Schools as a Response to Crime, Anti-Social and Problem Behaviour

Abstract

This chapter concludes the book with a broader consideration about schools as a response to crime, anti-social and criminal behaviour. Most chapters in this book have emphasised that problem behaviours in schools are relatively rarely anti-social, or criminal. However, the connection between some problem behaviours and the development of anti-social and criminal behaviour is fully acknowledged. Furthermore, some actions that are criminal do occur in and around the school site. This book has explored a range of perspectives on the issue, although throughout there has been some tension between the focus of educationalists and that of criminologists. The last three chapters have detailed specific responses to problem, anti-social and criminal behaviour in schools. They have explored different aspects of what the focus of any response in schools should be: safety and crime prevention, through Safer Schools Partnerships (SSPs); better understanding and response to special educational needs, specifically social, emotional and behavioural difficulties (SEBD); and resolving interpersonal conflict through restorative approaches (RAs). This final chapter considers some of the key research evidence about a range of other interventions that focus on (or relate to) problem behaviour and schools, including whole school approaches, work with families and the individual work involved with ‘mentoring’ children.