Barring a specific concern or threat, school administrators and staff should attempt to treat the day as a normal school day. School staff should be reminded, however, to remain alert and to report any unusual behaviors or conversations that might indicate the presence of a threat.  It is important to remember that there are still disillusioned individuals out there who idolize the Columbine shooters and experience, and high profile anniversary dates, like April 20th, can become a focal point for lashing out or making a statement.

While experts agree there’s no certain way to prevent another Columbine, researchers have found there are many ways schools can minimize violence. Topping the list includes creating a caring school climate where students can turn to an adult if they have a problem or know someone in danger. Staff members must take these types of rumors and threats of violence seriously. Another necessity is providing students a means of reporting threats confidentially, reassuring students the information is taken seriously, and reinforcing that reporting is a positive and brave action not a negative action.

The aftermath of Columbine has brought about many changes to how schools respond to reports of threats made by students. One of these changes includes the implementation of threat assessment teams. Schools around the country have trained and implemented teams to follow a formal process in analyzing threats using research from the FBI, the Secret Service and the U.S. Department of Education.  The Wichita Public Schools has a similar model program with threat protocols in place through the Office of Safe and Drug- Free Schools.

Source: Edu-Safe LLC. Safety and Security in Education. “The Update”, Volume 6, Issue 8, April, 2009.

For more information on threat protocols refer to the Frequently Asked Questions Regarding Threat Assessments document or contact The Office of Safe & Drug Free Schools at 973-2260.

“A Parent’s Guide to the Teen Brain” uses a compelling mix of video, interactive segments, scenario-based role plays, experts giving advice, and practical tips to help parents learn about brain development that contributes to often confusing and sometimes dangerous adolescent behavior.

Check it out at www.drugfree.org/teenbrain.

Additional information from the Partnership is available at their home page, including a Parent’s Resource Center.

Research reviewed for the brief  showed that unsafe school environments result in students having more health issues and less success in college.  Students were more likely to get into fights, to get injured, and to experience higher stress levels.  Other research noted in the brief tied similar outcomes to bullying problems as well.  Another piece of research found being involved in violence, as victims or perpetrators, was the most important factor in students carrying weapons to school.  As many as 12% of students reported not going to school because of the fear associated with school violence (down to 6% in the last year) and 36% of students in urban schools reported gang activity in their school (21% in suburban schools).  Violent threats and attacks in high schools were reported at a rate of 31.2 per 1000 students in another report.

Clearly school officials need to continue to address these issues.  The research on the consequences of violence related to student well-being is relatively strong and this brief adds to that foundation of information.  For more go to http://www.childtrends.org/Files//Child_Trends-2008_11_14_RB_SchoolEnviron.pdf

Are you being targeted by a bully?

Get a plan and get power!
There are ways to work with bullies. You’ve probably already been told to “ignore them and walk away.” That will work if you’re tough enough to actually anything. Human beings often have trouble not responding to remarks – kind or unkind – so you may be talking to the bully when you think you’re ignoring him or her.
Think it through – is your mouth closed as you walk away? If not, try it. If you’re not tough enough to keep your mouth closed, pick another strategy to show the bully that you won’t be intimidated by him or her. Can you use humor? Can you agree? (If you agree, you aren’t saying you really agree; you are just leaving the bully without a response. Watch. He or she will be tongue-tied.) Can you turn to a buddy and start talking to the buddy? No matter what, find a way to respond that says, “I’m confident.” That means no whining, crying, or fighting. Listen to the tone of your voice and ask for an adult’s help in this. Once you have a plan in place, practice it so you’re ready. You’ll find that in doing so you, you’ll have a sense of power, hope, and self-confidence.

Don’t expect things to stop immediately!
When you stand up to the bully, you may find that he or she gets tougher. Expect it. Re-group and evaluate your plan. You may just need to keep doing what you decided you would do. You may need to change a few things if the response wasn’t what you wanted. Either way, prepare yourself by thinking through how the bully may respond. That way you can react so that he or she won’t regain any advantage.

Here are some suggestions to help you stay connected.

1. Require the computer to be in a common area in the home.
2. Talk to your kids about why they are on a social networking site and how they represent themselves on these sites.  Make it clear to them any information they post is open for the world to see including photos and videos.
3. Review your teen’s profile together and make this a regular activity so there isn’t temptation to add inappropriate content after the fact.
4. Be consistent with setting rules and consequences pertaining to alcohol and substance abuse content on their social networking pages.
5. Learn to decode the the lingo.  This is an important monitoring skill.  Visit www.teenchatdecoder.com to decode slang and chat lingo.

You can find more information on this topic as well as suggestions for cell phone monitoring (7 out of 10 teens have cell phones), online music and videos at www.TheAntiDrug.com.

For additional information on abbreviations, acronyms, emoticons visit www.netlingo.com.

This apprehension occurs despite other research, including other Partnership research, showing that kids who learn about drug risks at home are up to 50% less likely to use drugs and alcohol.  Parents are the most powerful influences in their kids’ lives, including their choice to try drugs and alcohol, but parents have to be willing to learn and to keep lines of communication with their kids open.

“A Parent Guide to the Teen Brain”
Release of this unsettling data from the study (PATS) coincided with the launching of a new and innovative digital media tool on the Partnership website. The tool helps explain how the human brain develops, and how some of this development relates to ‘normal teen behaviors’ that apprehensive parents have to deal with, including drug related issues.

To see the full article and to find links to related articles, actual PATS study, and the digital tool on the Partnership website, click here.

• Talk to your teen about current things he or she is doing.  Don’t accept “I don’t know,” or “Nothing” as answers to “What did you learn or do today?”
• Know the warning signs of drug use and keep up with current drug trends.  The Internet has a wealth of information, and the school’s counselor or nurse can also provide resources.  Make sure you are talking with your teen about drugs.
• Check in regularly on your teen’s social networking page.  When he or she knows you’ll be looking, better decisions are more likely to be made.  Also, the rule for your teen is, “If you wouldn’t post it on a bulletin board at school, don’t post in cyberspace.  Same for contacts; treat strangers in cyberspace the same way you would in your regular day.”
• Watch your teen’s TV shows and check out his or her magazines and book choices.
• If a fad does not go against your family’s morals or values, allow it.  More than likely, the fad will soon pass.
• Help your teen get involved with something he or she enjoys.
• Make good use of the time you have with your teens.  That way when you are not with them, they will make good use of their time.
• Most importantly, be engaged in your teen’s life and make some of their priorities your own.

Click here for a two-minute tip on Keeping Up from Sue Blaney at Parenting Teens Info.

Teens also have easy access to prescription medications through family and friends, and report that they use prescription drugs because they “believe since [they are] not illegal, there is less shame attached to using them, [and] there are fewer side effects than street drugs.” Additionally, teens indicate prescription medications are the better choice “because some parents don’t care as much if you get caught.” ²

Top reasons teens report using OTC and prescription drugs include helping to cope with pressures and to self-medicate.   Other reasons noted were partying, escaping reality, experimentation, and boredom.

Some signs teens might be abusing prescription and/or OTC drugs include constricted pupils, slurred speech, or flushed skin. Be alert to personality changes, mood swings, irritability, excessive energy, sleepiness or avoiding sleep, sweating, appetite loss, forgetfulness, or clumsiness.  Also watch for signs around the house such as missing pills, unfamiliar pills, or empty cold medicine bottles or packages.

1. Join Together
2. The Anti-Drug

Despite the fact that 98% of students surveyed indicated, “It’s important for me to be a person with good character,” their answers were contradictory. Below are some findings from the study along with a link

• Thirty percent admitted stealing from a store in the past year (up two percent from 2006); 23% said they stole from a parent or other relative, and 20% from a friend.
• Forty-two percent said they lied to save money in the last year (up from 39%); 83% confessed they lied to a parent about something significant (65% to a teacher).
• Cheating in school was labeled as ‘rampant’ with 64% (up from 60%) indicating they cheated on a test during the year, 38% doing so two or more times.  Thirty-six percent said they used the internet to plagiarize.
• Bad?  It’s worse than even these numbers represent.  More than 26% said they lied on the survey and despite this dishonesty, etc., 93% said they were satisfied with their personal ethics; 77% said they were better than most.

Click here to read the entire article.

Depression can be exhibited at school through:

• Sadness and pessimism in a normally happy and cheerful student
• Inability to enjoy or participate in activities
• Disruptive or combative behavior
• Physical illness, real or imagined
• Unexplained decline in academic performance
• Truancy or frequent absenteeism
• Difficulty concentrating or change in participation levels
• Inability to stay awake in class
• Thoughts or attempts of suicide or self harm
• Noticeable weight loss or gain

Develop a list of response strategies and suggestions available for staff to help students, as well as each other.  The list should include the following:

• Keep the school counselors and administrators informed related to behavioral changes.
• Make appropriate parent notifications.
• Be sensitive to students that may have difficulty paying for anything extra.
• Pre-identify community resources and provide referrals when needed.
• Remain supportive of each other. Some staff members may be experiencing financial difficulty as well.
• Provide time for periodic discussion of concerns and how to address them in staff and faculty meetings.
• Be vigilant when dealing with disruptive students knowing the behaviors may be due to family financial stress.
• Make subtle inquires  to determine the cause of the behaviors.
• Utilize existing, or establish new support groups through the school’s counseling office.

Coming together and discussing concerns students and staff may be facing will alleviate emotional barriers within the school climate. Food service, custodial, secretarial and other non-certificated staff play a vital role as each will have unique opportunities to have connect with students and parents.  Remaining positive is important, because school personnel may be a student’s only source of encouragment.