Citation

Osher D, VanAcker R, Morrison GM, Gable R, Dwyer K, Quinn M. J. School Violence 2004; 3(2/3): 13-37.

Affiliation

American Institutes for Research, 10720 Columbia Pike, Suite 500, Silver Spring, MD 20901

Copyright

(Copyright © 2004, Informa - Taylor and Francis Group)

DOI

10.1300/J202v03n02_03

PMID

unavailable

Abstract

One need not look hard to find evidence of concern related to the nature of student behavior in our schools. School violence, aggression, bullying, and harassment (e.g., racial or sexual) are often cited as challenging behaviors confronting educators and community leaders. Unfortunately, most schools address these concerns with aversive consequences delivered to individual perpetrators in a hope of reducing the future probability of undesired behavior. A growing body of literature identifies the need to explore the social context of behavior. The community, school, classroom, family, and peer group interact with student characteristics to help prevent, support the development of, and even exacerbate the display of both desired and undesired behavior. This article applies the logic of warning signs and functional behavioral assessment to schools as it explores the social context of the school and the classroom. The school-wide and classroom-based factors that have been associated with or found to support problem behaviors are discussed. Information is provided that will allow educators to assess their own schools and classrooms in an effort to promote a climate that will aid in the prevention of violence and aggression.