Creating safer environments for children in the home, school and community.

Recently, an affluent family near Boston lost their only son through an act of violence. This boy was a well-respected member of his senior high school class and his community. His potential had just been recognized by acceptance into the college of his choice. His potential however, would never be realized because of a random act of violence.

After the memorial, a reporter approached the father. "I know this is not the right time to ask you this," he said. "There is probably never going to be a right time. But I must ask you: you are a good family, you were good parents. You seemed to have it right. Your son had everything to look forward to. How could it be that he was in the way of this violence which led to his death?"

The father answered. "We did indeed do what we considered right and we raised our son well. But we forgot one thing." He paused. "We forgot to raise the other children also." (Diamond, 1993)

This special issue of Childhood Education explores ideas for making homes, schools and communities safer for all children.

The issue begins with an article by Dr. Joycelyn Elders, Surgeon General of the United States, who confronts what she considers to be the primary health concern in our society--violence. Her remarks focus upon five specific types of escalating violence: family violence, youth violence, sexual assault, media violence and firearms. Elders concludes by suggesting that prevention is the best solution to violence and that this can best be achieved by uniting the home, school and community in efforts to protect children and youth.

Childhood injury is a preventable tragedy. Angela Mickalide, Program Director of the National SAFE KIDS Campaign, urges us to build more effective nationwide injury prevention networks. She suggests that advocates for children's safety must work together to create more supportive public policies and coalitions.

Diane Levin offers ideas on helping children feel safer in an increasingly violent society. She suggests that it is the responsibility of adults to protect children from danger and assist them in feeling safer.

Homelessness is on the increase. Families now comprise more than one-third of the homeless population. E. Anne Eddowes explores the safety concerns of homeless children as they live with friends in temporary shelters, cars, abandoned buildings, tent cities or other such public places. These children continue to need educational experiences in schools and present a special challenge to teachers across the nation. Eddowes insightfully provides avenues for meeting these children's needs in the school.

Judith Schickedanz has worked extensively with children in Boston schools. She offers advice on the educator's role of helping children develop self-control. While teachers cannot work miracles with the havoc in children's lives, they can help children become more self-regulated and, thereby, less prone to committing violent acts. Implications for practice are clear.

Aline Stomfay-Stitz explores pathways to safer schools through conflict resolution and peer mediation. These alternatives to violence offer children more realistic ways to settle differences without fights, threats and verbal abuse. Stomfay-Stitz suggests that mutual solutions to conflicts must be stressed with children in order to create a safer future.

Finally, Amy Hatkoff urges schools to recognize the hazards and temptations facing young people and to provide preventative support and guidance. Hatkoff recommends using community sources as mentors to help children actualize their potential and pursue a constructive path in life. She also stresses the power of parents in this endeavor. She concludes with a challenge to home, school and community to serve as a united group concerned with all children. The article inspires advocates for children to take action.

Someone once said that in a just world what parents want for their own child, they should want for every child. Not every child today can grow and develop in safe environments. Unless we all work vigilantly toward creating safer environments for all children, the story that began this introduction will continue to be repeated.

Reference

Diamond, V. (1993). Safety: The opposite of violence. NYSAEYC Reporter, 30(1), 1.

James L. Hoot is Director, Early Childhood Research Center, State University of New York, Buffalo. Glenda Roberson is Professor, School of Education and Psychology, University of Texas at Tyler.