"Every day in the US, 10 children die from gunfire and 30 are wounded. Every day 135,000 children bring guns to school. Children watching television see 25 violent acts per hour" (CEASE, 2000). Over the last six years, while the Department of Justice (CEASE, 2000) reports that the US crime rate and violent crimes among adults have steadily declined, teenage crime has dramatically increased. Moreover, the seemingly incessant televised images depicting random acts of school violence have jarred the national conscience planting widespread seeds of fear in citizens of all ages. As a result, research and development of anti-violence curricula are increasingly and urgently being requested to stem the tide of violence and anti-social behavior of young children and adolescents before they reach secondary school ages. Approximately 48% of the public school population are in grades pre-kindergarten through third grade (Wright Edelman, 1999). Focusing on anti-violence or prosocial programs for the primary grades allows schools to reinforce elements of unity, safety, aggression, conflict resolution, moral and values education, diversity, and homophobia; all of which encompass anti-violence curriculum.  In order for these programs to be implemented and effective, they must receive support from the community and funding agencies, such as the legislature.

There are many factors that contribute to violent behaviors in children. Some of these factors include: no close relationships with family, lack of family communication about issues of right and wrong, family teaching and modeling of disrespect for authority, little communication with father, lack of parental supervision, lack of family involvement in child's life, violent homes, and media violence. Children who are exposed to these elements often become victims of violence. Research clearly reveals a direct correlation between victims and aggressors. Most aggressors have been victims of bullying and/or violence in their homes, or in or around school settings (NSSC, 1995, U.S. DOE 1998; 1998; 1999; 1999). Because almost half of the school-age population attends elementary school, they are the logical place for an emphasis on anti-violence and prosocial programs.

It is well documented that many of the crimes against children occur between the hours of 2:30 - 6:30 P.M. It is during this time frame that many children walk from schools or bus stops to their homes. Aggressors, during these unsupervised walks, often target children, especially if the walkers are "latchkey" children who are unsupervised for the few hours until their parents arrive home from work. Therefore, one of the most effective anti-violence strategies communities can implement to help secure the safety of their children is a before and after-school care program.

Inherent in before and after-school care programs are many characteristics of prosocial strategies that effectively reduce violent behaviors. Such characteristics include multi-age play, cooperative work groups, conflict resolution skills, decreased time in front of media (TV, computer games, or films that promote violent behavior), and adult supervision. Before and after-school programs extend and enhance a child's education while providing adult supervision, thus decreasing the likelihood of children become victims of violence. If the number of victims decreases, the number of aggressors also decreases because the cycle of violence has been circumvented.

Violence in schools and communities is no longer an urban school problem; it is every school's problem (Garbarino, 1999). While implementing anti-violence and prosocial strategies and programs in elementary schools is effective in decreasing deviant behaviors during school hours, more is needed. It seems very simple to think that a before and after-school program can reduce violent behaviors, but it can. Furthermore, it protects children during their most vulnerable hours of the day and helps break the violent cycle of victim to aggressor.

References

Concerned Educators for a Save Environment (CEASE). (2000). The effects of violence on children's lives. (Information sheet #10). Cambridge, MA: CEASE.

Garbarino, J. (1999). Lost boys: Why our sons turn violent and how we can save them. New York: The Free Press.

National School Safety Center. (1995). School bullying and victimization. (Available from National School Safety Center, Pepperdine University, Malibu, CA, 90263)

U.S. Department of Education (1998). Annual report on school safety. Washington, DC: U.S. Government Printing Office.

U.S. Department of Education. (1998). Early warning, timely response: A guide to safe schools. Washington, DC: U.S. Government Printing Office.

U.S. Department of Education (1999). Indicators of school crime and safety. Washington, DC: U.S. Government Printing Office.

U.S. Department of Health and Human Services. (1999). Child maltreatment 1997: Reports from the states to the National Child Abuse and Neglect Data System. Washington, DC: U.S. Government Printing Office.

Wright Edelman, M. (1999). What kind of mentor will you-and America-be for children in the 21^st century. Invited Speaker, National Association for the Education of Young Children (NAEYC), New Orleans, LA, November, 1999.

Teaching Reading through Literature Study: Potential for Gains in Students' Critical Literacy Pamela S. Carroll, Department of Curriculum and Instruction.