| Schools are at a crossroads. They can either continue to battle against the forces that detract from the real mission of trained educators (low self-esteem, gang mentality, weak behavior codes, weapons, disrespect, insubordination) or accept the challenge to change. An effective plan to push gangs out of schools and communities so the school can continue its "prime directive" will include an analysis of what has been implemented by other school systems and communities. The literature offers policies and procedures, programs and activities, and collaboration as deterrents to gangs. A systemic, comprehensive, collaborative approach must incorporate prevention, intervention, and suppression strategies. While implementation of strategies purported to be effective in deterring gang-related activities are supported by administration, little empirical research has been gathered concerning effectiveness.;Georgia Middle School principals were surveyed to gather data on their perceptions of the effectiveness of strategies in the three areas supported by the research: (a) policies and procedures, (b) activities and programs, and (c) collaboration. The survey was sent to 316 middle school principals in Georgia. There were 211 responses, which represents a 67% return rate. Additional data included gender, years of experience, school size, grade classification, number of incidences of gang activity, and knowledge of gang activity.;Key findings revealed that middle school principals perceive the 14 strategies in the policies and procedures domain to be very effective deterrents to gang-related activities. Principals with varying levels of experience and levels of gang activity have differing perceptions of the effectiveness of strategies that deter gang-related activity. Sixty-two percent of the respondents reported experiencing gang activity. Twenty-four percent reported six or more incidents of gang activity.;Despite policies, activities, and collaboration, school violence is on the upswing. Based on the reports of the experiences of Georgia principals, three responses can logically be recommended: (a) implementation of conflict resolution, peer mediation, and character education programs in schools; (b) implementation of a school-wide discipline program utilizing policies; and (c) involvement of parents, social agencies, and the juvenile system in a collaborative effort. |
