A school district's risk manager must provide the leadership in risk management for district special events. Tables list the following: (1) seven reasons for event failures, and preventive measures to take; (2) risk analysis checklist; and (3) event planning outline. (MLF)

Argues that it is no longer appropriate for historically black colleges and universities (HBCUs) to offer services and programs that focus only on the victims of violence. HBCUs must implement proactive interventions that interrupt the cycle of violence on campus and address the disruptive behavior of those who commit violence. (SLD)

Explores ways of designing playgrounds that afford maximum safety with minimal risk of injury to children, as well as how to conduct a safety audit and the types of playground equipment not recommended for 2- to 5-year olds. Details ways of designing a playground that enhances creative-play experiences. Provides resource information for safety…

Reflects on the moral world of children who have committed acts of lethal violence. Young killers do not see any positive alternatives at the moment of violence. When they kill, they are seeking justice--as they see it. Emphasizes the importance of adults stimulating the development of empathy and spirituality. (SLD)

Schools cannot eliminate all risks but can manage them so they minimally affect the "bottom line." A sound risk-management program has four categories: risk avoidance, control, transfer, and retention. Schools retain some risk in situations when insurance is unavailable, costs are negligible, or loss probabilities are remote. (MLH)

Describes the Washington Education Association's work on school safety in two school districts in Seattle. Efforts to date make it clear that schools can only be changed one at a time after appropriate identification of the existing problems. Bullying is a fundamental issue in school safety. (SLD)

Discusses crisis-management planning for college and university campuses that can contribute to effective and rapid response and wise decision making during not only natural disasters, but also those that are manmade. Crisis-management tips are highlighted. (GR)

Summarizes the recommendations of the Lightning Safety Group (LSG), which was first convened during the 1998 American Meteorological Society Conference. Findings outline appropriate actions under various circumstances when lightning threatens. (WRM)

Teacher, district, and site administrators' perceptions of school violence and violence-prevention programs are examined in 15 school districts in 12 states in the United States. Seven areas of concern are covered including fears, types, costs, severity, and frequency of violence. A model prevention program is suggested. (MMU)

A 1986 collaboration between a Fort Worth community group and middle school evolved into a network of 32 alliance schools in 1992-93. Aided by improvement-minded parents, community leaders, and educators, the alliance now has 100 schools in disadvantaged Texas communities. Community involvement contributes to improvements in conditions and…

The Character Education Partnership aims to surround students with an environment that exhibits, teaches, and encourages practice in internalizing and exemplifying needed social values. Ten schools selected for a recent study illustrate successful efforts to build caring, respectful, and responsible children and adults. A sidebar lists 11…

Proposes that the skill of counselors is what is most needed to provide an effective school violence prevention program. Argues that the use of choice theory is the only way to remove external controls from the classroom and to create environments in which students both succeed and enjoy school. (GCP)

Provides a knowledge base for school counselors on the issues of peer-on-peer abuse problems and their potential escalation to actions that carry serious long-term consequences. Includes a brief review of bullying and harassment problems and the role they play in the escalation of violence against self and others, and a profile of common…

Discusses the Dallas Public Schools' procedures for assessing the potential for violence among children who express intent to harm others. The Dallas Violence Risk Assessment (DVRA) was developed to evaluate students who have made threats of violence, and to assist school staff in determining appropriate intervention strategies. Describes the…

"Get-tough" measures don't address the causes of school violence or explain schools' increasing vulnerability to its occurrence. The legacy of social control profoundly influences school culture. Truly safe urban schools are small and treat kids like individuals; involve parents; create a supportive, aesthetically appealing environment; and stress…