Pub Date : 2022-08-09DOI: 10.1080/15388220.2022.2108433
Michael G. Planty, C. Lindquist, Jason Williams, Stacey Cutbush, Duren Banks
ABSTRACT High-profile school attacks highlight the need for effective school safety solutions. School safety tip lines offer a prevention-based solution. However, little is known about their effectiveness. Using a quasi-experimental multilevel design, we examined the association between school tip-line adoption and violent threats and attacks at school (i.e., sexual assault, robbery, physical attacks with and without a weapon, firearm possession), including 1) the association between having a tip line and the rate and distribution of violent offense types, and 2) for schools with tip lines, whether strategies associated with tip-line implementation were associated with the rate and distribution of violent offense types. Using data from a nationally representative sample of 1,226 public middle and high schools, we conducted multivariable regression models using propensity score weights. Schools with tip lines did not have significantly lower rates of total offenses but were associated with an expected distributional difference: more violent threats and fewer violent attacks. Tip line implementation strategies were mixed. Recommendations for tip-line adoption and implementation are discussed.
{"title":"National Assessment of the Relationship Between Tip Line Implementation and School Safety Outcomes","authors":"Michael G. Planty, C. Lindquist, Jason Williams, Stacey Cutbush, Duren Banks","doi":"10.1080/15388220.2022.2108433","DOIUrl":"https://doi.org/10.1080/15388220.2022.2108433","url":null,"abstract":"ABSTRACT High-profile school attacks highlight the need for effective school safety solutions. School safety tip lines offer a prevention-based solution. However, little is known about their effectiveness. Using a quasi-experimental multilevel design, we examined the association between school tip-line adoption and violent threats and attacks at school (i.e., sexual assault, robbery, physical attacks with and without a weapon, firearm possession), including 1) the association between having a tip line and the rate and distribution of violent offense types, and 2) for schools with tip lines, whether strategies associated with tip-line implementation were associated with the rate and distribution of violent offense types. Using data from a nationally representative sample of 1,226 public middle and high schools, we conducted multivariable regression models using propensity score weights. Schools with tip lines did not have significantly lower rates of total offenses but were associated with an expected distributional difference: more violent threats and fewer violent attacks. Tip line implementation strategies were mixed. Recommendations for tip-line adoption and implementation are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"429 - 443"},"PeriodicalIF":2.4,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45341464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.1080/15388220.2022.2108435
Katrina J. Debnam, Daniel A Camacho, Lora Henderson Smith, Jessika H. Bottiani
ABSTRACT The current study explored the experiences and activities of school resource officers (SROs) in an urban school district. Twenty-eight SROs completed a survey assessing their roles in schools and a focus group explored how the SROs build relationships with students and the types of student concerns they help resolve. Themes from the focus group included the SROs’ attempts to navigate change in policies and procedures in the school system; the community contexts of the school system and its impact on SRO duties; and role ambiguity, including differences in how SROs perceived their roles within schools compared to how others saw them. Study findings call attention to underlying tensions between SROs and positive youth development in an era where SRO presence in schools is highly debated.
{"title":"“A social worker…teacher…principal – we’re everybody”: The School Police Officer Role in Schools","authors":"Katrina J. Debnam, Daniel A Camacho, Lora Henderson Smith, Jessika H. Bottiani","doi":"10.1080/15388220.2022.2108435","DOIUrl":"https://doi.org/10.1080/15388220.2022.2108435","url":null,"abstract":"ABSTRACT The current study explored the experiences and activities of school resource officers (SROs) in an urban school district. Twenty-eight SROs completed a survey assessing their roles in schools and a focus group explored how the SROs build relationships with students and the types of student concerns they help resolve. Themes from the focus group included the SROs’ attempts to navigate change in policies and procedures in the school system; the community contexts of the school system and its impact on SRO duties; and role ambiguity, including differences in how SROs perceived their roles within schools compared to how others saw them. Study findings call attention to underlying tensions between SROs and positive youth development in an era where SRO presence in schools is highly debated.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"459 - 474"},"PeriodicalIF":2.4,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49359845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.1080/15388220.2022.2105858
H. Hsieh, Daniel B. Lee, M. Zimmerman, Naomi Pomerantz, Mary C. Cunningham, Elizabeth Messman, S. Stoddard, A. Grodzinski, Justin E. Heinze
ABSTRACT We examined the effectiveness of the Say Something Anonymous Reporting System (SS-ARS) program in improving school safety in a cluster randomized control trial among over 700 students in 19 middle schools in the Miami-Dade County Public Schools. The SS-ARS is a program that emphasizes youth engagement and trains youth to recognize warning signs of possible harmful behaviors and to safely report potential threats. We compared 3-month posttest reports of students’ self-efficacy and intention to report warning signs and 9-month posttest perceptions of school and exposure to school violence in treatment versus control schools. Results show that SS-ARS improved both 3-month and 9-month self-efficacy and intention to report. The intervention also promotes perceptions of school safety and reduced violence exposure at 9-month posttest.
{"title":"The Effectiveness of the Say-Something Anonymous Reporting System in Preventing School Violence: A Cluster Randomized Control Trial in 19 Middle Schools","authors":"H. Hsieh, Daniel B. Lee, M. Zimmerman, Naomi Pomerantz, Mary C. Cunningham, Elizabeth Messman, S. Stoddard, A. Grodzinski, Justin E. Heinze","doi":"10.1080/15388220.2022.2105858","DOIUrl":"https://doi.org/10.1080/15388220.2022.2105858","url":null,"abstract":"ABSTRACT We examined the effectiveness of the Say Something Anonymous Reporting System (SS-ARS) program in improving school safety in a cluster randomized control trial among over 700 students in 19 middle schools in the Miami-Dade County Public Schools. The SS-ARS is a program that emphasizes youth engagement and trains youth to recognize warning signs of possible harmful behaviors and to safely report potential threats. We compared 3-month posttest reports of students’ self-efficacy and intention to report warning signs and 9-month posttest perceptions of school and exposure to school violence in treatment versus control schools. Results show that SS-ARS improved both 3-month and 9-month self-efficacy and intention to report. The intervention also promotes perceptions of school safety and reduced violence exposure at 9-month posttest.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"413 - 428"},"PeriodicalIF":2.4,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1080/15388220.2022.2105855
Ilaria Stewart, Joseph Wertz, H. Jen
ABSTRACT Despite its rarity, school-associated violent death (SAVD) has wide-ranging implications on school safety, education quality, public health, politics, and more. This review article summarizes the data sources most used to surveil and study SAVD, the novel findings and recurring themes of original SAVD research, and the persisting gaps in SAVD research today. Overall, we found that academic attention and productivity related to SAVD has not focused on the most prevalent subtype – single-victim homicides occurring in urban, public schools and involving Black and Hispanic offenders and victims. Instead, the majority of SAVD research has focused on the much less frequent yet more conspicuous “rampage” multiple-victim homicides. Similarly, we identified an extraordinary dearth of both surveillance and research on all other types of SAVD, especially suicide and non-firearm violent death.
{"title":"School-Associated Violent Deaths in the United States: A Comprehensive Review of the Literature","authors":"Ilaria Stewart, Joseph Wertz, H. Jen","doi":"10.1080/15388220.2022.2105855","DOIUrl":"https://doi.org/10.1080/15388220.2022.2105855","url":null,"abstract":"ABSTRACT Despite its rarity, school-associated violent death (SAVD) has wide-ranging implications on school safety, education quality, public health, politics, and more. This review article summarizes the data sources most used to surveil and study SAVD, the novel findings and recurring themes of original SAVD research, and the persisting gaps in SAVD research today. Overall, we found that academic attention and productivity related to SAVD has not focused on the most prevalent subtype – single-victim homicides occurring in urban, public schools and involving Black and Hispanic offenders and victims. Instead, the majority of SAVD research has focused on the much less frequent yet more conspicuous “rampage” multiple-victim homicides. Similarly, we identified an extraordinary dearth of both surveillance and research on all other types of SAVD, especially suicide and non-firearm violent death.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"355 - 380"},"PeriodicalIF":2.4,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45850088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/15388220.2022.2105857
R. Berkowitz, Naama Bar-on, S. Tzafrir, G. Enosh
ABSTRACT School violence research has broadly overlooked violence directed at teachers. Despite recent growing acknowledgment of teachers’ workplace victimization and concerns regarding the potential costs of the problem worldwide, teachers’ perceptions of safety and risk of workplace victimization have not been sufficiently studied. To fill this gap, this study employed a socioecological approach using qualitative measures to study teachers’ perceptions of risk and protective factors associated with workplace victimization and safety. Thirty-six in-depth interviews with teachers revealed antecedents of workplace victimization and safety both inside and outside the school setting at the individual, organizational, communal, and societal levels. We highlight practice guidelines involving teachers, students, parents, school social and organizational climates, policy, and societal norms.
{"title":"Teachers’ Safety and Workplace Victimization: A Socioecological Analysis of Teachers’ Perspective","authors":"R. Berkowitz, Naama Bar-on, S. Tzafrir, G. Enosh","doi":"10.1080/15388220.2022.2105857","DOIUrl":"https://doi.org/10.1080/15388220.2022.2105857","url":null,"abstract":"ABSTRACT School violence research has broadly overlooked violence directed at teachers. Despite recent growing acknowledgment of teachers’ workplace victimization and concerns regarding the potential costs of the problem worldwide, teachers’ perceptions of safety and risk of workplace victimization have not been sufficiently studied. To fill this gap, this study employed a socioecological approach using qualitative measures to study teachers’ perceptions of risk and protective factors associated with workplace victimization and safety. Thirty-six in-depth interviews with teachers revealed antecedents of workplace victimization and safety both inside and outside the school setting at the individual, organizational, communal, and societal levels. We highlight practice guidelines involving teachers, students, parents, school social and organizational climates, policy, and societal norms.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"397 - 412"},"PeriodicalIF":2.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46757998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15388220.2022.2098501
Jorge J. Varela, Gonzalo J. Muñoz, Amy L. Reschly, R. Melipillán
ABSTRACT Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences – particularly bullying behavior as a victim or perpetrator – impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as a protective factor. Our results indicated that perpetration predicted students’ cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement.
{"title":"Bullying Behavior and School Bonding for Predicting Student Engagement Among Chilean Adolescents","authors":"Jorge J. Varela, Gonzalo J. Muñoz, Amy L. Reschly, R. Melipillán","doi":"10.1080/15388220.2022.2098501","DOIUrl":"https://doi.org/10.1080/15388220.2022.2098501","url":null,"abstract":"ABSTRACT Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences – particularly bullying behavior as a victim or perpetrator – impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as a protective factor. Our results indicated that perpetration predicted students’ cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"327 - 341"},"PeriodicalIF":2.4,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42434610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15388220.2022.2098500
James Highberger, W. Wang, Rochelle Brittingham
ABSTRACT Scholars have explored ways in which school shooting events have impacted students’ perception of safety. However, less is known on whether the effects of school shootings are stable across time and event. This study uses data collected through the Delaware School Survey before and after three school shootings, Columbine (1999), Virginia Tech (2007), and Stoneman Douglas (2018), to examine if individual events were associated with a decrease in how often students feel safe at school and if the effect was consistent across multiple events. Analyses indicate that there are noticeable and significant differences in perception of school safety while at school post-school shooting. Although there was a difference in perception of safety post Virginia Tech and Stoneman Douglas shooting, the difference was greatest post Columbine school shooting.
{"title":"Differences in Perception of Safety Before and After School Shootings: A Multi-Event Analysis","authors":"James Highberger, W. Wang, Rochelle Brittingham","doi":"10.1080/15388220.2022.2098500","DOIUrl":"https://doi.org/10.1080/15388220.2022.2098500","url":null,"abstract":"ABSTRACT Scholars have explored ways in which school shooting events have impacted students’ perception of safety. However, less is known on whether the effects of school shootings are stable across time and event. This study uses data collected through the Delaware School Survey before and after three school shootings, Columbine (1999), Virginia Tech (2007), and Stoneman Douglas (2018), to examine if individual events were associated with a decrease in how often students feel safe at school and if the effect was consistent across multiple events. Analyses indicate that there are noticeable and significant differences in perception of school safety while at school post-school shooting. Although there was a difference in perception of safety post Virginia Tech and Stoneman Douglas shooting, the difference was greatest post Columbine school shooting.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"312 - 326"},"PeriodicalIF":2.4,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41843424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-09DOI: 10.1080/15388220.2022.2081854
Nathan E. Kruis, Katherine McLean, Bobur Rakhmatullaev, David Bish
ABSTRACT This exploratory study used data collected from a representative sample of 522 Pennsylvania residents and 238 Pennsylvania college students to measure attitudes toward four different types of campus carry (CC) – student, faculty, staff, and universal carry. Findings indicated that a slight majority of both samples believed that armed staff and armed faculty members would be able to neutralize a threat is one arose on a college campus. However, both samples were unconfident in the threat neutralization abilities of armed students. Generally, findings indicated that both samples were unsupportive of any form of CC, although there was greater support indicated for faculty and staff CC than for student or universal CC. Multivariable modeling indicated that gun socialization, political beliefs, and orientations toward law enforcement, were the strongest predictors of support for CC, while gun knowledge exhibited a moderately-strong relationship in some models. Implications based on these findings are discussed within.
{"title":"Who Should Carry Guns on Campus? Assessing Variations in Support for Campus Carry Across Campus Community Membership Status","authors":"Nathan E. Kruis, Katherine McLean, Bobur Rakhmatullaev, David Bish","doi":"10.1080/15388220.2022.2081854","DOIUrl":"https://doi.org/10.1080/15388220.2022.2081854","url":null,"abstract":"ABSTRACT This exploratory study used data collected from a representative sample of 522 Pennsylvania residents and 238 Pennsylvania college students to measure attitudes toward four different types of campus carry (CC) – student, faculty, staff, and universal carry. Findings indicated that a slight majority of both samples believed that armed staff and armed faculty members would be able to neutralize a threat is one arose on a college campus. However, both samples were unconfident in the threat neutralization abilities of armed students. Generally, findings indicated that both samples were unsupportive of any form of CC, although there was greater support indicated for faculty and staff CC than for student or universal CC. Multivariable modeling indicated that gun socialization, political beliefs, and orientations toward law enforcement, were the strongest predictors of support for CC, while gun knowledge exhibited a moderately-strong relationship in some models. Implications based on these findings are discussed within.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"266 - 280"},"PeriodicalIF":2.4,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48773874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-03DOI: 10.1080/15388220.2022.2081856
Giulio D’Urso, J. Symonds
ABSTRACT The current study investigates how internalizing and externalizing problems develop reciprocally across infancy to middle childhood, in relation to children’s gender, cognitive functioning, socioeconomic status, and parental stress. The study also examines the impact of the developmental cascade of internalizing and externalizing problems on bullying and victimization in middle childhood. The total sample comprised 11,134 participants studied across 9-months, 3-years, 5-years, 7/8-years and 9-years of age, from the Infant Cohort of the Growing Up in Ireland study (50.6% male). Using structural equation modeling, we discovered that externalizing problems predicted internalizing problems across time for both genders. However, internalizing problems predicted externalizing problems consistently across time for girls and not for boys. Furthermore, girls’ internalizing and externalizing problems were much more strongly predicted by socioeconomic status than boys’ problems were, suggesting a greater sensitivity to context for girls. Bullying in middle childhood was predicted by cognitive ability for both genders, and by externalizing problems for boys. In comparison, victimization was predicted by externalizing and internalizing problems for both genders. Theoretical and practical implications are discussed.
{"title":"Developmental Cascades of Internalizing and Externalizing Problems from Infancy to Middle Childhood: Longitudinal Associations with Bullying and Victimization","authors":"Giulio D’Urso, J. Symonds","doi":"10.1080/15388220.2022.2081856","DOIUrl":"https://doi.org/10.1080/15388220.2022.2081856","url":null,"abstract":"ABSTRACT The current study investigates how internalizing and externalizing problems develop reciprocally across infancy to middle childhood, in relation to children’s gender, cognitive functioning, socioeconomic status, and parental stress. The study also examines the impact of the developmental cascade of internalizing and externalizing problems on bullying and victimization in middle childhood. The total sample comprised 11,134 participants studied across 9-months, 3-years, 5-years, 7/8-years and 9-years of age, from the Infant Cohort of the Growing Up in Ireland study (50.6% male). Using structural equation modeling, we discovered that externalizing problems predicted internalizing problems across time for both genders. However, internalizing problems predicted externalizing problems consistently across time for girls and not for boys. Furthermore, girls’ internalizing and externalizing problems were much more strongly predicted by socioeconomic status than boys’ problems were, suggesting a greater sensitivity to context for girls. Bullying in middle childhood was predicted by cognitive ability for both genders, and by externalizing problems for boys. In comparison, victimization was predicted by externalizing and internalizing problems for both genders. Theoretical and practical implications are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"294 - 311"},"PeriodicalIF":2.4,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44336125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1080/15388220.2022.2081855
Ruaa Al-Juboori, D. Subramaniam
ABSTRACT The study’s aim was to determine the association between school-based violence and being under the influence of drugs/alcohol during the last sexual intercourse among US high-school adolescents. A total of 3136 students from the 2019 Youth Risk Behavior survey were included. Multivariate logistic regression models were conducted to examine associations of exposure to school-based violence and being under the influence of drugs/alcohol during the last sexual intercourse, adjusting for demographics, early initiation of risky behaviors, mental health indicators, and good school performance. Adolescents who had been threatened/injured with a weapon on school property showed higher odds of engagement in being under the influence of drugs/alcohol during their last sexual intercourse (aOR = 1.49(1.05, 2.11)). Study findings highlight the substantial need for addressing associated factors for RSBs. Future research should explore the longitudinal association between school-based violence and risky sexual behaviors.
{"title":"Does Exposure to School Violence Predispose Adolescents to Engage in Sex While Under the Influence of Alcohol/Drugs?","authors":"Ruaa Al-Juboori, D. Subramaniam","doi":"10.1080/15388220.2022.2081855","DOIUrl":"https://doi.org/10.1080/15388220.2022.2081855","url":null,"abstract":"ABSTRACT The study’s aim was to determine the association between school-based violence and being under the influence of drugs/alcohol during the last sexual intercourse among US high-school adolescents. A total of 3136 students from the 2019 Youth Risk Behavior survey were included. Multivariate logistic regression models were conducted to examine associations of exposure to school-based violence and being under the influence of drugs/alcohol during the last sexual intercourse, adjusting for demographics, early initiation of risky behaviors, mental health indicators, and good school performance. Adolescents who had been threatened/injured with a weapon on school property showed higher odds of engagement in being under the influence of drugs/alcohol during their last sexual intercourse (aOR = 1.49(1.05, 2.11)). Study findings highlight the substantial need for addressing associated factors for RSBs. Future research should explore the longitudinal association between school-based violence and risky sexual behaviors.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"281 - 293"},"PeriodicalIF":2.4,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45154897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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