In response to the "replication crisis," this conceptual replication study builds upon the work of Yang, Chan, Lin, and Chen (see record 2022-35868-001) conducted in China, exploring the interplay between teacher victimization, school climate, and teacher burnout among 504 K-12 teachers in the United States. Sequential linear regression analyses revealed that while a positive school climate generally protected teachers against burnout, it paradoxically intensified burnout for teachers experiencing specific forms of victimization. Statistically significant moderation effects showed that teachers who encountered higher levels of social/relational victimization reported increased depersonalization in more supportive school climates, while teachers experiencing cyber victimization exhibited greater feelings of reduced personal accomplishment within supportive school environments. These results support the healthy context paradox, suggesting that victimization can feel particularly isolating and detrimental within otherwise supportive settings, challenging the assumption that positive environments are universally protective. Contrary to the emotional contagion hypothesis, positive climates did not buffer the negative influence of victimization but rather accentuated feelings of alienation and burnout. These findings highlight the necessity of nuanced approaches to school climate interventions, particularly in addressing less overt forms of victimization. The study holds critical implications for policy and practice in addressing teacher well-being and retention amid growing concerns about school violence and mental health. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This article analyzes the role of the Military Police of the State of Pará in preventing school violence, highlighting how its educational and institutional actions help build a safer and more peaceful environment. It starts from the principle that violence in schools is a complex social problem, fueled by inequalities, vulnerability of young people, exclusion, family conflicts, and drugs, directly affecting learning and coexistence. The objective is to understand how the corporation contributes to preventing this violence through preventive, educational, and community actions. To this end, a bibliographic and documentary study of a qualitative and descriptive nature was carried out, investigating books, articles, laws, and official documents on the subject. The results show that activities such as school patrols, lectures, conflict mediation, and preventive programs significantly reduce episodes of violence in schools. The study also reinforces the need to join forces between school, family, community, and public institutions to encourage citizenship, dialogue, and peace. I conclude that preventing violence requires integrated public policies and continuous education to maintain the school as a safe, democratic, and welcoming space.

To understand the impact of and subsequent reactions to exposure to extreme violence in young adults in South Africa exposed during school years. In particular, to get an in-depth understanding of its immediate consequences and factors that ameliorate or exacerbate it. An exploratory qualitative research design was used, using purposive sampling. Semi-structured interviews with 21 young South African adults aged 19-31 were conducted online. Transcripts were analysed using thematic analysis. Violence exposure was found to result in trauma reactions with themes of a continued sense of being unsafe, feeling damaged and defective because of having these reactions, and mistrust towards others. In terms of coping reactions, a theme of avoidance and/or reacting with aggressive behaviour was identified, which likely exacerbated the challenges they experienced. By contrast, a more positive theme was identified in some, focused on having a sense of community and connectedness, which was experienced as ameliorating these challenges. Exposure to community and school violence in childhood has a lasting impact on mental health and adjustment in later life. The impact is likely worsened by mistrust of others, a continued sense of feeling unsafe and counterproductive coping mechanisms, while connectedness and community seem to lessen the impact. Further research can refine these findings to build an understanding of these mechanisms to inform secondary prevention and treatment interventions in low- and middle-income countries.

Preventive socialization and school culture of zero violence: Addressing gender-based violence in schools

Chat Generative Pretrained Transformer (ChatGPT) is a widely adopted tool that can provide immediate parenting guidance. The aim of this study was to examine the quality of ChatGPT parenting advice. Clinically relevant ChatGPT queries (n = 100) were created by investigators from a national poll on parents' most pressing concerns (screen media, mental health, feeding, school violence, smoking/vaping, and cost of health care/health insurance). ChatGPT 4o was queried for responses to these questions (June-July 2024). A coding scheme on parenting advice quality was adapted from previous literature with 15 items (presence or absence) and independently coded by an interdisciplinary team. Disagreements were resolved by majority consensus. Seven of these codes were summed, creating an overall quality variable (range 0-7, 7 = high). ANOVA with post hoc Tukey-Kramer analyses compared the overall quality of advice across topics (except cost of health care/health insurance). Analyses were conducted in SAS 9.4. ChatGPT frequently shared accurate information about the benefits of parenting approaches and infrequently shared information about risks or psychosocial nuances such as developmental information, race/ethnic diversity, neurodiversity, and social drivers of health. There were differences in response quality between categories (F-value 4.29, p = 0.003). Post hoc analyses found that screen media advice (mean = 3.7, SD = 1.0) was of lower quality versus mental health (mean = 4.6, SD = 1.5, p = 0.03) and smoking/vaping (mean = 5.0, SD = 1.3, p = 0.03). Feeding mean was 3.7 (SD = 1.3); school violence mean was 4.8 (SD = 1.2); cost of health care/health insurance mean was 2.8 (SD = 0.6). ChatGPT's information was overall accurate; however, the quality of advice varied by parenting topic. ChatGPT quality may be lower for topics such as screen media, which may have more nuanced or variable approaches.

ABSTRACT This qualitative study examines how undocumented and DACA-eligible high school students experience racist nativism and legal violence in schools, and how students and educator allies resist these conditions. Drawing on in-depth interviews with six students and four educators in a southwestern U.S. city, and grounded in LatCrit, racist nativism, and legal violence frameworks, four themes emerged: the violence of school ignorance, carrying the emotional labor, policing belonging, and transformational resistance. Legal violence and racist nativism operate through the ordinary functioning of schooling. Implications call for structured professional development, institutional protocols, and infrastructure that support intentional school belonging for undocumented students.

Bullying is a growing reality in school environments around the world and describes aggressive, intentional, and repetitive behaviors, which involve an inequality of power between those involved, be it physical, social, emotional, or psychological. The present study analyzed the role of different parental styles and emotional regulation in bullying behaviors. The sample consisted of 416 adolescents aged 12–17 years. The Parenting Styles and Dimensions Questionnaire was used to measure the perception that adolescents have regarding the parental styles of caregivers, the Social Exclusion and School Violence Questionnaire was used to assess the individual’s degree of involvement in bullying behaviors and to evaluate the difficulties in emotional regulation the Emotional Regulation Difficulties Scale was used. A t-test, correlation analyses and structural equation models were performed. In this study, significant associations were observed between authoritarian parenting styles, both paternal and maternal, and bullying behaviors, showing positive correlations with victimization and aggression. Furthermore, the results indicated that democratic parenting styles are negatively related to difficulties in emotional regulation. Specifically, the maternal authoritarian parenting style contributed significantly to less effective emotional regulation, while the paternal democratic parenting style is associated with greater emotional regulation in adolescents. The results of the analysis were discussed, considering the importance of parental styles and emotional regulation in bullying. Considering these results, it may be useful to develop specific strategies to deal with bullying situations, covering the entire community, and promoting awareness about bullying behaviors.

Currently, cases of bullying and violence in secondary schools in Indonesia are showing an increasing trend. Therefore, the development of a proactive early detection system focused on the welfare and mental health of students is a primary goal. Current dynamics indicate that the use of AI in education is still dominated by technical, academic, and adaptive learning aspects, while the context of administrative counseling services and early detection of violence in schools has not been fully integrated. This study analyzes the integration of AI, administrative counseling quality, and school support in supporting the early risk detection of students in secondary schools in Indonesia. Using a quantitative approach with a survey design involving 619 students, data were collected through Google Forms and analyzed using SEM-PLS. The results of the research data analysis indicate a positive effect of AI on the quality of administrative counseling, organizational support, and early risk detection. The quality of administrative counseling also has a significant effect on school support and early risk detection, with school support having the strongest effect on early risk detection, withβ = 0.497. Furthermore, administrative counseling quality and school support act as mediators of the relationship between AI variables and early risk detection. The novelty of this research lies in the development and testing of an integrative model based on socio-technical systems that places the quality of school counseling and support administration as a key factor in the effectiveness of AI utilization for the prevention of bullying and violence in secondary schools in Indonesia.

ABSTRACT This paper analyses 19 autistic individuals’ stories of school experiences in Canada drawn from the Re•Storying Autism project, which aims to challenge dominant deficit logics of autism and re-story ways of becoming and belonging in schools. In our analysis, we were struck by ubiquitous stories of relentless, dehumanizing violence and by occasional moments of belonging and care. Through the feminist materialist ontology and metaphor of (mis)fitting and feminist affect theory, we engage discursive, material, and affective dimensions of autistic school experiences of violence and belonging to challenge harmful deficit logics circulating therein and open avenues for understanding affects/effects alongside pathways for transformation. We argue that misfitting and violence in schools materializes through assemblages produced, in part, via a constellation of affects – fear, hatred, discomfort – accompanying ableist developmentalist legacies still structuring formal education systems. Our approach intervenes into feminist neomaterialist and critical autism studies, which have yet to grapple with autism and school violence. Based on this analysis combined with stories of relational and creative responses to misfitting, we consider opportunities for transgression and advocacy that can expand possibilities for affirming (neuro)diverse becomings and for remaking school practices and spaces in more relational, contextual, and ethical ways.

This cross-sectional study investigated the extent to which bullying, cyberbullying, and sexual harassment correlated with victimized students’ perception of school climate and whether perceived peer norms had an indirect effect on this relationship. Participants included 788 high school students (mean age = 15.46 years) from a suburban area in the Northeastern United States. Data were collected from the baseline of a pilot study of a bullying and sexual harassment intervention. Traditional bullying and cyberbullying victimization were negatively associated with perceptions of school climate, although sexual harassment victimization was not. Perceived peer norms had an indirect effect on the relation between traditional bullying and sexual harassment victimization and school climate, but not cyberbullying victimization. Findings suggest that practitioners should attend to school climate and perceptions of peer norms in their prevention efforts to prevent school violence. Limitations and future research directions are also discussed.

This paper contributes to decolonising ways in which corporal punishment has been understood and represented in Africa, through engaging with the complex views of young Ugandans about corporal punishment in schools. Conceptualising time as non-linear, and violence as a web of power, our analysis of longitudinal, mixed method data traces how physical punishment functioned to maintain the generational order, and as a regulatory practice in schools. While young people adopted critical standpoints against corporal punishment, structural conditions and violence in schools evoked feelings of insecurity, that could generate resistance to change. Our analysis problematises assumptions that legal bans alone will create meaningful change.

This study addresses the relationship between school climate, mental health, and violence in Brazilian basic education, analyzing the challenges faced by school communities and the strategies available for preventing violent behavior in the educational environment. The research adopts a qualitative bibliographic approach through the systematized review of national academic productions indexed in recognized databases such as SciELO, CAPES Periodicals, and university repositories, with a corpus of fifteen works published during the period of greatest recent production on the topic. The analysis shows that school climate plays a decisive role in promoting the psychological well-being of students and education professionals, with environments marked by hostility and insecurity intensifying emotional suffering and contributing to the perpetuation of cycles of violence. The results indicate that school violence, in its multiple forms, including bullying, physical aggression, and symbolic violence, directly compromises the mental health of students and teachers, generating disorders such as anxiety, depression, and burnout syndrome. The study identifies that the most effective prevention strategies combine improvements to school climate, the promotion of socioemotional skills, continuing teacher education, and the implementation of integrated public policies. There is also an urgent need to overcome the fragmentation of preventive initiatives by promoting intersectoral actions involving schools, families, health services, and public authorities. It is concluded that the construction of safe, welcoming, and democratic school environments is an indispensable condition for the full development of students and for the effective guarantee of the right to quality education in Brazil.

This article analyzes the importance of the Physical Education teacher in the social and emotional development of Elementary School II students, considering the role of physical practices in the holistic formation of the individual. The research is based on classic authors such as Vygotsky, Wallon, and Piaget, as well as official documents such as the LDB, BNCC, and PCNs, highlighting the relevance of Physical Education as a promoter of socialization, empathy, respect, and self-control. The study is qualitative, with an exploratory approach, using literature review and documentary analysis. It also presents a widely publicized case study: the master's dissertation by Fornazieri (2024), which evaluated the impact of structured didactic sequences with 9th grade Elementary School II students in a public school in Arujá (SP), demonstrating significant improvement in socio-emotional skills through pedagogically mediated sports activities. The results show that the intervention of the Physical Education teacher is essential for collaborative learning, school violence prevention, and the development of socio-emotional skills, meeting national educational guidelines and the needs of citizen formation.

Violence in schools, whether physical, verbal, psychological, or social, remains a serious problem that threatens a safe and character-building educational climate. Bullying, intimidation, and social exclusion not only impact students' academic achievement but also impact their mental health, self-confidence, and personality development. One approach considered effective and contextual in preventing violence in schools is the implementation of the Buddy Program, a peer mentoring program that systematically connects students in supportive, egalitarian, and socially conscious relationships. The purpose of this study was to analyze the strengthening of the Buddy Program as a preventive strategy to suppress and prevent acts of violence in schools. This research used a qualitative approach with a case study design, focusing on educational units that have implemented the Buddy Program as part of their character-building and violence prevention policies. The results showed that strengthening the Buddy Program was able to build more positive social relationships among students, increase empathy, and strengthen social support networks within the school environment. The presence of buddies provides a safe space for students vulnerable to violence to express their feelings, share problems, and receive emotional support

This research presents a literature review on the centrality of institutional protocols, school records, and articulation with the protection network in addressing school violence, based on the premise that the school's role, as a public institution responsible for guaranteeing the rights of children and adolescents, demands administrative organization, formalization of procedures, and intersectoral integration. The theoretical framework adopted is based on the understanding of school violence as a multifaceted phenomenon, encompassing physical, psychological, symbolic, and digital dimensions, requiring structured responses that go beyond punctual and informal interventions. Methodologically, the research was developed through the collection, selection, and critical analysis of academic and normative productions related to the theme, with an emphasis on studies that address institutional responsibility, duty of care, referral flows, and the evidentiary function of administrative records in the educational context. The analysis of the materials allowed us to identify that the absence of standardization of protocols and formal records compromises the traceability of actions taken, weakens communication with bodies that are part of the protection network, and increases institutional and legal risks arising from possible omissions. It was found that the formalization of incident reports, individual files, official communications, and documented referrals constitutes an instrument for protecting the victim, providing legal security for teachers and administrators, and demonstrating administrative diligence. It is concluded that the consolidation of clear protocols, associated with an institutional culture guided by technical documentation and effective coordination with the Guardianship Council, the Public Prosecutor's Office, health services, and social assistance, is an indispensable condition for ensuring comprehensive protection and a coordinated response to school violence.

Teacher-perpetrated violence in schools represents a violation of professionalism and ethical codes, which should serve as fundamental guidelines in education. This study examines five cases of physical violence committed by teachers in various educational institutions in Indonesia, encompassing verbal abuse, physical violence, and even sexual harassment. The study aims to identify patterns of violations, causal factors, and the impacts of such violence on students, both physically and psychologically. The research employs a qualitative descriptive method with a case study and literature review approach. Data analysis was conducted by collecting secondary data from previous studies and academic journals. The research is grounded in the theory of teacher professionalism and educational ethics to analyze violent actions committed by educators. The findings reveal that violence stems from teachers’ inability to manage emotions, the use of inappropriate disciplinary approaches, and weak oversight and enforcement of school policies. To prevent violence, professional development, consistent application of ethical codes, and strict monitoring of teacher qualifications are essential to create a violence-free educational environment.

Exposure to violence in childhood and adolescence is linked to adverse educational outcomes. Research from South America is underrepresented in evidence syntheses on the topic, despite being among the most violent regions worldwide. Attending to this problem, this systematic review characterizes and maps available evidence on the relationship between violence exposure and educational outcomes in South America. Using a preregistered protocol, we searched original empirical peer-reviewed studies published in English, Spanish, or Portuguese between 2012 and 2024 across multiple databases, Google Scholar, reference scanning, and expert consultation. Eligible studies examined any form of violence exposure and a broad range of educational outcomes in pre-primary, primary, or secondary school populations in South America. Information regarding independent, outcome, and mediating variables, study design, and publication characteristics was extracted and presented in an interactive evidence atlas. Studies were assessed using the Quality Appraisal for Diverse Studies tool. Thirty-nine, out of 1,123 identified documents, met the inclusion criteria. Most research was from Brazil (35.9%) and Colombia (30.8%), addressing school (39.6%) and community violence (22.6%). Non-traditional educational outcomes (e.g., school climate, social-emotional skills) were frequently studied. Study quality varied greatly, and a quantitative cross-sectional design was employed predominantly in 69.2% of the studies. Research on violence and educational outcomes in South America presents methodological, geographic, and population gaps. Greater methodological diversity, improved research infrastructure, international collaborations, and inclusive multilingual publication practices could allow for better research quality, coverage and accessibility. Findings highlight the need for a context-sensitive conceptual framework to understand violence's impact on children.

Review: Mental Health and Health Care Needs in Transgender and Gender Diverse Youth in China.

School-based emergencies, notably school shootings, are emotionally taxing events for school nurses (SNs). As frontline healthcare providers, SNs must rapidly assess injuries, coordinate emergency response, support the school community, communicate with families and emergency medical services (EMS), and manage their emotions. Yet most SNs receive minimal standardized training to manage mass-casualty incidents effectively. In the United States, SNs in the Boston Public School System (BPSS), have experienced increasing penetrating trauma, prompting leadership to pursue targeted educational solutions. Although a U.S. prominence, school violence remains a global concern, emphasizing its worldwide relevance and underscoring the international need for school-based emergency preparedness. In response, an interprofessional team developed a tailored, integrated emergency curriculum informed by a collaborative needs assessment. Recognizing that medical crises occur more frequently than shootings, the curriculum intentionally addressed both traumatic and medical emergencies. The multimodal program prepared SNs to bridge care until EMS arrives and included two hours of interactive workshops followed by two realistic multi-victim simulations. Interprofessional faculty facilitated skills training, simulation, and debriefing while assessing adherence to evidence-based practices. Pilot findings revealed gaps in leadership, communication, triage, CPR/PALS initiation, and task delegation. Strong engagement led BPSS leadership to request continuation in 2024, with returning participants demonstrating improved command presence, delegation, and closed-loop communication. Next steps include formal program evaluation using validated assessment tools and expansion to incorporate disaster triage protocols and preparedness. Given global lack of standardized emergency training for SNs, this innovative curriculum offers a scalable, adaptable, impactful model for strengthening school-based emergency readiness worldwide.

ABSTRACT Adolescent psychological distress remains a public health concern, especially among youth exposed to violence or stigma. Sexual minority youth (SMY) face disproportionate victimization, yet few studies examine how these factors interact. This study assessed their combined effects among Florida high school students using 2013–2021 Youth Risk Behavior Survey data (N = 22,033). A continuous distress score (0–5) was derived from five indicators. Survey-weighted linear regression showed school-based violence and sexual minority status were independently associated with higher distress (β = 0.68 and β = 0.81; p < .001), and their interaction (β = 0.57, p < .001) indicated compounded burden for SMY exposed to violence. Our findings show these factors combine to worsen distress, and a continuous measure captured severity differences that binary outcomes miss. Results point to the need for affirming, trauma-informed school environments that address violence and stigma as drivers of youth mental health.