Titlebook: Crime, Anti-Social Behaviour and Schools; Carol Hayden,Denise Martin Book 2011 Palgrave Macmillan, a division of Macmillan Publishers Limi

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Michael Stierstorfer,Markus Jankar is identified as criminal; however, for the most part the behaviours that RAs address in schools are not criminal. The latter is a key issue when transferring an approach informed by restorative . into the school context, as we will explore later in this chapter.

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Safer Schools Partnerships,rted in high crime areas because of concerns about young people’s behaviour in and around schools, but have since evolved towards a broader remit, as this chapter will detail. Comparison will be made with similar established programmes in the United States, which influenced developments in the United Kingdom.

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floodgate

,Maximierung des Glücks als Staatsaufgabe?,n the matter, including a view about whether the behaviour of young people is changing (Hayden, 2010). Educationalists and criminologists have a different, but overlapping, concern in this respect. For educationalists the main focus is on ‘pupil’ behaviour and whether it gets in the way of other pup

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,Maximierung des Glücks als Staatsaufgabe?,although much of what we discuss is also starting to permeate further and higher education sectors as well. We are interested in the interplay between discipline and criminalisation, and the place of increased securitisation and policing within schools. The language of ‘risk’ is often used to justif

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Meike Uhrig,Vera Cuntz-Leng,Luzie Kollingerlt authority, as well as the changes associated with adolescence. The difference between ‘troublesome’, ‘a(chǎn)nti-social’ and ‘criminal’ is an ongoing debate within this volume. At the most basic level for children in schools it is about whether or not the behaviour they present or experience in and aro

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Michael Stierstorfer,Markus Jankace the early 1990s (see Smith and Sharp, 1994) and a number of Home Office (Graham and Bowling, 1995; Roe and Ashe, 2008) and Youth Justice Board (YJB) surveys (see, for example, MORI, 2000; YJB, 2009a) have added information about offending behaviour and victimisation in this age group. Ongoing aca

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