Carrying a Knife or Other Weapon at School (Student Reported), by Gender and Grade Level
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- Definition: Percentage of public school students in grades 7, 9, 11, and non-traditional students reporting the number of times in the past 12 months they have carried a knife or other weapon (not a gun) at school, by gender.
- Data Source: California Department of Education, California Healthy Kids Survey and California Student Survey (WestEd).
- Footnote: The 2011-2013 time period reflects data from school years 2011-12 and 2012-13. District- and county-level figures are weighted proportions from the 2011-13 California Healthy Kids Survey, and state-level figures are weighted proportions from the 2011-13 California Student Survey. The grade levels included in school district data depend on the grades offered in each district; for example, high school districts do not include 7th grade data. "Non-Traditional" students are those enrolled in Community Day Schools or Continuation Education; according to Ed-Data, these schools make up about 10% of all public schools in California. N/A indicates that the survey was not administered in that period or that data are not available for that group. LNE (Low Number Event) indicates that for a specific answer there were fewer than 25 respondents. N/R indicates that the sample is too small to be representative.
Learn More About School Safety
- Measures of School Safety on Kidsdata.org
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On kidsdata.org, measures of school safety come from the California Healthy Kids Survey (CHKS), California Student Survey (CSS), and California School Climate Survey (CSCS). These indicators are made available through a partnership with WestEd, which developed and administers the surveys, and the California Department of Education. Indicators include:
- Student reports of school safety, fear of being beaten up at school, physical fighting at school, carrying at gun at school, and carrying a knife or other weapon at school*
- School staff reports of the extent to which students and staff are safe at at school, and student physical fighting and weapons possession are problems at school
* These data are available by grade level (7th, 9th, 11th, and non-traditional students), gender, race/ethnicity, and level of connectedness to school. School connectedness is a summary measure based on student reports of being treated fairly, feeling close to people, feeling happy, feeling part of school, and feeling safe at school. "Non-traditional" students are those enrolled in Community Day Schools or Continuation Education; according to Ed-Data, these schools make up about 10% of all public schools in California. -
- School Safety
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- Perceptions of School Safety (Student Reported), by Grade Level
- Fear of Being Beaten Up at School (Student Reported), by Grade Level
- Physical Fighting at School (Student Reported), by Grade Level
- Carrying a Gun at School (Student Reported), by Grade Level
- Carrying a Knife or Other Weapon at School (Student Reported), by Grade Level
- Perceptions of School Safety for Students (Staff Reported)
- Perceptions of School Safety for Staff (Staff Reported)
- Student Physical Fighting Is a Problem at School (Staff Reported)
- Student Weapons Possession Is a Problem at School (Staff Reported)
- Bullying and Harassment at School
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- Bullying/Harassment (Student Reported), by Grade Level
- Bullying/Harassment for Bias-Related Reason (Student Reported), by Grade Level
- Disability as Reason for Bullying/Harassment (Student Reported), by Grade Level
- Gender as Reason for Bullying/Harassment (Student Reported), by Grade Level
- Race or National Origin as Reason for Bullying/Harassment (Student Reported), by Grade Level
- Religion as Reason for Bullying/Harassment (Student Reported), by Grade Level
- Sexual Orientation as Reason for Bullying/Harassment (Student Reported), by Grade Level
- Other Non-Specified Reason for Bullying/Harassment (Student Reported), by Grade Level
- Cyberbullying (Student Reported), by Grade Level
- Student Bullying/Harassment Is a Problem at School (Staff Reported)
- Child Abuse and Neglect
- Community Connectedness
- High School Graduation
- Intimate Partner Violence
- Math Proficiency
- Disconnected Youth
- Pupil Support Service Personnel
- Juvenile Arrests
- Reading Proficiency
- School Connectedness
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- Caring Adults at School (Student Reported), by Grade Level
- High Expectations from Teachers and Others (Student Reported), by Grade Level
- Meaningful Participation at School (Student Reported), by Grade Level
- Total School Assets (Student Reported), by Grade Level
- School Connectedness (Student Reported), by Grade Level
- Adults at School Believe in Student Success (Staff Reported)
- Caring Adults at School (Staff Reported)
- School Gives Students Opportunities to Make a Difference (Staff Reported)
- School Motivates Students to Learn (Staff Reported)
- Students Who Are Motivated to Learn (Staff Reported)
- Youth Development or Resilience Is Fostered at School (Staff Reported)
- Services for Substance Abuse, Violence, or Other Problems Are Provided at School (Staff Reported)
- Gang Involvement
- School Attendance and Discipline
- Youth Alcohol, Tobacco, and Other Drug Use
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- Alcohol/Drug Use in Past Month, by Grade Level
- Alcohol/Drug Use on School Property in Past Month, by Grade Level
- Alcohol Use in Past Month, by Grade Level
- Alcohol Use in Lifetime, by Grade Level
- Binge Drinking in Past Month, by Grade Level
- Drinking and Driving or Riding with a Driver Who Has Been Drinking, by Grade Level
- Cigarette Use in Past Month, by Grade Level
- Cigarette Use in Lifetime, by Grade Level
- Marijuana Use in Past Month, by Grade Level
- Marijuana Use in Lifetime, by Grade Level
- Student Alcohol and Drug Use Is a Problem at School (Staff Reported)
- Substance Abuse Prevention Is an Important Goal at School (Staff Reported)
- Substance Use Prevention Education Is Provided at School (Staff Reported)
- Why This Topic Is Important
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The safety and supportiveness of a child’s school environment can play a crucial role in his or her development and academic success. When students feel safe and supported at school, they tend to have better school attendance and test scores, and they are less likely to engage in risky behavior, such as substance abuse and violence (1). Exposure to violence at school is associated with many negative outcomes for students, including depression, suicide, substance use, truancy, academic problems, and violent behavior (2, 3). The fear of violence alone can affect students’ development, concentration, and ability to learn (4).
School safety often is compromised by bullying and harassment, affecting more than a quarter of U.S. middle and high school students each year (5). In addition to the risk of physical injury, victims of bullying are at increased risk of emotional and physical health problems, as well as poor academic achievement (5). Any young person can be bullied, but certain groups are more likely to be victimized, such as LGBT youth, students with disabilities, and African American youth (5).For more information on school safety, see kidsdata.org’s Research & Links section. Also see kidsdata.org’s topics on Bullying and Harassment at School and School Connectedness.
Sources for this narrative:
2. Centers for Disease Control and Prevention. (2015). Understanding school violence: Fact sheet. Retrieved from: http://www.cdc.gov/violenceprevention/pdf/school_violence_fact_sheet-a.pdf
3. National Institute of Justice, Office of Justice Programs. (n.d.). School crime and safety. Retrieved from: http://www.nij.gov/topics/crime/school-crime/Pages/welcome.aspx
4. Austin, G., et al. (2013). Guidebook to the California Healthy Kids Survey. Part II: Survey content – core module. 2013-14 Edition. WestEd. Retrieved from: http://chks.wested.org/resources/chks_guidebook_2_coremodules.pdf
5. American Educational Research Association. (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Retrieved from: http://www.aera.net/Publications/Books/PreventionofBullying/tabid/14872/Default.aspx - How Children Are Faring
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More than half of California students in grades 7, 9, 11 and non-traditional classes reported feeling safe or very safe at school in 2011-13, but 8% of students reported they felt unsafe or very unsafe. Higher percentages of white students reported feeling safe or very safe (71% in 2011-13) at school than students of other racial/ethnic backgrounds.
In 2011-13, about 1 in 4 California 7th graders reported that they had been afraid of being beaten up at school at least once in the past year. The vast majority of students in 7th, 9th, 11th grades and non-traditional classes said they had not carried a gun (95%), or a knife or other weapon (91%) to school in the past year.
Measures of school safety vary by students' levels of "school connectedness" (which refers to students being treated fairly, feeling close to people, feeling happy, feeling part of school, and feeling safe at school). For example, in 2011-13, reports of physical fighting at school were less common among youth with higher levels of school connectedness than among those with low levels of school connectedness. - Policy Implications
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School safety is a major public health concern (1, 2). When students are exposed to violence or feel unsafe at school, it can negatively affect their health and well being as well as their academic performance (1, 2). According to the federal government, efforts to improve school safety should include creating positive school climates, strengthening mental health services, improving school discipline policies, preparing schools for emergencies, and supporting evidence-based family and community violence prevention programs (1, 3). Strategies to improve school safety also should address bullying and harassment, as it is a pervasive problem affecting the safety of millions of U.S. students (4).
According to research and subject experts, policy options that could strengthen school safety include:
- Ensuring that schools engage families and community partners to create positive school climates, which are linked to lower rates of violence and bullying, increased staff and student feelings of safety, and other positive outcomes; such efforts should involve ongoing staff training, strategies to promote prosocial student behavior, and tiered systems of support to meet student needs (5, 6)
- As part of creating positive school environments, supporting school-wide programs that help all students build social-emotional skills, including teamwork, problem-solving, and conflict resolution skills (3, 5, 6, 7)
- Ensuring adequate training for school staff to recognize signs of emotional or behavioral problems and refer students to appropriate services; and expanding the workforce of qualified mental health professionals serving youth, such as school counselors and psychiatrists (8)
- Engaging all school stakeholders -- leaders, teachers, students, families, community organizations, and others -- to develop and disseminate a shared anti-bullying mission statement, code of conduct, school policies, and a bullying reporting system; this should include particular attention to vulnerable populations (e.g., LGBT youth) and training on how to deal with bullying incidents (4, 7)
- Following state and federal law, implementing non-punitive school discipline policies that are clear, fair, consistent, and promote a positive learning environment; such policies should be based on a tiered system of appropriate responses to misconduct that keep students in school when possible, and they should include clear, equitable classroom behavior management practices. This will require regular training and support for all school staff. (5, 6)
- Ensuring that schools have comprehensive emergency management plans in place (1)
- Supporting evidence-based programs for families, such as parent education that strengthens communication and problem-solving skills; and promoting comprehensive community violence prevention strategies that are systematic, data-driven, tailored, led by cross-sector coalitions, and based on what is known about effective programs (3, 7)
For more policy ideas and information, see kidsdata.org's Research & Links section. Also see Policy Implications under these kidsdata.org topics: School Connectedness, Bullying and Harassment, Truancy, Suspensions & Expulsions, and Emotional/Mental Health.
Sources for this narrative:
1. U.S. Department of Education. (n.d.). Working to keep schools and communities safe. Retrieved from: http://www.ed.gov/school-safety
2. Austin, G., et al. (2013). Guidebook to the California Healthy Kids Survey. Part II: Survey content – core module. 2013-14 Edition. WestEd. Retrieved from: http://chks.wested.org/resources/chks_guidebook_2_coremodules.pdf
3. Centers for Disease Control and Prevention. (2015). Understanding school violence: Fact sheet. Retrieved from: http://www.cdc.gov/violenceprevention/pdf/school_violence_fact_sheet-a.pdf
4. American Educational Research Association. (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Retrieved from: http://www.aera.net/Publications/Books/PreventionofBullying/tabid/14872/Default.aspx
5. Morgan, E., et al. (2014). The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the juvenile justice system. The Council of State Governments Justice Center. Retrieved from: http://csgjusticecenter.org/youth/school-discipline-consensus-report/
6. U.S. Department of Education. (2014). School climate and school discipline: A guidance package. Retrieved from: http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
7. David-Ferdon C., & Simon T.R. (2014). Preventing youth violence: Opportunities for action. National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Retrieved from: http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action.pdf
8. Murphey, D., et al. (2014). Are the children well? A model and recommendations for promoting the mental wellness of the nation’s young people. Child Trends and The Robert Wood Johnson Foundation. Retrieved from: http://www.rwjf.org/en/library/research/2014/07/are-the-children-well-.html - Research & Links
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- Websites with Related Information
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- About School Violence, Centers for Disease Control and Prevention
- Adolescent Violence Prevention Knowledge Path, National Center for Education in Maternal and Child Health
- California Dept. of Education: Safe Schools
- California Safe and Supportive Schools, WestEd
- California Safe Schools Coalition
- Community Matters: School Climate Resources
- CrimeSolutions.gov: Children Exposed to Violence, National Institute of Justice
- Gay, Lesbian & Straight Education Network (GLSEN)
- Governance and Policy Resources: School Safety, California School Boards Association
- National Center on Safe Supportive Learning Environments, American Institutes for Research
- Positive Behavioral Interventions & Supports: School, U.S. Office of Special Education Programs
- School Crime and Safety, National Institute of Justice
- StopBullying.gov, U.S. Dept. of Health & Human Services
- U.S. Dept. of Education: School Climate and Discipline
- VetoViolence, Centers for Disease Control and Prevention
- Youth.gov, Interagency Working Group on Youth Programs
- Key Reports and Research
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- 2015 National School Climate Survey: LGBTQ Students Experience Pervasive Harassment and Discrimination, But School-Based Supports Can Make a Difference, 2016, GLSEN, Kosciw, J. G., et al.
- California School Safety Toolkit, 2016, Zellerbach Family Foundation, Campie, P., et al.
- Connecting the Dots: An Overview of the Links Among Multiple Forms of Violence, 2014, Centers for Disease Control and Prevention, and Prevention Institute, Wilkins, N., et al.
- Cyberbullying Fact Sheet: Identification, Prevention, and Response, 2014, Cyberbullying Research Center, Hinduja, S. & Patchin, J. W.
- Guidebook to the California School Climate, Health, and Learning Surveys: 2016-17 Edition, WestEd
- Portrait of Promise: The California Statewide Plan to Promote Health and Mental Health Equity, 2015, California Dept. of Public Health, Office of Health Equity
- Preventing Youth Violence: Opportunities for Action, Centers for Disease Control and Prevention, National Center for Injury Prevention and Control
- Prevention of Bullying: Research Report and Recommendations, 2013, American Educational Research Association
- Proactive and Inclusive School Discipline Strategies, 2014, WestEd, O’Malley, M., & Austin, G.
- Social Bullying: Correlates, Consequences, and Prevention, 2013, National Center on Safe Supportive Learning Environments, Stuart-Cassel, V., et al.
- The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System, 2014, Council of State Governments Justice Center, Morgan, E., et al.
- The Whole School, Whole Community, Whole Child Model, 2015, Journal of School Health (Special Issue), Hunt, H. (Ed.)
- Understanding School Violence: Fact Sheet, 2015, Centers for Disease Control and Prevention
- County/Regional Reports
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- 2017 Kern County Report Card, Kern County Network for Children
- County of San Mateo Adolescent Report 2014-15, San Mateo County Health System
- Fresno Community Scorecard
- Santa Monica Youth Wellbeing Report Card, Santa Monica Cradle to Career
- More Data Sources For School Safety
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- California School Climate, Health, and Learning Survey (CAL-SCHLS) System, California Dept. of Education & WestEd
- Indicators of School Crime and Safety, National Center for Education Statistics, Bureau for Justice Statistics
- National Center for Education Statistics: Data Tools, U.S. Dept. of Education, Institute of Education Sciences
- National Survey of Children's Exposure to Violence, Office of Juvenile Justice and Delinquency Prevention & Centers for Disease Control and Prevention
- Youth Risk Behavior Surveillance System (YRBSS), Centers for Disease Control and Prevention
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