Abstract
The present study examined how perceptions of school climate differ across subgroups of early adolescents with distinct patterns of involvement in aggression and victimization. We identified subgroups among 800 sixth-grade students (87% African American, 51% female) based on latent class analysis of items assessing aggression and victimization. Consistent with previous research, we found support for a four-class solution that identified the following subgroups: aggressive-victims (8%), predominant-victims (12%), predominant-aggressors (28%), and youth with limited involvement (52%). Predominant-aggressors and aggressive-victims reported lower levels of teacher support and consistency and clarity of school rules than nonaggressive subgroups. Among male adolescents, aggressive-victims reported more positive perceptions of peer interactions than predominant-aggressors. Findings provide evidence that perceptions of school climate are related to early adolescents’ pattern of involvement in aggression and victimization, which has implications for school-based interventions targeting aggressive behavior.
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