8/3/04 - As schools become more diverse, the potential for conflict increases. School leaders who must deal with violence or disputes related to racial or ethnic issues can get help from the Community Relations Service (CRS), a component of the U.S. Department of Justice.
CRS provides experienced mediators to resolve such issues as gang fights, racist graffiti, racial problems at sporting events or school dances, and cases where minority students or their parents feel children aren't being treated sensitively, says CRS Director Sharee Freeman.
The CRS created the SPIRIT program to improve the racial climate in schools. The program, which stands for "Student Problem Identifying and Resolving Issues Together," brings together students, administrators, teachers, parents, school security staff, and local law enforcement officials for a two-day training session to identify issues, develop solutions, and take action on school conflicts. Like all CRS programs, it is offered free of charge.
CRS relies on impartial mediation practices and established conflict resolution procedures. It has no law enforcement authority and does not impose solutions, investigate or prosecute cases, or assign blame. By law, CRS mediators must conduct their activities in confidence and are forbidden to disclose confidential information.
SPIRIT is based on the idea that students are most aware of problems that disrupt the school climate and can be trained to work with their classmates, under faculty supervision, to prevent or lower racial tension, Freeman says.
Mary Shelton, principal of John F. Kennedy High School in Sacramento, Calif., has seen few altercations and disputes in her 2,600-student school since it began using the SPIRIT program a year ago.
Before, there had been fights and gang issues, causing tension on campus, she says.
Although she refers to the situation as "probably the normal tension of an urban environment," Shelton wanted "a program that would put things in a positive - rather than a punitive - light."
About 70 to 75 students were selected for the SPIRIT training session. They were not necessarily excellent students but were perceived as leaders among their peers, she says.
Some of their complaints were mundane, such as not enough tables in the cafeteria and the campus monitors not being respectful enough, she says. "But we also discovered that some teachers were pigeonholing kids. They would say, 'they don't expect me to do well, they expect me to act up.'"
"The interesting part came on the second day when they had to resolve the issues," she continues. The students bravely decided to choose six representatives to meet with the teachers. They planned what to say so the teachers wouldn't feel they were being attacked.
Overall, the students' presentation was well received, Shelton says. "Some teachers got a little defensive, but most took it very well and started to think about some of things they do in their classrooms and some of the things that they say that might be misunderstood by students."
The six student representatives continue to meet with administrators once a month, and the large group of 75 students is convened occasionally.
"Anything we can do to communicate better among students, faculty, and administration is an improvement," Shelton says. "Most things happen because of misunderstanding and miscommunication."
William Penn High School in York, Pa., a highly diverse school with 1,500 students, did not have many racial conflicts, but Principal Wanda Dorm brought in the SPIRIT program because she thought it would present "a nice opportunity to bring everyone together" to air their concerns.
At the first SPIRIT meeting this spring, students complained about the construction that has been going on at the school for more than three years.
"And of course, we're talking about teenagers, so the food in the cafeteria came up and also the use of ID cards and other security issues," she says. "The students became every engaged in the session, and when problems were identified, they wanted to be part of the solution."
"The program showed me that the students are really vested in the school and very interested in working to make their school better," Dorm says. "And now they feel that they are recognized and that they have a voice."
For more information, visit www.usdoj.gov/crs.