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Warn of dangerous fellow student Essay Many other authors are researchers seem to voice the same observations made by Syvertsen et al (2009). Students’ psycho-social development is highly essential and should be integrated in learning curricular to ensure students are exposed to positive developmental behaviors. Relationship enhancement amongst teachers and students cannot be more emphasized than when studies are done and students reveal that strength of the bond their have with adults/teachers will determine if they would intervene directly or by reporting cases of violence. Students too, as it has been revealed, want to have a sense of having some control on their own. Resilience can be developed in students through the teachers influence as Grotberg (2003, p. 108) observed that, â€Å"Teachers are some of the major builders of our children’s resilience. They have our children in their care for most of their waking hours; from kindergarten to the end of school, approximately 13 years. Their influence is profound. Their responsibility is awesome. † From the Grotberg’s observatory comments, one is able to then assert the students’ notion that if they have a closer relationship with the ones they spend most of their tender school age with – the teachers – then they are bound to go to the teachers and report a student who would be planning a violent attack on the school community. If positive relationships are to be developed between students are teachers then â€Å"a positive relationship with an adult who is available to provide support when needed is one of the most critical factors in preventing student violence †¦ [since] peers are the most likely group to know in advance about potential school violence† (Vitto, 2003, p. 16). Closer interaction, fewer numbers of students allocated to each teacher and extra curricular activities may pave the way for better interaction that would enhance student-teacher interaction and encourage students to seek advice and help from teachers and adults incase of a colleague’s plan to violate or threaten the safety of the school community. Fascinatingly, common factors noted in over 75% of the 37 incidents of school shootings reported in the U. S revealed that the violator (s) told someone or talked to a colleague of their intent or that the shooting would happen. However, in most cases the students who happened to have information of the happenings beforehand did not seek out or inform any adult. This is a clear indication that understandable instructions should be given to students on what would be the most appropriate to take incase they heard of violence threats and ways of reporting these cases anonymously should be given to the students. Additionally, this may be an indication that students might not always seek out counsel or have enough confidence in adults to go to them and report such threatening situations. It may, therefore, be noted that the absence of trust could be the primary reason that may be given most commonly by students for not going to teachers for counsel or assistance. Syvertsen et al. (2009), reveal that â€Å"Fostering a caring school climate in which students (and teachers) feel a shared sense of responsibility to look out for one another and to take action to keep one another safe is something not taught in textbooks or made possible by metal detectors, but is built through the daily interactions teachers have with students and students have with one another. † Cultivating trust would be the best way to fulfill the students’ need to security and encourage as well as enable them to deal with problems, develop positive relationships and a strong sense of self and belonging. In return, emotional as well as psycho-social development is enhanced making the students more confident to defend the safety and wellbeing of schools and their community by reporting cases of violence. Difficult backgrounds, poverty, socio-economic challenges may be some of the factors that may underlie the development of divisive and aggressive behaviors among students. Having the ability to instill hope and confidence in students would not only help enhance independence and a positive sense of self worth but also positive interaction. With this kind of interaction, most students may be able to not only have the intent to intervene but also to take action to curb and prevent violence in schools. It’s the most complicated relationships to build if students come from backgrounds, however, with conducive environments and encouraging learning conditions, students can slowly but surely develop the emotional capabilities to deal with challenging situations hence minimizing violent outbursts and/or cases of ignoring violence signs. During teenage and adolescent years, most students may be individually seeing appreciation and acknowledgement from their peers and teachers. This means that they may, more than likely, try to intervene in violence situations by talking to their peer who may be planning a violence attack. Teachers, as much as they may seeks to encourage this kind of intervention, would have to ensure that the intervening student’s safety would not be threatened and that the students would be encouraged to seek the counsel and intervention of an adult. However, the student openness and willingness to participate in positive psycho-socio developmental activities and programs can only be left to the students. Aggressiveness forged towards students to make them participate on welfare activities and programs can also result in aggressive resistance and possible violent reactions. Conclusion It’s generally and conclusively agreed that, just as the studies reveal that different developmental levels enhance or deter intervention of students. Students need positive emotional as well as psychological nurturing to impact their school community’s safety programs. It’s therefore mandatory that, in order to reduce the risk of violent attacks by students, teachers and adults have to create an atmosphere that encourages students to develop their social skills and seek to protect the safety of their learning institutions. Besides the academic curricular, social, emotional and psychological developmental programs must be initiated to ensure students’ development of self worth is fulfilled. This would help lessen violence and encourage cohesion. In the end, safer school environments would be realized and abilities and willingness to intervene incase of violence threats can be achieved. References Dwyer, K. , Osher, D. Warger, C. (1998). Early warning, timely response: A guide to safe schools. Washington, DC: U. S. Department of Education. Retrieved June 10, 2009 from http://cecp. air. org/guide/guide. pdf Grotberg, E. H. (2003). Resilience for today: gaining strength from adversity. Connecticut: Greenwood Publishing Group. Jimerson, S. R. Furlong, M. J (2006). The handbook of school violence and school safety: from research to practice. New York: Routledge. Johnson, C. (n. d). The A-B-Cs of School Violence. Retrieved June 10, 2009 from http://www. aboutteens. org/essays/schl-violnce. htm Syvertsen, A. K. , Flanagan, C. A. , Stout, M. D. (2009). Code of Silence: Students. Perceptions of School Climate and Willingness to Intervene in a Peers Dangerous Plan. Journal of Educational Psychology, Vol. 101, No. 1, 219-232. Vitto, J. M (2003). Relationship-Driven Classroom Management: Strategies That Promote Student Motivation. California: Corwin Press. Willenz, P. (2009). Students Who Feel Connected to Peers, Teachers are More Inclined to Warn of Dangerous Fellow Student: Zero Tolerance Policies Can Work against Cohesion in Schools. Retrieved June 9, 2009 from http://www. apa. org/releases/schoolviolence. html.