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| Preface | |
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| Introduction | |
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| Why This Book? | |
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| What Is a Safe School? | |
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| Safety Standards | |
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| Understanding the Challenge of School Safety | |
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| The Rise of School Safety As a National Priority | |
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| The Road to Columbine and Beyond | |
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| School Safety Themes | |
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| Conclusion | |
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| References | |
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| Perspectives on School Safety | |
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| What Is a Perspective? | |
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| An Educational Perspective | |
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| A Psychological Perspective | |
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| An Organizational Perspective | |
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| A Political Perspective | |
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| A Cultural Perspective | |
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| A Design Perspective | |
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| Conclusion | |
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| References | |
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| The Elements of a Safe School | |
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| Standard 1: Knowing What Is Expected | |
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| The Need for Clear Guidelines | |
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| What Form Should Guidelines Take? | |
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| What Are Characteristics of a Good Rule? | |
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| Can a School Have Too Many Rules? | |
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| What Behaviors Do Rules Need to Address? | |
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| Which Rules Can Cause Confusion? | |
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| Who Should Make the Rules? | |
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| How Should Rules Be Shared with Students? | |
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| Conclusion | |
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| References | |
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| Standard 2: Humane, Fair, and Consistent Enforcement | |
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| The Nature of Rule Enforcement | |
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| Understanding Consequences | |
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| How Can Consequences Be Used Conscientiously and Effectively? | |
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| What Is Known about School-Based Consequences? | |
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| Discipline and Special Education Students | |
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| The Complexities of Rule Enforcement | |
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| Conclusion | |
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| References | |
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| Standard 3: A Caring School Community | |
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| Toxic School Cultures | |
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| What Is a Caring School Community? | |
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| Learning to Care | |
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| The Need for Special Skills | |
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| Troubleshooting | |
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| Positive Peer Influence | |
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| Connecting to School | |
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| Embracing Differences | |
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| A Pervasive Sense of Psychological Safety | |
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| Conclusion | |
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| References | |
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| Standard 4: A Comprehensive School Safety Plan | |
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| What Are the Goals of a Comprehensive School Safety Plan? | |
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| What to Include in a School Safety Plan | |
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| Core Components of a Comprehensive Plan | |
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| A Comprehensive School Safety Plan in Action | |
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| Steps in Developing a School Safety Plan | |
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| Conclusion | |
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| References | |
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| Standard 5: Crisis Management | |
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| The Nature of School Crises | |
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| The Need for Crisis Management | |
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| General Guidelines for Crisis Planning | |
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| The Importance of Communication | |
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| Postcrisis Planning | |
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| Conclusion | |
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| References | |
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| Standard 6: School Facilities Designed for Safety | |
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| The Impact of Physical Environment on Behavior | |
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| Safer Movement in and around School | |
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| Better Supervision through Design | |
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| School Safety through Controlled Access | |
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| Safety on School Grounds | |
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| Designing Special Facilities | |
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| Environmental Enhancement through Design | |
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| Conclusion | |
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| References | |
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| Standard 7: School Safety and Community Support | |
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| The Changing Community Context of Schools | |
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| Schools Feel the Impact of Changing Communities | |
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| Sources of Support in the Safe School Campaign | |
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| The Challenge of Collaboration | |
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| The Promise of Collaboration | |
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| Strong Families: The Cornerstone of Safe Schools and Communities | |
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| Conclusion | |
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| References | |
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| School Safety: Questions and Reflections | |
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| Questions about School Safety | |
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| Questions of Law and Policy | |
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| Questions Related to Specific Safety Problems | |
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| Questions Related to General School Safety Issues | |
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| Conclusion | |
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| References | |
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| Lessons Learned on the Way to Safer Schools | |
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| Thinking about School Safety | |
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| Organizing for School Safety | |
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| School Safety and Leadership | |
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| School Safety As a Mirror of Society | |
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| Safe Schools Can Be Achieved | |
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| References | |
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| Standards for Safe Schools | |
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| Index | |