Understanding the role of schools and parents in the prevention of school violence is the best way of analyzing the issues. However, not every case of school violence can be followed back to one cause because they are very many issues that can lead to school violence. It is important for both the school and parents to understand their roles so that they can talk to the students in a bid to prevent it. Speaking to the students and children about school violence is crucial in preventing school violence (Lickona, 2009). Incidences such as the Columbine shootings were caused by several factors. If the causes had been addressed earlier, perhaps the violence could have been avoided. There is a need to increase awareness about school violence so that it can be prevented. The paper will seek to analyze the responsibility of the school vs. the parent in controlling school violence.
Schools’ Responsibilities
The school can play a lead role in reducing school violence through the teachers who are in contact with the students. Teachers can minimize the violence by comprehending the psychology of the children. Teachers should be trained to understand the psychology of children so that they can offer assistance when required. When a teacher gives assignments, they should be based on a child’s ability and they should not be compared. When the children are compared, some may lose self-respect and resort to violence. Mistakes are prone to occur in a classroom (Lickona, 2009). The teacher should avoid scolding the student. The teacher should explain to the child politely instead of scolding them. Teachers should also offer adequate guidance and support when challenges occur. When a child is depressed, and they are provided proper counseling, it may reduce their depression and prevent the occurrence of violence. A teacher should be a parent figure at school.
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The teacher can also encourage private talks with the students. It will allow the teacher and the student to have a better relationship and enable the teacher to know their students. The students will be at ease when sharing their problems. If necessary, the teacher can also talk to the child’s parents. The school should ensure that bags are regularly checked by security so that no weapons are introduced in the school (Peterson & Skiba, 2011). If there is a suspicion that there is a weapon in the school, the relevant authorities should be informed immediately. The school can also introduce conflict resolution, career, and anger management classes. The classes will allow the student to learn how to manage themselves and the proper techniques of solving problems instead of resorting to violence. Career classes will assist the students to make appropriate career choices. Furthermore, all these classes are crucial in managing depression and achieving personal satisfaction.
Parents’ Responsibilities
After adequate research, it was discovered that the most crucial factor for aggressive behavior or violence from children is due to the responsibility that the parents had while the child was developing. When both parents are employed, they often have reduced contact with their children and had trouble controlling their kids (Leone, Mayer, Malmgren, & Meisel, 2010). The lack of care and adequate attention influences the child to develop aggressive or arrogant behaviors. Therefore, parents play a critical role in the prevention of school violence. However, parents can still be trained to assist their children so that they do not resort to violence.
Parents should be trained and advised to observe and monitor the behavior patterns of their children while they grow up. Parents should offer adequate care, attention, and love. They should not be allowed to feel lonely at a tender age because the loneliness can lead to feelings of jealousy or hatred that may influence them to develop an arrogant or aggressive attitude. The children should be encouraged to perform good deeds. The parents should ensure that the child does not receive negative influence from their friends. Instead of physical correction, parents should offer proper advice because physical discipline may influence or increase aggression in children rather than minimizing it (Berson, I. R., Berson, M. J., & Berson, M. J. 2002). Also, when a family has more than one child, there should be no preferential treatment. When there is a biased treatment, the child who receives little attention may develop feelings of jealousy or hatred. Biased treatment may go unnoticed by parents, but the children will feel the lack of care and develop a hate for the favored child and parents. The parents should be keen that their children have good company. Quality friends will certainly have a positive influence the friends’ circle.
The paper has analyzed the school vs. parental responsibility for school violence. It is evident that the parent has greater responsibility in controlling school violence because they are in contact with their children from a tender age. However, the responsibility of the teacher in reducing or stopping school violence cannot be ignored. The school can play a lead role in reducing school violence through the teachers who are in contact with the students. Teachers should be trained to understand the psychology of students, how to give assignments, proper guidance, having private talks, checking bags at the entrance, and the introduction of conflict resolution classes. The most crucial factor for aggressive behavior or violence from children is due to the responsibility that the parents had while the child was developing. Parents should monitor the behavior, friends, and attitude of their children. Furthermore, there should be no preferential treatment that may lead to the development of aggressiveness or arrogance.
References
Berson, I. R., Berson, M. J., & Berson, M. J. (2002). Emerging risks of violence in the digital age: Lessons for educators from an online study of adolescent girls in the United States. Journal of School Violence , 1 (2), 51-71.
Leone, P. E., Mayer, M. J., Malmgren, K., & Meisel, S. M. (2010). School violence and disruption: Rhetoric, reality, and reasonable balance. Focus on Exceptional Children , 33 (1), 1.
Lickona, T. (2009). Educating for character: How our schools can teach respect and responsibility . Bantam.
Peterson, R. L., & Skiba, R. (2011). Creating school climates that prevent school violence. The Clearing House , 74 (3), 155-163.
