Skip to content
Printer-friendly version

SAP Bulletin 14: School Violence

Student Assistance Programs (SAPs) Bulletin 14 School Violence is designed to support school administrators and personnel, non-profit organizations, and agencies who are involved with SAPs.

Student Assistance Programs: Helping to Close the Achievement Gap

Background

Students must feel safe and secure in order to achieve academic success. A student who feels unsafe at school is not open to learning. Instead, he/she is preoccupied with the need to feel safe, the need to belong, and the need to connect with others. Only once these needs are met, can a student begin to address the gaps in their academic achievement. Schools must attend to the safety of each student by creating a learning environment that is safe and free from violence.

In examining the factors that inhibit successful learning for all students, the California P-16 (Pre-kindergarten through Higher Education) Council, convened by former State Superintendent of Public Education Jack O’Connell, identified school culture and climate as factors that may inhibit successful learning. A school’s ability to close the achievement gap will be sidelined if students do not feel safe at school.

"Too often reform efforts fall short because they fail to address the context in which the curriculum and instruction are implemented. Not all students may be ready or able to learn, to benefit from improvements in instruction, because:

  1. They don’t feel emotionally or physically safe at school
  2. They are hungry, worried, depressed, under the influence of alcohol or other drugs, or suffering from other nonacademic barriers that undermine the process of learning."1

How Student Assistance Programs (SAPs) Can Help

Additional Information

The California Healthy Kids Survey (CHKS) is one tool that may be used to assess school climate. The CHKS is administered to students in grades five, seven, nine, and eleven, asking questions regarding violence and safety (harassment, weapon possession, gang involvement), alcohol, tobacco, and other drug use, physical health, and external and internal assets.

Statewide CHKS statistics show that:

1 Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, page 30.

Related Content
Questions: Hilva Chan | hchan@cde.ca.gov | 916-319-0194 
Download Free Readers