scholarly journals School Employee Sexual Misconduct: Red Flag Grooming Behaviors by Perpetrators

2021 ◽  
Author(s):  
Charol Shakeshaft ◽  
Mitchell Parry ◽  
Eve Chong ◽  
Syeda Saima ◽  
Najia Lindh
Keyword(s):  
School Culture ◽  
Sexual Exploitation ◽  
Sexual Misconduct ◽  
The United States ◽  
School Students ◽  
Public School Students ◽  
Red Flag ◽  
Sexually Abuse ◽  
Educator Sexual Misconduct ◽  
School Employee

The sexual exploitation of students is a worldwide problem. In the U.S., the problem is three-fold: (1) Ten percent of public school students report being sexually abused by a school employee. (2) There is little in the existing research that identifies and describes the school culture, patterns, and conditions in which educator sexual misconduct occurs. (3) Because no one has systematically documented the school culture and the behaviors and patterns of adults who sexually abuse children in schools, school professionals fail to understand what patterns and behaviors should trigger concern, supervision, investigation, and/or reporting. Stopping sexual misconduct directed toward students means understanding the process that adults use to prepare students to be abused so that they do not tell, do not fight, and acquiesce. This process, called grooming, has the purpose of gaining student trust, as well as the trust of parents and colleagues. This study examines school employee sexual misconduct toward students in school in the United States and is based upon an analysis of 222 cases of school employee sexual misconduct toward a student where a school employee was convicted of student sexual abuse. The findings identify red flag grooming patterns used with students, colleagues, and parents.

Off the Grid: Vaccinations among Homeschooled Children

2007 ◽  
Vol 35 (3) ◽  
pp. 471-477 ◽  
Author(s):  
Donya Khalili ◽  
Arthur Caplan
Keyword(s):  
Public Health ◽  
United States ◽  
Public School ◽  
Private School ◽  
The United States ◽  
School Students ◽  
Health States ◽  
Public School Students ◽  
Sponsored Programs ◽  
Homeschooled Students

Every September, millions of parents around the country herd their children into pediatricians’ offices with school immunization forms in hand. Their kids have already received a dozen or more shots before the age of two, and, depending on the state in which they live, a dozen more may await them over the ensuing decade. To protect public health, states require that parents have their children immunized before they are permitted to attend public or private school, but the rules vary for homeschooled children. With the spectacular growth in the number of homeschooled students, it is becoming more difficult to reach these youth to ensure that they are immunized at all. These children are frequently unvaccinated, leaving them open to infection by diseases that have been all but stamped out in the United States by immunization requirements. States should encourage parents to have their homeschooled students vaccinated by enacting the same laws that are used for public school students, enforcing current laws through neglect petitions, or requiring that children be immunized before participating in school-sponsored programs.

Teacher Leadership

2014 ◽  
pp. 1551-1564
Author(s):  
Andrea M. Kent
Keyword(s):  
Professional Development ◽  
School Culture ◽  
Teacher Leadership ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Leaders ◽  
Diverse Populations ◽  
School Students ◽  
Public School Students ◽  
21St Century Schools

This chapter focuses on the metamorphosis of teacher leaders, from the roles, responsibilities, and dispositions of teacher leaders, to teacher leaders using technology for self-professional development as well as leading professional development for the improvement of teaching and learning. The underlying premise is that teacher leaders work with diverse populations of both teachers and public school students who are present in schools today. It is strong leadership at the classroom level that makes a difference with colleagues and students, regardless of ethnicity, gender, or social class, and can ultimately impact an entire school culture. This chapter integrates these core tenants in an effort to guide the reader to understanding the necessity of developing teacher leaders to meet the challenges inherent in 21st century schools and classrooms.

scholarly journals Predicting School Bullying Victimization: Focusing on Individual and School Environmental/Security Factors

2013 ◽  
Vol 2013 ◽  
pp. 1-13 ◽  
Author(s):  
Seokjin Jeong ◽  
Dae-Hoon Kwak ◽  
Byongook Moon ◽  
Claudia San Miguel
Keyword(s):  
School Safety ◽  
The United States ◽  
School Bullying ◽  
Future Research ◽  
Bullying Victimization ◽  
School Students ◽  
Public School Students ◽  
Private And Public ◽  
School Rules ◽  
Nationally Representative

Bullying behavior continues to be a salient social and health-related issue of importance to educators, criminal justice practitioners, and academicians across the country. While discourse on school bullying is abundant, previous studies are limited in explaining the predictive effect of factors such as individual/demographic variables, school environmental variables, and school antibullying preventive measures. Using a nationally representative sample of 12,987 private and public school students in the United States, the current study examines school safety measures and students’ perceptions about school environments (or climate), especially school rules and punishment. Findings reveal that the variables of security guards, fairness and awareness of school rules, gangs and guns at school, students misbehaving, and teachers’ punishment of students were statistically significant predictors of bullying victimization. Implications of these findings for school anti-bullying programs as well as directions for future research are discussed.

Education for Everyday People: Obstacles and Opportunities Facing the Obama Administration

2009 ◽  
Vol 79 (2) ◽  
pp. 345-359 ◽  
Author(s):  
Gloria Ladson-Billings
Keyword(s):  
United States ◽  
The United States ◽  
School Students ◽  
National Interests ◽  
Interest Convergence ◽  
Public School Students ◽  
Diverse Communities ◽  
Meaningful Engagement ◽  
Definition Of ◽  
Future Of Education

In this essay, Gloria Ladson-Billings describes her reaction to Barack Obama's election and her desire to share these historic moments with folks she considers "everyday people." She then looks to the future of education in the United States and highlights obstacles to the Obama administration's meaningful engagement with education issues. Ladson-Billings uses the frame of interest convergence to suggest that this new administration has the opportunity to engage in pragmatic politics and to put forward polices that simultaneously promote both the interests of public school students—particularly those from disenfranchised communities—and national interests. She illustrates this argument through a chronicle imagining a future discussion among the president's cabinet. Finally, she closes by describing the power of the president's inauguration for uniting diverse communities and broadening the definition of everyday people.

Schools in Transition: Creating a Diverse School Community

2018 ◽  
Vol 120 (13) ◽  
pp. 1-26
Author(s):  
Donald Easton-Brooks ◽  
Derrick Robinson ◽  
Sheneka M. Williams
Keyword(s):  
Public Schools ◽  
The United States ◽  
Teacher Preparation Programs ◽  
School Students ◽  
Preparation Programs ◽  
Public School Students ◽  
Short Period ◽  
Leading Schools ◽  
Educators Of Color ◽  
Every Student Succeeds Act

U.S. public schools are becoming increasingly diverse. By 2025, it is predicted that students of color will make up more than 55% of the school population across the United States. However, teachers and leaders of color make up less than 20% of the education workforce across the country. The Every Student Succeeds Act (ESSA, 2015) establishes a policy goal to increase the number of educators of color. Yet, the policy must go beyond simply increasing the number of educators of color; rather, the policy must assist schools in transitioning and engaging with a new generation of public school students and teachers of color. This study employed a qualitative approach informed by a narrative case study design to explore the challenges schools face in increasing the quantity and quality of racially diverse educators. The researchers examined a school district facing a rapid demographic change over a relatively short period. The findings showed challenges at multiple levels and cultural/racial systematic challenges facing many U.S. public schools. The researchers conclude with recommendations to multiple stakeholders (i.e., public schools, teacher preparation programs, leadership preparation programs) who impact the process of leading schools through the transition into highly diverse communities of learning.

scholarly journals What's Law Got to Do With It? Dignity and Menstruation

2021 ◽  
Vol 41 (1) ◽  
pp. 39-52
Author(s):  
Elizabeth B. Cooper
Keyword(s):  
Emergency Preparedness ◽  
The United States ◽  
Free Access ◽  
Private Institutions ◽  
School Students ◽  
Public School Students ◽  
The World ◽  
Menstrual Products ◽  
The Government ◽  
Laws And Policies

When I think about all that is wrong in the world—the threat to democracy in the United States, the persistent systemic and individually-inflicted racism, the devastation wrought by COVID-19—I find myself asking, “Why do I care so much about menstrual laws and policies?” The answer, I have realized, is quite simple: the failure of the government and private institutions to adopt sane, respectful, smart policies concerning menstruation is an affront to dignity. Myriad policies intruding on a menstruator’s right to dignity are described throughout this Symposium and include: failing to include menstrual products in emergency- preparedness or response packages; not supplying public school students with free access to quality products; denying free and ready access to such products to people who are incarcerated or detained through our country’s immigration policies; imposing state and use taxes on such products as though they are “non-essential” goods; and not permitting menstruators to bring their own products into the bar exam.

Solution-Focused Brief Therapy in Schools

2015 ◽  
Author(s):  
Cynthia Franklin ◽  
Constanta Belciug
Keyword(s):  
Substance Use ◽  
Teen Pregnancy ◽  
Brief Therapy ◽  
Mainland China ◽  
Empirical Support ◽  
The United States ◽  
School Students ◽  
Public School Students ◽  
Solution Focused Brief Therapy ◽  
Solution Focused

One of the most promising areas of intervention for Solution-Focused Brief Therapy (SFBT) is with children, adolescents, and teachers in school settings. SFBT was applied in schools during the beginning of the 1990s and since that time the use of SFBT in schools has grown across disciplines with reports of SFBT interventions and programs implemented in schools in the United States, Canada, Europe, Australia, South Africa, and in the provinces of Mainland China and Taiwan. The brief and flexible nature of SFBT, and its applicability to work with diverse problems, make SFBT a practical intervention approach for social workers to use in schools. SFBT has been used in schools with student behavioral and emotional issues, academic problems, social skills, and dropout prevention. SFBT addresses the pressing needs of public school students that struggle with poverty, substance use, bullying, and teen pregnancy. It can be applied in group sessions, as well as individual ones, and in teacher consultations. There is also increasing empirical support that validates its use with students and teachers. SFBT has been applied to improve academic achievement, truancy, classroom disruptions, and substance use. The history and development of SFBT in schools, basic tenets of SFBT, the techniques that are used to help people change, and the current research are covered along with the implications for the practice of social work.

Arkansas School Nurses’ Role in Statewide Assessment of Body Mass Index to Screen for Overweight Children and Adolescents

2005 ◽  
Vol 21 (2) ◽  
pp. 64-69 ◽  
Author(s):  
Bonnie Gance-Cleveland ◽  
Margo Bushmiaer
Keyword(s):  
Children And Adolescents ◽  
The United States ◽  
School Nurses ◽  
Overweight Children ◽  
School Students ◽  
Obese Adults ◽  
Public School Students ◽  
School Year ◽  
Nurses Role ◽  
Respiratory Conditions

National surveys that have tracked weight and physical activity in the United States for more than 40 years have shown a continuing increase in the number of overweight children and adolescents. Overweight children and adolescents are showing an increase in diseases related to overweight: Type II diabetes, cardiovascular disease, hypertension, and orthopedic and respiratory conditions. Overweight children are also likely to become obese adults. This article describes Arkansas’s efforts to connect with families through schools to prevent or reduce overweight in children. Arkansas school nurses measured the heights and weights of more than 400,000 public school students during the 2003–2004 school year. A detailed protocol for accurate measurement of students is provided.

Does the Method of Schooling Impact Students' Perceptions of Scientists?

2016 ◽  
pp. 465-477
Author(s):  
Donna Farland-Smith
Keyword(s):  
United States ◽  
Public School ◽  
The United States ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
School Classroom ◽  
Home Schooled ◽  
Public School Classroom

In the last 60 years, many researchers have thoroughly examined public school students' perceptions of scientists (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). It has long been established and commonly accepted that many students, for example, perceive scientists in a negative light, as living lonely and isolated lives, being detached from reality and constrained by their work (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). Throughout this sixty years there has been an increase in learning about scientists outside these traditional settings public school classroom. Over 1.7 million students (3.4% of the population) in the United States are homeschooled. An investigation of home-schooled students' and their perceptions of scientists have never been investigated. This chapter compares home-school students in grades two through 10 with public school students in the same grades to determine if any differences exist between the groups relative to their perceptions of scientists.

Teacher Leadership

2013 ◽  
pp. 230-242 ◽  
Author(s):  
Andrea M. Kent
Keyword(s):  
Professional Development ◽  
School Culture ◽  
Teacher Leadership ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Leaders ◽  
Diverse Populations ◽  
School Students ◽  
Public School Students ◽  
21St Century Schools

This chapter focuses on the metamorphosis of teacher leaders, from the roles, responsibilities, and dispositions of teacher leaders, to teacher leaders using technology for self-professional development as well as leading professional development for the improvement of teaching and learning. The underlying premise is that teacher leaders work with diverse populations of both teachers and public school students who are present in schools today. It is strong leadership at the classroom level that makes a difference with colleagues and students, regardless of ethnicity, gender, or social class, and can ultimately impact an entire school culture. This chapter integrates these core tenants in an effort to guide the reader to understanding the necessity of developing teacher leaders to meet the challenges inherent in 21st century schools and classrooms.

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