An analysis of the relationship between school safety and social integration

This study investigated the relationship between pro-social programming and intervention strategies for at-risk behavior in Class A and AA high schools in Montana participating in the 1997 Montana Youth Risk Behavior Survey. As a descriptive correlational study, student's behaviors were the dependent variables and the programming and intervention strategies outlined by the schools' principals were the independent variables. The sample consists of 30 schools representing approximately 64% of the students enrolled in Montana high schools. Thirty-six principals returned surveys, for a return rate of 97%. Approximately 48 percent of the sample population is male and 52 percent is female. Ninth-graders account for the majority of the sample (35%), ranging to a low of 19% in grade 12. White students comprise 85% of the sample, 7% American Indian, 2% Hispanic, 1% Asian, 5% Black, and 4% self-identified as "other.".;The study determined the existence of a statistically significant relationship between the school pro-social programming/intervention programming/policy strategies and the behaviors exhibited by the students in the sample. It further determined that students whose schools provide pro-social programming intervention programming and policies promoting social integration experience less violence than students from schools which do not provide such programming and structure. Students whose schools provided pro-social programming, intervention programming and policies promoting social integration experienced less crime, tobacco use, drug use, sexual behavior, driving when drinking alcohol, and suicide ideation than students from schools which do not provide such programming and structure.;Pro-social programs were determined to be diverse in their levels of effectiveness. The "Programming Power Score" was developed to illuminate the difference in effect and may provide administrators concerned with school safety a means to assess their efforts, enabling them to select programs that have the greatest impact. Results from this study revealed that schools with programs in conflict resolution, problem-solving skills, peer mediation and in-school suspension--combined with a resource officer at their disposal--provided the safest environments.