Changing Violence in Schools - "Involve the Parents"

 

Policy Implementation

The issue of violence is a world endemic or endemic depending on the perspective.  The culture of society is wrapped in violence in some fashion, as daily we are bombarded with images and dialogue.  In the past decades we know that some of the highest grossing films are based upon violence and revenge, like John Wick for instance.  The video game world has exploded and has a distinct influence upon youth and adults alike through games like GTA, Battlefield, Splinter Cell, and more.  If you watch any TV, you will notice that Netflix, Pime Video, Max, and others have a catalogue of action films that generally have “body counts.”

 

It is the direct influence upon the human psyche and how it acts out the influence of these images and trigger responses that invade our school systems.  The term bullying has some form of violent behavior associated with, whether that be vocal and verbal or physical intimation.  To counter this problem of pervasive violence, the first barrier and impediment would seem to be in the home.  There can be no greater influence than a healthy household filled with love, discipline, examples of wise choices, admonition, encouragement, and understanding.

 

For this reason, parents are at the forefront of the battle to change the behavioral patterns on display in many schools across the country.

 

IN ORDER TO CREATE HEALTHY LEARNING ENVIRONMENTS

1.      Parents must initiate discussion and overview at home.

2.      Parents and Teacher must set a system of review of behavior for their children.

3.      Parents should be the key molder and disciplinarian for deviant behavior.

4.      Parents must set positive examples of proper verbal communication in the home.

5.      Parents must aid children in dispute and problem resolution.

6.      Parents must have the prime supporting role in enforcing disciplinary action when it comes to expulsion, suspension, or detention from school grounds.

 

These six points should be implemented and embraced by school districts, to convey the importance of home instruction, discipline, and guidance.  The learning environment is the secondary developer of the child/youth mental faculty.  It is not the primary developer of morals, values, and expectations.  It is a supplementary tool but does not have the strength to influence behavioral patterns to the same degree that the household dynamic will.  For this reason, it is incumbent on having a strong bond and relationship with parents with the express purpose of creating healthy learning environments filed with students whose moral capacity, though not yet finished, is geared to function with respect and fidelity towards their peers.

 

In the home, the tools that glean abnormal behavior and restructure it into wholesome acts can be readily done swiftly because of the relationship between child and parent.  If parents give examples of what is to be expected and approved, the natural result will be children that follow suit.  As the saying goes, children are impressionists. Most behavior is learned, and if that be the case, then parents have a duty to have their children arrive in the classroom with appropriate ideals that will facilitate not just their learning, but the entire classroom.

 

In accordance with this belief, these steps of action shall be administered to every parent as advice to aid in combating school violence in all forms.