For decades, the standard response to school violence has been reactive: wait for a fight, punish the bully, support the victim, and file the paperwork. Schools across the country have adopted “zero tolerance” policies and anti-bullying mandates in hopes of curbing aggression. However, despite these efforts and laws in all 50 states requiring prevention policies, statistics paint a grim picture: bullying is not only persisting but increasing. In a compelling new policy analysis, Celeste Hedequist argues that our current “check-the-box” approach is failing our students because it focuses entirely on the aftermath rather than the environment that allowed the violence to occur.
Hedequist points out that current policies are often cases of “form over substance.” They rely on haphazard, all-school approaches that look good on paper but fail to address the root causes of aggression. By the time a report is filed—often triggered by a blatant physical act—the damage is already done. Furthermore, reliance on punishment, such as suspension or expulsion, has not been shown to be effective. In fact, removing a student without addressing the underlying issues often exacerbates the problem, leading to higher risks of recidivism. Hedequist notes that 60% of boys identified as bullies in middle school had at least one criminal conviction by age 24, suggesting that simple punishment fails to alter the trajectory of aggression.
The core of Celeste Hedequist’s proposal is a move toward “outcome determinative measurements.” Instead of judging a school’s safety by how well they document incidents or how many “awareness” assemblies they hold, schools should be judged by the actual reduction of violence. This requires a fundamental shift in leadership mindset. Current programs often place undue responsibility on children—expecting peer bystanders to intervene—which Hedequist argues is unrealistic. Research shows bystander intervention usually only works for extroverts or those with high social status, leaving many students helpless.
Instead, the proposal advocates for a proactive system where leadership takes responsibility for the outcomes. Drawing on the “Routine Activities Theory,” Hedequist views teachers and administrators as the necessary “capable guardians” who prevent “motivated offenders” from finding “suitable targets.” This means leadership must actively manage the emotional climate—reducing stress, bias, and humiliation—rather than just policing the physical fallout. By implementing de-escalation strategies and focusing on “doing no harm,” leadership can remove the opportunities for aggression before they start. It is a shift from punishing the bad apple to fixing the barrel.
To read the full details of this transformative approach, you can view the complete proposal here: A New Policy Proposal for Reducing Violence & Aggression in the Classroom: A Focus on Leadership Responsibility for Outcomes
