School Violence Research Articles

Associations Between Exposure to School Violence and Weapon Carrying at School

Among U.S. high-school students, interpersonal violence and victimizations often occur on school property. The presence of a weapon can increase the potential for injury and death resulting from interpersonal conflict. This study examines the associations between exposure to school violence and weapon carrying on school property among U.S. high-school students. Data from the 2017 and 2019 national Youth Risk Behavior Surveys were combined (N=28,442) and analyzed in 2022. Multivariable logistic regression models were used to calculate sex-stratified, adjusted (for race/ethnicity, grade, sexual identity, current substance use, suicidal thoughts, and history of concussion) prevalence ratios. Prevalence ratios were considered statistically significant if 95% CIs did not include 1.0. Male students (4.7%) were more likely than female students (1.8%) to report carrying a weapon at school during the 30 days preceding the survey. Weapon carrying at school was more prevalent among students who were threatened or injured with a weapon at school (male students, adjusted prevalence ratio=3.45; female students, adjusted prevalence ratio=3.90), among students who were involved in a physical fight at school (male students, adjusted prevalence ratio=3.44; female students, adjusted prevalence ratio=3.72), among students who missed school because they did not feel safe (male students, adjusted prevalence ratio=1.98; female students, adjusted prevalence ratio=2.97), and among male students who were bullied at school (adjusted prevalence ratio=1.72) than among students who did not experience school violence. Increased emphasis on safe and supportive school environments, where all types of interpersonal violence are less likely to occur, and increased access to programs and services to promote mental health, prevent violence, and deter weapon use are needed.

Students’ sociocultural factors related to violence among Jordanian high school students

This study aimed to identify the Sociocultural factors (student personal factors, factors related to the family, and factors related to community) that are related to the phenomenon of school violence among high school students in Irbid and Bani Obaid district in north of Jordan, the sample consisted of (312) male and female students who are registered in the academic year 2022/2023. A self-reported Questionnaire was distributed using Google forms using snow ball sampling method, data collected From October 2022 to the end of November 2022.The questionnaire was designed and modified by researcher, included ( 30 ) paragraphs containing the factors related to school violence, divided into three areas; The first field: student Personal factors and contains (9) paragraphs, and the second field: factors related to family, and contains (10) paragraphs, and the third field: factors related to community, and contains (11) paragraphs. The results showed that the “student personal factors” came in the first place as the highest related factor to scool violence (M=3.86, SD=0.82), and the factors related to Family came in the second place (M=3.69, SD=0.77 ), and in the last place the factors related to the community mean of (M=3.32, SD= 0.67) was moderately related to school violence. In recommendation: a diverse educational environment, and increasing school activities, and increase participation of parents in evaluating and correcting students who are involved in violent practices to reduce school violence.

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.

The dynamics of intergenerational closure and family networks of social cohesion.

We investigate the correlation of ties among school-children's parents with violence in schools, and two mechanisms of intergenerational closure (IC). Coleman described ties among parents of befriended children as IC. Until now, IC indicated social capital in schools and neighborhoods, but existing evidence is rather ambiguous and does not utilize network data. According to "top-down." IC, children establish network ties because of the acquaintance among their parents. "Bottom-up" IC implies that children make friends first and then their parents get involved. We use longitudinal social network data from k = 10 school classes and N = 238 adolescents and disentangle the two different dynamics of IC by applying Bayesian stochastic actor-oriented models (SAOMs) for network evolution. SAOMs show positive "top-down" and "bottom-up" effects on IC, with the latter being considerably stronger.

A Comparative Study of the Causes and Countermeasures of School Violence in China and South Korea

China and South Korea are both Asian countries and school violence has long been a common problem for them. This paper discusses the causes and countermeasures of school violence from five aspects students, families, schools, society, and government, and summarizes the strengths and weaknesses of the two countries on this issue. A better strategy that suits the national conditions of the two countries is proposed against the new forms of current school violence. It is found that the two countries need to continuously improve their laws, implement policies, and develop training in schools and professional institutions. They need to make parents and all walks of life emphasize on the problem and take action so that multi-efforts will be integrated to solve school violence.

Look Down Here: Poems on Curriculum Based Violence

Watson discusses their series of poems that deconstruct language within legislation that references school curriculum, particularly those that deal with violence in schools.

Through the Lens of #MeToo: A Discussion on Sexual Violence in Chinese Schools

There is a global school sexual violence crisis, and China is not free from it. This study discusses the causes and influencing factors of school sexual violence first, including power imbalance in school, traditional gender roles and respect for teachers, as well as the ambiguity or lack of laws. To further study the natures and perspectives of school sexual violence, we analyse the impacts and hindrances of #MeToo movements in the specific context of school sexual violence. Although the positive impacts of #MeToo such as increasing social awareness and individual empowerment proves its efficiency to certain extent, there are still multiple hindrances ahead such as threats from school management and media censorship still reflects, showing how complex the issue of the school sexual violence is.

Mental Health literacy: Perspectives from Northern Kenya Turkana adolescents

IntroductionMental illness accounts for high levels of morbidity, mortality, and poor quality of life among young people. Globally, 1 in 7 youth between 10-19 years are mentally ill making up 13% of the global burden of disease; depression, anxiety, conduct disorders, and attention-deficit/hyperactivity disorder lead here. Unaddressed mental illness progresses into adulthood disrupting victims’ lives. In Kenya, school going adolescent mental illness is manifested in violent outbursts such as arson attacks, intimate partner violence and riots in school. Not much is documented of non-school going adolescents and children in Kenya even while it is estimated that they number about 1.8 million. To seek help for mental illness, one has to recognize and understand it causes.ObjectivesAn ethnographic study exploring rural based Kenyan adolescents’ conceptualizations, causes and management options for Depression, Schizophrenia and anxiety among the rural Turkana community of Northern Kenya.MethodsAn ethnographic study exploring rural based Kenyan adolescents’ conceptualizations, causes and management options for Depression, Schizophrenia and anxiety among the rural Turkana community of Northern Kenya. We conducted Focus Group Discussions with 32 adolescents between the ages of 13 and 17 divided into four groups; school going girls and non-school going girls and a similar two groups for boys. We first read out scenarios in which the main character exhibited symptoms of one of the three mental health conditions and analyzed the data thematically.Results32 participants described the health conditions without referring to the local names we had collected earlier; Depression (Akiyalolong) Schizophrenia (waarit/ Ngikerep) Anxiety (Ngatameta naaronok). Participants conceived the three conditions as resulting from extreme sadness attending loss, traumatic event, curses and rarely as mental illness. They assigned curses, guilt, hunger pangs, evil spells as causes and believed friends and age-mates, parents, teachers, the local chief among other options could help and rarely medical intervention.ConclusionsInterventions to improve the adolescent’s knowledge of mental illness is needed so they can seek help for themselves and possibly help others.Disclosure of InterestNone Declared

Level of self-esteem: Is there any difference among physical, verbal, anti-social, and cyber bullies?

<span lang="EN-US">Bullying is one of the major issues worldwide and is one of the most prevalent school violence. Bullying is a negative behavior toward an individual or group of individuals that are considered weak. Bullying is often associated with self-esteem. Therefore, this study was conducted to identify the influence of students’ tendency to be bullies (physical, verbal, anti-social, and cyber) on self-esteem. This study involved 150 secondary school students in the north of peninsular Malaysia. The study also used the cross-sectional survey method by distributing a set of questionnaires to the respondents. The findings of the study found that students who tend to be bullies for the four categories of bullying, namely physical bullying (ß=0.076, t=3.048, p<0.05), verbal (ß=0.080, t=3.052, p<0.05), anti-social (ß=0.084, t=3.055, p <0.05) and cyber (ß=0.046, t=2.815, p<0.05) had a significant influence on level of self-esteem.</span>

해외사례를 통한 국내 학교폭력 예방대책 탐색 : 노르웨이, 캐나다, 핀란드를 중심으로

The purpose of this study was to explore ways to prevent school violence through oversea cases. This study examined and compared school violence preventive programs in Norway, Canada, and Finland to provide good insight to use in Korea. Data analysis was performed by dividing into three parts: a)legal aspects, b)representative prevention programs, and c)application plans to Korea. The results are as follows. First, school violence is considered as a national problem, and school violence in overseas has been reduced due to active preventive activities. Second, overseas countries are using long-term prevention programs that have shown the effect of reducing school violence. Third, Korea should try to change its perception of school violence in the long run. Then, it becomes easier to use overseas school violence prevention programs.

학교폭력 방관태도 영향요인에 관한 구조분석

This study verified the mediating effect to reveal the interrelationship between empathy,emotional control, and community consciousness that mediates the relationship in the path ofoverprotective parenting leading to school violence. To this end, data were collected from 313middle school students in Daegu and verified through SPSS 21.0 and AMOS 21.0. The analysisresults showed that, first, overprotective parenting attitudes lowered empathy and communityconsciousness, and increased school violence. Second, in the relationship betweenoverprotective parenting attitude and school violence bystander, each variable of empathy,emotional control ability, and community consciousness was found to have no significantinfluence as simple parameters. Third, it was found that overprotective parenting attitudes hada significant influence on school violence by sequentially mediating empathy, emotional control,and community consciousness. Based on the above results, discussions and implications werepresented.

청소년의 가정폭력 경험이 학교폭력 허용도에 미치는 영향 연구 : 범죄두려움의 조절 효과를 중심으로

범죄 피해에 대한 두려움에 대한 연구가 활발해졌음에도 불구하고, 최근까지 진행된 연구들에서 범죄두려움은 주로 종속변수로 사용되어왔다. 범죄두려움이 정확하게 범죄 에 어떠한 영향을 주는지에 대한 조절 효과로서의 연구는 지금까지 활발히 진행되지 않은바, 이를 Agnew의 긴장이론 중 내적 긴장으로 여기고 본 연구를 진행하였다. 두려 움이라는 내적 긴장은 그 본래 성질적으로 사회적 약자에게 두드러지게 영향을 줄 것 이다. 따라서 본 연구는 폭력에 대한 피해 두려움, 즉 범죄 피해 두려움이 사회적 약 자인 청소년에게 내적 긴장 요소로 작용할 것이며 특히나 본인의 심리적, 사회적 안식 처가 될 수 있는 가정 내에서의 폭력 경험이 있는 만성적 긴장 상태라면 더욱더 유의 하게 작용할 것이라 전제하였다. 따라서 사회학습이론에 근거한 가정폭력 피해 경험과 일반긴장이론에 근거한 범죄 피해 두려움이 청소년의 폭력 허용도, 특히 학교폭력 허 용도에 미치는 영향과 그 경로를 분석하고자 하였다. 분석자료는 2015년 경기도가족여 성연구원에서 실시한 경기도민의 폭력에 대한 태도 조사(청소년) 중 중, 고등학교 2학 년 600명을 대상으로 설문 된 항목을 활용하였다.

THE INFLUENCE OF RACIAL VIOLENCE IN NEIGHBORHOODS AND SCHOOLS ON THE PSYCHO-BEHAVIORAL OUTCOMES IN ADOLESCENCE

Racism in all its manifestations is violence. This study examines the effect of discrimination-based racial violence in neighborhoods and schools on adolescent psychological and behavioral outcomes, while also testing the moderating influence of civic engagement. Researchers used a cross-sectional survey design to measure neighborhood and school-based racial discrimination, civic engagement, racial identity development, racism-based stress, and aggressive behaviors in a sample of 167 13 - 23 year old adolescents and emerging adults. Participants were recruited through a cluster randomized trial to test the impact of blight remediation in preventing youth violence. Study researchers hypothesized a direct effect of racial discrimination on adolescents’ racism-based stress and aggressive behaviors and a buffering effect of civic engagement on these relationships. Researchers also examined these relationships in participants with higher-than-average racial identity development scores. Multivariate regression models revealed a significant direct effect of both neighborhood and school discrimination on adolescents’ aggressive behaviors. Civic engagement had a positive buffering effect in the relationship between neighborhood discrimination and aggressive behaviors. Similar relationships were observed among adolescents with a high racial identity with stronger effect. Study findings have implications for understanding the behavioral impact of racial violence and investing in civic engagement to mitigate its impact in adolescence and emerging adulthood.

A Case Study of the Use of Artificial Intelligence in a Problem-Based Learning Program for the Prevention of School Violence

The aim of this study was to develop, implement, and evaluate the use of Artificial Intelligence in the prevention of violence among middle-school students. The sample for this study consisted of 20 first-year middle-school students who participated in theme selection activities in a free semester program as part of their home economics studies. The data for the study consisted of nine class observation logs, four group activity outputs, 30 class results, an online survey, and in-depth interviews with three students. A program called “R.U.OK” was developed by setting problematic situation for school violence prevention linked to the contents of the Home Economics Education(HEE) curriculum. After the program was implemented, the survey on the students’ class satisfaction content elements, with AI-based learning activities and PBL and interest, displayed high points, with an average of 4.0 or higher. Our qualitative analysis produced four significant results. First, students’ concerns about school violence had increased and they showed a change in attitude, having more empathy with friends and more interest in their surroundings. Second, digital and AI literacy had improved, and students’ interest in digital media learning had increased. Third, there had been an improvement in problem-solving ability in terms of being able to think more critically and independently. Fourth, the results also demonstrated that there had been a positive effect on self-direction and an improved capacity for teamwork. This study was significant in demonstrating the effectiveness of a program for the prevention of school violence based on the use of digital technology in the educational environment.

Authoritative school climate as a context for civic socialization

This study represents a confirmatory attempt to classify schools based on the Authoritative Socialization Theory and test whether schools' classification is invariant across different structural characteristics of schools. Furthermore, it tests whether school typologies are related to school outcomes such as school violence, sense of belonging, and student participation. Through latent class analysis and a multilevel modeling approach, we analyzed data from a representative national survey in 1322 Chilean schools. Consistent with authoritative socialization theory and previous research, a four-class model was retained by considering two school climate dimensions: disciplinary structure and student support. These classes were named authoritative, indifferent, authoritarian, and permissive based on theory. In addition, classes showed to be invariant between schools considering the school administration and the school's religiosity; however, regarding the school size, the model showed to be partially invariant. Finally, the school levels of violence and belonging showed the expected pattern considering the theory and previous evidence; however, the average student participation levels showed an unexpected pattern. We conclude that the proposed methodology to classify schools is helpful and offers some advantages to the current classification methods under this theoretical framework. In substantive terms, our results show that not all students have the same probability of experiencing a nurturing school climate within a school system such as the Chilean one characterized by high levels of school segregation.

Eradicating Violence Provoked by Narcissism and others Factors in Secondary Schools: Case Study of Fako Division South West Region of Cameroon

Purpose: School violence is a major concern in Cameroon and the world at large. As an estimated 246 million children and adolescents experience violence in and around the school yearly. In spite of measures put in place by International Organizations and Government of Cameroon, the prevalence of school violence is still on a raise and the consequences devastating on the victims. This study aimed to investigate a transformative approach to curb school violence provoked by narcissism and other factors among secondary schools in Fako Division, South West Region of Cameroon.Methodology: In an effort to eradicate this ill, a mix research method, with a sequential explanatory design was used. The sample constituted of 381 students, 10 counselors, 10 school administrators, 10 community leaders and 10 parents. Questionnaires, interview and focus group discussion guides were used at different stages for data collection. Thematic analysis was used to analyses qualitative data and Microsoft Excel 2016, Epidata V.4.1 and R programming V.4.1.2 was used to analysis quantitative data.Findings: The study found that the school has as priority to put learners on the path to a promising future, but some dishonest persons hide behind the school to victimize others. It further revealed that a combined 54% of the respondents manifested narcissism at different levels and 44% rarely or never. However, narcissism explained only a portion of the cause of different forms of violence, with variations ranged from 2.2% to 10%. Other causes of school violence includes; drugs & alcohol abuse, embarrassment from some teachers and friends, bullying, corporal punishment, age, past traumatic experiences, peer influence, poverty, negative family dynamics and intoxicated community, impulsive personality, lack of self-control, poor of class management skills, arrogance and misconduct from students. Recommendations: This study recommends a school-home-community partnership in order to manage narcissism and other violent behaviour. Parents should avoid the display of violence at home. They should create a home-school and community partnership and help children know that, they are not exemptions to the rules and regulations.

Incidence of Bullying in Sparsely Populated Regions: An Exploratory Study in Ávila and Zamora (Spain)

In this work, quantitative research on the incidence of bullying attitudes present among primary and secondary school students in a Spanish area with a very low population density (the one formed by the provinces of Avila and Zamora) was carried out. The data were obtained from a standardized test designed to diagnose bullying (AVE test: Acoso y Violencia Escolar—Bullying and School Violence), which was administered to a sample of 129 students between 9 and 15 years of age in the area. The answers of the participants were statistically analyzed, using both descriptive and inferential techniques, to conclude the degree of presence of the different bullying factors analyzed by the AVE. As a result, it can be observed that almost a quarter of the participants present were at risk of being bullied, which means that the rate of bullying in sparsely populated areas is below the national average. In addition, there are strong gender gaps in terms of the typology and incidence of bullying, which shows that men and women have different behaviors in this regard.

A content analysis of South Korean newspaper coverage of adolescent cyberbullying

AbstractThis study aims to understand the changing frameworks, perspectives and contents of cyberbullying over the years of enactment and amendments made to the School Violence Act. A total of 172 news articles published from 2004 to 2021 were first analysed by content and with a chronological segmentation strategy. In the early years, newspapers reported mostly verbal/written and sexual/visual cyberbullying, while exclusion/extortion emerged only recently. The causes of cyberbullying changed from more individual‐oriented ones to societal factors. Physical and psychological harms were consistently reported, but few indicated relational harms. Nowadays, laws/policies are gaining more emphasis as a solution to cyberbullying than services and/or interventions.

School Factors Associated with Perpetrators and Victims of Direct and Indirect Bullying among Adolescents

Adolescents´ social relationships evolve rapidly, and that evolution is not exempt from difficulties and challenges. Therefore it is essential to know which factors influence social relationships in order to pinpoint those factors that put adolescents at risk, and to design strategies of prevention and intervention against school violence. This study evaluated 5,028 secondary education students aged 12-16 years old. A correlation was made among the variables of age, gender, school coexistence, and direct/indirect bullying of both the bully and the victim. In turn, a multiple regression analysis was performed to predict direct and/or indirect bullying on the part of the perpetrator and/or the victim. The results revealed the existence of significant relationships among those variables. We discuss these relationships and provide an intervention proposal to prevent aggressive behavior at schools. Several future research lines can be drawn.

THÚC ĐẨY HOẠT ĐỘNG CÔNG TÁC XÃ HỘI TRƯỜNG HỌC TRONG PHÒNG NGỪA BẠO LỰC HỌC ĐƯỜNG CHO HỌC SINH (NGHIÊN CỨU Ở CÁC TRƯỜNG TRUNG HỌC CƠ SỞ TẠI THÀNH PHỐ HÀ NỘI)

School violence has been an urgent issue in schools today. A questionnaire survey done by 700 students and many in-depth interviews with students, and school social workers who support students at school such as the teachers, school administrators, psychological counselors, etc. are conducted at 3 secondary schools in Hanoi. Since then, the article has analyzed the current situation of school social work activities in preventing school violence among students in Hanoi. The results show that the schools have implemented social work activities toward preventing and intervening with students on school violence, however, the implementation effectiveness of these activities is not high, which leads to the remaining uncontrolled school violence. As a result, the article proposes some solutions to promote professional school social work activities to prevent school violence for students in current secondary schools in Hanoi.