Discipline Code Intervention

Some ideas for school safety that have come out of this incident include, gun control laws, mental health screenings, and things that can be done in schools to control the situation of having an active shooter. One method of deterring an active shooter was stated as arming select teachers within schools in order to effectively end the situation and protect the students.

When being harassed by another student it’s common to feel embarrassed when told you should tell an adult or parent. No one wants to feel like they are different just because someone is making them believe they are, but telling someone is the best solution to stopping the problem. Another solution to prevent bullying is to take action at your high school and address the problems with your principal or administrator. They could help create posters to raise awareness or make stricter rules when it comes to these kind of things. Also, they could have teachers around the hallways or near their classrooms during passing periods looking for problems to solve.

A child 's poor schoolwork may be a cry for help in family relationships. If the family 's request for help is ignored, the school may be left with a refractory educational problem and an angry child who may continue to fail until someone finally gets the message. In most instances, when children fail in school, some form of family therapy is warranted. The goal of family therapy is to change structures and processes in the family or in its environment so as to relieve existing strains. Family diagnosis based on living systems theory makes it possible to determine whether pathology lies in a family as a whole, in one or more individual members, or in a suprasystein, such as an economically disadvantaged neighborhood or a school with limited resources.

o Serious death and injury to students and faculty members o School security is based on the school districts discretion, but government policies are necessarily to prevent reoccurring events " Assumptions o Schools do not have appropriate polices for school crisis response o A limited amount of antiviolence initiatives that include prevention programs for all students. This include faculty members who are aware of psychological signs o Community involvement is necessary II. Elaboration " Evidence for reasons o Sandy Hook Elementary school shooting " Evidence for assumptions o "April 2012 poll found that 84% of parents believe their child is safe in school" (American Association of School Administrators). o "Overall, America 's children

What could you, as an administrator (if anything) do to mitigate the response? Speaking from a parental lens I would be concerned if I learned that my child’s teacher was convicted of a DUI on several occasions. I would be concerned of the safety and wellness of my student’s education and would demonstrate apprehensiveness towards field trips. As a parent you do what ever is necessary to protect your child. One of the scariest moments as a parent was when I dropped my child off to school on her first day of kindergarten.

Schools employ a number of sanctions to embed the school rules, and to ensure a safe and positive learning environment. They employ each sanction appropriately and sensitively to each individual situation. The following are considered to be examples of unacceptable behaviour: Teasing / unkind behaviour Disruptive behaviour Poor attitude / work rate Failure to do homework Bad language Damage to property / equipment In such circumstances for children and young people the following sanctions maybe deployed: A normal class warning system of: Verbal warning Name on the board Two tick system which means if a child gets their name on the board and then two ticks beside their name they stay in at playtime or lunchtime to finish work or write down why they are being kept in. After and sometimes alongside this system they may also use the following warning system: Child moved in the classroom to a seat/table on their own to work Child moved to another class to work for morning or afternoon or both Headteacher removes the child from alternative class and child works in Headteacher’s office. If all of this fails then the school may carry out a fixed term exclusion.

factors, a combination of positive parental involvement during the childhood period and childhood skills development can discourage antisocial children away from gangs. School-based programs School-based prevention programs are recommended for the school environment because school gangs are an increasing issue affecting more and more students. Youths bring pre-existing gang war to the school environment, and new conflicts are created when opposing gang members come into contact with one another in the school environment. Goldstein and Kodluboy (1998) suggest that programs in school environment must include three types of strategies. The first strategy involves in-school safety and control procedures.

Since the Thomas case, schools are no longer able to keep students out of school due to phobia or speculation. To this day, students with AIDS are considered handicapped and are protected by Section 504. If a school or parent thinks the student may impose a risk to their peers Section 504 requires an evaluation and placement process to determine the appropriate educational setting for the child, rather than a recommendation or a vote from a school board like presented in the Thomas case. The Thomas case impacted education because it protected the educational rights and the inclusion of handicapped children, eliminated exclusion based off of speculation and fear, and required schools to follow procedures before placing infected students in an alternative

(“The Impact of Bullying”). “In the face of the international mandate for safe learning environments, the reality for many school students is quite different. Many experience bullying and many other forms of violence on a day-to-day basis within school (for example, Leach and Mitchell, 2006, Dunne, 2007). Bullying, aggression and other forms of violence in schools can blight student experiences of formal education and their abilities to make the best of the opportunities they have (Commission on Children and Violence, 1995; Department for Children, Schools and Families, 2007; United Nations, 2005). More specifically, violence against students may result in higher levels of absenteeism (Rigby and Slee, 1993), greater truancy (Cullingford and Morrison, 1996; Green, 2006) and increased likelihood of drop out (Leach and Mitchell, 2006) which are described by Lewin (2007) as forms of silent exclusion from

No longer can guidance counselors or schools counselors simply make sure students are in the right classes or just work with the troubled students or clients. The guidance counselors’ attitude, effectiveness being accepted on good faith is no longer valid (Myrich, 2003b). It is now part of the school counselor identity to be accountable to others the effectiveness of the program in measurable terms (Brott, 2006, p. 179). Furthermore, guidance counselors are expected to “fix all types of behavioral and learning problems of students from varied cultural backgrounds (Fall, 2001 a.p. 316), while addressing each student as a unique entity (Roberts & Mills, 2009), according to a research of Eric Davis, 2010.

By expelling students, they lose both their education as well as other activities they are involved in (Perry), which keep them out of trouble. School is the place where one should learn life skills and where one learns more about who you they are while setting the base for their future; in fact. it has the power to prevent crime (Boone). School administrators need to recognize that children are still children and if they continue to criminalize them, that is exactly what they will become. The longer it takes for these policies to be eliminated from school districts, statistics will increase.

The legal decision in this case could greatly impact the future of education for students who suffer from horrible circumstances that they bring to school. According to Mark Rosenbaum, an attorney with Public Counsel, “If you really want to do something about the achievement gap, childhood trauma is the place to start” (Watanabe, 2015). In my experience working with students from trauma-filled backgrounds for almost 20 years, I can attest that they bring their home lives to school, and if the education system does not address their needs the consequences for them could be devastating. Issues such as chemical dependency, poverty, violence, and involvement in the prison system are examples of potential negative outcomes for untreated mental health issues including violence and trauma. “For many, such traumas have been multiple and prolonged throughout life, and such experiences are intertwined with mental illness, substance abuse, and behavioral problems” (Whitten, 2012).

The organization we chose is called DSC, and it stands for Dignity in Schools Campaign. DSC created certain rules to provide for school to use to help end student push-out, and protect people from discrimination. Push- out is a systemic factor that discourages young people because of racism. We chose DSC because what they have done really affect, influence, and help students. They support state and local campaign and share information on solutions to end push-out that exists in schools.

These children struggling with reactive attachment disorder have to learn to give up control; certain adults can be trusted. There are many ways that reactive attachment disorder can adversely affect school performance and hinder a child’s