Building Stronger Connections Among Students, Families, and Schools to Promote School Safety

Introduction

Students tend to be most successful in schools where they feel safe (Ewton, 2014). In the United States, there are disparities in both schools’ safety and students’ perceptions of their schools’ environments. According to data collected by the Pew Research Center, many teens in the U.S. report feeling worried that a shooting could happen at their school. Based on surveys conducted in March and April 2018 after the mass shooting at Marjory Stoneman Douglas High School, data indicated that 57% of students reported being either “somewhat worried” or “very worried” about a shooting happening at their school. Black and Hispanic students were “somewhat worried” and “very worried” about school shootings more than their white peers, and girls reported being “somewhat worried” and “very worried” more than their male peers.

While there are numerous factors that could influence whether a student feels safe in school, school shootings are one form of violence that have long-term consequences on students’ perceptions of safety (Muschert, 2007). School shootings tend to induce the public’s concerns about youth, schools, and safety; yet research suggests that schools are one of the safest environments for youth (Muschert, 2007). Even when schools are “safe” as evidenced by low levels of violence and crime, students may perceive their schools as unsafe because school safety refers to the real or perceived safety of the school environment. It can be measured objectively through the rate of crime at the school, incidents of verbal and physical bullying, and student disciplinary measures (Radu, Sobba, & McManus, 2017). Or school safety can be measured subjectively through students’, principals’, teachers’, and administrators’ self-reports and perceptions of the schools’ environments (Radu, Sobba, & McManus, 2017).

Safe and inclusive school environments help students feel accepted, which allows them to develop their sense of self and excel both socially and academically. Studies also suggest that parents (Hamlin, 2020) and educators (Capp, Astor, & Gilreath, 2020) are concerned with school safety. For example, Hamlin (2020) suggests that safety is one reason that parents may seek out a particular school for their children. Research also suggests that a positive school culture is effective in promoting school attendance (Ohlson, 2009). School culture refers to the quality of the school environment (Deal & Peterson, 2016). It can include the safety and discipline practices of the school, the organizational structure of the school, the quality of relationships between teachers and students, the perceived fairness of discipline practices and enforcement, and the level of trust among the school community (Deal & Peterson, 2016).

Students who perceive their schools as safe may spend less time and energy concerned about threats to their safety, which allows more focus on the social and academic aspects of school. For some students, the threat of violence is real, as they have been the victim of acts of violence from incidents of bullying to school shootings. Yet even the threat of violence may impede students’ abilities to succeed academically. Because school safety has gained increased public attention, a current problem facing the educational system in the United States is the fact that many students and parents perceive schools to be dangerous environments (Cornell, 2015).

Consequently, the primary objective of this chapter is to explore ways to help students feel safe in school. Drawing from Bronfenbrenner’s (1974; 1979) ecological systems theory and Coleman’s (1990) concept, social capital, this chapter will examine how the bonds between students and their schools are important for creating a school culture that is safe, inclusive, and supports the success of all students. This chapter will also explore how bridging social capital between families and schools may help create a safer school atmosphere, where students can focus on their academic and social development.