Teachers also have a fear of litigation. They fear that the way the discipline may come back as a lawsuit. This should not be an issue if the teachers are aware of their legal boundaries as a disciplinarian. According to teachers an inconsistent application of
school policies can be a hindrance in reducing crime and violence; the administrator feels that this is not an issue. This may be because the administrators created the school policies and are biased towards there own effectiveness. Finally, the teachers were a hundred percent in agreeing that the federal policies on disciplining disabled students limits the school's efforts to reduce or prevent violence in a major way. On the opposite spectrum, the administrator feels that this is only limiting in a minor way.
The teachers also felt that there were more programs on prevention of crime and violence than what the administrator actually thought. For example, question number two, Figure 3, the administrator answered that there were no formal programs intended to prevent violence. On the other hand, there are some teachers who are aware that there is a peer mediation program and that some teachers know nothing of the program.
Referring back to the survey, question number three has completely different answers between the administrator and the teachers. The teachers responded to only letter (b) with less than one hundred percent. Letter (b) states that reviewing; revisions or monitoring school-wide discipline practices and procedures took place during the 2001-2002 school year to prevent or reduce violent. The administrator believed that this was the only practice that was done to prevent or reduce violence.
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