Ending Violence in Prek-16 Schools - (Education Equity and Justice) by Phelton C Moss & Eugene Pringle & Kenjus Watson (Paperback)

About the Book

Ending Violence in PreK-16 Schools provides a comprehensive examination of the complex issues surrounding violence prevention and intervention in educational settings, focusing on promoting equity, justice, and safety for all students.

Book Synopsis

Ending Violence in PreK-16 Schools provides a comprehensive examination of the complex issues surrounding violence prevention and intervention in educational settings, focusing on promoting equity, justice, and safety for all students.

The book explores innovative strategies, research findings, case studies, and best practices related to ending violence in schools from preschool through higher education. With insights, analyses, and practical recommendations for addressing the complex challenges of violence in educational settings, this book offers interdisciplinary perspectives and diverse methodological approaches which contribute to a deeper understanding of the issues at hand and offer actionable solutions for promoting equity and justice in schools.

Ending Violence in PreK-16 Schools will provide valuable insights and resources for educators, researchers, policymakers, and practitioners working to create safer, more inclusive learning environments for all students.

Review Quotes

As a licensed social worker committed to equity and trauma-informed care, I found this collection both validating and transformative. It speaks to the daily realities we witness, students navigating schools that often replicate the very systems of harm they're meant to challenge. What sets this volume apart is its refusal to separate school violence from systemic oppression. It offers practical, culturally grounded strategies that center healing, mental health, and restorative justice. This is not just a book, it's a vital resource for anyone working at the intersection of education, mental health, and community care. I will return to it again and again.

--Dr. Niani Smith, Trauma Informed and Recovery Manager, District of Columbia Public Schools

As a special education teacher, school safety means more than locked doors, it means creating environments where all students feel emotionally secure and supported. This powerful collection redefines safety through equity, care, and inclusion. It's an essential guide for educators working to protect and empower every student, especially those most marginalized.

--Ruthie Hernandez, Special Education Teacher, Spring Independent School District

As parents, we send our children to school hoping they'll be safe, supported, and seen. This collection opened our eyes to the invisible harms so many students face and gave us hope that change is possible. It doesn't just describe the problems; it offers real solutions grounded in love, justice, and accountability. We are especially grateful for the voices of educators and advocates who affirm the experiences of families like ours. Every parent, teacher, and policymaker should read this book. It's a powerful reminder that safe schools aren't built on punishment, they're built on care, community, and courageous action.

--Metrovelle and Valerie Denmark, Parents, Saint John County, Florida

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.

--Dr. Janeula M. Burt, Associate Professor, Department of Educational Leadership, Bowie State University

About the Author

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.