Twenty Years of School-based Mass Shootings in the United States: Columbine to Santa Fe is an examination of twenty years of school-based mass shootings, from Columbine to Santa Fe, exploring the larger environmental framework within which these incidents occurred. Angelyn Spaulding Flowers and Cotina Lane Pixley use a mixed-methods approach to examine a diverse set of factors, identifying risk and protective factors along with specifically desired public policy responses by evaluating the convergence of variables from the range of school-based mass shootings included in this study. These variables include the type of weapon used, the availability of that type of weapon, perpetrator characteristics, school characteristics, as well as the geospatial and demographic characteristics of the school neighborhood. These school-based mass shooting incidents are explored at both the state and regional level and are further discussed in comparison to leisure time gun use, homicide rates, and suicide rates in the geographical area. The overarching geospatial analytical framework for this research also includes an examination of the manner in which existing policy enactments such as state gun laws vary by geography. Spaulding Flowers and Lane Pixley argue that the increased number of fatalities in school-based mass shooting is largely due to the increased lethality of the weapons, and they propose alternative solutions. Scholars of criminology, sociology, political science, and history will find this book particularly useful.

This book provides key empirical findings from a study measuring the degree of perceived victimization and/or actual attack experienced by a sample of minority adolescents in an urban setting. The project uses a systematic sociological approach to examine the effects of violence on these adolescents by including measures of adjustment outcomes resulting from the stress experienced in these harsh environments. Central to the analysis is the discovery of the linkages between risk factors relating to peer-, community-, and school-level victimization and patterns of coping among youth. To further develop the study, the project determines the perceived level of fear and exposure to violence among urban youth, followed by investigations of variations in adjustment outcomes (i.e., delinquency, anxiety, depression, academic achievement, self-esteem) as they relate to dimensions of violence. Finally, the study focuses on the extent to which coping strategies moderate risk factors among minority adolescents across levels of adjustment outcomes. While the significance of this work is the determination of the relationships between victimization, adjustment outcomes, and coping strategies in urba, minority adolescents in environments at higher risk for violence, the greatest implication of this research is to provide an understanding of the role of particular risk factors and coping strategies used to explain differences in delinquent and anti-social behavior among socially vulnerable youth, many of whom are victimized, and influenced, by delinquent peers. These understandings will provide an empirical basis on which to dismantle structural inequality, develop mental health interventions, reinforce societal- and community-level change, and promote coping behaviors to offset the detrimental impact of violence on the lives of marginalized youth in many communities. Youth victimization and violence are not solely public health problems, but remain severe health disparities, as many neighborhoods and families plagued with elevated violence and systemic poverty need further support to help youth flourish.

Rape Culture on Campus explores how existing responses to sexual violence on college and university campuses fail to address religious and cultural dynamics that make rape appear normal, dynamics imbedded in social expectations around race, class, gender, sexuality, and disability. Rather than dealing with these complex dynamics, responses to sexual violence on college campuses focus on implementing changes in one-time workshops. As an alternative to quick solutions, this book argues that long-term classroom interventions are necessary in order to understand religious and cultural complexities and effectively respond to this crisis. Written for educators, administrators, activists, and students, Rape Culture on Campus provides an accessible cultural studies approach to rape culture that complements existing social science approaches, an intersectional and interdisciplinary analysis of rape culture, and offers practical, classroom-based interventions.

This book was written as a guide to practitioners, with input and strategies from police authorities, mental health professional and educators. School safety is an issue for school communities across the country. Collaboration with all stakeholders provide comprehensive strategies that can be applied to all schools and districts.

This book was written as a resource guide for educational and mental health professionals and policymakers, as well as families and communities seeking to develop programming to reduce school violence and promote safe, engaging, and effective schools. This book explores the growing crisis in school safety and security through the lens of the roles that mental health and student and community well-being play in creating environments that are resistant to violent and antisocial behavior. The book gives practical information and research on school, classroom or community applications, the latest trends and issues in the field, and best practices for promoting student health and well-being. It also covers violence prevention measures and protocols to follow in crisis intervention situations. Issues of culture, gender and society are specifically addressed.

The book aims to discuss the issue of small-scale school violence. While school shootings and safety are of the utmost concern among teachers, students, parents, and the public, many children suffer the effects of everyday violence that affect the learning environment and the sense of safety in schools. Such violence can include bullying, threats, fistfights, theft, weapon-carrying, and more. It offers an overview of aggression and violence, including its theoretical causes and presentations, especially in the context of development and schools. It also outlines the effects of violence on schools and students. The publication is particularly unique in that it will encourage the reader to "slow down the violence" and evaluate it frame-by-frame. This technique, used by the author in consultation, has been effective in preparing school employees to address issues of violence, encouraging them to evaluate their own willingness to intervene, and identifying their own strengths and limitations. By insisting that they have a plan of action, the hope is that they will be better prepared when faced with student conflict, even in the absence of a school plan. Finally, the book discusses basic program design and implementation practices to assist school administrators and professionals to create a tailored program to specifically address their own schools' needs.

Assaulted takes the reader into a multi-layered set of problems that exists in public and private schools in America. Teachers are being physically assaulted by students and parents, producing lasting, or even career-ending injuries. Violence in schools today has become bullying on steroids, and students are becoming viral sensations amongst their peers. This book details physical and sexual assaults, and verbal and emotional abuses that occur toward teachers, both in person and Online. It contains personal stories, teacher interviews, and national survey data, as it offers reasons why assaults are occurring more frequently today. But the book does not stop there. College professors and their relationships with students also come under scrutiny. The author also challenges the practice of mainstreaming special needs and special education students, social justice and various identity movements, and the impacts these programs have upon classrooms and schools. The reader will realize students have more rights and protections than teachers. However, teachers are standing for themselves. In some cases teachers physically defend themselves, risking their careers. What are the causes of this increase of violence in schools, and what needs to be done? Assaulted provides serious answers to questions unaddressed by many school districts in America.

The Story-Takers charts new territory in public pedagogy through an exploration of the multiple forms of communal protests against the mafia in Sicily. Writing at the rich juncture of cultural, feminist, and psychoanalytic theories, Paula M. Salvio draws on visual and textual representations including shrines to those murdered by the mafia, photographs, and literary and cinematic narratives, to explore how trauma and mourning inspire solidarity and a quest for justice among educators, activists, artists, and journalists living and working in Italy. Salvio reveals how the anti-mafia movement is being brought out from behind the curtains, with educators leading the charge. She critically analyses six cases of communal acts of anti-mafia solidarity and argues that transitional justice requires radical approaches to pedagogy that are best informed by journalists, educators, and activists working to remember, not only victims of trauma, but those who resist trauma and violence.