Mike Tepper - Education and Social Movements in the U.S.
Mike Tepper began his academic journey at U.C. Berkeley in the summer of 2004, pursuing a Bachelor of Arts in American Studies. In the summer of 2005, his path was abruptly altered when he was deliberately struck by a vehicle at Dwight and Telegraph, leaving his leg broken in four places. Forced to withdraw from school, Mike focused on his rehabilitation before returning to campus the following spring. He continued his studies through 2009, but ultimately left before completing his degree to pursue his dream of playing in the NFL.
After his career in the NFL concluded, Mike was deeply moved by his personal encounters with trauma and the rising tide of violence within America’s schools. Determined to be a force for positive change, he joined law enforcement, where he worked directly with local schools. Through this role, he witnessed firsthand the lasting consequences of prolonged distress, planning, and deliberation that often precede youth-driven acts of violence.
Guided by these experiences, Mike returned to U.C. Berkeley and, in 2020, completed his Bachelor of Arts degree. His capstone thesis, Evaluation of Physical Violence Prevention Programs in U.S. Schools, reflected his commitment to understanding and addressing the roots of violence through research, prevention, and action.
Area of Concentration Courses
African American Studies 125AC History of the Modern Civil Rights Movement
Sociology 131AC – Race and Ethnic Relations in the US
Education 190 – Current Issues
Sociology 141 – Social Movements
American Studies 139AC – US Social Movements
Thesis
Evaluation of Physical Violence Prevention Programs in U.S. Schools
adolescent development and learning environments. This paper explores the historical rise of youth violence, examines contributing risk and protective factors, and evaluates the effectiveness of prevention programs designed to address these concerns. Drawing from federal data, scholarly research, and systematic reviews, the analysis focuses on two evidence-based models: the PREPaRE framework and the Framework for Safe and Successful Schools. Both emphasize universal prevention, positive school climate, and crisis response, but differ in scope and implementation. PREPaRE provides structured training tailored to individual school needs, while the Framework offers policy and practice guidelines that can be applied broadly at local, state, and federal levels. Findings suggest that while universal prevention programs reduce violence and build resilience, challenges remain in funding, implementation, and consistency across school systems. The study concludes that prevention-focused, systems-wide approaches are critical to addressing the persistent problem of school violence and highlights the need for expanded adoption and stronger community and federal support.
