Chapter I

Background of the study:

Violence in schools has become a growing concern in recent years. Incidents

of school violence, including bullying, physical altercations, and even school
shootings, have been reported in many parts of the world. These incidents can have
a significant impact on students, teachers, and the wider community.

In response to this growing problem, many schools have implemented policies

to prevent and address violence on their campuses. These policies typically aim to
create a safe and secure learning environment for all students and staff. However,
the effectiveness of these policies can vary, depending on the specific context of the
school.

The purpose of this study is to examine the effectiveness of school policies

against violence. Specifically, we will look at the policies in place in a particular
school district, and evaluate their impact on reducing incidents of violence. We will
also explore the factors that contribute to the success or failure of these policies,
such as the level of support from school administration, community involvement, and
resources available to implement the policies.

By conducting this study, we hope to provide valuable insights that can inform
the development and implementation of effective school policies against violence.
We believe that by creating safe and secure learning environments, we can promote
positive academic and social outcomes for all students, and contribute to the well-
being of our communities as a whole.
 Theoretical Frameworks

Social Learning Theory: This theory proposes that individuals learn behaviors
from observing and modeling the actions of others in their social environment. In the
context of school policy against violence, this theory suggests that students may
learn violent behaviors from observing their peers or from media exposure, and that
a school policy against violence can help shape positive social norms and behaviors.

Self-Determination Theory: This theory suggests that individuals are motivated by

their inherent psychological needs for autonomy, competence, and relatedness. In
the context of school policy against violence, this theory suggests that a policy that
empowers students to have a voice in creating and enforcing anti-violence measures
may increase their sense of autonomy and competence, and ultimately foster a more
positive school climate.

Social Ecological Model: This model recognizes that behavior is influenced by

multiple levels of factors, including individual, interpersonal, community, and societal
factors. In the context of school policy against violence, this model suggests that a
comprehensive policy should address multiple levels of influence, including individual
factors such as anger management and conflict resolution skills, interpersonal
factors such as peer relationships and family dynamics, community factors such as
neighborhood violence and community resources, and societal factors such as
media messages and cultural norms.

Restorative Justice: This approach to justice focuses on repairing harm caused by

wrongdoing, rather than solely punishing the wrongdoer. In the context of school
policy against violence, this approach suggests that a policy that emphasizes
restoration and reconciliation may be more effective than punitive measures alone in
addressing the root causes of violence and promoting healing for both the victim and
perpetrator.
By incorporating these theoretical frameworks into a school policy against violence,
educators and administrators can create a more holistic and effective approach to
reducing violence in schools
 Statement of the Problem

Violence in schools continues to be a significant issue that negatively impacts the

well-being and academic success of students. Despite various efforts to address this
issue, many schools still lack comprehensive and effective policies that adequately
address the root causes of violence and provide meaningful interventions for
students who engage in violent behavior. This lack of effective policy may be due to
a variety of factors, including a limited understanding of the underlying causes of
violence, inadequate resources and training for educators and administrators, and a
focus on punitive measures rather than restorative justice approaches. Additionally,
the COVID-19 pandemic has created new challenges for addressing violence in
schools, including increased social isolation and limited access to resources and
support services. As a result, there is an urgent need for schools to develop and
implement evidence-based policies that prioritize prevention, intervention, and
restorative justice, and that address the unique challenges posed by the current
pandemic.

1. What specific measures does school have in place prevent address incident
of violence, such us bullying, or harassment, among students and staff?
2. How are incidents of violence reported and investigated, and what are
consequences for those found to have engaged in violent behavior?
3. What resources and support are available to students who have experienced
or witnessed violence, and how can they access these resources?
 Scope and Limitations of the Study

Scope of the Study

This study aims to explore the effectiveness of school policies against

violence and to identify best practices for preventing and addressing violence in
schools. The study will focus on middle and high schools in urban areas of the
United States, and will employ both quantitative and qualitative research methods to
gather data from educators, administrators, students, and parents. The study will
cover a range of policy components, including prevention strategies, intervention
measures, and restorative justice approaches. The study will also examine the
impact of the COVID-19 pandemic on school policies against violence and identify
strategies for addressing the unique challenges posed by the pandemic.

Limitations of the Study

This study has several limitations. First, the study is limited to middle and high
schools in urban areas of the United States, which may limit the generalizability of
the findings to other contexts. Second, the study relies on self-reported data from
participants, which may be subject to bias and social desirability effects. Third, the
study is limited by the availability and quality of data, particularly in the context of the
COVID-19 pandemic, which may have disrupted data collection efforts. Fourth, the
study is limited by the resources and time available for data collection and analysis,
which may restrict the depth and scope of the analysis. Finally, the study is limited by
the complexity and multifaceted nature of school policies against violence, which
may require further research to fully understand and address all of the relevant
factors.

Significance of the Study

This study has several significant implications for educators, administrators,

policymakers, and researchers working to prevent and address violence in schools.
First, the study aims to identify best practices for developing and implementing
effective school policies against violence, which can help schools create safer and
more supportive learning environments for students. Second, the study will examine
the impact of the COVID-19 pandemic on school policies against violence, which can
help schools understand and address the unique challenges posed by the pandemic.
Third, the study will contribute to the broader research literature on school violence
prevention and restorative justice, which can help inform future policy and practice.
Fourth, the study will provide valuable insights into the perspectives and experiences
of students, educators, administrators, and parents regarding school policies against
violence, which can help identify areas for improvement and guide future research.
Finally, the study will contribute to ongoing efforts to promote equity and social
justice in schools, by highlighting the importance of addressing the root causes of
violence and promoting restorative approaches that prioritize healing and
reconciliation.
 Definition of Terms

School policy against violence: A set of guidelines and procedures

established by a school or school district to prevent and address violence, including
physical, verbal, and emotional aggression among students, staff, and visitors.

Violence: The intentional use of physical force, threats, or intimidation to harm or

control another person.

Prevention strategies: Measures designed to proactively address the root causes of

violence, such as bullying, harassment, and social isolation, and to promote positive
behaviors and attitudes among students.

Intervention measures: Actions taken in response to violent behavior, such as

disciplinary action, counseling, or mediation, aimed at stopping the violence and
addressing its underlying causes.

Restorative justice: An approach to justice that emphasizes repairing harm caused

by wrongdoing and promoting healing and reconciliation between the victim and
perpetrator, rather than solely punishing the wrongdoer.

COVID-19 pandemic: A global pandemic caused by the spread of the novel

coronavirus (COVID-19), which has led to widespread illness, death, and social
disruption, and has had significant impacts on education systems around the world.
Equity: The principle of fairness and justice in the distribution of resources and
opportunities, with a focus on ensuring that all individuals have access to the
resources and support they need to succeed.

Social justice: The principle of promoting fairness, equality, and respect for human
rights and dignity, with a focus on addressing systemic inequalities and promoting
social change.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

School violence is a pervasive problem that affects the well-being and

academic success of students around the world. In recent years, there has been
growing attention to the development and implementation of evidence-based school
policies that can effectively prevent and address violence among students.

One important area of research has focused on prevention strategies, which

aim to proactively address the underlying causes of violence and promote positive
behaviors and attitudes among students. Studies have found that effective
prevention strategies include promoting a positive school climate, establishing clear
expectations and consequences for behavior, providing social-emotional learning
programs, and engaging parents and community members in school-based violence
prevention efforts (Espelage et al., 2013; Mayer et al., 2014).

Another area of research has focused on intervention measures, which aim to

address violent behavior and its underlying causes once it has occurred. Studies
have found that effective intervention measures include disciplinary action,
counseling and therapy, restorative justice approaches, and peer mediation
programs (Cornell et al., 2016; Mayer et al., 2016).

Restorative justice approaches, in particular, have received increasing

attention in recent years as a promising alternative to traditional punitive measures.
Restorative justice approaches focus on repairing harm caused by wrongdoing and
promoting healing and reconciliation between the victim and perpetrator, rather than
solely punishing the wrongdoer. Studies have found that restorative justice
approaches can lead to reductions in violence, improved relationships between
students and staff, and increased student engagement and academic achievement
(McIntosh et al., 2016; Morrison et al., 2018).

The COVID-19 pandemic has also had significant impacts on school policies against
violence. Studies have found that the pandemic has led to increased social isolation,
heightened stress and anxiety, and limited access to support services, all of which
can contribute to a higher risk of violence among students (Bradshaw et al., 2020;
Flannery et al., 2021). As a result, there is a need for schools to develop and
implement policies that address the unique challenges posed by the pandemic, such
as through virtual counseling and mental health services, online social-emotional
learning programs, and remote restorative justice approaches.

Overall, the literature suggests that effective school policies against violence require
a comprehensive, evidence-based approach that prioritizes prevention, intervention,
and restorative justice, and that is responsive to the unique needs and challenges
faced by students and schools. Further research is needed to identify best practices
for implementing such policies and to understand their long-term impacts on student
well-being and academic success.
 References:

Bradshaw, C. P., Haynes, K. S., & Hershfeldt, P. A. (2020). School social work in the
context of COVID-19: Challenges and opportunities. Children and Youth Services
Review, 119, 105585.

Cornell, D. G., Gregory, A., Huang, F., & Fan, X. (2016). Perceived safety in urban
schools: A multilevel analysis of students and teachers. Journal of School Violence,
15(2), 119-141.

Espelage, D. L., Low, S., & De La Rue, L. (2013). Relations between peer
victimization subtypes, family violence, and psychological outcomes during early
adolescence. Psychology of Violence, 3(2), 133-145.

Flannery, D. J., Mink, R. A., Kretschmar, J. M., & Taylor, L. K. (2021). Responding to
the COVID-19 pandemic: School safety interventions for mental and behavioral
health. Children and Youth Services Review, 121, 105874.

Mayer
 Chapter III

REASEARCH METHODOLOGY

Research Design:

This study will utilize a mixed-methods research design that combines both
quantitative and qualitative data collection methods. The study will involve a survey
of students and teachers to collect quantitative data on their experiences and
perceptions of school policies against violence, as well as focus group discussions
with key stakeholders to collect qualitative data on the strengths and weaknesses of
existing policies and recommendations for improvement.

Participants:

The study will involve a convenience sample of students and teachers from
ZCHS MAIN within a selected geographic area. The sample will be diverse in terms
of age, gender, race/ethnicity, and socioeconomic status to ensure that the findings
are generalizable to a wide range of schools and communities.

Data Collection:

Quantitative data will be collected through a self-administered survey that

includes items on students' and teachers' experiences with violence in school, their
knowledge of existing policies and procedures, and their perceptions of the
effectiveness of these policies. Qualitative data will be collected through focus group
discussions with students, teachers, administrators, parents, and community
members. These focus groups will be conducted using a semi-structured interview
guide that includes open-ended questions about the strengths and weaknesses of
existing policies and recommendations for improvement.
 Data Analysis:

Quantitative data will be analyzed using descriptive statistics and inferential

statistics to examine patterns and relationships in the data. Qualitative data will be
analyzed using thematic analysis to identify key themes and patterns in the data.
The quantitative and qualitative data will be integrated using a triangulation approach
to validate and enrich the findings.

Ethical Considerations:

This study will be conducted in accordance with the ethical guidelines set forth
by the Institutional Review Board. Informed consent will be obtained from all
participants prior to their participation in the study. Participants will be assured of
confidentiality and their right to withdraw from the study at any time.

Limitations:

This study has several limitations. First, the study will involve a convenience
sample of schools within a selected geographic area, which may limit the
generalizability of the findings. Second, the study will rely on self-reported data,
which may be subject to social desirability bias. Finally, the study may not capture
the full range of perspectives and experiences of all stakeholders involved in school
policies against violence.

Overall, this mixed-methods research design will allow for a comprehensive

exploration of school policies against violence, including both the quantitative and
qualitative perspectives of key stakeholders. The findings from this study can be
used to inform the development and implementation of evidence-based policies that
effectively prevent and address violence in schools.
 Introduction

Schools are meant to be safe havens for students, where they can learn and
grow without fear of violence or harm. Unfortunately, school violence continues to be
a serious and growing problem in many parts of the world. According to the World
Health Organization, one in three students worldwide has been bullied at school, and
one in four has been physically attacked. This highlights the urgent need for effective
school policies against violence.

School policy against violence refers to a set of guidelines and procedures put in
place by schools to prevent and address violence among students and staff. These
policies aim to create a safe and supportive school environment that promotes
academic achievement and well-being. While many schools have policies in place,
the effectiveness of these policies varies widely, and more needs to be done to
ensure that they are evidence-based, comprehensive, and adequately implemented.

The purpose of this study is to examine the existing school policies against violence,
their strengths and weaknesses, and their impact on student and staff safety and
well-being. Specifically, this study aims to answer the following research questions:

What are the existing school policies against violence, and how are they
implemented?

What are the strengths and weaknesses of existing school policies against violence?

What is the impact of school policies against violence on student and staff safety and
well-being?

By answering these questions, this study will contribute to a better understanding of

school policies against violence and provide recommendations for improving their
effectiveness. Ultimately, this study aims to promote safe and supportive school
environments that facilitate learning, growth, and development for all students and
staff.
 Method of Research

Research Design:

The research design for this study will be a quantitative survey approach. This
approach will allow for a broad exploration of school policies against violence and
their effectiveness in different schools or districts.

Participants:

The participants in this study will be students, teachers, and administrators

from a randomly selected sample of schools or districts across a specific region or
country. A stratified random sampling technique will be used to ensure a
representative sample of schools or districts with different characteristics, such as
size, location, and socio-economic status.

Data Collection:

Data will be collected through a self-administered survey instrument that will

be distributed to the participants. The survey instrument will include questions
related to the following topics:

Demographics: Participants will be asked to provide information about their age,

gender, race/ethnicity, and position in the school.

School Policies: Participants will be asked to indicate the existence and nature of
school policies against violence, such as codes of conduct, anti-bullying policies, and
crisis management plans.

Perceived Effectiveness: Participants will be asked to rate the perceived

effectiveness of school policies against violence in preventing and addressing violent
incidents in their school.
Incidence of Violence: Participants will be asked to report the frequency and nature
of violent incidents in their school, such as physical fights, verbal threats, and
bullying.

Data Analysis:

Data collected through the survey will be analyzed using quantitative data
analysis techniques, such as descriptive statistics and inferential statistics.
Descriptive statistics will be used to summarize the characteristics of the sample, the
incidence of violence, and the perceived effectiveness of school policies against
violence. Inferential statistics, such as chi-square tests and regression analysis, will
be used to test the relationships between variables, such as the relationship between
the existence of school policies against violence and the incidence of violence.

Ethical Considerations:

This study will be conducted in accordance with the ethical guidelines set forth
by the Institutional Review Board. Informed consent will be obtained from all
participants prior to their participation in the study. Participants will be assured of
confidentiality and their right to withdraw from the study at any time.

Limitations:

This study has several limitations. The self-reported nature of the data may be
subject to social desirability bias. The survey instrument may not capture the
nuances and complexities of school policies against violence, and the perceptions of
participants may be influenced by their own biases and experiences. Finally, the
study may not account for the unique cultural, social, and economic factors that may
influence school policies against violence in different regions and contexts.
Overall, this quantitative survey approach will provide a broad exploration of school
policies against violence and their effectiveness in different schools or districts. The
findings from this study can be used to inform the development and implementation
of evidence-based policies that effectively prevent and address violence in schools.

Population, Sample size, and Sampling Technique

Population: The population for this study is all the schools in a particular
region/country.

Sample size: The sample size will depend on the level of precision desired for the
study. A larger sample size will provide greater precision but will also require more
resources and time. A sample size of 400-500 schools would provide a good balance
between precision and feasibility.

Sampling technique: A stratified random sampling technique will be used to ensure

that the sample is representative of the population. The schools will be stratified
based on factors such as location (urban, suburban, or rural), school size (small,
medium, or large), and socio-economic status. A random sample of schools will then
be selected from each stratum to ensure a representative sample.
 Description of Respondents

Respondents: The respondents for this study will be students, teachers, and
administrators from a randomly selected sample of schools in a particular
region/country.

Students: The student respondents will be selected from different grade levels and
will be asked to report on their experiences with violence in school, their perceptions
of the school's policies against violence, and the effectiveness of those policies. The
sample of students will be representative of the population in terms of gender, age,
and socio-economic status.

Teachers: The teacher respondents will be selected from different subject areas and
grade levels and will be asked to report on their experiences with violence in school,
their perceptions of the school's policies against violence, and their roles in
implementing those policies. The sample of teachers will be representative of the
population in terms of gender, age, subject area, and years of experience.

Administrators: The administrator respondents will be selected from different

positions, such as principals, vice principals, and guidance counselors, and will be
asked to report on their experiences with violence in school, their perceptions of the
school's policies against violence, and their roles in developing and implementing
those policies. The sample of administrators will be representative of the population
in terms of gender, age, position, and years of experience.

All respondents will be assured of confidentiality and their right to withdraw from the
study at any time. Informed consent will be obtained from all participants prior to their
participation in the study.
 Research Instrument

urvey questionnaire: A survey questionnaire can be designed to collect data

from students, teachers, and administrators on their experiences with violence in
school, their perceptions of the school's policies against violence, and their
suggestions for improving those policies. The questionnaire can be administered in
person or online and can include both closed-ended and open-ended questions.

Focus group discussion guide: Focus group discussions can be conducted with
students, teachers, and administrators to gather more in-depth information on their
experiences with violence in school and their perceptions of the school's policies
against violence. A discussion guide can be developed to guide the discussion and
ensure that all relevant topics are covered.

Policy analysis checklist: A policy analysis checklist can be developed to evaluate

the effectiveness of the school's policies against violence. The checklist can include
items such as the clarity of the policy, the comprehensiveness of the policy, the
alignment of the policy with current research and best practices, and the level of
implementation of the policy.

Observation checklist: An observation checklist can be developed to observe the

implementation of the school's policies against violence. The checklist can include
items such as the consistency of the policy implementation, the effectiveness of the
policy in reducing incidents of violence, and the level of adherence to the policy by
students, teachers, and administrators.

These research instruments can be used in combination or individually to collect

data on the effectiveness of school policies against violence.
 Data Gathering Procedure

Sampling: Randomly select a sample of schools from the population of

schools in a particular region/country, using a stratified random sampling technique
as described earlier.

Informed Consent: Obtain informed consent from all participants prior to their
participation in the study. Explain the purpose of the study, the procedures involved,
the risks and benefits, and their right to withdraw from the study at any time.

Data Collection: Administer the research instruments described earlier to the

selected participants.

Survey Questionnaire: Administer the survey questionnaire to students, teachers,

and administrators. The questionnaire can be administered in person or online. For
in-person administration, a trained research assistant can visit the schools and
distribute the questionnaires to the participants. For online administration, the
questionnaire can be emailed to the participants with instructions on how to complete
and submit it.

Focus Group Discussion: Conduct focus group discussions with students, teachers,
and administrators. The discussions can be conducted in person or online. A trained
moderator can lead the discussion and follow the discussion guide to ensure that all
relevant topics are covered.

Policy Analysis Checklist: Conduct a policy analysis of the school's policies against
violence. Use the policy analysis checklist to evaluate the effectiveness of the policy.

Observation Checklist: Observe the implementation of the school's policies against

violence. Use the observation checklist to collect data on the implementation of the
policy.
Data Analysis: Once the data has been collected, analyze the data using appropriate
statistical and qualitative analysis techniques. The results can be presented in
tables, graphs, and narrative format.

Conclusion and Recommendations: Based on the results of the data analysis, draw
conclusions about the effectiveness of the school's policies against violence and
make recommendations for improvement.
 Analysis of Data

Descriptive Statistics: Use descriptive statistics to summarize the data

collected from the survey questionnaire, such as mean, median, and mode for
quantitative data, and frequency distribution and percentage for qualitative data.

Inferential Statistics: Use inferential statistics to test for significant differences

between groups, such as comparing the responses of students, teachers, and
administrators, or comparing the responses of schools with different policies against
violence. T-tests, ANOVA, and regression analysis are some common inferential
statistics used in research.

Qualitative Analysis: Use content analysis or thematic analysis to analyze the data
collected from the focus group discussions and open-ended questions in the survey
questionnaire. This involves identifying patterns and themes in the data and
interpreting the meaning behind those patterns.

Policy Analysis: Use the policy analysis checklist to evaluate the effectiveness of the
school's policies against violence. This involves assessing the clarity,
comprehensiveness, alignment with research and best practices, and level of
implementation of the policy.

Observation Analysis: Use the observation checklist to analyze the implementation

of the school's policies against violence. This involves assessing the consistency and
effectiveness of policy implementation, and the level of adherence to the policy by
students, teachers, and administrators.

Synthesis of Results: Synthesize the results of the different analyses to draw

conclusions about the effectiveness of the school's policies against violence. Identify
any gaps or inconsistencies in the data and make recommendations for
improvement based on the findings.
Overall, a thorough analysis of the data collected in the study can help provide
insights into the effectiveness of school policies against violence and guide future
policy development and implementation.