The Importance of Immigration With Future Research About School Safety

2017 ◽  
Vol 10 (3) ◽  
pp. 247-268 ◽  
Author(s):  
Anthony A. Peguero ◽  
Jennifer M. Bondy
Keyword(s):  
School Violence ◽  
School Safety ◽  
Well Being ◽  
Children Of Immigrants ◽  
Health Concern ◽  
Future Research ◽  
Marginalized Youth ◽  
Criminological Research ◽  
Control And Prevention ◽  
Policies And Programs

The U.S. Center for Disease Control and Prevention has stressed that school violence is a top public health concern due to long-lasting detrimental effects on students’ physical health and emotional well-being. Thus, funding and the implementation of school safety policies and programs have increased over the years because schools are contexts of socialization that directly influence development, educational progress, and life-course trajectories. It is also evident that vulnerable and marginalized youth, such as the children of immigrants, are more likely to attend disadvantaged, violent, and disorderly schools. There is some question, however, if a “one-size-fits-all” approach toward making schools safe can be realized without considering the distinct vulnerabilities that the children of immigrants face in school. In this article, we present, depict, and discuss how immigration could matter in school safety efforts. We also make an argument for future criminological research to assess if school policy efforts are indeed providing healthy and safe learning environments for all students, including the children of immigrants.

Race Differences in Youths’ Attitudes Toward Arming Teachers: Investigating the Role of Procedural Justice

2021 ◽  
pp. 0044118X2110466
Author(s):  
Faraneh Shamserad
Keyword(s):  
High School Students ◽  
Public Schools ◽  
School Violence ◽  
School Safety ◽  
Future Research ◽  
School Security ◽  
Security Measures ◽  
School Students ◽  
Racial Inequalities ◽  
Perceptions Of Fairness

Although school violence statistics indicate that schools are safe places, anxiety over school shootings continues to influence school safety reform to the extent that security measures in American public schools include the arming of schoolteachers. Furthermore, not only have youths’ perceptions of school security been relatively unexplored, existing research points to racial inequalities in the use of and the effects of school security practices. This study uses data from high school students across multiple school districts in a Midwestern county to examine how race and perceptions of fairness intersect to influence attitudes on arming teachers. The results suggest that, relative to White students, Black students are less supportive of arming teachers and anticipate greater decreases in safety if teachers are armed. In addition, perceptions of fairness mediate the effect of race on support and feelings of safety. Implications for policy and future research are discussed.

Preventing School Violence and Advancing School Safety

2020 ◽  
pp. 137-162
Author(s):  
Dewey Cornell ◽  
Brittany Crowley
Keyword(s):  
School Violence ◽  
School Safety ◽  
Zero Tolerance ◽  
Threat Assessment ◽  
Well Being ◽  
Security Measures ◽  
Negative Effects ◽  
Supportive Relationships ◽  
High Profile ◽  
Behavioral Expectations

Schools are one of the safest places for young people, but high-profile cases of school shootings have driven schools to engage in reactive practices such as expensive security measures and zero tolerance discipline that have had unintended negative effects. More proactive practices are needed to prevent violence, with particular attention to the commonplace types of aggression such as bullying and harassment that have serious consequences for students and can be the seedbeds for more severe violence. Overall, schools should place greater emphasis on multitiered prevention strategies that build a school climate characterized by high academic and behavioral expectations for students in the context of supportive relationships. Schools should also adopt threat assessment as a systematic approach to evaluating and helping troubled students. The overarching idea is that making schools safe and supportive environments that foster student well-being and achievement is vital for the prevention of violence.

Promoting School Safety, School Climate, and Student Mental Health

2020 ◽  
pp. 117-136
Author(s):  
Amy Jane Griffiths ◽  
Elena Diamond ◽  
Zachary Maupin ◽  
James Alsip ◽  
Michael J. Keller ◽  
...  
Keyword(s):  
Mental Health ◽  
School Climate ◽  
School District ◽  
School Violence ◽  
Real World ◽  
Multidisciplinary Team ◽  
School Safety ◽  
Well Being ◽  
Intervention Implementation

The reduction of school violence requires a coordinated effort that enhances school climate and improves the sense of safety on campus. This chapter addresses the related topics of school violence, school safety, and school climate; provides an overview of the interactions among these constructs; and illustrates how they are directly linked to student mental and emotional well-being. A multidisciplinary approach is described that addresses these constructs, which are grounded in a school safety model that provides a foundation to promote students’ mental health. The process for moving toward action includes selecting an appropriate model for organizing intervention efforts, building a multidisciplinary team, developing a plan for assessment, and creating a systematic process for intervention implementation. Finally, a case study is provided to illustrate how a school district can interpret and implement these key components in the real world.

scholarly journals Diversity of Activities, Emotions, and Pleasant Events and Their Associations With Mental and Cognitive Health

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 18-18
Author(s):  
Soomi Lee ◽  
Emily Urban-Wojcik ◽  
David Almeida
Keyword(s):  
Health Outcomes ◽  
Age Groups ◽  
Well Being ◽  
Health Concern ◽  
Future Research ◽  
Psychological Resources ◽  
Daily Lives ◽  
Daily Experiences ◽  
Limited Opportunity ◽  
Pleasant Events

Abstract The COVID-19 pandemic dramatically changed the structure of our daily lives. One of the most significant changes is a limited opportunity to engage in face-to-face social interactions and enjoy diverse daily activities. This raises a public health concern, because diverse experiences are critical sources of health by increasing social integration, cognitive reserve, and psychological resources. Recently, two lines of research have consistently shown that activity diversity or emodiversity is associated with multiple health outcomes. However, still more integrated efforts are needed to better understand diversity of daily experiences in various aspects and their contributions to health. This symposium brings together different endeavors towards understanding how diversity of daily experiences – activity diversity, emodiversity, and variety in positive experiences – are associated with health and well-being across adulthood. The topic of this symposium is timely to discuss potential prevention approaches to protect population well-being as the pandemic evolves. Paper 1 examines activity diversity (breadth and evenness of daily activity participation) and how it is related to positive and negative emodiversity (rich and balanced emotional experiences) differently by age groups. Paper 2 investigates the longitudinal relationship between activity variety across cognitive, physical, and social domains and cognitive functioning. Paper 3 examines variety in pleasant events and its associations with mental health outcomes. Paper 4 examines whether and how negative emodiversity is associated with mental illness during COVID-19. The discussant, Dr. David Almeida will integrate key findings from these studies, discuss their theoretical and methodological contributions, and consider opportunities for future research.

scholarly journals Colombians in the United States: A Study of Their Well-Being

10.18060/3795 ◽  
2013 ◽  
Vol 14 (1) ◽  
pp. 26-48 ◽  
Author(s):  
Cándida Madrigal
Keyword(s):  
United States ◽  
Ethnic Identity ◽  
Health Assessment ◽  
Well Being ◽  
The United States ◽  
Self Esteem ◽  
Future Research ◽  
Political Refugees ◽  
Assessment And Treatment ◽  
Policies And Programs

This study examined the extent to which four factors—acculturation, ethnic identity, self-esteem, and resilience—can explain the well-being of Colombian immigrants in the United States across three waves of immigration (wave 1, from 1945–1964; wave 2, from 1965–1989; and wave 3, from 1990–2008). The results indicate that of the four factors, self-esteem most correlated with and was a predictor of well-being. Participants exhibited high levels of well-being as their level of self-esteem increased. Ethnic identity negatively predicted well-being, especially for men who entered during wave 3; as the extent of their ethnic identity increased, their well-being decreased. Correspondingly, Colombians who entered as political refugees reported a lower level of well-being. This research was groundbreaking in assessing factors contributing to the well-being of Colombian immigrants and assisting in the search for appropriate scales to study this population. Although its results have to be considered with caution, the study opens doors to future research, policies, and programs regarding the mental health assessment and treatment of Colombians in the United States.

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.

scholarly journals Context of Reception and School Violence: Exploring the Nexus of Immigration, Race/Ethnicity, Place, and School Crime

2021 ◽  
pp. 233264922098049
Author(s):  
Anthony A. Peguero ◽  
Yasmiyn Irizarry ◽  
Janice A. Iwama ◽  
Jessica L. Dunning-Lozano ◽  
Jun Sung Hong ◽  
...  
Keyword(s):  
School Violence ◽  
School Safety ◽  
Children Of Immigrants ◽  
School Level ◽  
Ethnic Inequality ◽  
School Crime ◽  
Research Questions ◽  
Race Ethnicity ◽  
First And Second Generation ◽  
Racial Ethnic

Of course, ensuring safe environments in the U.S. educational system is paramount. It is also evident, however, inequalities associated with immigration, race/ethnicity, and situational context can impede school safety pursuits. Although prior research has revealed a pattern between “downward” assimilation and increased experiences with student-level violence and disorder for the children of racial/ethnic immigrants (i.e., first- and second-generation), investigations about school-level rates of violence and disorder associated with the context of reception remain uncertain. Our study seeks to contribute to the research about immigration, racial/ethnic inequality, education, and violence by examining the associations between context, school violence, and crime, and the schooling of children of immigrants by drawing on a context of reception conceptual framework to address three research questions. First, is there an association between an increasing proportion of children of immigrants and school crimes (i.e., violence, property damage, and substance use)? Second, are there differences linked to the context of reception (i.e., urban, suburban, town, and rural) in the association between the increasing proportion of children of immigrants and school crime? Third, are there racial/ethnic differences in the association between the increasing proportion of children of immigrants and school crimes in distinct contexts? Findings indicate that the children of racial/ethnic minority immigrants have significantly distinct associations with rates of school violence and crime across all contexts; however, there are important and distinctive nuances that are presented and examined.

scholarly journals Challenging homophobia in schools: policies and programs for safe school climates

2011 ◽  
pp. 123-138 ◽  
Author(s):  
Stephen T. Russell
Keyword(s):  
Support Groups ◽  
School Safety ◽  
School Context ◽  
Well Being ◽  
The United States ◽  
Safe School ◽  
Lgbt Students ◽  
Lgbt People ◽  
Policies And Programs ◽  
Scientific Attention

In the United States there has been growing public and scientific attention to homophobia in schools. A well-established body of research documents persistent and pervasive bullying, harassment and lack of safety at schools towards lesbian, gay, bisexual, and transgender (LGBT) students. This work makes clear that contemporary school and youth cultures are characterized by rigid gender and sexuality norms (including homophobia and expectations regarding masculinity, femininity, and heterosexuality); the well-being of students who do not conform to or who challenge these norms is often undermined. In recent years there has been a shift from consideration of the plight of individual students to the acknowledgement that the school context or climate must be better understood in order to prevent bias-motivated bullying and promote school safety and student well-being. During the last decade a number of studies have identified specific education policies, programs, and practices that promote safe school climates. In this article I review what is known about policies and programs that promote safety for LGBT as well as heterosexual students in schools. A growing body of work indicates that the following strategies are associated with safer school climates for LGBT students: enumerated school nondiscrimination and anti-bullying policies; teacher intervention when harassment takes place; availability of information and support about LGBT concerns for students; the presence of school-based support groups or clubs (often called "gay-straight alliances"); and curricular inclusion of LGBT people and issues. In the context of this research, I discuss several key issues for consideration by educators, policy-makers, and scholars.

Differences in Suicidal Thoughts and Behaviors Among Three Racial Groups

Crisis ◽  
2020 ◽  
Vol 41 (3) ◽  
pp. 172-178
Author(s):  
Brooke A. Ammerman ◽  
Martha K. Fahlgren ◽  
Kristen M. Sorgi ◽  
Michael S. McCloskey
Keyword(s):  
Suicide Attempts ◽  
Health Concern ◽  
Future Research ◽  
Racial Groups ◽  
Contributing Factors ◽  
Suicidal Thoughts ◽  
Final Sample ◽  
And Behaviors ◽  
Assessment Procedures ◽  
Suicidal Thoughts And Behaviors

Abstract. Background: Despite being a major public health concern, it is unclear how suicidal thoughts and behaviors differentially impact separate racial groups. Aims: The aim of the current study was to examine the occurrence of nonlethal suicide events, in addition to suicide attempt characteristics and factors contributing to suicide attempts. Method: A final sample of 7,094 undergraduates from a large northeastern university, identifying as members of three racial groups (White [67.30%], Black [17.30%], and Asian [15.40%]), completed online questionnaires. Results: White participants reported increased likelihood of endorsing lifetime suicidal ideation and plan, whereas Black participants reported decreased likelihood of these events; no differences were found in rates of lifetime suicide attempts. Black participants' suicidal behavior may involve greater ambivalence of intent. A higher proportion of Asian participants endorsed interpersonal factors as contributing to their suicide attempts, whereas a greater percentage of White participants reported internal contributing factors. Limitations: Findings are limited by the sample size and assessment of lifetime suicidal thoughts and behaviors. Conclusion: The findings present a more nuanced look at attitudes and actions related to suicidal thoughts and behaviors that may inform future research and risk assessment procedures.

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