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Loss Prevention Program

The first giant step in providing good school security is to device a written security and loss prevention plan for the school and to implement professional security operations and supervisions. Not only does the school violence and crime affect education, but sooner or later, dwindling property assets due to lack of good security and loss prevention planning will also have an effect on the quality of education that a school can afford to provide. The security should be realistic in what can be accomplished, concentrating on short and long range strategic initiatives. The basic step involved is learning how to quickly and permanently reduce crime and violence in the schools to a manageable or acceptable level. Changes in attitudes and cooperation must take place. Educators must embrace the use of security principles and methodologies and must recognize the value of security professionals and criminal justice involvement in the school environment. They must treat security as a requisite component of education and an integral part of school infrastructure. They must consider the important role that the school climate and environment play in influencing how students, staff, principals and parents relate, solve problems and interact with one another. They must also understand that educators and security have different roles and both must be respectful and mutually supportive of these roles.

The violence we are confronting in the schools is not solely a school problem, but a problem that must be addressed by communities, houses of worship, businesses and parents as well as educators. Schools should employ both short term as well as long term plans for security. Some strategies demand a change in habits; others involve a change in perception. Together these strategies will probably have a significant effect on solving the problem of crime and school violence, but will take consistent reinforcement by all segments of society. For our schools and communities to be safe for our young people, we must first work on making them safe, decent and nurturing places in which students can live, play, interact and have hope.

Educators are sometimes apprehensive about collecting and maintaining actual data about crime that occurs on school grounds for fear that the results will reflect negativity or sometimes accurately on a school’s reputation or on an administrators management skills. However, educators must realize that only by acknowledging and analyzing the problem can they begin to target the assets and support they need to solve or minimize the problem.