Bullying Victimization Type and Feeling Unsafe in Middle School

2018 ◽  
Vol 34 (4) ◽  
pp. 256-262 ◽  
Author(s):  
John Bowser ◽  
James D. Larson ◽  
Amy Bellmore ◽  
Chelsea Olson ◽  
Felice Resnik
Keyword(s):  
School Violence ◽  
School Safety ◽  
Odds Ratio ◽  
School Nurses ◽  
Bullying Victimization ◽  
Health Issues ◽  
Care And Support ◽  
Eighth Grade Students ◽  
Perceptions Of Safety ◽  
Perceptions Of School

Given their significance to school violence, this study quantifies the association between bullying victimization and perceptions of safety separately for victimization where the type is not specified versus victimization that is physical in nature. Generalized liner mixed modeling was employed with 5,138 sixth- to eighth-grade students in 24 schools who self-reported on their bullying victimization and perceptions of school safety on an anonymous survey in fall 2015. Results indicate a multiplicative interaction exists with regard to the odds of feeling unsafe at school among those who were bullied at all (odds ratio [ OR] = 3.1) compared to those who were bullied physically ( OR = 9.12). For school nurses who work with students with a variety of concerns and health issues, this research indicates that the use of bullying victimization as an outcome, proxy and/or predictor, requires inquiry into the type of bullying experienced to aid in the care and support received.

Student’s Perceptions of School Safety

2018 ◽  
Vol 34 (4) ◽  
pp. 319-330 ◽  
Author(s):  
Susan Williams ◽  
Mallory Schneider ◽  
Cory Wornell ◽  
Jennifer Langhinrichsen-Rohling
Keyword(s):  
School Safety ◽  
School Belonging ◽  
Bullying Victimization ◽  
Public High School ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
School Avoidance ◽  
Safer Schools ◽  
Rule Clarity ◽  
Perceptions Of School

This study examined the relationship of students’ perceptions of school safety and school avoidance related to feeling unsafe with predictor variables: bullying victimization, student/teacher/parent/administration relations, rule clarity and consistency, school physical environment (negative and positive), and student’s belongingness. In a public high school sample ( n = 585), 24.7% of students felt unsafe and 14.4% avoided school due to feeling unsafe during the past month. Being female and experiencing bullying was associated with feeling unsafe. However, after accounting for demographics and bullying victimization, perceptions of safety increased when students reported positive student and teacher relations, consistent rules, a clean school that is also crowded/noisy, and a sense of school belonging. Avoiding school because of safety concerns was related to decreased school belonging and teacher/student relationships, but not bullying. Focusing on enhancing the school climate/environment, facilitating student belongingness, and reducing bullying are ways school nurses can help promote safer schools.

scholarly journals Students' perceptions of school climate and school violence

2020 ◽  
Vol 69 (3) ◽  
pp. 273-290
Author(s):  
Nevena Novoseljački ◽  
Ruženka Šimonji-Černak ◽  
Maja Pokuševski
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
School Violence ◽  
Violent Behavior ◽  
Significant Negative Correlation ◽  
Educational Background ◽  
Peer Violence ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Perceptions Of School

The aim of the research was to examine the relationship between perceptions of school climate among students and the occurrence of school violence, and to investigate the existence of differences in school climate perceptions and the occurrence of violence depending on students' gender, the grade they are in, their academic achievement at the end of the previous grade, and parents' educational background. The instruments School Climate Scale and PRONA were used. Correlation analysis indicates a significant negative correlation between the perception of the school climate as supportive and a tendency towards violent behavior, as well as a positive correlation between the perception of the school climate as unsupportive and a tendency towards violent behavior and exposure to peer violence. A significant difference in the perception of school climate was established depending on the school grade, with sixthand seventh-grade students more frequently perceiving the school climate as supportive than eighth graders. As for peer violence, significant differences were established depending on students' sex, grade and academic achievement: a tendency towards vilolent behavior, as well as exposure to school violence were more common among male students, students with lower academic achievement (with average grades of two or three out of five) and eighth-grade students.

Flight to Safety in Deindustrialized Cities: Perceptions of School Safety in Charter and Public Schools in Detroit, Michigan

2019 ◽  
Vol 52 (3) ◽  
pp. 394-414 ◽  
Author(s):  
Daniel Hamlin
Keyword(s):  
Public Schools ◽  
Parental Involvement ◽  
School Safety ◽  
Structured Interviews ◽  
Building Conditions ◽  
School Based ◽  
School Of Choice ◽  
Perceptions Of Safety ◽  
School Building Conditions ◽  
Perceptions Of School

Safety is one of the primary reasons why parents report seeking out a school of choice in depressed cities with a high proportion of charter schools. However, little empirical research has examined how parents assess school safety in these settings. This study explores factors that parents associate with school safety in Detroit, Michigan by conducting semi-structured interviews with parents ( n = 31) in both charter and public schools. To contextualize parents’ perceptions of school safety, teachers ( n = 23) were also interviewed. Findings indicate that parental perceptions of safety were shaped by school building conditions, school disciplinary environment, school-based parental involvement, student selection, and school location. These perceived indicators of safety suggest that components of school climate may be important for raising perceptions of safety in challenging contexts where school safety is a pressing concern.

scholarly journals Preparation or Provocation? Student Perceptions of Active Shooter Drills

2020 ◽  
Vol 32 (1) ◽  
pp. 3-26 ◽  
Author(s):  
Michael G. Huskey ◽  
Nadine M. Connell
Keyword(s):  
High School ◽  
School Violence ◽  
Student Perceptions ◽  
School Safety ◽  
School Administrators ◽  
Future Research ◽  
Active Shooter ◽  
Perceptions Of Risk ◽  
Crisis Preparation ◽  
Perceptions Of School

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.

Bullying, School Violence, and Climate in Evolving Contexts

2018 ◽  
Author(s):  
Ron Avi Astor ◽  
Rami Benbenisthty
Keyword(s):  
School Violence ◽  
School Safety ◽  
Media Coverage ◽  
Large Scale ◽  
Ecological Model ◽  
Empirical Studies ◽  
Practical Applications ◽  
Teacher Student ◽  
Area Of Interest ◽  
New Research

Since 2005, the bullying, school violence, and school safety literatures have expanded dramatically in content, disciplines, and empirical studies. However, with this massive expansion of research, there is also a surprising lack of theoretical and empirical direction to guide efforts on how to advance our basic science and practical applications of this growing scientific area of interest. Parallel to this surge in interest, cultural norms, media coverage, and policies to address school safety and bullying have evolved at a remarkably quick pace over the past 13 years. For example, behaviors and populations that just a decade ago were not included in the school violence, bullying, and school safety discourse are now accepted areas of inquiry. These include, for instance, cyberbullying, sexting, social media shaming, teacher–student and student–teacher bullying, sexual harassment and assault, homicide, and suicide. Populations in schools not previously explored, such as lesbian, gay, bisexual, transgender, and queer students and educators and military- and veteran-connected students, become the foci of new research, policies, and programs. As a result, all US states and most industrialized countries now have a complex quilt of new school safety and bullying legislation and policies. Large-scale research and intervention funding programs are often linked to these policies. This book suggests an empirically driven unifying model that brings together these previously distinct literatures. This book presents an ecological model of school violence, bullying, and safety in evolving contexts that integrates all we have learned in the 13 years, and suggests ways to move forward.

School Violence to School Safety: Reframing the Issue for School Psychologists

1994 ◽  
Vol 23 (2) ◽  
pp. 236-256 ◽  
Author(s):  
Gale M. Morrison ◽  
Michael J. Furlong ◽  
Richard L. Morrison
Keyword(s):  
School Violence ◽  
School Psychologists ◽  
School Safety

Application of Components of the Massachusetts’ Sports Concussion Regulations to All Students With Concussion: A Survey of School Nurses

2018 ◽  
Vol 36 (4) ◽  
pp. 265-271 ◽  
Author(s):  
Holly Hackman ◽  
Jonathan Howland ◽  
Alyssa Taylor ◽  
Linda Brown ◽  
Mary Ann Gapinski ◽  
...  
Keyword(s):  
High School ◽  
Confidence Interval ◽  
Focus Groups ◽  
Odds Ratio ◽  
School Nurses ◽  
Sports Concussion ◽  
Medical Clearance ◽  
Return To Learn ◽  
Two Measures ◽  
Academic Implications

Appropriate management by schools of all students with a concussion, regardless of the cause, has not received the same attention as sports-related concussions. Focus groups conducted with Massachusetts School Nurses in 2015 found that some had applied protocols required in the state’s sports concussion regulations to all students with concussion, not just student athletes. We surveyed high school nurses in Massachusetts to examine (1) the extent of this practice and (2) the extent to which protocols for all students with concussion are included in school policies. Of 168 (74%) responding, 94% applied the return-to-learn and play, and medical clearance requirements to all students with concussion, regardless of how or where the concussion occurred and 77% reported their school’s policy required these protocols for all students with concussion. A significant association (odds ratio: 13.3, 95% confidence interval [2.4, 72.8], p <.01) existed between the two measures. These findings have important clinical and academic implications.

scholarly journals Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District

2011 ◽  
Vol 21 (1) ◽  
Author(s):  
Kent McIntosh ◽  
Johanna L Bennett ◽  
Kathy Price
Keyword(s):  
Academic Achievement ◽  
School District ◽  
Social Environment ◽  
School Safety ◽  
Problem Behaviour ◽  
Students At Risk ◽  
Social Competencies ◽  
Approach To Teaching ◽  
Positive Behaviour Support ◽  
Perceptions Of School

This article discusses School-wide Positive Behaviour Support (SWPBS), an evi-dence-based approach to teaching social competencies and enhancing the school social environment. The focus of this article is on the value of evaluation and evaluation plans at a district level for maintaining and increasing the effective-ness of SWPBS in a district. We review the key components of evaluation plans and describe a framework for creating evaluation plans created for British Co-lumbia. We also provide an example of the evaluation efforts using this framework in a medium sized school district in British Columbia. Results showed decreased levels of problem behaviour, decreased numbers of students at risk for significant behaviour challenges, and increased academic achievement and stu-dent perceptions of school safety for schools implementing SWPBS, in comparison to low implementing schools and district and provincial averages.

Preliminary Development of the Student Perceptions of School Safety Officers Scale

2016 ◽  
Vol 16 (1) ◽  
pp. 104-118 ◽  
Author(s):  
Keith J. Zullig ◽  
Nadia Ghani ◽  
Rani Collins ◽  
Molly R. Matthews-Ewald
Keyword(s):  
Student Perceptions ◽  
School Safety ◽  
Perceptions Of School
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