Pub Date : 2022-08-23DOI: 10.1080/15388220.2022.2114488
Anett Wolgast, Saskia M. Fischer, L. Bilz
ABSTRACT Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers’ intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers’ empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4% female, M age = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.
{"title":"Teachers’ Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention","authors":"Anett Wolgast, Saskia M. Fischer, L. Bilz","doi":"10.1080/15388220.2022.2114488","DOIUrl":"https://doi.org/10.1080/15388220.2022.2114488","url":null,"abstract":"ABSTRACT Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers’ intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers’ empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4% female, M age = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"491 - 503"},"PeriodicalIF":2.4,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41962111","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 : 2022-08-21DOI: 10.1080/15388220.2022.2105856
E. Warren, G. Melendez‐Torres, C. Bonell
ABSTRACT Learning Together is a whole-school intervention, evaluated using a randomized controlled trial in southeast England, which reduced bullying and improved physical and mental health. This paper examines trial data using fuzzy-set qualitative comparative analysis to test hypotheses derived from embedded qualitative research about potential causal pathways. Analyses suggested that the intervention worked via three mechanisms: improving student commitment to school; improving student pro-social skills; and de-escalating conflict and bullying. Evidence also suggests that these mechanisms may have been activated via other resources in schools not receiving Learning Together resources. The analysis suggests which contextual features may be important for activating these mechanisms.
{"title":"Using fuzzy-set qualitative comparative analysis to explore causal pathways to reduced bullying in a whole-school intervention in a randomized controlled trial","authors":"E. Warren, G. Melendez‐Torres, C. Bonell","doi":"10.1080/15388220.2022.2105856","DOIUrl":"https://doi.org/10.1080/15388220.2022.2105856","url":null,"abstract":"ABSTRACT Learning Together is a whole-school intervention, evaluated using a randomized controlled trial in southeast England, which reduced bullying and improved physical and mental health. This paper examines trial data using fuzzy-set qualitative comparative analysis to test hypotheses derived from embedded qualitative research about potential causal pathways. Analyses suggested that the intervention worked via three mechanisms: improving student commitment to school; improving student pro-social skills; and de-escalating conflict and bullying. Evidence also suggests that these mechanisms may have been activated via other resources in schools not receiving Learning Together resources. The analysis suggests which contextual features may be important for activating these mechanisms.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"381 - 396"},"PeriodicalIF":2.4,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48953412","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 : 2022-08-10DOI: 10.1080/15388220.2022.2108434
Dorie Ross, Nathaniel P. von der Embse, Jessica L. Andrews, M. Headley, Caroline Mierzwa
ABSTRACT To promote school safety across K-12 settings, one preventative approach to school violence is school-based threat assessment. The current study utilizes a systematic review of empirical threat assessment investigations to inform evidence-based practices for school threat assessment. Twenty-three articles met inclusion criteria for the review. The primary threat assessment framework utilized within the identified studies was the Virginia School Threat Assessment Guidelines and its revised version, the Comprehensive School Threat Assessment Guidelines. Despite evidence supporting the use of CSTAG in schools, limitations include racial disproportionality within disciplinary outcomes and threat identification. Overall, there was minimal evidence of implementation fidelity of the threat assessment frameworks, highlighting the need for fidelity measures to evaluate threat assessment implementation in schools. Future research and implications are discussed.
{"title":"A systematic review of threat assessment in K-12 schools: Adult and child outcomes","authors":"Dorie Ross, Nathaniel P. von der Embse, Jessica L. Andrews, M. Headley, Caroline Mierzwa","doi":"10.1080/15388220.2022.2108434","DOIUrl":"https://doi.org/10.1080/15388220.2022.2108434","url":null,"abstract":"ABSTRACT To promote school safety across K-12 settings, one preventative approach to school violence is school-based threat assessment. The current study utilizes a systematic review of empirical threat assessment investigations to inform evidence-based practices for school threat assessment. Twenty-three articles met inclusion criteria for the review. The primary threat assessment framework utilized within the identified studies was the Virginia School Threat Assessment Guidelines and its revised version, the Comprehensive School Threat Assessment Guidelines. Despite evidence supporting the use of CSTAG in schools, limitations include racial disproportionality within disciplinary outcomes and threat identification. Overall, there was minimal evidence of implementation fidelity of the threat assessment frameworks, highlighting the need for fidelity measures to evaluate threat assessment implementation in schools. Future research and implications are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"444 - 458"},"PeriodicalIF":2.4,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45657487","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: 10.1080/15388220.2022.2108433
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}
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