Campus Safety

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Campus Safety
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• A safe campus environment is one in which
• students, faculty, and staff are free to
• conduct their daily affairs, both inside and
• outside the classroom, without fear of
• physical, emotional, or psychological harm.
• Personal safety is a basic human need that
• must be preserved if the mission of the
• university is to be pursued.

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Types of Campus Violence

• There are many types of campus violenceincluding
  
• Rape
• Assault
• Fighting
• Hazing
• Dating violence
• Sexual harassment
• Hate and bias-related violence
• Stalking
• Rioting
• Disorderly conduct
• Property crimes
• Self-harm and suicide

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Scope of the Problem

• Estimates of campus violence range widely due to
  both the underreporting that skews official
  statistics and the use of differing definitions
  and data collection methodologies in surveys.
• Existing data indicate, however, that a
  substantial minority of college students
  experience some type of violence and related
  consequences.
• According to one nationally representative survey
  of college students, approximately 17 percent of
  students reported experiencing some form of
  violence or harassment in the previous year.

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Jeanne Clery Campus Crime Statistics Act

• The Jeanne Clery Disclosure of Campus Security
  Policy and Campus Crime Statistics Act, codified
  at 20 USC 1092 (f) as a part of the Higher
  Education Act of 1965, is a federal law that
  requires colleges and universities to disclose
  certain timely and annual information about
  campus crime and security policies. All public
  and private institutions of postsecondary
  education participating in federal student aid
  programs are subject to it. Violators can be
  "fined" up to 27,500 by the U.S. Department of
  Education, the agency charged with enforcement of
  the Act and where complaints of alleged
  violations should be made, or face other
  enforcement action.

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Comparisons to High School

• Among students nationwide, an estimated 5 percent
  experienced a crime at school about 4 percent
  reported a crime of theft and 1 percent reported
  having been a violence victim at school. This
  equals an estimated 1.2 million crimes of theft
  against students and about 740,000 violent
  crimes, including an estimated 150,000 of the
  most serious violent victimizations (rape, sexual
  assault, robbery, aggravated assault). Students
  also reported that about two-thirds of the
  serious violent crimes they experienced did not
  occur at school.

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Resources

• F.B.I. Uniform Crime Reporting Program (2005)
• http//www.securityoncampus.org/
• http//www.violencegoestocollege.com

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Violence Impacts YOU!

• Victims of violence experience a wide variety of
  physical and emotional consequences, often
  leading to social and
• academic difficulties.
• Violence can lower the quality of life for all
  campus constituents, who may become fearful and
  restrict their activities out of concern for
  safety.
• In addition, violence affects the bottom line for
  colleges by increasing costs, lowering retention,
  and absorbing resources that could otherwise be
  used to further the academic mission.

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Source of Violence

• Individual factors, such as student, faculty, and
  staff attitudes and beliefs about violence
  skills for negotiating conflict.
• Interpersonal or group processes, such as group
  norms regarding appropriate behavior responses
  of bystanders to violence.
• Institutional factors, such as campus policies
  and procedures existence of high-risk settings
  that contribute to violence high levels of
  alcohol consumption in the campus environment.
• Community factors, such as high rates of violence
  and drug selling in the surrounding community
  extent of community law enforcement.
• Public policy and societal influences that
  influence campus life and students, including the
  existence and enforcement of federal, state, and
  local laws and statutes cultural contributors
  such as male gender role socialization and media
  images that glamorize violence.

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When Violence Happens

• The National Research Council concluded A
  violent event requires the conjunction of a
  person with some (high or low) predisposing
  potential for violent behavior, a situation with
  elements that create some risk of violent events,
  and usually a triggering event.

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What Can We Do?

• Failure to institute basic measures such as
  educating students about common types of
  violence, creating and enforcing strong policies,
  implementing comprehensive alcohol prevention
  efforts, and reviewing incidents with the aim of
  preventing future problems may expose
  institutions to legal action.
• By identifying and adequately addressing local
  conditions that contribute to violence,
  individual campuses reduce both the probability
  of harm and the likelihood of a successful
  lawsuit, while also enhancing the learning
  environment.

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Comprehensive Program

• A comprehensive approach to violence, however,
  also includes complementary measures aimed at
  early intervention and prevention.
• As the social ecological model suggests, campuses
  must seek to minimize the broad spectrum of
  factors that contribute to violence, as
  identified through a local assessment of campus
  conditions.
• A comprehensive program will include approaches
  such as the following

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Comprehensive Program

• Addressing attitudes, beliefs, perceptions, and
  skills that contribute to violence through
  education, skill building, curriculum infusion,
  and other efforts.
• Supporting healthy group norms and promoting
  bystander intervention.
• Conveying clear expectations for conduct among
  students, faculty, staff, and visitors.
• Establishing comprehensive alcohol and other drug
  prevention programs.

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Comprehensive Program

• Creating and disseminating comprehensive policies
  and procedures addressing each type of violent
  behavior, and instituting training programs to
  ensure that policies are followed and enforced.
• Providing a range of support services for
  students, including mental health services,
  crisis management, and comprehensive and
  compassionate services for victims.
• Helping students to avoid harm through such
  measures as escort services and self-defense
  classes.

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DesigningEffective Campus ViolenceInterventions

• Some risk reduction programs, such as student
  escort services and self-defense classes, are
  common, but must be supplemented with other
  programs and policies targeting violence among
  acquaintances, friends, and intimates and
  addressing potential perpetrators and bystanders.

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DesigningEffective Campus ViolenceInterventions

• Interventions should be
• prevention-focused in addition to
  response-focused
• comprehensive, addressing multiple types of
  violence, all campus constituents, and on- and
  off-campus settings
• planned and evaluated, using a systematic process
  to design, implement, and evaluate the initiative
• strategic and targeted, addressing priority
  problems (and their risk and protective factors)
  identified through an assessment of local
  problems and assets

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DesigningEffective Campus ViolenceInterventions

• Interventions should be
• research-based, informed by current research
  literature and theory
• multi-component, using multiple strategies
• coordinated and synergistic, ensuring that
  efforts complement and reinforce one another
• multi-sectoral and collaborative, involving key
  campus stakeholders and disciplines
• supported by infrastructure, institutional
  commitment, and systems

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Guidelines

• 1. Use multiple, coordinated, and sustained
  intervention approaches designed to achieve
  synergy among program components.
• 2. Engage in a problem analysis to assess local
  problems and resources, which will inform
  specific goals and objectives.
• 3. Draw on existing research, theory, and logic
  to decide what strategies might work to solve the
  targeted problems.

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Guidelines

• 4. Create a logic model and program plan.
• 5. Build infrastructure to support planning and
  implementation efforts, including partnerships
  and collaborations, institutional support, and
  systems.
• 6. Evaluate programs, policies, and services, and
  use results for improvement.

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Final Thoughts

• Senior administrators must exercise leadership by
  establishing and supporting a long-term,
  collaborative process to create and sustain a
  comprehensive, strategic, multi-component,
  coordinated approach to preventing violence and
  promoting safety on campus.
• This process will bring together multiple
  partners in order to examine local data identify
  and prioritize local problems target those
  problems with an appropriate mix of strategies
  construct a logic model, work plan, and
  evaluation plan create infrastructure to support
  implementation and evaluate the effectiveness of
  these efforts.
• This strategic planning process can be used to
  formulate integrated initiatives addressing
  specific subtypes of violence and to coordinate
  efforts across different types of violence.

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A Campus Safety Audit
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Intruder Evaluation and On-site Visit

• Prior to the on-site visit, a member of the audit
  team, who is not known at the campus, should
  conduct an intruder evaluation. The intruder
  evaluation consists of documenting the date and
  time of the assessment, areas of the school that
  were accessible, amount of time before intruder
  was observed or approached, and an evaluation of
  the visitor procedures that are in use at the
  school.

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The specific activities during Part One include

• 1. Entrance conference with the building
  principal and other members of the campus safety
  team to go over survey results, campus concerns,
  and answer questions. (See below for how to
  conduct the entrance conference)
• 2. Walk-through and visual assessment of the
  buildings and grounds using the Campus Safety and
  Security Audit checklist.
• 3. Observation of students lunch period and
  movement in school.
• 4. Observation of students dismissal from
  school.
• 5. Brief exit interview with the principal.

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The specific activities during Part Two include

• 1. Examination of campus information and
  documents including
• a. Campus EOP (including campus and site maps)
• b. Student Code of Conduct and Discipline data
• c. Information from Entrance Conference
• d. Data from School Climate Surveys
• e. Other school policies and procedures
• f. Other pertinent information provided by
  school personnel
• 2. Analysis of the results of the Campus Safety
  and Security Audit Tool.
• 3. A draft report submitted to the principal with
  findings and recommendations.

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Documents Needed for Review on Part Two

• Campus Emergency Operations Plan
• Floor Plan of facility (see details below)
• Site Plan of facility (see details below)
• Phone locations and numbers
• Emergency contact numbers including home
• Aerial Photograph (if available)
• Student Code of Conduct
• Student/Staff IDs and ID policy
• Visitor Procedures
• Campus Improvement Plan
• Climate Survey results from staff, students, and
  parents (or interviews)
• Campus Discipline Referral Data

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Floor Plans

• All hallways and classrooms are clearly
  identified and labeled (on plan and doorways)
• All access doors to adjoining rooms identified
• All special education and science lab classrooms
  labeled
• All custodian closets, book rooms, lounge areas,
  and workrooms are identified, labeled, and
  numbered
• Locations of all interior hallway doors noted
• Location of central power control access panel
  identified
• Location of main physical plant identified
• Location of master keys to facility
• Location of emergency evacuation kits (to go
  boxes)
• Location of all roof access points identified
• Location of internal intrusion alarm panels and
  type listed
• Internal/External video camera locations
  identified
• Video camera monitoring sites labeled
• Location of cable TV access control
• Location of audio monitoring systems (PA system)
• Location of fire sprinkler controls
• Location of connection to external water source
  for fire department
• Location of school phones and pay phones (all
  numbers listed)
• Building evacuation routes identified

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Site Plans

• Access points (location and number)
• Fenced areas (type of fence)
• Portables (labeled and numbered)
• Evacuation areas
• Incident command center
• Media staging center
• Family reunification center
• Public Safety Equipment staging area
• Bus evacuation area
• Exterior hallways and wings labeled
• Inner perimeter areas defined and labeled
• Location of outbuildings, sheds, greenhouses
  (labeled and numbered)
• Location of pipes, tanks, gas lines, etc.
• Athletic facilities clearly identified and
  labeled

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Report

• 1. Demographics. The written report should begin
  with the demographic
• Information of the campus.
• 2. Results of entrance conference interviews and
  School Climate Surveys.
• Summarize the concerns of administrators, staff
  and students that were voiced
• at the entrance conference and from the
  staff/student School Climate Surveys,
• including a sample of comments that were made.
• 3. Document review. The report should then cover
  the document review with
• specific information about what documents were
  available and the usefulness
• of these documents.
• 4. Safety audit components. The report should
  cover each section from the
• audit tool, mentioning specific areas of concern.
• 5. Commendations and Recommendations. Finally,
  the report should
• summarize the findings with a list of
  commendations and recommendations as
• discussed below

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Entrance Questions

• a. What are the most pressing safety needs in
  your school?
• b. What school safety activities does your school
  do best?
• c. What safety topics are most important for
  training and staff development?
• d. What are the biggest barriers to improved
  school safety measures?
• e. What other comments do you have regarding
  school safety?
• f. What factors not included below do you believe
  affect school safety?