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Schools, Pupil Behaviour and Young Offenders: Using Postcode Classification To Target Behaviour Support and Crime Prevention Programmes

NCJ Number
218047
Journal
British Journal of Criminology Volume: 47 Issue: 2 Dated: March 2007 Pages: 293-310
Author(s)
Carol Hayden; Tom Williamson; Richard Webber
Date Published
March 2007
Length
18 pages
Annotation
This paper assesses the relevance of "geodemographic" analysis, based on the MOSAIC postcode classification system in Great Britain, for the development of appropriate behavioral interventions and crime prevention programs for youth in and around schools in various geographic and social settings.
Abstract
The authors note that much data are available on particular neighborhoods and geographic areas where British schools are located. MOSAIC--one of two widely used geodemographic classification systems in the United Kingdom--has the potential to produce a more detailed profile of what official records show is happening regarding student characteristics in a particular school. These records could be combined with other data sources on the school locality in order to assess the socialization needs of the students. Central to the focus of this paper is the report of the Steer Committee, a practitioner group that examined behavior and discipline in schools. Among the numerous recommendations in the Steer report are calls for new powers that make clear the right of schools to discipline pupils, search pupils for weapons without their consent, and obtain more support and response to schools from police in dealing with violent or abusive parents. The report makes clear that schools are struggling to find constructive and effective ways of dealing with the antisocial and delinquent behavior of students. Data on student in-school and neighborhood behavior can do much to help schools develop interventions and programs that are tailored to the particular behaviors that are most problematic for a particular school and the community in which it is located. A case study illustrates how such data can be collected and used for school-based crime prevention programs. 3 figures and 38 references