School Violence Experience Research Articles

청소년의 주요 관계 대상과의 친밀함이 스마트폰 중독에 미치는 영향: 학교 폭력 피해 경험 유무(有,無)별 비교 분석

This study explores the relationship between the closeness of key adolescent relationships (parents, teachers, friends) and smartphone addiction, specifically comparing adolescents with and without experiences of school violence victimization. Using data from the Korea Youth Foundation, the study surveyed 3,066 middle and high school students. The results revealed that adolescents who experienced school violence are more vulnerable to stress and less able to mitigate smartphone addiction through key relational systems. This finding highlights the overwhelming impact of school violence on individuals compared to other factors. School violence has long-term negative effects on the mental health and behavior of victims, necessitating systematic approaches and diverse support programs for prevention and support. Building networks among parents, teachers, educational authorities, and external organizations is essential. Additionally, the study emphasizes the urgent need to enhance the social capital functions of key adolescent relationships and raise awareness about the competitive educational environment.

Teachers’ experiences of school violence: Case of three rural high schools in King Cetshwayo District

In South Africa, education is recognized as an inherent entitlement for every child. However, the integrity and security of educational institutions, which are intended to serve as supports of knowledge acquisition, are frequently compromised by pervasive acts of violence. This research explores the firsthand experiences of educators contending with this prevalent issue within the South African educational sphere. A qualitative method grounded in an interpretive paradigm was used to gain insights from ecological systems theory to study the multifaceted nature of school violence. The researchers conducted semi-structured interviews and reviewed pertinent documents to capture the perspectives of educators. Specifically, the study targeted three heads of departments and three educators from rural high schools situated in the King Cetshwayo District, selected purposively to ensure a diverse range of viewpoints. Through an inductive thematic analysis, the study uncovered a myriad of factors influencing the educational milieu, with various manifestations of violence emerging as a prominent theme. Educators recounted enduring physical assaults, verbal harassment, and derogatory remarks from both students and members of the community. Furthermore, the proliferation of dangerous weapons among students exacerbates the gravity of school violence. The findings underline the pressing necessity for community development initiatives and heightened parental involvement as indispensable interventions. By advocating for such measures, educators can be better equipped to effectively confront and mitigate the scourge of school violence. This, in turn, cultivates an environment conducive to optimal teaching and learning outcomes.

School absence of adolescents from single-parent families in Andalusia (Spain): exploring the mediating and moderating role of economic and social resources

This study examines the relationship between growing up in single-parent families and school absence in Andalusia (Spain), considering differences according to adolescents’ social background. Empirical analyses of data from the Social Survey 2010: Education and Housing show that adolescents growing up in single-parent families have, on average, a higher number of school absences than their peers in two-parent families. These disadvantages are greater for adolescents with low social backgrounds, regardless of whether this is measured by parental education or housing tenure. Both economic resources (lower household income) and social resources (poor relationship with absent parent) partially explain the differences in school absence rates amongst adolescents growing up in single-parent families. School environment (teacher–student relationship, atmosphere amongst students, experiences of school violence or ownership of educational institution) are not influential in explaining educational disadvantage amongst adolescents from different family structures, although they are strong predictors of school absence.

Teachers’ lived experiences of school violence and their coping strategies

Teachers’ lived experiences of school violence and their coping strategies

교권 회복 및 보호에 대한 인식 연구

This study sought to find out the attitudes and perceptions of college students regarding the restoration and protection of their teaching rights and to make suggestions for establishing future policies and measures to protect their teaching rights. In the month of November 2023, a web-based survey, Google Questionnaire, was used to collect data with a total of 390 students in college located in "C"-do. Frequency, percentage, mean, standard deviation, independent sample t-test, and one-way analysis of variance were used to determine the perception of restoration and protection of teaching rights, and the LSD method was used for post-test. Significance was set at p < 0.05.
 The questionnaire used as a measurement tool consisted of general characteristics of the research subjects (8 questions), student human rights ordinance and teacher rights (12 questions), strengthening of teacher rights and protection of educational activities (11 questions), and communication system between student’s parents and teachers (11 questions). It consisted of a total of 43 questions, and a 5-point Likert scale was used. To determine the reliability of the questionnaire items, Cronbach’s α coefficient was calculated. As a result, the Cronbach’s α coefficients of all subfactors ranged from .943 to .977.
 As a result of examining the level of awareness according to the general characteristics of the research subjects, excluding the presence or absence of a teacher in the family within the 4th degree, gender, affiliation(teacher's college student/non-pedagogical college student), grade(1st to 4th college students), whether kindergarten, elementary and middle school students have part-time jobs, and whether or not they have experienced school violence while attending elementary, middle, or high school. There appeared to be a statistical difference (p<.05). Overall, the awareness of the Student Human Rights Ordinance and teachers' rights was highest among teachers' students and students who experienced school violence while attending elementary, middle, and high school.
 As a result of examining the awareness of the restoration and protection of teaching rights by section of the questionnaire, the results showed that students in teachers' colleges, 3rd and 4th grade female college students, students in kindergartens, elementary and middle school students, students with experience working part-time, and students with a teacher in their family within the 4th degree of kinship. Students who experienced school violence while attending elementary, middle, or high school had a high level of awareness. Among students who experienced school violence, victims had a higher level of awareness of the restoration and protection of school rights than perpetrators.

다문화청소년의 학교폭력 지속 피해경험에 영향을 미치는 요인탐색 연구

다문화청소년의 학교폭력 지속 피해경험에 영향을 미치는 요인탐색 연구

초기 청소년기 학교폭력 피해경험과 교우관계의 관계와 전학경험의 조절효과

Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience.
 Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victim-ization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3.
 Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence.
 Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alter-natives that allow school violence victims to choose school transfers are needed.

Gendered differences in experiences of school violence and mental health among transgender and cisgender youth

Gendered differences in experiences of school violence and mental health among transgender and cisgender youth

Inclusive National Educational Policies as Protective Factors for LGBTI Youth Adjustment: An European Cross-National Study

PurposeTo evaluate whether the presence of inclusive national educational policies is associated with more positive adjustment, better school experiences, and less harassment among lesbian, gay, bisexual, transgender, and intersex (LGBTI) youth. MethodsA total of 66,851 LGBTI youth aged 15–24 from 30 EU countries completed the EU-LGBTI II survey in 2019. Participants reported on feelings of sadness/depression, life satisfaction, lack of safety at school, being out at school as LGBTI, experiences of bias-based school violence, and experiences of general and bias-based harassment. Individual-level data were linked to country-level data on the presence of LGBTI-inclusive school policies obtained from the International Lesbian, Gay, Bisexual, Transgender, Queer & Intersex Youth and Student Organisation report which reviewed existing European educational measures. The inclusiveness of each policy was assessed by the inclusion of the following grounds as protected: Variation in sexual characteristics, gender identity or expression, and sexual orientation. National policies were categorized into (1) antidiscrimination laws; (2) policies and action plans; (3) inclusive curricula; (4) teacher training; and (5) government support. ResultsLGBTI youth with more inclusive school policies in their countries had lower odds of lack of school safety, and concealment, and higher odds of life satisfaction. Inclusive teacher training and curricula were associated with less lack of safety and depression/sadness, and less school bias-based violence. Moreover, whereas teacher training was associated with more visibility and less concealment among LGBTI youth, inclusive curricula were linked to less general and bias-based harassment experiences. DiscussionA multipronged national approach that includes teacher training and inclusive curricula is needed to better support LGBTI youth.

아동 집단괴롭힘, 학교적응, 삶의 만족도의 구조적 관계: 초등학교 5학년을 대상으로

아동 집단괴롭힘, 학교적응, 삶의 만족도의 구조적 관계: 초등학교 5학년을 대상으로

중학생의 학교폭력 피해경험과 가해경험 간 관계

Objectives This study selects the school violence victim experience, the perpetrator experience, and the perception of the school climate as major factors, and examines the longitudinal path from the middle school student's school violence victim experience to the perpetrator experience. Most of the studies so far have focused on cross-sectional studies, an aspect of simple change in the relationship between the victim experience and the perpetrator experience and the focus on personal factors. However, not only personal factors but also environmental factors are considered to be important factors in the experience of school violence victimization and the perpetrator experience. Therefore, in this study, the purpose of study was to examine the effect of school factors, in which students spend a relatively large amount of time, on school violence. To this end, we intend to verify the mediating effect of the school violence victimization experience leading to the school violence perpetrator experience through the perception of school climate through longitudinal study data. Methods For this purpose, data from 2013(middle school 1) to 2015(middle school 3) among panel 1 data of the Seoul Education Longitudinal Study 2010 were used. The total number of subjects was 2,411, and the data were analyzed using the autoregressive cross-delay model. Results The victimization experiences and perpetrating experiences of school violence at the previous point affects the victimization experiences and perpetrating experiences of school violence at the next point in time, respectively, and that the previous perception of school climate also affects the perception of next time. In addition, the victimization experience of school violence at the previous point (middle 1) affects the perception of the school climate at the next point (middle 2), and the perception of the school climate at the previous point (middle 2) affects the perpetrating experience of school violence at the next point (middle 3). In other words, the study confirmed that the perception of the school climate had a longitudinal mediating effect in the relationship between the victimization experience and the perpetrating experience. Conclusions These imply that the victimization experience of school violence at the previous point can lead to the perpetrating experience of school violence next time. Also, if a student perceives the school climate negatively in this path, the perpetrating experience of school violence in the future may increase.

청소년이 지각한 부모의 정서적 지원과 애착이 학교폭력 피해 경험에 미치는 영향

Objectives The purpose of this study is to examine the effects of positive factors, which are parental emotional support, and negative factors, such as the type of alienation, during adolescence, on the adolescents' experiences of school violence. The purpose of this study is to more clearly approach the role of parents required during adolescence by analyzing the mediating effect of parental participation in school activities. Methods For this purpose, data from the 6th year of the Korean Educational Longitudinal Study (2013) of the Korea Educational Development Institute was used. The data for students were extracted from adolescents' experiences of victimization of school violence, emotional support from parents, and marginalized variables among parental attachment, and the degree of parental participation in school activities was extracted from the data for parents. The subjects of this study were 5,707 high school first grade students and their parents' data. Results First, the emotional support of parents perceived by adolescents did not have a significant effect on their experiences of school violence. The more adolescents felt alienated from their parents, the more likely they were to experience school violence. Second, both parents' emotional support and alienation perceived by adolescents were found to be variables that significantly affected parents' participation in school activities. When the emotional support of parents perceived by adolescents was high, parents' participation in school activities was high, and the higher the degree of parental alienation, the higher the parent's participation in school activities. Third, it was found that parents' participation in school activities completely mediates between the emotional support of parents and the adolescent children's experiences of school violence, and partially mediates between the alienation among parents and the adolescent children's experiences of school violence. Conclusions The negative relationship between adolescent children and their parents appears to have an effect on the children's negative behavior in school life, so measures to reduce adolescents' experiences of school violence require school education and a cooperative effort with parents. High participation in school activities as parents during adolescence negatively affects adolescents' experiences of school violence, so a parent's role that respects adolescent autonomy is required.

다문화 청소년 학교폭력 피해 영향요인

The purpose of this study is to examine the experiences of school violence among multicultural adolescents, and to examine the victims by organizing them into emotional and physical vulnerabilities and guardian characteristics based on the theory of daily activities As the social pattern of adolescents changes, our society should no longer turn a blind eye to the phenomenon of school violence against multicultural adolescents. However, as explained in the empirical study of factors influencing school violence damage by Bu Chan-ju (2018), studies on school violence damage in multicultural adolescents are insufficient compared to the history of studies on factors influencing school violence in general adolescents. In other words, in Korea, there is a lot of research on the damage of school violence by general adolescents, but there are not many studies on the damage of school violence by multicultural adolescents. Accordingly, this study aims to study the damage of school violence among multicultural adolescents by analyzing a total of 2,246 people in the final analysis of children from multicultural families in the second multicultural youth panel survey conducted in 2019. As a result of the study, it was found that vulnerability, experience of discrimination damage, and level of difficulty in school life were influenced by factors influencing school violence damage of multicultural adolescents. This means that the higher the emotional and physical vulnerability, the more experienced discrimination damage, and the more difficult it is for the entire school life, the more experienced school violence damage. Based on this, policy suggestions were presented to reduce the emotional vulnerability of multicultural adolescents to prevent school violence and improve their adaptation to school life.

Student Number as Default Choice for Friendship Relationship and Its School Violence Defense Function: An Approach from a Behavioral Economics and Network Perspective

학급을 효율적으로 관리하기 위한 학급번호는 교육활동을 조직화하는 도구로서 수업과 학급 활동에서 학생들을 선택하고 조직화하는 목적으로 활용된다. 인접한 학급번호의 학생들은 교과와 비교과의 활동에서 반복적인 집단 활동에 참여할 가능성이 크며, 인접한 학급번호는 친구관계 default를 제시한 설계로서 선택을 도와주는 nudge로 작용할 수 있다. 이 연구의 목적은 학교급 간 전환기에 혼란하고 불확실한 학급환경에서 학급번호가 어떻게 새로운 친구 관계를 발생시키는지 또한 어떠한 과정을 통하여 학급번호를 기반으로 한 친구 관계가 학교폭력을 방어하는지를 조사하는 것이다. 본 연구는 학급번호의 기능을 행동경제학의 관점에서 검토하고 친구 관계가 확산하는 과정을 네트워크 확장의 관점에서 분석하였다. 본 연구의 대상은 중학교로 이행기에 새로운 또래 지위를 형성하며 이성 간의 상호작용이 많아지고 또래 간 갈등과 다툼이 많은 시기인 남녀공학 중학교 1학년으로 하였다. 연구 결과는 학급번호를 중심으로 근접 친구관계가 형성되고 이러한 근접 친구관계가 학급 전체를 대상으로 확장되며. 이렇게 형성된 총 친구 수가 학교폭력 피해 경험의 방어 및 예방 역할을 하고 있음을 보였다. 근접한 학급번호의 친구 형성 기능은 마치 눈덩이를 뭉치기 위해서 처음에는 근처 눈으로 뭉치지만 덩어리가 형성된 이후에는 여기저기 굴러다니며 온갖 눈을 모으면서 눈덩이가 커진다는 비유로 설명할 수 있다. 학급번호를 토대로 한 친구관계와 학교폭력 피해 경험의 감소는 비의도적인 외부효과로서 그 영향이 인식되지 못하므로 과소 생산될 수 있다. 교육활동에서 학급번호를 기반으로 한 학생들의 집단적인 활동이 적극적으로 독려될 필요가 있다.Student numbers are used for the purpose of selecting and organizing students in class activities for efficient class management. Students with adjacent student numbers are more likely to engage in repetitive group activities in both curricular and extracurricular activities. The design of having adjacent student numbers can act as a stimulus to help students make friendship choices, suggesting a default friendship relationship. The purpose of this study is to investigate how student numbers create friendships in a confusing and uncertain class environment during the transition period between schools and to investigate how student number-based friendships protect against school violence. This study examines the function of student numbers from the viewpoint of behavioral economics and network expansion. The participants in this study were __ first year students at a coed middle school, where new peer status is formed. The results of the study indicate that friendships are formed around student numbers, and that these friendships are extended to the entire class. The total number of friends formed in this way plays a role in defending and preventing victims of school violence. The friendship-forming function of adjacent student numbers can be explained by the analogy of a snowball: In order to form a snowball, snow is initially gathered together, but after a ball is formed, it grows in size as it rolls around and collects more snow. The reduction in friendship relationships and experiences of school violence based on student numbers is an unintentional external effect and can be underestimated because it goes unrecognized. In education, it is necessary to actively encourage activities based on student numbers.

The Moderating Effect of Help-Seeking on the Relationship between Experience of School Violence and Internalizing Behaviors

Background: This study aimed to examine the role of help-seeking in the relationships between the experience of school violence and internalizing behaviors.Methods: Data of a total of 1,402 adolescents aged 13∼14 years from the Seoul Panel Study of Children were utilized in the study. Multiple regression was employed to examine the moderating effect of help-seeking behaviors.Results: Findings are as follows: First, the experience of school violence was associated with higher levels of internalizing problems, such as depression and withdrawn behavior. Second, help-seeking behaviors reduced the effect of school violence on internalizing problem behaviors such as depression and withdrawn behavior.Conclusions: The findings highlight the need for education on help-seeking behaviors for adolescents and for building discussion networks to help adolescents ameliorate the negative impact of school violence.

전국 발달장애 초등학생의 학교생활만족도에 영향을 미친 개인, 학교 및 가족 변인 탐색

The purpose of this study was to analyze whether there is a difference in school satisfaction according to the background variables of elementary students with developmental disabilities(DD), to identify the variables affecting school satisfaction, and to compare their effects. This study analyzed the parent report of 163 elementary students with DD using “2019 Disability and Life Dynamics Panel Survey” of the Korea Disabled People's Development Institute(KODDI). The background variables consisted of individual, school, and family variables. The statistical analysis was performed using t-test, one-way analysis of variance and multiple regression. The results revealed that, in terms of individual variables, those who reported “they were in good health” showed higher school satisfaction. Regarding the school variables, those who have not suffered from “a lack of understanding and prejudice of the teachers”, who “had friends considerate of their disability”, and who have not experienced “school violence” showed higher school satisfaction than the opposite. Concerning family variables, those who reported that “their parents have not suffered any discrimination”, those in the “top 50% of parents' disability acceptance group”, and those who reported “they often have conversations about school life with their parents” were more satisfied with school life than those who did not. It was found that “friends' consideration for disability” had a positive effect, “school violence experience” had a negative effect, and “parent’s disability acceptance” and “parent-child conversation on school life” had a positive effect. Comparing the magnitude of effects among the variables, that of “parent-child conversation on school life” was the highest. This study is meaningful in that it showed the possibility of evaluating school satisfaction from a subjective perspective of students with DD, and that it calls attention to student-centered perspectives for teachers, parents, and researchers. The study pointed out the limitations in the data set collected by the 2019 Disability and Life Dynamics Panel Survey, suggesting improvements for future panel surveys and follow-up studies.

Unreported and unaddressed: Students with disabilities experience of school violence in Zambia.

BackgroundViolence against school children is a prevalent global issue. Despite the high prevalence of school violence in Zambia, there is limited research on students with disabilities’ experiences of school violence.ObjectivesGuided by the socio-ecological model for bullying, the aim of this study was to understand students with disabilities’ experiences of school violence in the Lusaka and Southern provinces of Zambia.MethodsA qualitative descriptive study was conducted with 14 purposively sampled boys (n = 6) and girls (n = 8) with disabilities. Data were generated using semi-structured interviews and child-friendly methods. Child-friendly methods were co-constructed with Zambian youth with disabilities in order to ensure cultural appropriateness and included vignettes, cartoon captioning, photograph elicitation, drawings, and sentence starters. Qualitative data were analysed by thematic analysis.ResultsThe themes illuminated that violence against students with disabilities occurs frequently but goes unaddressed. Moreover, students with disabilities were being blamed for causing the violence, and therefore, considered a risk to others. Participants reported that they turn to trusted teachers for support.ConclusionThis study illuminates the violence students with disabilities experience within the Zambian education system, with implications for school policies and programmes, peer education, and teacher training to create a safer education environment for students with disabilities.

A Study on the Deviant Lifestyle and School Violence Experience of Adolescents by Group Type

학교폭력은 성별에 따라 남학생은 물리적인 폭력, 여학생은 간접적 폭력, 관계적 폭력 등 성별에 따라 차이를 보이고 있으며, 학교 유형에 따라 학교폭력의 발생 유형도 다르게 나타나고 있으며 심지어 저학년으로 갈수록 학교폭력의 경험이 더욱 높다는 연구도 다수 등장하고 있다. 이와 같이 성별과 학교유형에 따라 학교폭력에 대한 특징이 다르게 나타나기 때문에 성별과 학교유형에 따른 학교폭력과 일탈적 생활양식에 대한 분석을 통해 적절한 방안을 모색해야한다. 따라서 이 연구에서는 이러한 문제점을 인식하고 다음과 같은 연구결과를 도출하였다. 첫째, 성별에 따른 학교폭력 가해는 남학생이 피해에서는 여학생이 높게 나타났으며, 일탈적 생활양식에서는 남성이 더 높게 경험하고 있는 것으로 나타났다. 둘째, 학교유형에 따른 학교폭력은 가해, 피해 경험 모두 중학교, 고등학교(일반), 고등학교(특성화)순으로 중학교에서 높게 나타났으며, 일탈적 생활양식 역시 중학교, 고등학교(일반), 고등학교(특성화)순으로 중학교에서 가장 높게 나타났다. 이와 같은 연구결과를 바탕으로 가정에서의 자녀 뿐 아니라 부모님 교육, 학교에서 교사의 학교폭력 업무의 관심과지지 방안, 사회에서의 학교폭력 대응에 대한 적극적인 참여, 국가적 역할로서 학교폭력이 저연령화 되고 있는 시점에서의 촉법소년 기준 연령에 대한 입법화 방안 등 네 가지를 학교폭력의 실현가능한 대응방안으로 제시하였다.

Impact of Internet usage time on mental health in adolescents: Using the 14th Korea Youth Risk Behavior Web-Based Survey 2018

Dependency on the Internet in daily life is increasing, and the negative consequences this dependence may have on mental health are not sufficiently understood. The aim of this study was to investigate the relationship between Korean adolescents’ Internet usage time and their mental health. This cross-sectional study included 29,811 high school students ages 16–18 from the 2018 Korea Youth Risk Behavior Web-Based Survey. Participants’ mean Internet usage time was 193.4±1.6 min/day. Internet usage time was associated with sex, grade level, type of school, living arrangement, economic status, academic achievement, and experience of school violence. With regard to mental health, subjective health status, stress, feelings of sadness, and suicidal ideation were also related to Internet usage time. The group with more than average Internet usage had poorer subjective health, higher level of stress, and had feelings of sadness and suicidal ideation compared to the group with less than average Internet usage. To effectively manage Internet usage time, interventions to lower Internet usage and leisure programs that could replace Internet usage need to be developed.

A Study on the factor that affects juvenile’s suicidal ideation - focus on social bond factors -

이 연구에서는 청소년들의 자살충동에 영향을 미치는 다양한 요인 가운데 청소년들의 정상적 성장에 가장 중요한 영향을 미치는 부모, 교사, 친구 등과의 애착, 그리고 참여와 전념, 신념 등 사회유대이론에서 강조하는 요인들을 중심으로 어떠한 요인들이 중요한 영향요인으로 작용하는지를 분석하였다. 분석결과, 청소년들의 자살충동에 영향을 미치는 요인으로는 먼저 통제변수 가운데 성별(여성), 학교폭력 피해경험, 흡연여부, 음주여부 그리고 조절변수인 가출충동이 유의미한 영향을 미치는 가운데 독립변수에 있어서는 사회유대를 구성하는 하위요인 가운데 부모애착, 친구애착 등에서 통계적으로 유의미한 영향을 미치고 있는 것으로 나타났다. 따라서 청소년들의 자살충동을 억제하고 나아가 자살을 예방하기 위해서는 다음과 같은 정책적 방안이 수립되어야 할 것이다. 첫째, 여성 청소년들의 특수성을 고려한 고위험군 여성 청소년에 대한 맞춤형 심리지원과 자살예방 프로그램의 확대가 필요하다. 둘째, 학교폭력 역시 청소년의 자살충동에 유의미한 영향을 미치고 있으므로 학교폭력에 대해서는 기본적으로 가해학생에 대한 적정하고 엄정한 조치를 원칙으로 피해학생에 대해서는 신속한 심리적 개입과 각종 피해자 보호 지원 프로그램의 가동, 그리고 2차 피해 억제를 위한 철저한 보호를 통해 학교폭력 피해자가 더 이상의 심리적 충격에 노출되지 않도록 해야 할 것이다. 셋째, 청소년들이 경험하는 각종 스트레스와 같은 내적 갈등이 음주와 흡연, 가출충동에 영향을 미치고, 이것이 자살충동으로 이어지고 있기 때문에 음주와 흡연, 가출 등 비행행위를 유발하는 청소년들의 내적갈등을 최소화할 수 있는 제도적 지원방안이 필요할 것이다. 넷째, 기존에 제시된 다수의 논의들과 마찬가지로 이 연구에서도 애착 요인이 청소년의 자살에 유의미한 영향을 미치는 주요한 사회유대 요인으로 제시되고 있다. 따라서 부모 애착과 관련해서는 어린 시절 부터 부모와의 긍정적 애착관계를 형성하지 못하였거나 자살 고위험군으로 판별된 청소년의 경우 부모 등 보호자에 대해서도 학교, 기타 관련 상담 관련 기관과 센터에서 실시되는 프로그램에 의무적으로 참여하도록 제도화 하여 가정의 부정적 요인을 제거하도록 해야 할 것이다. 그리고 친구애착의 강화를 위해서는 학교생활 적응과 긍정적 교우관계 형성을 위한 프로그램의 확대가 필요할 것이다.This study analyzes which factors are statistically significant among the various factors that affect juvenile s suicide ideation from attachment between parent, teacher, peer group among the factors that most significantly influence juvenile s growth, to factors emphasized at the Social Bond Theory such as Commitment, Involvement, Belief. As a result, the factors that affect juvenile’ suicidal ideation were Gender(Female), School Violence Experience, Smoking Status, Drinking Status as the control variables, Runaway Impulse as the moderating variable. Additionally, as the independent variables, Parental Attachment and Peer Attachment among the sub-factors of the social bond, have statistically significant effects. Therefore, policy plans should be established for the control and prevention of juvenile’ suicidal ideation. First, the extension of customized psychological support and suicide prevention programs for the high-risk female juvenile groups considering the characteristics of female juveniles. Second, school violence also has significant effects on suicidal ideation. Therefore, for school violence, executing appropriate and strict actions against perpetrators and ensuring that victims of school violence are not exposed to psychological damages anymore through prompt psychological intervention, victim protection programs, and protection to restrain secondary victimization should be taken simultaneously. Third, because juvenile s inner conflict such as stress affects to drink, smoking and runaway which induce suicidal ideation, institutional supports that minimize juvenile s inner conflict inducing deviant behaviors are required. Forth, similar to previously suggested discussions, this study suggested that attachment are the main factor of Social Bond affecting juvenile suicide. Therefore, on the parental attachment side, in the case of a juvenile who has not established positive attachment between parents and is distinguished as a high-risk group for suicide, institutionalization that obliges guardians like parents to participate in counseling programs conducted at schools and other institutions and centers is required for eliminating negative factors from family. Additionally, for enhancing peer attachment, the extension of programs for adjusting the school environment and establishing positive peer relationships are also requested.