Origins of School Violence
While there are numerous elements that contribute to the development of school brutality, the most widely recognized are the absence of communication within families and peer pressure. Many individuals tend to hesitate when it comes to vocalizing potential threats because of the judgment they may receive from others. The communication among school officials and students is not sufficient enough to influence the prevention of future mishaps. Early youth is a challenging timespan, contributing to the inability to act upon acceptable behavior and decisions being made. The impact of these tragedies causes victims to distance themselves from reality and lean towards isolation, while also undergoing signs of depression (Killam, Roland, and Weber).
Many people are becoming victims of school violence as a result of low educational opportunities for adolescents. School violence continues to increase because of daily exposure to media violence, peer pressure, and the lack of student education on violence prevention.
The rise in daily exposure to media violence and forceful conduct is influencing the actions of students and their capability to know right from wrong. The American Academy of Pediatrics has only proven this with years of research. The right cerebral hemisphere is proven to be impacted by this exposure and will become dominant over time. In excess of 200 investigations, it can be inferred that the introduction to savage computer games builds short and long haul hostility. It is sensible to reason that there is an association between reckless shooters and violent media, due to the result of individuals playing shooting games religiously. This unveils that extensive contribution to engaging in brutal computer games lessens scholastic involvement and diminishes the likelihood of future relationships and vocations. Media literacy advances self-comprehension, sympathy among others and additional tranquil association. It is meant to be used as an outlet for individuals to express themselves and create valuable content. When used in the correct manner, there is no reason to engage in any irrational activity (King).
The influence of peers has lead to an increase of disobedience and intolerance for righteous acts. Peer pressure may result in stress or assistance to the child’s mental health. When there is a stable bond between students it motivates them to excel and engage in positive outlets. Involvement in violent exercises increments fundamentally amid youthfulness. A school environment is critical in providing academic and emotional support for the participants in the institution. Without tolerance upon actions being committed by the students, there will be no room for evolvement. With intimidation comes the urge to impress others and have the reputation of being unstoppable and wanted. “Kegs and Jolley (2007) indicated that more than 50 percent of students may believe that the victims brought the violence upon themselves and that there is nothing wrong with teasing others who are different” (Killam, Roland, and Weber). With the mentality that most of these students have, it only contributes to how the adolescence is impacted by wrongdoing. As peer rejection is a possible circumstance it is reasonable to evaluate that this may lead those negatively impacted, to rebel and rely on violence to solve their problems. Modesty, for example, may make an understudy feel strange among his friends, in this way affecting him to be defiant or attempt to get seen using any and all means. Peer harassment adversely impacts mental alteration, which in this manner impacts school change.
It is likely for an understudy to take part in brutality in cases whereby their parents are continuously feuding at home and might utilize vulgar language. The understudy considers this to be something conventional because they do not know any better than to do what they grew up around. Grown-ups should remember that adolescents are susceptible and they will in general embrace their conduct principles from what is possible in their families. On the off chance that youngsters are not educated since the beginning about the outcomes and wrongs of viciousness, there is a likelihood that they will enjoy it later on in life. Bullying is also a factor that may influence the disturbance in a person’s actions. It can patronize them in a verbal, physical, or mental state. According to Haynie and Morton on page 51, ”Research conducted across countries and with diverse samples has consistently found that both bullies and victims of bullying demonstrate poorer psychosocial functioning than uninvolved peers.” This allows us to focus mainly on those who are involved both as victims or offenders as the main targets of potential violence reoccurring in a school.
Prevention Programs
Prevention programs are becoming a common necessity, as a result of the uprising of school violence. These programs are used to reinforce social skills and educate one another on how we can protect each other from any tragedies. “Developing a school environment that is too physically restrictive can impact the perceptions of safety and fear, so it is important to also address the social impacts of reducing violence” (‘School Violence Prevention: Various’). It is important that educational facilities incorporate the involvement of the students to reassure them of their safety. The participation within these programs will only strengthen the school community, rather than worsening the future outcomes. Many schools are implementing a zero-tolerance policy when in reality they should be encouraging a positive approach to handle disobedience. When there is no opportunity for a student to correct their behavior, there is no urge for improvement in their actions. Schools should set enthusiastically solid disciplinary estimates which culprits of the demonstration will confront, in the event that they neglect to comply with the establishment’s tenets and controls. As a result of insufficient evidence from a violation, students feel uneasy and discouraged from the humiliation and lack of trust within the school community. Educators are anticipated to readily oversee classrooms, help with settling disputes and advance positive connections among students of various foundations. Instructors are prepared to create positive and appropriate associations with them so that they see their teachers as a resource to solve issues or concerns (”School Violence Prevention: Various”).
As students go about their days, they tend to focus on drama and irrelevant occurrences which leads to school shootings. Without paying attention to the visible signs of those who may fit the part of terrorizing the learning environment, there’s no hope for improvement. Outside sources are necessary to assist those struggling with mental illness or those exposed to aggressive behavior. It is up to the administration and law enforcement to make sure these messages are coming across as necessary and needed to be taken seriously. As stated by School Violence Prevention, “As a result, it can be useful to view school violence on the same plane as the seasonal flu: an infectious and contagious issue that may spread to any student who comes in contact.” This is an example of how anybody could be involved in any sort of violence and negatively impacting the environment. Categorizing students based off of their actions is not the only factor that can distinguish a school shooter from a struggling student. It is the vulnerabilities of the people which could make things easier to pinpoint. The struggles of the students are only isolating them from reality and what is to be done to avoid conflict.
School violence continues to increase over the years and will only need more attention from personnel. The media is impacting the youth in a negative way, as it is only giving them ideas to use violence as an acceptable outlet. ”Based on their assessments of the research, highly credible organizations concur that violent entertainment causes increased aggression and violence” (King 20). It is a common reality for the youth to find joy in participating in violent shooting games and consider harm upon others to be civil. The outburst of disobedience among the adolescents will only continue to worsen and captivate them to participate in wrongdoing. Peer pressure is one of the main issues when trying to absolve any form of brutality. It can come in many forms such as bullying or consumption of drugs, which could lead to illogical activity. This is an influential circumstance where it can either impact you negatively or positively. Most people hope for peer pressure to be a gateway for good to be done in the community and as a source of self-renewal. The offenders and victims of bullying are one of the most crucial people to keep a close eye on. At the end of the day, anybody could be the school shooter or the one to jeopardize the innocent lives who attend school. Violence prevention programs are a necessary to end the horrific tragedies being faced in educational facilities. Without implementing these programs, there will never be an acknowledgment to providing a safe haven within schools. Most students who have been exposed to school shootings are left without any hope or tolerance any potential joy. Administration and law enforcement play a crucial role in enforcing these programs for students and faculty to maintain a steady bond. All in all, school violence is increasing due to media violence, peer pressure, and the lack of enforcement of violence prevention programs. School violences unfavorable consequences for framing individuals qualities and eventual fate of a country has just exacerbated and will proceed to. Savagery in schools is a social issue with a huge progressively outstretching influence which can trigger various negative results subsequently and is needed by the whole community to bring it all together.
Works Cited
- Killam, Wendy K., et al. “Violence Prevention in Middle School: A Preliminary Study.” Michigan Journal of Counseling, vol. 40, no. 2, 2014, pp. 4+. Questia School, www.questiaschool.com/read/1G1-380526462/violence-prevention-in-middle-school-a-preliminary. Accessed 1 Feb. 2019.
- King, Marianna. “Making School Violence Prevention Programs Work: Research Clearly Links Media Violence to Aggressive and Violent Behavior.” District Administration, vol. 53, no. 7, July 2017, p. 20. Questia School, www.questiaschool.com/read/1G1-499654741/making-school-violence-prevention-programs-work-research. Accessed 1 Feb. 2019.
- “School Violence Prevention: Various Strategies and Their Effectiveness.” Curriculum Review, vol. 54, no. 4, Dec. 2014, pp. 4+. Questia School, www.questiaschool.com/read/1G1-392178541/school-violence-prevention-various-strategies-and. Accessed 1 Feb. 2019.
- Widmer, Lori. “Rethinking School Shooter Prevention and Response.” Risk Management, vol. 65, no. 8, Sept. 2018, pp. 26+. Questia School, www.questiaschool.com/read/1G1-556466861/rethinking-school-shooter-prevention-and-response. Accessed 10 Feb. 2019.
- Zins, Joseph E.,, et al., editors. Bullying, Victimization, and Peer Harassment: A Handbook of Prevention and Intervention. Routledge, 2013. Questia School, www.questiaschool.com/read/126005375/bullying-victimization-and-peer-harassment-a-handbook. Accessed 1 Feb. 2019.
