Incidents Of School Violence Research Articles

Achievement gains in an unequal society: Analyzing academic performance among Brazilian school districts, 2007–2017

Since the early 2000 s, average standardized test scores of Brazilian public primary and middle school students in both reading and mathematics on the national test, the SAEB, have risen substantially. Although the increases cut across all race and socioeconomic groups, the increases were unequal across groups and varied greatly across states and municipalities/school districts. In this paper, we describe student achievement gains in Brazil among municipalities in 2007–2017, with the goal of understanding the variation in these gains and the socioeconomic, race, and school resource correlates of that variation. Our results suggest that student social class and race were highly correlated with municipal test score gains: those municipalities with higher social class and proportionately more White students made significantly larger gains. However, municipalities with greater social class inequality made smaller gains. Certain average characteristics of teachers in a municipality and the incidence of school violence were also significantly related to student performance gains. Thus, our estimates suggest that it may be possible to soften the effects of social structural inequality among and within districts by increasing the quality of teacher resources and reducing school violence in lower academically gaining districts.

Challenges and Solutions of Discipline in Contemporary Classroom Education

The concept of classroom discipline refers to the various techniques utilized by educators to regulate the conduct and dispositions of pupils throughout the educational experience, with the aim of promoting compliance with institutional standards and fostering a secure, structured, and stimulating milieu conducive to learning. This article investigates the current methodologies and obstacles encountered by modern educational institutions in effectively addressing classroom behavior management. This article examines the perspectives of aspiring and novice educators on the significance of discipline within the classroom setting. It underscores the criticality of effective communication and collaboration among educational institutions, families, and communities in fostering a conducive and inspiring learning atmosphere. This article examines the perspectives of students in the field of education sciences and novice teachers on the origins of inappropriate student behavior and its impact on the educational process within the school setting. Additionally, the article suggests effective strategies and techniques for fostering responsible and appropriate behavior in the classroom. The article underscores the significance of both initial and continuous professional development in effectively managing student behavior, as well as preventing and addressing incidents of school violence.

학교 급별 학교폭력 예방교육의 효과 분석

Objectives The purpose of this study is to eradicate school violence by identifying how effectively school violence prevention education and programs are preventing school violence. Also, by comparing and analyzing how the differences in school violence prevention education and program effects by school grade, I tried to present an effective education method for each school grade. Methods Accordingly, descriptive statistics, correlation analysis, and multiple regression analysis were performed using edudata of EDSS for the past two years. Multiple regression analysis is a statistical method that reveals how each independent variable affects the dependent variable and which model is most suitable to explain the dependent variable. By performing multiple regression analysis, it was suggested how various types of school violence prevention education in the school field affect the occurrence of school violence. Based on this, those differences by school grade were compared and analyzed. Results As a result, it was found that various types of school violence prevention education conducted at school field had statistically significant explanations for school violence. However, the explanations were very small, about 1.3% to 1.7%. As a result of comparative analysis by school grade, the influence was the lowest in middle school, the influence was small in 1% in elementary school, and it was 3.9%~8.7% in high school, showing a relatively high influence compared to other school grade. In addition, only in high school, among the various types of school violence prevention education, only regular and irregular subject classes school violence prevention education were effective. Moreover, some school violence prevention education programs using peer relationships showed side effects that increased the incidence of school violence. Conclusions Therefore, it was suggested that innovative changes to current school violence prevention education should be sought, and that more effective measures for school violence prevention education should be prepared.

Health Promotion Actions and School Violence-A Cluster Analysis from Finnish Comprehensive Schools.

(1) Schools have a significant role in violence prevention activities. This study aimed to first identify profiles of Finnish comprehensive schools based on school violence. The second aim was to examine the associations between profiles concerning health promotion actions, reactive or punitive actions, and school characteristics. (2) The study used the large-scale, nationally representative Benchmarking System of Health Promotion Capacity-Building (BSHPCB) data (n = 2057 schools) completed by the school’s principal together with a student welfare team. The data was analyzed by cluster analysis and Chi-squared and Kruskal–Wallis tests. For post hoc testing, Fisher’s exact test with odds ratios and Mann–Whitney U-test were used. (3) The cluster analysis yielded five profiles of school violence: “No violence”, “Adolescent violence” (violence both among pupils and from pupils towards staff, but not inappropriate behavior from school staff towards pupils), “Not known” (principals either did not respond to these questions or they did not know whether there had been any school violence incidents), “Peer violence” (school violence occurred among pupils but not from pupils towards staff, nor inappropriate behavior from school staff towards pupils), and “All violence” (all types of school violence and inappropriate behavior from school staff towards pupils). These clusters differed according to type of school and municipality. Additionally, both management and monitoring as health promotion actions were related to higher incidence of school violence whereas other actions, such as commitment, resources, common practices, and participation were not related to school violence. (4) The findings of this study indicate that schools have different profiles in terms of school violence and providing evidence and guidance for school violence prevention work.

School Violence and Safety Policies and Practices in Urban and Rural Communities: Does Location Matter?

While there is a large body of literature on school violence and security policies in urban areas, school violence in rural areas has gained considerably less academic attention. Recent research in this area has indicated that rural schools and communities have experienced rates of violence that are similar to their urban counterparts. However, the generalizability of findings from these exploratory research projects is limited. The current study investigated the impact of school location on school violence incidents and compared correlates of school violence in rural schools to correlates of school violence in urban schools. Specifically, upon analyzing the 2010 School Survey on Crime and Safety (SSOCS) data, this study found that rural schools reported more incidents of school violence than urban schools, and different predictors affected school violence based on school location. In light of these findings, potential implications for location-specific school safety strategies are discussed within.

Learner’ school violence using incident logbook: a qualitative research approach

In this paper the notion of leaner’s school is revisited using a silent tool, incident logbook. Research shows that incidents of learner violence has escalated in South Africa unabated. Different approaches to describe and recommend strategies to alleviate cases of violence in schools have been undertaken. This paper aims to describe through incident logbook learner’s behaviour regarded as serious misconducts that involve violent acts. These violent acts might lead to expulsion or suspension of a learner from the school according to the South African Schools Act, 1996 and various school policies. Am interpretivist qualitative research was employed using a purposively sample of 5 incidents logbooks from five secondary schools. The researchers used a thematic data analysis using a Critical Peace Education (CPE) theory to discuss these incidents of school violence. The findings of the study show high incidents of recorded serious misconduct and violations of the school policies by learners by committing, violent acts such as physical, psychological, emotional abuses as well as thefts and vandalism of school and personal property. The research study recommends that CPE be used as tool to educate and foster peaceful co-existence in schools.

The impact of school’s security and restorative justice measures on school violence

Scholars have spent considerable time assessing the utility of school policies and practices designed to make schools safer, many focusing on exploring the relationship between security measures and school violence (Peguero et al., 2018). However, to date, there has been a lack of research examining the simultaneous effects of both school security mechanisms and school restorative justice measures on school violence. To help fill this gap in the literature, the current study examined the relationship between school security measures, restorative justice policies, and incidents of school violence using data from the 2018 School Survey on Crime and Safety. Findings indicated that security measures and school demographic characteristics had greater effects on school violence than did restorative justice measures; however, there were differences noted between models that examined violent incidents indicated by school personnel and violent incidents reported to police. In light of these findings, implications designed to curb school violence are discussed within.

Social Intelligence Counseling Intervention to Reduce Bullying Behaviors Among Thai Lower Secondary School Students: A Mixed-method Study.

ObjectivesTo develop and investigate the effectiveness of an integrative counseling intervention for enhancing social intelligence and reducing bullying behaviors among lower secondary school students in Bangkok, Thailand.MethodsAn interventional mixed-method design was employed in 2 phases. Phase 1 involved the development of a qualitative method-based integrative counseling program from key informants using the eclecticism technique. In phase 2, a randomized controlled trial with a wait-list control was conducted and qualitative research was performed with students who demonstrated bullying behaviors. Demographic data, Social Intelligence Scale (SIS) scores, and Bullying-Behavior Scale (BBS) scores were collected at baseline. Changes in SIS scores and qualitative findings obtained from in-depth interviews were examined after counseling ended, and BBS scores were collected again 1 month later.ResultsThe developed social intelligence counseling program included eight 1-hour weekly sessions consisting of 3 components: (1) social awareness, (2) social information processing, and (3) social skills. After receiving this intervention, scores for the SIS overall (p<0.001) and all of its components (p<0.05) were significantly enhanced in the experimental group compared to the control group. Moreover, the mean BBS scores in the experimental group significantly decreased 1 month after counseling (p=0.001). With regard to the qualitative research results, the experimental students demonstrated improvements in all components of social intelligence.ConclusionsThe results indicated that a preventive counseling program may enhance social intelligence, decrease bullying behaviors among lower secondary school students, and prevent further incidents of school violence. However, further studies in various population subgroups should also be performed.

Does Domestic Violence Against Women Increase Teacher-Student School Violence? The Mediating Roles of Morbidity and Diminished Workplace Performance.

This research reveals how domestic gender violence suffered by female teachers affects teacher-student school violence in the classroom. Based on a representative survey of 1,542 female professors in 95 public schools in the Callao metropolitan region of Peru using variance structural equation modelling, there is a strong positive relation found between both types of violence (β = 0.34), accompanied by the existence of mediating effects of morbidity and diminished workplace performance. These results demonstrate that in order to reduce the incidence of school violence we must not only address violence between educators and students, but also violence suffered by teachers at the hands of their domestic partner.

The Forgotten (Practical) Side of School Safety: What Do Clery Reports Say about CPTED and Crime on College Campuses?

ABSTRACT Following incidents of school violence, common discourse often neglects the role of practical approaches, such as CPTED, to safeguard campuses. This study utilized a content analysis of U.S. Clery Act Safety Reports from a national, randomly drawn stratified sample of n=100 American universities to determine the extent CPTED techniques were implemented. Findings suggested that 1) CPTED use is limited; 2) two CPTED techniques, access control and activity support, were most common; 3) institutions with higher crime rates tended to have implemented more CPTED measures; and 4) CPTED use appears to be related to less severe campus crimes. Implications are discussed.

Preparation or Provocation? Student Perceptions of Active Shooter Drills

Several highly publicized incidents of school violence in the past two decades have highlighted the importance of school safety and crisis preparation for students, parents, and school administrators. Although prior research has focused on the effectiveness of various security and crisis preparation measures, few studies have analyzed student perceptions of these policies. This study utilizes survey data collected from students at a public university in the southwestern United States to evaluate whether active shooter drills experienced in high school were related to negative student outcomes. Results show that experiencing an active shooter drill in high school was associated with significant increases in student fear, inflated perceptions of risk, and a decrease in perceptions of school safety. Implications for future research and policy initiatives regarding active shooter drills are discussed, specifically the need for increased transparency, standardization of drills, and addressing effective methods of implementing active shooter drills in schools.

The incidence of school violence and its relevant factors among senior students of rural primary schools in Guizhou and Anhui Province in 2016

Objective: To understand the incidence of school violence and its related factors among senior students in rural primary schools in Guizhou and Anhui provinces in 2016. Methods: From September to November 2016, one county was randomly selected from 47 impoverished counties of Guizhou and one county was randomly selected from 18 impoverished counties of Anhui Province by using multi-stage cluster sampling method. A total of 4 schools were randomly selected from primary schools which had more than 70% students with rural resident registration in each selected county, and 3 classes were randomly selected from fifth and sixth grades of each selected school. All students in each selected class were included in this study. A total of 2 521 students were included, and 2 506 valid questionnaires were collected with an effective response rate about 99.4%. Self-designed questionnaires were used to collect data on individual information, family information, and the incidence of school violence with related factors. Multivariable logistic regression was conducted to analyze related factors of school violence. Results: The incidence of violence in rural primary schools was 50.4% (1 264/2 506) in 2016. The number of students who had physical assault, fought or been bullied was 682 (27.2%), 689 (27.5%) and 764 (30.5%), respectively. The results of multivariable logistic regression showed that the OR (95%CI) values of incidence of school violence for male students was 2.13(1.78-2.54) compared with female students; and the OR(95%CI) values of incidence of school violence for students with high peer acceptance, high family intimacy, more physical activity and mother who had education background of junior high school, senior high school, technical secondary school and junior college, bachelor's degree or above were 0.39 (0.26-0.57), 0.47 (0.40-0.57), 0.64 (0.52-0.78), 0.79 (0.66-0.96), and 0.65 (0.46-0.92) compared with those with low peer acceptance, low family intimacy, less physical activity and mother who had primary education and below. Conclusion: The incidence of violence in rural primary schools is not optimistic. Gender, peer acceptance, family intimacy, physical activity and mother education are related to school violence.

Examining the roles of parents and community involvement and prevention programs in reducing school violence

ABSTRACTThis study aimed to understand the extent to which parent involvement, community involvement, and schoolwide violence-prevention initiatives reduced school violence, considering school racial/ethnic compositions and crime levels of school locations. We used school-level data collected during the 2009–2010 school year, covering elementary schools (n = 684), middle schools (n = 909), and high schools (n = 948). Results revealed that higher levels of parent involvement in school activities were associated with fewer incidents of school violence for elementary and middle schools, whereas more community involvement in school efforts predicted more school violence. Staff training and student-oriented prevention programs did not relate with school violence in primary and secondary schools. Additionally, parent involvement served as a protective factor for schools with high levels of racial/ethnic minority composition and/or located in neighborhoods with high crime levels. Differences across school levels were taken into consideration when drawing conclusions.

Exploring Strategies to Reduce Violence in Schools Against Students with Disabilities

Students with disabilities are more likely to be the targets of victimization than their general education peers. Intensive management of violence against students with disabilities in school is necessary. The purpose of this paper is to identify the risk and protective factors of peer victimization and try to find out effective strategies to reduce the violence in school. In order to reduce the incidence of bullying and peer victimization, additional focus is needed on the identification of factors associated with bullying, such as differences between disabled and non-disabled students, social networks, imbalance of power and social fluency, with the intensive supervision on the time and place of high incidence of school violence. In addition, the environmental barriers confronted with students with disabilities are to be recognized in dealing with the cases of school violence. Only by removing these barriers, the harmful consequences of school violence will be minimized.

Human capital consequences of violence in schools: Estimating the impact of violence in schools on education outcomes in Brazil

AbstractImplementation of policies to reduce the incidence of violence in schools needs a comprehensive understanding of the phenomenon and its consequences for the victims, perpetrators, and witnesses alike. However, much of the existing literature either focuses on the impact of violence on victim students or studies the specific cases of violent conflicts. Using Brazilian education data, this paper examines the impact of violence in schools on educational outcomes of the schooling system and emphasizes the human capital consequences of recorded violent incidents in schools. First, the paper establishes the psychological stress–threat mechanism by which violent incidents in schools directly impact students' mathematics test scores as well as school level average of these test scores. Thereafter, the paper demonstrates the reduced learning mechanism by which violence further detriments the quality of education, albeit indirectly, by disengaging the teachers and students from their professional responsibilities. The main results are tested for robustness and policy implications are discussed.

Human Capital Consequences of Violence in Schools: Estimating the Impact of Violence in Schools on Education Outcomes in Brazil

Implementation of policies to reduce the incidence of violence in schools needs a comprehensive understanding of the phenomenon and its consequences for the victims, perpetrators, and witnesses alike. However, much of the existing literature either focuses on the impact of violence on victim students or studies the specific cases of violent conflicts. Using Brazilian education data, this paper examines the impact of violence in schools on educational outcomes of the schooling system and emphasizes the human capital consequences of recorded violent incidents in schools. First, the paper establishes the psychological stress–threat mechanism by which violent incidents in schools directly impact students' mathematics test scores as well as school level average of these test scores. Thereafter, the paper demonstrates the reduced learning mechanism by which violence further detriments the quality of education, albeit indirectly, by disengaging the teachers and students from their professional responsibilities. The main results are tested for robustness and policy implications are discussed.

Examining the Role of School Resource Officers on School Safety and Crisis Response Teams

ABSTRACTSchool resource officers (SROs) are being increasingly employed in schools to respond to incidents of school violence and to help address safety concerns among students and staff. While previous research on school safety and crisis teams has examined the role of school mental health professionals’ and administrators, fewer studies have evaluated the role of the SRO. The current study examined differences between SROs, school administrators, and school mental health professionals (i.e., school psychologists, school counselors, social workers) regarding experiences with crisis events, as well as perceived effectiveness of crisis prevention and response strategies. The most common crisis events across professionals included student assaults, drug offenses, and mandated child abuse and neglect reporting. While SROs and school mental health professionals had similar ratings of school safety strategies, school administrators had less effective appraisals of crisis response plans and crisis postvention activities. Implications for practice and future directions for research are reviewed.

Analyzing Predictors of Bullying Victimization With Routine Activity and Social Bond Perspectives.

Bullying victimization in school settings is a serious problem in many countries including the United States. It has been associated with serious incidents of school violence as well as detrimental physical, psychological, emotional, and social consequences for its victims. Given its consequences, it is crucial to understand who is more likely to be targeted for bullying victimization. This study examines whether a number of important factors such as gender, physical and interactionist school security measures, and involvement in extracurricular activities influence an individual's risk of bullying victimization from social bond and routine activity perspectives. The study employs the 2011 School Crime Supplement of the National Crime Victimization Survey to investigate the causes of bullying victimization. The results show that gender, interactionist school security measures, and extracurricular activities affect an individual's likelihood of bullying victimization.

School Anti-bullying Policies in Korea: Development and Limitations

The topic of school bullying has been seriously reported and discussed in Korea from the mid-1990s, with the several suicidal cases of bullying victims were reported. Korean government has dealt systematically with the problem of school violence and bullying, and established a series of corresponding system that covers prevention, reporting, and follow-up of a school violence act. This study purports to review the development of Korea's school anti-bullying policies and investigate their limitations as a process evaluation. After the School Violence Act was enacted in 2004, several countermeasures has been arranged systematically. The legislation stipulated that victims must report their cases to the school authorities or the police, and school districts are mandated to organize an Autonomous School Violence Solution Committee. The 117 School Violence Report Center was enlarged and School Police Officer program was adopted. The prevalence rate of school violence in Korea had been decreased after 2012. It can be said that the overall occurrence of school violence have reduced but school violence still occurs among a significant portion of students. Even if visible incidence of school violence has decreased, not only the emergence of new types of school violence but also the invisibility and severity of school violence can be strengthened. And in dealing with the school violence cases, the ambiguity of the criteria on the identification of school violence and bullying and arbitrariness of decision making process can be problematized. The judgments on punishment should be made in precluding the arbitrariness of individuals as much as possible and in accordance with the unified detailed instructions. In order to execute the anti-bullying policy more effectively, there is a need to pay attention to the problems that appeared in its policy implementation processes.

Volksblad se uitbeelding van skoolgeweld in die Vrystaat

Die doel van die studie was om te bepaal hoe Volksblad skoolgeweld in die Vrystaat uitbeeld. Kwalitatiewe inhoudsontleding is gebruik om 44 koerantberigte, briewe aan die pers en redaksionele kommentare wat oor 'n tydperk van vyf jaar in Volksblad verskyn het, te ontleed. Die belangrikste bevindinge van die studie is: (1) Skoolgeweld is 'n ernstige probleem in die Vrystaat; (2) sommige skoolhoofde en rolspelers bevraagteken die wyse waarop Volksblad skoolgeweld uitbeeld; en (3) sensasionele beriggewing oor skoolgeweld in die Vrystaat illustreer die dubbele rol van die privaatnuusmedia in 'n demokrasie, naamlik om die publiek in te lig oor skoolgeweld én om om te sien na die belange van eienaars en aandeelhouers. Die volgende aanbevelings is gemaak: (1) Skoolhoofde moet die nuusmedia eerder as 'n vennoot in hul stryd teen skoolgeweld sien as die vyand wat daarop uit is om die beeld van die skool af te kraak. (2) Hoewel die sensasionele aard van sommige berigte 'n groter bewustheid van skoolgeweld tot gevolg kan hê, behoort beriggewing oor skoolgeweld in ooreenstemming met die bepalings van die Suid-Afrikaanse Mediakode plaas te vind. (3) Kampvegters vir skoolveiligheid, onder andere opvoeders, ouers, gemeenskapsleiers, provinsiale en nasionale onderwysdepartemente, die Suid-Afrikaanse Polisiediens, sielkundiges en akademici, moet in samewerking met die nuusmedia hulle beywer vir die aanvaarding en implementering van skoolveiligheidbeleide op nasionale, provinsiale en skoolvlak.