Ending Violence in PreK–16 Schools

Phelton C. Moss is an Assistant Professor at Virginia Commonwealth University School of Education, USA.Eugene Pringle is a senior professorial lecturer at American University School of Education, USA.Kenjus Watson is an Assistant Professor at American University School of Education, USA.

• Part I. Unmasking Structural Inequities and Systemic ViolenceChapter 1. Suspension is Never an Intervention: Addressing Systemic Inequalities in School Discipline through Robust MTSS Practices; Delarious Stewart, Frederick O. Hill, Tanisha W. Smith, and Brandon HarrisChapter 2. Systemic Inequities and Disparities in School Discipline Practices; Katherine Graves, Meagan Meredith, Denise Dennis, and Ambra L. GreenChapter 3. The School-to-Graveyard Pipeline: How Schools Create Vulnerability to Violence through Mental Health Neglect, Anti-Blackness, and Discipline; Tonya StrozierChapter 4. The Violent Effects of the “Invisible Tax” on Black Students in K–12 Schools; Dia L. JonesChapter 5. An Autoethnographic Account of Gun Violence and Its Impact on Teachers in K–12 Schools; Brandon S. BestPart II. Cultivating Safe and Supportive School ClimatesChapter 6. A Community Effort: Enhancing Student Safety with D.C.'s Safe Passage Program; Phillip Copeland and Kathryn E. WileyChapter 7. Creating Safe Havens: Supporting Mental Health to End School Violence; Allison N. Oliver and Christine D. LewisChapter 8. Linking School Violence to Mental Health Challenges in PreK–12 Students; Timothy TraylorChapter 9. The Impact of Intentional Lesson Planning and Culturally Responsive Care on Reducing Physical Violence in Middle School Classrooms; Eddie VanderhorstChapter 10. Finding Wonder Women & Men: Non-academic Trainings in Teacher Education Programs; Erica M. Barnett-Southworth, Aubrie Faust, and Ashley StreeterPart III. Resistance Pedagogies and Transformative JusticeChapter 11. Addressing Dating and Domestic Violence in PreK–16 Schools: Issues and Best Practices; Laura FinleyChapter 12. From Harm to Healing: Cultivating Liberatory Learning and Psychological Safety in Title I Classrooms through Culturally Relevant and Asset-Based Practices; Brianna Nargiso NewtonChapter 13 . A Social Worker’s Role in Interrupting Harm and Ending Violence in PreK–16 Schools; Niani Smith

This powerful, justice-driven collection challenges the systemic roots of violence in educational spaces, urging readers to move beyond reactive solutions and toward transformative change. Through critical analysis, personal narrative, and practical strategies, the authors illuminate how racism, ableism, and institutional neglect fuel harm in PreK–16 schools. At the same time, they offer hope, showcasing culturally responsive pedagogy, community-based programs, and mental health-centered approaches that foster healing and belonging. This book is essential reading for educators, policymakers, and advocates seeking to create learning environments where students and educators are not only safe, but affirmed, empowered, and free to thrive.