No matter how well a school plans for and tries to oversee its conflict
management program, the reality is that the larger context or
environment can influence what happens, sometimes beyond our control.
When we talk about context or environment we recognize that there are
multiple layers that could be considered. But for the purposes of
process evaluation, we suggest attending to at least four.
Click the Feedback button for an explanation of each.
School Context
The school context involves anything happening in
the school that is outside the specific operation of the program. It
could be the loss of an important leader or administrator that raises
uncertainty about the future for the program.
District Context
The district context involves changes at the level
of the school district and how that impacts school activity. A simple
example is the case of a labor action at the district level that affects
teacher availability and willingness to participate in an activity
like conflict management.
Community Context
The community context concerns the pressures and
supports that are present in the surrounding neighborhood, community,
or city in which the school is located. For example, a city may be
undergoing cultural or racial tensions that increase incidents of violence
and raise awareness for the need for constructive conflict resolution.
In that environment, school programs may experience a resurgence of
support and resource allocation.
Societal Context
Finally, at the larger societal level, there
may be events that achieve statewide or national visibility that
impact a school program. Although the influence may be indirect, it is
nonetheless present. We all remember the terrible shooting at Columbine
High School in Littleton, Colorado. Following that incident, there was
a strong increase in utility of and support for conflict management
efforts throughout the country. Similarly, when Attorney General
Janet Reno proclaimed violence prevention and conflict management
a critical need in our schools, her support became a rallying cry
that educators found effective for arguing for program development and
expansion.
Context Environmental Factors