Causes of Violence in Schools - Literature review Example

Violence in Education Violence in Education Introduction Various social issues have faced the education system for along time. These issues have affected the system in significant ways. One of main social problem is violence in schools. This has been noted as a serious problem in considerable schools. In fact, it has been found to be rampant in public schools (Volokh & Snell, 1998). This has posed a challenge to the education system as it affects both teachers and learners. It makes it difficult for teaching and learning in schools. School violence may occur in different forms. It may include bullying and intimidation, gang activity, thefts of materials, use of gun, and assault (Volokh & Snell, 1998). Violence is usually perpetrated to students and may be committed towards teachers and school staff. The violence may involve disputes or accidental killing of those involved and bystanders (Volokh & Snell, 1998). Sometimes the young people may not intend to engage in violence (Volokh & Snell, 1998). However, they suffer the outcomes of violence either being aggressor or the victims. School violence has become a public health problem in United States (Lockwood, 1997). Over 15 percent of students have reported being involved in forms of violence on school over a period of one year (Lockwood, 1997). Moreover, the risk of being a victim of violence in schools has been shown to be on the rise in the last two decades. It has been shown that since 1980s it has been on the rise among juveniles ages 12-17 (Lockwood, 1997). In fact, the number of juveniles arrested over the problems is expected to increase in the future. This may also increase with the rise of technology. For example, technology has made it possible for bullying to be perpetrated in school without authority being aware. Causes of Violence in schools Access to Weapons Availability of weapons has also been listed as contributing to violence in schools. Guns have been showing to be the most responsible tool for commission of violence in schools (Bowman, & Wells, 1999). The killing from this weapon may be due to self-defence, accidents, and murder. Guns have posed a serious challenge in many American schools today (Bowman, & Wells, 1999). This is because a number of students have been able to obtain guns from their homes to schools. The effects have been mainly wounding and even killing of teachers, and students (Bowman, & Wells, 1999). Sometimes, students from home that have an idea of committing violence at schools may steal the guns. Moreover, the gun may be bought due to the rise of black markets or be stolen from the neighbouring societies. In United States, over 20000 children and youth below their twenties are killed or injured by firearms (FPG International & Bonney, 2002). This has been due to their accessibility to young people. This has been the reason as death among young people ages 10 to 19 caused by firearms has been rampant (FPG International & Bonney, 2002). Poor grades in schools Poor grades also play a significant role in development of violent behaviour. A research carried out showed that those that perform poorly in school are more likely to engage in violent behaviour as compared to those that score satisfactory grades in school (Jacobi, 2012). This occurred through a measure of their level of aggressive thinking. The report showed that boys of lower academic stature preferred violent video games as compared to those who perform well in schools (Jacobi, 2012). Such form of games may make a child view violence as a normal thing in the society. This may occur by viewing the game as being real (Jacobi, 2012). Further, it was found that preference for such games makes them more likely to seek out risky behaviours (Jacobi, 2012). Poor family functioning Family contributed significantly to violence in schools. Family has been shown to have a massive influence on the development of antisocial behaviour among young people (Steinberg, 2000). Hence, there is a strong linkage between family and genesis of violence in children. Research indicates that many young people who get involved in violence come from families in which there is a long history of domestic violence (Steinberg, 2000). Such people may have been raised in homes that witness myriad forms of violence. The children are also not able to control their emotions (Steinberg, 2000). The forms of violence may include abuse, hostility, and conflict especially between their parents. Moreover, others have been shown to come from families in which parents are negligent or do not take responsibilities in nurturing their children (Steinberg, 2000). Consequently, once a child is exposed to violence or abuse in home, hostile and punitive parents, or being neglected increases the risk for child subsequent involvement in violent behaviours (Steinberg, 2000). The Exposure of children to violence in homes makes them see violence as acceptable norm in society, and hence such children will mostly engage in violence to solve some of the problems in schools. Research lo indicates that children who are the victims of violence or witness in their homes are at risk of becoming violent themselves later in their lives (Steinberg, 2000). Poverty in the community Poverty has also been shown to contribute to violence. Lack of social justice in the community has been shown to lead to poverty and hence children in such a set up lack access to basic amenities in their life (Rawles, 2010). This means that such children will be exposed to high level of inequality as compared to children with sufficient basic amenities. Moreover, when children are exposed to poor conditions means that their parents are also living in the same condition. This means even their parents are exposed to worrying state of poverty. Recent research indicates that bad economic status is a risk factor for violence between partners in a relationship (Hetling & Zhang, 2010). Moreover, poverty has been shown to affect women more as compared to men. This increases chances for children to be exposed to violence and other social ills. Moreover, the constant exposure to violence and other social ills may make the children develop mental disorders (Rawles, 2010). The mental disruption makes such children vulnerable to engage in maladaptive coping behaviours (Rawles, 2010). In fact, the problem gets more challenging as such students are most likely to attend the same school in their neighbourhood. Consequences for Society Violence in school affects children in various ways. First, violence in school affects children mental functions and wellbeing (National Association for the Education of Young Children, 1993). The most fundamental thing for children is to feel safe. Therefore, insecurity due to violence increases the risk of becoming traumatised or they may become themselves involved in violence (National Association for the Education of Young Children, 1993). Such children may also develop sleep disturbance, inability to concentrate in school activities, and develops images of terror and nightmares (National Association for the Education of Young Children, 1993). In fact, exposure of children to violence at a tender age increases the threat to healthy development (National Association for the Education of Young Children, 1993). Such children may also become perpetrators of violence in the future due to increasing mental challenges. Moreover, exposure of children to violence in school may leads to hating of schools. This is because violence in school transforms school into an ordeal rather than opportunity (Oslo. (2011). Therefore, violence leads to downgrading of promise and potential of education in generation of excitement through discovery and learning process (Oslo. (2011). This is because violence leads to the development of trauma and fear (Oslo. (2011). Moreover, the children academic performance is affected. Furthermore, the children capacity to operate as confident individuals is challenged significantly due to environmental conditions in schools. This occurs due to inability to develop open and trusting relations with each other. On the other hand, school violence affects the society in various ways. First, the harm caused in children affects their parents in significant ways. This is because parents have to put a lot of money to reverse the challenges that emanate from violence. Such challenges may include mental problems, and injuries (Oslo, 2011). Moreover, the harm resulting from violence has been a burden to the society and healthcare. This is because huge amounts of resources have been spent in trying to curb violence in schools such as abuse, and sickness due to rape (Overseas Development Institute, 2010). Such amount of money could have been used for other forms of development. On the other hand, violence in schools is also most likely to spread to the neighbourhoods. This means such areas will be more violent as compared to areas surrounded by a school with no violence. Such forms of violence can prevent economic development in the community (Overseas Development Institute, 2010). Consequently, such communities will not enjoy any meaningful form of development. Strategies for Addressing School Violence The problem of violence in school has attracted enormous attention. As a result, there has been various ways devised to curb the vice. According to research, prevention efforts must involve key stakeholders (Centres for Disease Control and Prevention (CDC), 2013). Such stakeholders will include teachers, parents, and members of community for effectiveness (CDC, 2013. Such measures are observed to minimize risk factors. The effort has been effective as they help young people effectively solve difficulties that arise in schools and hence reducing violence (CDC, 2013). Moreover, the intervention leads to positive relationship between students, their pro-social peers, teachers, and families (CDC, 2013). Moreover, the approach involves intervening in communities as some of violence in schools emanates from there. The child advocates have played a significant role in addressing the problem. This has been through voicing the interest of the child. For example, they call teachers not to use excess power in disciplining children. Moreover, they call for implementation of laws meant to safeguard children at schools. They also help society and school to respond to the challenge (Domestic Violence & Child Advocacy Centre, 2013). Conclusion It is clear that violence has been a serious social problem in school. Moreover, the problems appear rampant with the rise of technology. The problems also appear to because by myriad factors such as family background, performance in schools, availability of weapons, and economic status. On the other hand, the problem leads to serious harms to children and societies. Therefore, proper prevention measures need to be observed to avert the crisis. References Bowman, C & Wells, R. (1999). Weapons and Violence in Schools. Retrieved from https://www.stanford.edu/class/e297c/poverty_prejudice/gangcolor/weapons.htm. Centres for Disease Control and Prevention. (2013). School Violence: Prevention. Retrieved from http://www.cdc.gov/violenceprevention/youthviolence/schoolviolence/prevention.html. Domestic Violence & Child Advocacy Center. (2013). Info for Schools. Retrieved from http://www.dvcac.org/help-info-schools. FPG International & Bonney, S. (2002). Children, Youth, and Gun Violence: Analysis. The Future of Children, 12(2), 1-3. Hetling, A & Zhang, H. (2010). Domestic Violence, Poverty, and Social Services: Does Location Matter? Social Science Quarterly, 91 (5), 1145-1163. Jacobi, A. (2012). Do Bad Grades + Violent Video Games = Violent Kids? Retrieved from http://greatergood.berkeley.edu/article/item/do_bad_grades_violent_video_games_violent_kids. Lockwood, D. (1997). Violence among Middle School and High School Students: Analysis and Implications for Prevention. Retrieved from https://ncjrs.gov/pdffiles/166363.pdf. National Association for the Education of Young Children. (1993). Violence in the Lives of Children. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSVIOL98.PDF. Oslo. (2011). Tackling violence in schools. Retrieved from http://www.coe.int/t/dg3/children/violence/OsloReport_en.pdf. Overseas Development Institute. (2010). The Economic Impact of School Violence. Retrieved from http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/6289.pdf. Rawles, P. (2010). The Link between Poverty, the Proliferation of Violence and the Development of Traumatic Stress Among Urban Youth in the United States to School Violence: a Trauma Informed, Social Justice Approach to School Violence. Retrieved from http://forumonpublicpolicy.com/vol2010.no4/archive.vol2010.no4/rawles.pdf. Steinberg, L. (2000). Youth Violence: Do Parents and Families make a Difference? National Institute of Justice Journal, 31-38. Volokh, A & Snell, L. (1998). School Violence Prevention: Strategies to Keep Schools Safe. Retrieved from http://reason.org/files/60b57eac352e529771bfa27d7d736d3f.pdf. Wike, Traci L & Fraser, M. (2009). Aggression and Violent Behaviour, 14(3), 162-169. Read More