Violence is defined as the use of force to cause damage or injury. School violence ranges from mild crimes such as spraying graffiti, to more serious crimes like destroying expensive school equipment and making threats against students and teachers. The most serious school violence of all occurs when actual physical harm is inflicted on students and teachers. Students bringing knives and guns into schools with the specific intent of doing harm has resulted in some of the worst outbreaks of school violence in history School is a place for learning and for developing your social skills. It should be a safe environment for everyone.
Violence is the threat or use of physical force that causes physical injury, damage, or intimidation of another person. Aggression is a broader concept, involving efforts to harm or control another person. Some forms of aggression employ physical force while others do not, and some forms seem less concerned with harming than with controlling another person. Aggression, but not violence, is manifested quite early in childhood; it then typically undergoes changes in its forms and functions. For a minority of individuals, these changes culminate in a pattern of violent acts of long duration. However, most children take other routes, learning to manage aggressive impulses in essentially nonviolent ways or perhaps experimenting with violence during the period of adolescence.
Throughout the preschool and early school years, instrumental aggression declines, as children become more capable of negotiating conflict over objects with words and arc repeatedly instructed to do so. Boys lag girls during this period in their abandonment of instrumental aggression, perhaps because of their slower language development.
As instrumental aggression is declining, other manifestations of aggression appear. Hostile aggression, which involves an intention to hurt or damage another person, is on the rise. It can be physical or social, overt or covert. Boys appear to be more physically aggressive than girls, although this perception may reflect girls’ greater tendency to hide their physical aggression and bullying. Girls also seem to specialize in an often covert form of social hostility called relationships or reputation.
Not all aggression in childhood emerges from conflict, of course. Some derives from status- or dominance-striving. Rough and tumble play from early childhood on may help to establish dominance hierarchies, especially among males. In early childhood these episodes of roughhousing otter an opportunity to cement friendship as well as improve fighting skills. The reversibility of roles (dominance and submission) helps to keep the interaction fun for both parties, even as they both become aware of who is likely to win any serious contest for dominance.
School Violence also makes it harder for teachers to do a good job. They have to spend more time disciplining students. They may be distracted from their teaching if they fear for their safety. Some teachers have even given up teaching because they were afraid of violence in their schools.
Many people used to think that school violence was a problem only in city schools. During the 1970s, for example, teachers in urban schools were nine times more likely to be attacked than teachers in rural schools. In a large city, you are more likely to hear about crime and violence in the news every (by. However, cities are not the Only places where violence occurs. Violent crime also occurs in suburbs and rural towns. It happens everywhere in public and private schools, in predominantly white schools and minority schools, in affluent suburbs and inner cities. The criminals in these cases are children, teens, and adults. The victims are usually students and teachers caught in the crossfire.