scholarly journals Parents’ Perception of School Violence, Awareness of Risk Factors, and School Safety: An Ecological Perspective

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Hussein Hassan Soliman ◽  
Jennifer Koran ◽  
Abdel-Salam Gomaa
2020 ◽  
Vol 49 (5) ◽  
pp. 725-742
Author(s):  
Youn Kyoung Kim ◽  
Jane E. Sanders ◽  
Timothy Makubuya ◽  
Mansoo Yu

Author(s):  
Ron Avi Astor ◽  
Rami Benbenisthty

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.


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

2021 ◽  
pp. 0044118X2110466
Author(s):  
Faraneh Shamserad

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.


Author(s):  
Dewey Cornell ◽  
Brittany Crowley

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.


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