School+Climate

=__Introduction__=

An important consideration of our educational system in the 21st century is the issue of school climate. According to the [|Center for Social and Emotional Education] (2010), school climate is a feeling perpetuated by the environment in the schools, where students feel safe in their classrooms and halls and are not afraid to approach their teachers and mentors for support. Within a positive school climate, students feel good about their schools and are able to learn effectively in a peaceful manner. The [|Center for Social and Emotional Education] explains that maintaining a positive school climate requires everyone’s participation. When parents work together with teachers, students’ lives become more rich and supportive. Furthermore, an effective school climate involves many other members of the community, including not only students and teachers, but also administrators, parents, teachers, janitors, counselors and kitchen staff.

Such comprehensive community contribution generates a feeling of school connectedness among students. Moreover, in a positive school climate, students have the opportunity to explore, be creative and become invigorated through participation in an extensive landscape of extra-curricular and after-school activities. In these kinds of positive environments, students feel that they are valued as individuals as opposed to being considered just another number. Students are made to feel that they have important things to contribute to their classrooms and communities. Children have the opportunity to ask questions openly, without fear of judgment or ridicule. Finally, all students maintain a sense of belonging, to their schools and their society.

The following is an exploration of school climate through three important contributing factors: school violence and the importance of intervention and prevention, parental and community involvement and the value of promoting an open dialogue between parents and schools, and finally, participation in extra-curricular activities and the significance of making them broadly available to students. The following factors delve further into these components:

Historical Context Connection to Research Relevant Models and Best Practice Relevant Organizations Connections to Relevant Policy, Legislation, and Funding Sources Relevant Resources and Action Opportunities

For more, general information, please visit: 1) The website of the Center for Social and Emotional Education, at [] 2) The website of the Coalition for Community Schools, at []



**__Historical Context__**
School climate is an idea that can be traced back 100 years. However, there were no scientific studies undertaken until the 1950s. Some of the original research was based on business models. The idea was to analyze how the organizational structure of a business correlated to certain outcomes such as morale, turnover, and productivity. By the 1970s, research began correlating the climate and organization of a school with student outcomes (Zullig, Koopman, Patton & Ubbes, 2010). That “climate” was defined as the norms and expectations that were perceived by students and teachers within the school.

Some of the research in the early 1990s argued that the studies should assess students' perception of school climate based on their distinct school experiences (Zullig et al., 2010). For instance, students in an elementary school who stay in the same classroom with the same teacher for most of the day would have a perception of school climate that is relatively limited to their individual classroom experiences. On the other hand, a high school student who rotates classes throughout the day, interacts with a variety of classmates, teachers, and other individuals in the halls and multiple classrooms, will have a more comprehensive perception of school climate. In essence, a 3rd grader's understanding of school climate cannot be transferred to a 10th grader's perception of school climate because their school experiences are fundamentally different.

From the 1990's to the present, researchers have been working to correlate school climate with different student outcomes such as aggression, achievement, engagement, and connectedness (Zullig et al., 2010). For details on the results of current research, please reference the Connection to Research section of the wiki.

__**Parental/Community Involvement**__
The most common way for schools to involve parents and community members in school climate issues is by seeking out their views via surveys. The Houston Intermediate School District (HISD) conducted surveys and the input they received had a significant impact on school policy enacted specifically to improve school climate. Stevens and Sanchez (1999) report on the results of these surveys. They found that the surveys resulted in an increase in parent and community involvement and communication. It also allowed parents and community members to have a greater stake in the school system.

One of the most significant results from the survey was the creation of the Peer Examination, Evaluation and Redesign (PEER) program. Members of the various PEER committees represented the fields of finance, law, communications, human resources, and ten other fields. They also included parents, community members and district personnel. The committees evaluated HISD's support services and programs and made recommendations for improvement in each area. For example, plans were made for community centers to be added at thirty HISD schools. These community centers would help efforts to decentralize the schools and would be staffed by parent and community volunteers. One of their functions would be to maintain a list of motivational and educational speakers in the community who would be available for the schools to use.

Stevens and Sanchez found that the perceptions of parents and community members were an essential part of determining school climate. HISD is just one school district that was studied. There are many other schools using surveys to obtain parent and community input in order to improve school climate. To find examples of surveys, check out the links on our Relevant Resources and Action Opportunities page.

**__School Connectedness and Extracurricular/Co-Curricular Activities__**
School connectedness lies at the heart of school climate. In essence, school connectedness is the sense of belonging a student has at school. Recent research suggests school connectedness plays a major role in the promotion of a good school environment or climate. A study by McNeely, Nonnemaker, and Blum (2002) shows that students who felt more connected to school (a higher level of school connectedness) in turn created a better school climate. The study measured such variables by issuing a survey to the students. The students answered questions on a scale of one to five, one meaning the least feeling of connectedness and five meaning the most feeling of school connectedness. The study survey resulted in an average score of 3.7 on the five point scale. This result means that students have a strong feeling of connectedness in their schools, and these students contribute positively to the school climate. The study supported its assertion by making a connection between the students' connectedness and their respective GPAs. Students who felt more connected to school not only had higher grades, but in addition, an intangible link to school connectedness also existed. Students who reported higher levels of school connectedness also reported higher senses of self-esteem, self-worth, and were less likely to engage in unapproved behavior such as sexual activity, drugs, and violence.

Another study by Gilman, Meyers, and Perez (2004) suggests strong feelings of school connectedness and a sense of belonging contribute to positive school climate through involvement in structured extracurricular activities (SEAs). This study found that students who are involved in unstructured, unsupervised activities such as playing video games or watching television have higher instances of school delinquency, school drop out, and suicide. In contrast, students involved in structured activities, like sports or clubs, and supervised by non-parental adults, are more likely to feel as though they belong to their school, and that they play an important role in their community. As students participate in their chosen activities (typically selected because of some sort of prior interest) they develop a stronger sense of their own personal skills and strengths, which can translate to more confidence in other areas of school and personal life. Life satisfaction is improved, as well, through SEA participation, both academically and socially.

=
The main indicators of true "bullying" are repeated action, intentional abuse, and the existence of a power difference. However, most studies do not account for the power difference. Different levels of intelligence, perceived social standing, and/or physical strength are all examples of power differences that are not easily measured. Additionally, bullying is often seen as only physical abuse, so relationally aggressive behaviors (often among girls) are often under-reported (Bradshaw & Waasdorp, 2009). Another shortcoming of current bullying research is that some programs, most notably //Positive Behavioral Interventions and Supports//, have generally been implemented and studied in elementary and middle schools. This has left a hole in the research for future studies to address the effectiveness of bully intervention and prevention programs at the high school level.=====

Students involved in bullying, whether as bully or victim, tend to report feeling less safe and connected to their schools. An alternative to self-report methods for data collection is assessing correlated variables in order to predict the perceptions of school climate. Certain variables of social disorder at the high school level, such as the levels of student disruption or classroom management presented by the teacher, are predictors for self-reported school climate. Although different options for data collection may exist, the research of Bandyopadhyay, Cornell, and Konald (2009) shows that the School Climate Bullying Survey has proved itself as an effective instrument and should continue to be used in self-report data gathering on bullying.

** __Extracurricular Activities__ **
Extracurricular activities can have a major impact on a student's sense of connectedness, belonging, and overall satisfaction with their school climate. Students that are involved in extracurricular, whether it be an academic club, a sports team, or both demonstrate higher levels of self-worth and self-concept, both of which correlate positively to a stronger sense of belonging (Blomfield and Barber, 2009). Studies have shown that students that are involved in structured extracurricular activities have higher GPAs and take more advanced courses (Gilman, Meyers, and Perez, 2004). Students that find an organization that interests them and participate in it throughout high school are also less likely to drop-out of school than those who do not participate in one (Gilman, Meyers, and Perez, 2004). A variety of organizations exist both within a school and outside the building that provide opportunities for students to connect with each other, their school as a whole, and the community they live in. School organizations are often school specific as far as the list of particular clubs and sports that are offered. Every state has its own sports association, which generally divides schools into different conferences for competition. For example, the[| Michigan High School Athletic Association] describes itself as:

‘a private, not-for-profit corporation of voluntary membership by over 1,500 public and //private senior high schools and junior high/middle schools which exists to develop common rules for athletic eligibility and competition. No government funds or tax dollars support the MHSAA, which was the first such association nationally to not accept membership dues or tournament entry fees from schools. Member schools which enforce these rules are permitted to participate in MHSAA tournaments, which attract approximately 1.6 million spectators each year.’//

Organizations like MHSAA exist to form connections between districts and, by extension, students through common guidelines for competition. It is through these competitions and specifically the team aspect of most sports that students develop a better sense of connectedness and belonging to their school. The sport they enjoy expands out of a personal love for the activity, and extends to peers within their school as well as in their state (Blomfield and Barber, 2009). In our (wiki creators') opinion, school climate often accelerates rapidly because of organizations like MHSAA. Unifying to cheer on the team, whether at school or at the competition, connects not only the team to the school as a broader community, but also the school to those particular players.

Other organizations exist within schools that are not athletically centered. National organizations like the [|National Honors Society] have chapters in many schools across the nation, and encourage “excellence in the areas of Scholarship, Leadership, Service, and Character” ([|www.nhs.us]) among students, as well as academic achievement. By becoming a part of a larger organization and helping make changes in their communities along with their peers, shared experiences are developed that work toward a strong sense of belonging to the school, as well as to a peer group. International groups like [|Key Club], and the off-shoot of the Kiwanis International organization, are student-led and create opportunities for students to “provide service, build character and develop leadership.”([|www.keyclub.org]) Participants in the Key Club take on a sense of leadership and responsibility in the organization, building networks of collaboration with students that strengthen self-perceptions as well as bonds with peers. Beyond service clubs, schools offer a variety of organizations for students to connect based on interest. Chess Club, Spanish Club, or Art Club are all options of student run, teacher sponsored organizations within schools that can help students gain a stronger sense of connection and belonging to their school. In most cases, if students cannot find a club that suits their interests, they can follow a procedure established by their school to create a club they would like to participate in. Organizations outside of school that are established to encourage connectedness to school, other students, and their community at large are as well varied and community specific. Below are just a sampling of some national organizations that could help engage students in their community, develop a greater sense of self, and foster satisfaction and growth from contributing their time and efforts to the larger society:

__Boys and Girls Club of America__ An international organization that works with students of all backgrounds to “realize their full potential as productive, responsible, and caring citizens.” Predominately working with students who have disadvantaged circumstances, the Boys and Girls Club goes beyond pairing a student with a mentor with whom they can bond and share life with, but also offers a variety of workshops and opportunities for students to grow their own interest and abilities in leadership, the arts, academic success, and sports. [|Boys and Girls Club of America]

__The Rotary International__ The Rotary Club exists to establish bonds between professional and business leaders in order to serve their community and encourage ethical standards and practices worldwide. Many chapters of the Rotary Club provide the opportunity for students in the community to become Junior Rotarians; they attend Rotary Club meetings, interact with Rotary Club members, and learn how they can contribute to society, too. [|Rotary International] __American Field Services__ AFS provides learning opportunities that cross cultures and connect people of different backgrounds. Exchange programs where student can swap places with a student of a different culture provide the opportunity for students to better understand and appreciate the culture of their own school, and foster a sense of belonging to their community and the global community through experiences and reflection. [|American Field Services (AFS)]

** __Relevant Organizations and Programs for Parental and Community Involvement__ **
The importance of family and community involvement in schools cannot be overlooked. When parents feel that schools value their input, they become contributing members of the school environment, leading to happier and more productive students, who have their parents' support. It is important to consider schools, teachers, administrators, and parents, as a part of a larger family, where every member's contribution counts. As the [|North Central Regional Laboratory] (1996) website explains, "Educators also contribute to a school's positive climate when they demonstrate openness, enthusiasm, and understanding toward all students, and when they show respect for parent diversity... Letting parents know that they are valued and acknowledging their time constraints and familial obligations are other key elements of school climates that are conducive to family involvement" (Overview section, paragraph 6).

There are organizations dedicated to promoting family involvement and keeping communication flowing between parents and educators.

The Parent Teacher Association (PTA) seeks to give a voice to parents and families with regard to their children's education. By providing support to their children through discussions with educators, students have a better chance of working in a positive school climate and becoming high achievers. More information may be found here: [|http://www.pta.org]

The Center on School, Family, and Community Partnerships is another organization that is interested in promoting a positive school climate. Through their research on diverse communities and school environments, this organization seeks to help develop programs for effective communication and positive practices that involve families with schools. More information may be found here: []

** __Relevant Organizations and Programs for School Violence__ **
The presence or fear of violence in the school community can have a profound impact on the way students, staff, and parents perceive school climate. One of the main characteristics of school climate is safety (** Cohen & Geier, 2010 **); the status of a student's social, emotional, intellectual, and physical safety can all be compromised by the presence of violence and bullying in a school. Conversely, by eliminating the threat to students' safety a district or school or classroom can help facilitate healthy social and emotional development and student achievement (** Cohen & Geier, 2010 **). In response to these potentially dire consequences, there are a number of organizations which exist to prevent school bullying and violence. This issue has become ever more prevalent with more and more cases of student deaths due to harassment. Many organizations have created and researched ways to solve bullying issues. Some have come from Europe and others have been started from our own U.S. government. The following organizations listed have created resources and programs to combat the harmful effects of harassment. Using these resources schools can create a more unified school climate. [|The North Carolina Department for Juvenile Justice and Delinquency Prevention - Center for Prevention of School Violence]

The Center provides information and technical assistance to any and all stakeholders involved with safe schools and youth development. **I**nformation provision occurs via presentations, meetings, mailings, phone, mail and email responses, center-generated materials, and this web site. Technical assistance includes provision of workshops, trainings, and facilitations, and efforts in the areas of program development, maintenance, research, and evaluation. It reflects the view that schools must be comprehensive yet individual in their approaches to solving the problem of school violence. The programs that comprise the pyramid are student focused and encourage students to feel empowered and informed about addressing problems of school violence. Tabs on the website for more information include parent resources, journalism department (literature to distribute), library (more info/history/research on school violence), and cafeteria (to encourage protecting the well being of the “whole child”). [|National Alliance for Safe Schools]

This resource includes tabs for services, workshops, and resources for implementing programs. This website is more of a “sales/service” website with not a lot of resources, but appears you can pay for resources/books. The author proclaims that it is a “must have” for school administrators [|Keep Schools Safe]

This resource is a blog with different labeled entries discussing topics from fighting to gangs to date rape. [|Peace Education Foundation]

This website produces literature about conflict resolution curriculum and training, and disperses info and training to more than 20,000 schools worldwide. It has a methodology of model peacemaking skills, teaches students, coaches students, encourages students, and urges students to teach others since the 1950s.

For research resources: http://www.peaceeducation.org/research.html

For other resources please visit: [|http://www.teachnology.com/edleadership/school_violence/organizations/]

__**Relevant Legislation and Funding for School Violence**__

 * No Child Left Behind, Title IV, Part A ([])- The wording in this section of No Child Left Behind is quite vague, but the meaning of the section is pretty explicit: the United States government wants schools to be drug-free and violence-free places. Another interesting addendum to this mandate is the Federal funding meant to increase parental involvement. But the heart of the directive is the idea to create and fund programs to reduce drugs and violence in schools. A direct effect of this mandate is to foster a safe learning environment for the students to learn. Furthermore, Part A of No Child Left Behind will give state governments 650 million dollars a year for the next five years starting in 2002 to maintain such programs.
 * Gun-Free Schools Act of 1994 ([])-This national mandate was passed in 1994. It outlines some guidelines on what schools should do if any administrative member catches a student with a firearm on school property. One interesting note on the legislation: a state cannot refuse to give the student caught with a firearm instruction in an alternative setting.
 * Safe Schools Improvement Act of 2009 (HR 2262) ([])- Amends the Safe and Drug-Free Schools and Communities Act to require: (1) states to use grants for safe and drug-free schools to collect and report information on the incidence of bullying and harassment; and (2) local educational agencies (LEAs) and schools to use sub-grants to prevent and respond to incidents of bullying and harassment. Requires such LEAs or schools to: (1) notify parents and students annually of conduct prohibited in their school discipline policies, that now must include bullying and harassment; and (2) establish grievance procedures for students and parents to register complaints regarding such conduct. Also, the link provides access to the summary and full text of the act.
 * Conflict Resolution and Mediation Act of 2009 (HR 4000) ([])- Authorizes the Secretary of Education to award grants to local educational agencies (LEAs) for the development and implementation of conflict resolution and mediation programs for students, teachers, and other school personnel at their schools most directly affected by conflict and **violence**. Directs the Secretary to develop a written model for conflict resolution and mediation and make such model available to any LEA that requests it. The link provided allows access to the summary and full text of the act.
 * As mentioned earlier, over 40 states have legislation in place to help prevent school violence and deter bullying within the school context. Once such website ([|Bully Police]), has a link to every state's current legislation concerning bullying. The website is very comprehensive, and it includes grades given by the website on each state's legislation. The grades range from A+++ to F. Here are a few A++ examples:
 * [|Georgia]
 * [|New Hampshire]
 * [|Florida]

__**Relevant Legislation and Funding for Extracurricular Activities**__
>> >> >> media type="youtube" key="n_lJ8WnVLW0" height="385" width="480" align="center"
 * // Veronia School District 47J v. Acton (1995) ([]): The Supreme Court held that a school policy requiring all students engaged in interscholastic athletic programs to submit to random urinalysis testing for drug use is constitutional in regard to students' Fourth Amendment privacy rights. //
 * Missouri House Bill No. 2315 ([])- On February 10, 2010, the Missouri state legislature introduced House Bill number 2135, which explains that students who do not receive passing grades on their report cards cannot participate in interscholastic activities. The bill, if passed goes into effect on August 28th of this year, is brief, but it does not mince words when outlining eligibility rules. Furthermore, the House Bill extends all the way down to the middle school level; it is not just limited to high school activities. The Missouri representatives labeled the mandate, "The No-Pass, No Play," Bill.
 * Academic Standards and Policies for Ann Arbor Public Schools- These address the policies covering eligibility for extracurricular activities- ([])
 * The Tim Tebow Rule- Numerous states are enacting legislation appropriately named the Tim Tebow Rule. It takes the name from the famous college and now professional football player, Tim Tebow. This is becoming a hot-button and popular issue with states as a number of states ranging from Hawaii to Pennsylvania to Kentucky to Arkansas. The language of each bill is essentially the same, mandating states to require equal access to extracurricular activities for home-schooled students. The following are links to the actual documents concerning the Tim Tebow-inspired legislation:
 * [|Hawaii]
 * [|Pennsylvania]
 * [|Kentucky]
 * Here is a video describing the logic and proposition behind the "Tebow Bill" in Arkansas.

__**Relevant Legislation and Funding for Community and Parental Involvement**__

 * Full-Service Community Schools Act of 2007 ([])- This mandate serves as a catch-all for schools. The bill provides funding, resources, and support to schools for a variety of functions and programs. The schools have the opportunity to use such funding for any type of school program that provides educational, developmental, family, health, and other such services. So when reading this bill, think along the lines of school breakfast, lunch, and dinner programs, as well as counseling programs for parents and students. Other services might include parental workshops and health services, like dental check-ups. While the link is a summary of the bill, a full-text option is available on the site.
 * Keeping PACE Act ([])- This unique bill is a comprehensive funding program to help support schools with community and parental involvement. The introduction of the bill cites research on how parental involvement stimulates academic and emotional growth and achievement, and the statistics are quite compelling. However, the nature of the funding is competitive. In order to receive the funding, states must complete a thorough application as well as set forth an argument for the money. Furthermore, the state must provide a detailed plan for the parental/community involvement. Low-income schools have priority with the funding.
 * 21st Century Community Learning Centers ([])- The purpose for this legislation is simple: to create after-school programs that foster growth and academic achievement. The bill appropriates funding for a broad range of programs and activities that turn students away from the unsavory parts of life. For example, the bill suggests states use the funding for anti-violence programs, anti-drugs programs as well as steer kids towards activities like art and music. The bill also recommends using the money for counseling services and programs that advocate the incorporation of technology in the classroom.

__**Graduate Students' Summation**__ So what does all this mean and how does this all fit together? These pieces of legislation are all in place to ensure schools create an environment that fosters student growth and development. They provide guidance, as well as funds, to help promote a favorable school climate. The legislation for school violence and bullying is there to protect our children. They keep our schools, students, teachers, and administrators safe, which is clearly a priority when it comes to creating a favorable school climate. Extracurricular activities contribute to a positive school climate and school connectedness. Students who participate in athletics and after-school clubs feel more of a connection with the school and feel more involved. Students who feel more involved and connected respect the school and what it has to offer to the students, and thus creates a positive and more enjoyable school climate. To incorporate the home-schooled crowd, this simply extends the schools borders and ensures every student has an opportunity to make a difference in school and in the community. The legislation concerning parental involvement also works wonders in increasing the school climate. Parents have a direct hand in the creation of a school climate, and the legislators realize this, as they continue to provide money and support for all three of the sub-categories for school climate.

__**Extracurricular Activities**__
**Relevant Resources** <span style="display: block; font-family: Arial,sans-serif;">According to Toby Bochan (2010), the best resources for finding extracurricular activities are at local parks and recreation buildings, through counselors, teachers, and coaches, and on your school's website. Other useful websites include those of the [|American Field Services], [|Peace Education Foundation], and the [|Key Club].

Teachers and parents alike have many opportunities for action when it comes to extracurricular activities and building a positive school climate for both their own students and their students' peers. Teachers can get involved within their school by volunteering to sponsor a club that is just starting up, which can be especially valuable if there is a student in that club that they have in class. Showing a student that you are invested in what they care about is a simple way to help a student feel valued. For example, teachers and other community members can become coaches for sports teams. The adult and students' shared interest in the sport can be used as the springboard from which a stronger relationship can develop. Such relationships, as long as they remain appropriate, can be of value to students who may not have a stable adult figure in their lives. Maintaining a strong relationship with a figure of authority at school greatly helps students who may otherwise feel disconnected from the school environment to find their niche at school (Creating Schools, 2001).
 * Action Opportunities**

Some students have underlying interests of which they are not aware. In order to help these students discover these hidden passions, community members can host "how-to" sessions that introduce students to a variety of trades and skills. Sessions like these provide the opportunity for students not only to engage in a meaningful dialogue with a non-parental adult, but also to form relationships between students who may not have previously known they had a common interest. Even if a school cannot put such a learning session together, it is always important for teachers to be engaged with students to a level that raises the teacher's awareness of the student's interests. If a teacher is aware of students' interests, he is better able to make recommendations for clubs and activities for individual students to try. Making thoughtful extracurricular activity recommendations goes hand-in-hand with a teacher's awareness of the organizations and activities in and outside of the school and of the interests of his individual students. If students see that a teacher has put a tremendous effort into connecting them with activities they would enjoy, students are more apt to feel valued and are therefore more likely to take the teacher's recommendations seriously and become more involved in their school community (Creating Schools, 2001).

Also, teachers and other adults can take an active role in students' lives outside the classroom by volunteering in activities outside of school. Suggestions include becoming a mentor with the Boys and Girls Club of America, participating in activities at a local church, and offering tutoring services in the library after school. Even if the relationships these adults form with students are made outside of school, the strong connection and self worth that spawns from these relationships can permeate the school walls and aid in encouraging a more positive school climate for students during school hours (Creating Schools, 2001).

__**Parental/Community Involvement**__
Parents or community members interested in becoming more active members of their local school community should consider the following websites:
 * Relevant Resources**
 * [|The SEDL National Center for Family and Community Connections with Schools] - The SEDL is a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. Their website offers a "Toolkit" for parental involvement in schools, relevant research about parental involvement, and free webinars.
 * [|Minneapolis Public Schools Positive School Climate Tool Kit] - This website offers a great comprehensive school climate plan from Minneapolis Public Schools. The parent/community involvement section includes many great resources, including sample contracts for administrators, faculty, parents, and students to sign in order to prove their commitment to improving parent-school relationships.
 * [|Middleweb] - This website is specifically geared toward middle school teachers and offers extensive resources for improving the school's relationships with parents.
 * [|Center for Social and Emotional Education] - Offers resources for parents who wish to educate their children about social and emotional issues. This site would be useful for teachers to forward to parents.

With a diverse student body comes a diverse population of parents from different cultural backgrounds, social economic statuses, life situations, and even ages. What can a school do to draw all of these parents into its environment?
 * Action Opportunities**

A school's best bet (according to these wiki creators) iis to offer a wide variety of programs that reach out to different groups of parents. An English as a Second Language (ESL) program, for instance, would aid parents and students whose native language is not English not only in improving their English-speaking abilities, but also to form connections with other parents and students who are in the same boat. Also, leadership skills training workshops would appeal to parents, as programs like these not only provide parents with useful skills that they can apply to their everyday living, but also makes them competent in areas that can increase their involvement in their child's school environment. Additionally, these programs build community among parents. If parents view the school as a warm, friendly, accepting community, they are more inclined to want to become active members of that community.

Other action opportunities for schools to reach out to their diverse parent body include offering behavior management workshops for parents to learn to effectively manage their children's behavior at home, online or telephone workshops for "hard-to-reach" parents, creating staff positions to coordinate parent involvement in school-wide activities, having school faculty members act as family liaisons to ensure that families feel welcome in the school, and aiding in homework by providing homework help and adequate supplies to underprivileged families (Centers for Disease Control and Prevention, 2009).

__**School Violence**__

 * [|PFLAG](Parents, Families, & Friends of Lesbians and Gays) website - This website shows the current legislation being put into action to help restore justice to the LGBT community.
 * [|Teachers and Families]- Lists ways that parents can step in to prevent female/female bullying at school.
 * [|nssc1.org] - Suggests ways that both parents and students can help prevent school violence. Includes a section about signs that parents should look for that could indicate that violence is occurring at their child's school.
 * [|about.com] - Offers a list of actions can take to prevent school violence.
 * [|NCPC] (National Crime Prevention Council) - Defines cyberbullying, the way victims react to cyberbullying, and lists actions that can be taken to prevent cyberbullying.