Creating Safe and Violence-Free Schools

  • An important goal of the Safe Schools/Healthy Students grant is to reduce student exposure to aggressive behavior and violence in schools, and to improve the safety for all students. To meet these goals, we work to increase the services available in the school that provide prevention, early intervention, and classroom-wide and school-wide curricula that target reducing aggressive and disruptive behavior as well as violence at school. SS/HS also seeks to develop collaborations with community and public mental health organizations to bolster violence reduction services provided to students in schools.  
    Essential pieces of this grant element include:
    • Lesbian, Gay, Bisexual, Transgender, and Questioning/Queer (LGBTQ) Safety Supports
    • Positive Behavioral Intervention and Supports (PBIS)
    • Second Step Curriculum
    • Restorative Practices

Lesbian, Gay, Bisexual, Transgender, and Questioning/Queer (LGBTQ) Safety Supports

  • PLC 1
    PLC 2  

Positive Behavioral Intervention and Supports (PBIS)

  • PBIS is a process for creating safer, more effective schools by reinforcing positive behavior and preventing and addressing problem behavior. PBIS is implemented in three tiers. Tier 1 focuses on setting and teaching behavioral expectations in all areas of the school including the playground, hallway, bus and classroom. Tier 2 and Tier 3 allow educators to focus more closely on the needs of groups or individual students. Throughout the process, data is collected on student behavior. This data is then used by administrators and school PBIS implementation teams to identify and more effectively implement the practices that are right for their school.

Restorative Practices

  • Restorative practices promote inclusiveness, relationship-building and problem-solving, through such restorative methods as circles for teaching and conflict resolution to conferences that bring victims, offenders and their supporters together to address wrongdoing. Instead of punishment, students are encouraged to reflect on and take responsibility for their actions and come up with plans to repair harm.
    Restorative Question Sample Set
    To respond to challenging behavior:
    • What happened?
    • What were you thinking at the time?
    • What have you thought about since? 
    • Who has been affected by what you have done?
    • In what way?
    • What do you think you need to do to make things right?
    To help those harmed by other's actions:
    • What did you think when you realized what had happened?
    • What impact has this incident had on you and others?
    • What has been the hardest thing for you?
    • What do you think needs to happen to make things right?