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Comprehensive School Safety: Leading and Advocating for What Works

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Title: Comprehensive School Safety: Leading and Advocating for What Works
Language: English
Authors: Strobach, Kelly Vaillancourt, Cowan, Katherine C.
Source: Communique. Mar-Apr 2019 47(6):1-1.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: N
Page Count: 3
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Descriptors: School Safety, Violence, Prevention, School Security, Law Enforcement, Mental Health Programs, Risk Assessment, Police School Relationship, Weapons, At Risk Persons, School Psychologists
ISSN: 0164-775X
Abstract: February 14 marked the 1-year anniversary of the school shooting at Marjory Stoneman Douglas High School in Parkland, Florida, and April 20 marks the 20th anniversary of the tragedy at Columbine. Much progress has been made over the last 20 years in the understanding of threat assessment, crisis preparedness, and the importance of increasing access to comprehensive mental and behavioral health supports. At the core of this understanding is the recognition that there are no single or simple solutions to school safety; rather, ensuring safe schools requires a comprehensive, ongoing effort on the part of the entire school community. It is a way of being, a mode of operation, a culture, and a commitment to evidence-based practices. It also requires acknowledging that there is no way to guarantee that nothing bad will ever happen but that we do everything possible both to prevent unsafe behaviors and actions and to mitigate the negative consequences when safety is compromised. As such, it is not surprising that educators, district leaders, families, and policy makers continue to debate the most critical components of school safety. There are differing perspectives on the value and relative importance of increased school security and law enforcement officers in schools, physical hardening of schools, arming teachers and other educators, increasing access to mental and behavioral health services in the school and community, improving threat assessment procedures, improving information sharing with law enforcement, and coordinating emergency response plans with community first responders. Addressing gun violence must include preventing access to firearms by individuals at risk of hurting themselves or others. In order to make true progress, the authors conclude, school psychologists must see themselves as critical players in policy and practice conversations.
Abstractor: ERIC
Entry Date: 2019
Access URL: https://www.nasponline.org/resources-and-publications/periodicals/communiqué-volume-47-number-6-(march/april-2019)
Accession Number: EJ1213045
Database: ERIC
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  Data: February 14 marked the 1-year anniversary of the school shooting at Marjory Stoneman Douglas High School in Parkland, Florida, and April 20 marks the 20th anniversary of the tragedy at Columbine. Much progress has been made over the last 20 years in the understanding of threat assessment, crisis preparedness, and the importance of increasing access to comprehensive mental and behavioral health supports. At the core of this understanding is the recognition that there are no single or simple solutions to school safety; rather, ensuring safe schools requires a comprehensive, ongoing effort on the part of the entire school community. It is a way of being, a mode of operation, a culture, and a commitment to evidence-based practices. It also requires acknowledging that there is no way to guarantee that nothing bad will ever happen but that we do everything possible both to prevent unsafe behaviors and actions and to mitigate the negative consequences when safety is compromised. As such, it is not surprising that educators, district leaders, families, and policy makers continue to debate the most critical components of school safety. There are differing perspectives on the value and relative importance of increased school security and law enforcement officers in schools, physical hardening of schools, arming teachers and other educators, increasing access to mental and behavioral health services in the school and community, improving threat assessment procedures, improving information sharing with law enforcement, and coordinating emergency response plans with community first responders. Addressing gun violence must include preventing access to firearms by individuals at risk of hurting themselves or others. In order to make true progress, the authors conclude, school psychologists must see themselves as critical players in policy and practice conversations.
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      – SubjectFull: School Safety
        Type: general
      – SubjectFull: Violence
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      – SubjectFull: Prevention
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      – SubjectFull: Law Enforcement
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      – SubjectFull: Mental Health Programs
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