schools in rural or suburban, affluent, and organized communities" (Stewart, 2003, p. 582). Next, these communities tend to be very transient, as well, leading to children moving from school to school, and not developing community or educational ties to their school or their...


173). Finally, private schools experience less violence than public schools, partly because they include a smaller student body that is typically more interested in receiving a high-quality education, and because they are often located in "affluent organized communities" that do not experience as much violence and crime.
Of course, violent crime can occur in any school at any time, as some of the more violent school shootings have indicated. Even a rural Amish school in Pennsylvania was not safe from outside intrusion and murder of innocent students and teachers. However, statistics continually show that schools located in big cities and the inner city are the most prone to violent crime, and so, these schools must work even harder at creating community involvement, developing social codes that work for students, and making their schools safer for both students and faculty.

In conclusion, school violence is a troubling aspect of the educational system in this country today. For the educational system to truly serve its students, no matter where they live, schools need to become safer, students need to know the value of their schools, and faculty needs to appreciate the different factors that can lead to school violence, both inside the school and out. The only way America can protect schoolchildren, no matter what their age, is to help schools become relevant to every student, no matter who they are and where they live.

Sources Used in Documents:


Astor, R.A. Meyer, H.A. And Behre, W.J. (1999). Unowned places and times: Maps and interviews about violence in high schools. American Educational Research Journal, Vol. 36, No. 1, 3-42.

Crowe, T.D. (1990). Designing safer schools. School Safety. 43-47.

Jenkins, P.H.(1997). School delinquency and the school social bond. Journal of Research in Crime and Delinquency, Vol. 34 No. 3, 337-367.

May, D.C. (September 1999). Scared kids, unattached kids, or peer pressure: Why do students carry firearms to school? Youth & Society, Vol. 31 No. 1, 100-127.

Cite this Document:

"School Crime Including The Characteristics" (2008, July 10) Retrieved May 24, 2024, from

"School Crime Including The Characteristics" 10 July 2008. Web.24 May. 2024. <>

"School Crime Including The Characteristics", 10 July 2008, Accessed.24 May. 2024,

Related Documents

School Shootings by Adults or Juveniles [Criminal Justice] The increased number of school shooting incidents in America during the last two decades has gained public attention. Authorities are very much concerned regarding how to control these tragic incidents in the schools of different states. These shootings in schools conducted by adults or juveniles; have created an impression that schools are not a safe place for students. However, in reality the situation is not

Crime On March 9th, 2013, two New York City police officers shot and killed a sixteen-year-old Kimani Gray, and claimed afterward that he had brandished a handgun at them after being told to show his hands (Goodman, 2013). More remarkable than the New York Police Department's killing of a young black male, however, was the outpouring of community grief and anger that followed the shooting. The following Monday, March 11th, saw

School violence has become an increasingly important focus of study in recent years, precisely because of its apparently increasing prevalence in the United States today. Violence perpetrated by young children against other young children has never taken the epidemic levels it does today. Many scholars have made the central quest of their research to determine why this is the case and secondarily, how to prevent this phenomenon. And indeed, the

Similarly, Green (2000) cites the reclassification of rape as a crime against the person as a good example of changing social views about acceptable behaviors and the consequences of unacceptable behaviors that involve violence. According to Green: For example, the fact that rape is now generally classified as a crime against the person rather than as a morals offense (as was once common) is indicative of the evolution in society's

The Prohibition made these mobsters however more daring and they begun to become involved in criminal operations that affected the American communities as well. Aside the Prohibition, it has to be stated that at that time, the United States was also facing severe economic problems. This was as such the moment organized crime was born. There were numerous nations conducting illicit operations during Prohibition, including the Irish, the Jews,

However, the case studies ignore the discrimination of the incidence of the problem by race or socio economic classification. (Showers, 1992) Generally, the brain and the blood vessels of the babies are considered to be highly vulnerable to the whiplash injuries as a result of their anatomic structures. Besides the head of the baby constitutes about 10% of the weight of the body which is only 2% among the adults.