Beware of stigmatizing students who seem to fit a standardized profile, however. Educators must consider warning signs in context, avoid stereotyping and labeling, and keep concerns confidential (Dwyer). Well-communicated, consistently enforced discipline policies with specific rules and consequences are the foundation of a positive school climate.
然而要注意不要以標準化的框架來指責學生，教育人員必須要考慮背景中的警告跡象，避免成見和標籤化，並要保持密切地關注。一所正向積極的學校氣候的基礎是良好的溝通並持續地影響有著具體規定的政策及政策結果。
All students should be treated respectfully to avoid creating resentment among individuals or subgroups. Walker notes that smaller schools, which provide a more intimate atmosphere and a greater sense of belonging, have fewer behavior problems than large schools.
所有的學生都應該受到尊重，以避免造成個人或小組之間的怨恨。小型的學校提供了一個更親切的氣氛，有著更大的歸屬感，因此比起大學校較少產生問題行為。
School officials should encourage staff members to form positive relationships with students. "Research shows that a positive relationship with an adult who is available to provide support when needed is one of the most critical factors in preventing student violence," Dwyer and others report. Positive attitudes and behavior among students can be fostered by teaching prosocial skills and anger management, and by peer mediation and conflict-resolution programs (Hamby, HADG, Dwyer).
學校官方應該鼓勵教職員與學生形成良好正向的關係。研究指出，預防學生暴力最重要的關鍵因素是提供支持的成人與積極的關係。若要學生具有積極的態度與行為，可以透過教學培養社會技能與情緒管理，並透過同儕調解和解決衝突方案。
WHAT IF PREVENTIVE MEASURES FAIL?
如果預防措施失敗要怎麼辦？
Every school should have a written crisis plan spelling out procedures for responding to a broad range of possible crises, including natural disasters, bomb threats, fire, homicide, and hostage situations (Stephens). The plan should designate individuals to handle specific tasks if a crisis occurs, and establish procedures for communicating among school staff and with parents, community agencies, and the media. Walker recommends that at least two people be assigned to coordinate each crisis-related task and that each school room have two means of communicating with the office, such as an intercom system and a cell phone or walkie-talkie.
每個學校都應該要有一個書面的危機處理計劃，裡面要有一個面對廣泛範圍可能的危機所應施行的程序，包括自然災害、炸彈威脅、火災、兇殺案、和有產生人質的情況。這個計劃應指定個人所應處理的特定任務，如果危機發生，要建立溝通程序給相關工作成員、學校、家長、社區機構及媒體。至少要有兩個人被分配到與危機有關的任務來進行協調，而每間學校教室都要有兩個途徑和聯絡處來進行，像是對講系統、手機或無線對講機。
When creating the plan, schools should coordinate with police, fire, medical, and other agencies and determine what local, state, and federal resources exist for crisis and postcrisis help (Dwyer). Information explaining the plan should be distributed to all members of the school community, and all school staff should receive crisis training. Students and staff should practice evacuation and other crisis procedures as routinely as fire drills (Hamby, Dwyer and others).
當建立計劃時，學校應該配合當地或州上警方、消防、醫療等機構，以及聯邦對於危機發生與後續協助的資源。所有的資訊應該要發放給所有學校所有的成員，而所有學校的成員都應接受危機訓練。學生和工作人員應要練習進行疏散及其他危機的應變，像是定期的消防演習。
The plan should include procedures for handling the aftermath of a crisis: for example, a prepared press release describing how information will be transmitted, including locations for press conferences (HADG). Districts should coordinate with community mental-health professionals to provide immediate and long-term psychological support for affected staff, students, and parents (Dwyer and others).
該計劃包括如何將危機善後處理：例如，準備好要傳遞給外界的新聞稿，包括舉行記者會的地點。學區應有社區心衛專業人士，給予應危機受影響的學校員工、學生和家長提供即時與長期的心理支持。
Even the most valiant efforts cannot make schools completely secure. But administrators can reduce the likelihood of crime and violence and ameliorate their impact by taking preventive steps and preparing effective responses.
即使是盡最大的努力也不能使學校完全安全。但是校長可以減少犯罪和暴力的可能性，並藉由採取預防措施和預備有效的反應來改善他們的影響。
資料來源：http://www.ericdigests.org/2000-3/security.htm
