Coverage of teen violence can raise difficult societal and ethical questions.

Springfield, Jonesboro and Littleton, communities that were barely noticed in their own states – until juveniles acted against juveniles. They now are symbols around the United States and beyond state borders. Local and international media covered the events which took place on public school property. News articles and editorials were published in school and community newspapers, CNN beamed the stories around the world, and citizens wondered what was happening and why did such acts take place in good communities.

Parents, school officials and law enforcement agencies were faced with nagging questions after each incident.

• What happened or failed to take place in the homes of these students?
• Should the school have security measures installed?
• What signs had been overlooked or excused as just part of growing up?
• Should information about juvenile offenders be given to school officials and teachers?
• What was the influence of media and the Internet upon violent acts?
• What was the influence of video games upon violent acts?
• What was the influence of music upon violent acts?

The media faced additional questions about fairness and extent of coverage.

• Should they have gone on air immediately or waited until the school had been secured and action ended?
• What right do they have to stick a microphone in the faces of frightened or grieving individuals?
• Traditionally, injured parties and under-eighteen-year-olds have not had their names released, either until familes have been notified or a trial has been held; should television cameras be filming on school grounds, including images of students being harmed and arrested?

To begin examination of this complex issue, discuss a hypothetical situation.

PROBLEM

A fight breaks out at a nearby rival school during a game. Several wounded students are taken to the hospital, and a teacher who tried to stop the fight is in critical condition. A student newspaper staff photographer has taken pictures of the fight.

YOU ARE THE EDITOR

As editor of your school newspaper, you immediately begin gathering information and select photographs to accompany the article. That evening the late news coverage of the incident includes campus scenes. As students you know are shown on camera, the reporter's voiceover suggests that this may be gang related or inspired by a current movie. The next morning your school's psychology teacher directs discussion on motives for violence and the potential for copycat crimes. Your paper is not scheduled to go to press for five days and your school has had no problems with violence on campus, should you continue with plans to print the story?

You gather the editorial board of your school newspaper to discuss the incident. Whether you decide to publish news articles about the incident, you believe an editorial should be written. You consider the points of view. What will be your editorial stance?

QUESTIONS FOR CLASS DISCUSSION

1. In the above scenario, what is the problem? How many problems are there?

2. Do you think it is necessary or appropriate for the student newspaper to publish an account of the incident? Is "bad" news more easily related than "good" news? Should permission be asked before publishing? Of whom?

3. What criteria do you think should apply in deciding whether to publish? Should the criteria be used to establish a policy which will apply to all situations?

4. Does the age of the students and the severity of the action affect your decision?

5. Should the potential for copycat actions influence your decision, or is freedom of the press a higher principle to determine your decision?

6. Do students believe the high school press has the same mission and freedom as the professional press?
You may wish to review the Supreme Court decisions in Tinker v. Des Moines Independent School District (1969) and Hazelwood School District v. Kuhlmeier (1988). See www.splc.org, the Web site of the Student Press Law Center.

7. Do you think that current movies, television and music glorify violence? To what extent is teen behavior influenced by the media? Does publication of the story jeopardize a defendant's right to a fair trial? Should the news media publish the names of under-18-year-olds?

8. Search the Internet for examples of news coverage of teen violence. Do the headlines sensationalize the story?

9. Should schools adopt a zero tolerance policy on knives and other potential weapons on school grounds?

10. What is the balance between accuracy of reporting and the public's right to know? Accuracy of reporting – can student reporters know the facts and be objective in the midst of emotional situtations? Community's need to know – if the local press has covered the event, why should the student newspaper cover it?

11. Is there an epidemic of violence? Has media attention made teen violence seem more prevalent than it is? Has juvenile crime increased and decreased? How does the law define "violent" crime? Paul McMasters, First Amendment Omsbudman for the Freedom Forum, urges the public to "get the facts straight." Check the National Center for Juvenile Justice, the American Academy of Child and Adolescent Psychiatry Web sites and other sources for information on violent crime among juveniles.

ROLE PLAYING

Give students a copy of the decision-making work sheet. The problem is whether the school newspaper should publish an article. Brainstorm possible criteria for making a decision:

Use the CASE STUDY: VIOLENCE IN SCHOOLS scenario. As some members of the class role play the following people, the class should add criteria and alternatives to the decision-making work sheet based upon cogent arguments made.

• Al Ert, student newspaper editor
• DeWitt Ness, student photographer
• Bettie Friend, principal
• Shirley True, spouse of teacher who was injured
• Mrs. Doe, parent of student who will be charged
• Wright Now, police officer requesting student photographer give him the photographers taken at the scene
• B. Tween, newspaper adviser

If students do not include the following in their discussion, you might ask them:
Do you think the media should be allowed to photograph students on school grounds if a crime has been committed? As television cameras zoom in on the young who are injured and the alleged perpetrators, are newspapers forced to print the same stories? Will other students reading this report find it glamorous and want to start a fight at their school, anticipating that they will be on television or in news articles? Does coverage lead to more copycat crimes?

Is it the place of reporters to speculate on causes of an incident?

Is it the role of photographers to aid the police in their investigations? Does this compromise the press? Research cases in which student journalists were asked to give police film or notes for use as evidence.

If student decision is to publish, have them brainstorm ways in which their coverage will be different from that of local and state newspapers. Is there a way to cover the event with sensitivity, addressing the concerns of those against publication of the story?

If student decision is not to publish, have them draft a statement to their readers explaining their decision.

For more information:

1. JONESBORO: Were the Media Fair? The Freedom Forum. Download <http://www.freedomforum.org/newsstand/reports/jonesboro/printjonesboro.ASP> or call 800/830-3733. A comprehensive study of local, national and international media coverage of the Westside Middle School story.

2. "Getting the facts straight on media violence," April 9, 1998. Paul McMasters, First Amendment Ombudsman. <http://www.freedomforum.org/first /1998/4/9media.asp>.

3. "School Violence," The CQ Researcher. October 9, 1998, vol. 8, no. 38, pages 881-904. Call 800/432-2250, ext. 279.

4. Office of Juvenile Justice and Delinquency Prevention, Justice Department. <www.ncjs.org/ojjhome.htm>.

5. National School Safety Center. <www.nssc1.org>.

6. National Institute on Media and the Family. <www.mediaandthefamily.org>.

7. The Partners with the Music Resource Center (PMRC, formerly Parents' Music Resource Center) has been active in alerting parents to the explicit and violent content of music lyrics. While they support music lessons and art education, they "educate and promote public awareness of the sexually explicit obscenities and violence in today's music lyrics that affect children and society." PMRC, 1500 Arlington Boulevard, Suite 131, Arlington, VA 22309 or call (703) 527-9466.

8. During the summer of 1999,the Journalism Education Association was preparing material to aid school publication staffs, editors and advisors in covering violence on campus. Check their Web site for availability of material. <http://www.jea.org>.

9. "The Impact of Rock Lyrics and Music Videos on Children and Youth," American Academy of Pediatrics. <http://www.aap.org/policy/01219.html>.

10. "Experts say media playing a role in copycat crime," Boulder News. <http://www.bouldernews.com/shooting/21bnews.html>.

NOTE: A variation on this lesson plan appeared in The Wall Street Journal Classroom Edition. It was written by Carol Lange, one of the designers of this Web site.