Our country needs to reevaluate its approach to non-productive mental health practices, the lack of discipline at home, schools and society, horrendous lack of parental responsibility for their kid’s behavior at school, lack of moral values, prolific abusive violent video games that desensitizes compassion for others’ lives and the loss of life, and put God back into homes and schools, we will continue to have school violence.

What worries me most about the public schools and the American family is lack of discipline in the schools and homes, and lack of inspiring faith-based values.

The courts and the state/federal governments have hacked away at the power of educators to maintain a safe and civil school environment. Ineffective school bureaucracies and incompetent psychologists have twisted such authority, so that kids today are more likely than ever to go to disorderly schools, whose only answers to the disorder are clumsy rules and therapeutic techniques designed to manipulate students' behavior, rather than to initiate them into a genuine civil and moral order.

We need to return to teaching Judeo-Christian ethics and values, rather than abandoning patriotism, mocking traditional morality, and reject the value of American leadership.

What's been lost is educators' crucial role of passing on cultural values to the young and instructing them in how to behave through innumerable small daily lessons and examples. You can’t be surprised when the children become disruptive and disengaged. Every school should have a “Snuffy who uses the paddle.” Snuffy was a beloved civics teacher where I went to school ion the 1950’s.

School discipline is a tougher problem than ever because of the nationwide increase of troubled families and disorderly kids. When there are violent felons in the school sporting the electronic ankle bracelets that keep track of paroled criminals, the impact that one of those students has on other kids is amazing. Some students find them frightening, others, intrigued, see them as rebel heroes.

Principals lack the tools they used to have for dealing with the unruliest kids. Formerly, they could expel such kids permanently or the courts could send them to special schools for the hard-to-discipline. The special schools like Boys Town or Boysville that help kids grow into responsible adults, have largely vanished, and state education laws usually don't allow for permanent expulsion. So, at best a school might manage to transfer a student felon elsewhere in the same district.

Educators today also find their hands tied when dealing with a group of pupils, those covered by the 1975 Individuals with Disabilities Education Act (IDEA). This law, which mandates that schools provide a "free and appropriate education" for children regardless of disability—and provide it, moreover, within regular classrooms whenever humanly possible—effectively strips educators of the authority to transfer or to suspend for long periods any student classified as needing special education.

With IDEA restrictions hampering them, school officials can't respond forcefully when these kids get into fights, curse teachers, or even put students and staff at serious risk, as too often happens. These troubled youth are free to do things in school that will land them in jail when they graduate. There are instances of kids who have sexually assaulted their teacher and are then returned to the classroom.

By making matters of school discipline a constitutional issue, the court has left educators fumbling their way through everyday disciplinary encounters with kids ever since the 1960’s.

Students learned that, if a school official does something they don't like, they can sue him/her. Solution: GET THE LAWYERS OUT OF THE SCHOOLS.

The influence of lawyers over school discipline means that educators speak to children in an unrecognizable language, far removed from the straight talk about right and wrong that most children crave. A sample policy listed in "Keep Schools Safe," a pamphlet co-published by the National Attorneys General and the National School Boards Association (a partnership that itself says much about the character of American school discipline today), offers characteristically legalistic language: "I acknowledge and understand that

1.   Student lockers are the property of the school system.

2.   Student lockers remain at all times under the control of the school system.

3.   I am expected to assume full responsibility for my school locker."

Students correctly sense that what lies behind such withered language is not a moral worldview and a concern for their well-being and character but fear of lawsuits.

I grew up with guns, but my parents NEVER accepted any bad behavior from me. My parents always knew where I was, and I had a strict curfew. They set the rules for me and if I didn’t respect their rules there were consequences. My bedroom door was never closed for my privacy therefore my exhibited behavior determined my rewards.

Discipline is not only good for children, it is necessary for their happiness and well-being. Discipline is as vital for nourishing child development as nutritious food, physical and cognitive exercises, love, and other basic needs. When I went to school, PE was mandatory. Now kids are over-weight with a high percentage with diabetes. Without discipline, children lack the tools necessary to navigate relationships outside their cell phones and challenges in life such as self-discipline, respect for others, and the ability to cooperate with peers.

Contrary to what some parents may mistakenly believe, children who are not regularly disciplined are not happy. In fact, failure to discipline children often results in kids who are unhappy, angry, and even resentful. To those around him, a child who is not disciplined will be unpleasant company, and a child without discipline may find it difficult to make friends.

For school-age children learning how to manage their own behavior and regulate their negative impulses is particularly crucial. As elementary-school-age children head into adolescence and the tumult of the teenage years, they will be much more likely to successfully navigate challenges and temptations if they have the tools to discipline themselves.

Some parents are reluctant to discipline children because they want to avoid having conflict or because they don’t want to have their child be angry at them.

Others think they are unable or unwilling to devote time and energy to the task of disciplining children. And still others may have unpleasant memories of being disciplined when they were children and may want to make things easier on their own kids by relaxing rules and giving them more free rein. I grew up being disciplined with a razor strap or belt when I misbehaved. It wasn’t dealt with anger, and it was not considered abusive, and as a result I am a better person for it.

The discipline I received as a child was not about my parents trying to control me but about showing me how to control my own behavior. It was about setting clear parameters and consequences for breaking rules so that I learned how to discipline myself.

A child who has been taught right from wrong and has a solid sense of what is negative and positive behavior will know when he or she has done something wrong. They will want to behave correctly out of a desire to be a good citizen and a proud member of the family and society--not because they fear punishment.

What many parents who are reluctant to discipline children may not understand is how damaging it can be for a child to lack boundaries. Without discipline, children will be deficient in the following important life skills.

LACK OF FAITH: There have been on going attempts to remove God from our schools and the teaching of faith-based values. At the same time, there are millions of bibles being requested by foreign countries to be used by students in their schools.

We need to get the liberals out of our schools and make kids aware of God.

(ALL JUST MY OPINION)