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Social Sciences
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Protecting the Learning Environment: Most Effective Evidence-Based School Violence Prevention...
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Protecting the Learning Environment: Most Effective Evidence-Based School Violence Prevention and Intervention Practices

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (30 April 2021) | Viewed by 12338

Special Issue Editors

Dr. Don R. Kelly

E-Mail Website
Guest Editor
Sociology, Human Services, Social Work, and Criminal Justice, Ellis College of Arts and Sciences, Henderson State University, Box 7662, Arkadelphia, AR 71999, USA
Interests: violence reduction in primary and secondary education; school social work; conflict transformation; restorative justice; restorative discipline; mental health assessment and intervention; diversity; social work practice and policy
Dr. Marcus Crawford

E-Mail Website
Guest Editor
Social Work, Fresno State University, Fresno, CA 93740, USA
Interests: social work; child welfare; criminal justice; juvenile justice
Dr. Dorothea Ivey

E-Mail Website
Guest Editor
School of Social Work, University of Southern Maine, Portland, ME 04103, USA
Interests: grandparents raising grandchildren; intergenerational programs and policies, nonprofit administration; social welfare policies; intergenerational reciprocity; intergenerational mobility
Dr. Kris Hohn

E-Mail Website
Guest Editor
School of Social Work, University of North Carolina Wilmington, Wilmington, NC 28403, USA
Interests: sexual and gender minority health disparities; interdisciplinary health research; gender role and identity development across the lifespan; feminism; intersectionality

Special Issue Information

Dear colleagues,

Social Sciences routinely releases Special Issues to create collections of papers on specific topics and build a community of authors/readers to discuss the latest research within these topics and develop new ideas and research directions. This Special Issue highlights current research efforts in school bullying, peer victimization, bully prevention, treatment, and intervention planning. After years of research, these topics continue to be important as school administrators and the faculty work together to provide a safe and peaceful atmosphere for learning. Addressing these problems and possible solutions can provide a gateway for teaching our children how to build a peaceful school environment and provide them with the knowledge for building a future peaceful society. Application of retributive measures, such as suspensions and loss of dispensations, may suppress misbehavior in the short-term context; however, evidence indicates enduring change is negligible (Chin, Dowdy, Jimerson, & Rime, 2012; Mullet, 2014). According to Mullet (2014), teaching positive behaviors and encouraging healthier decisions is crucial.

Schools throughout the world have responded with an invigorated effort to safeguard schools (Heinen, Webb-Dempsey, Moore, McClellan, & Friebel, 2007). Still, victimization rates for students at school aged 12 to 18 remain constant at 52 per 1000; the rate outside of the school environment is 38 victimizations per 1000 students, and approximately 85% of public schools recorded one or more crime occurrences at school (Morgan, Kemp, Rathbun, Robers, & Synder, 2014).

What are the most effective methods for reducing school violence? How can bullying tendencies be identified and deterred before the behavior becomes a problem? Are multiple prevention techniques more effective than single approaches? Although this is not an exhaustive list of questions in need of a response, the answers to these questions will add to the knowledge base.

Dr. Don R. Kelly
Dr. Marcus Crawford
Dr. Dorothea Ivey
Dr. Kris Hohn
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • victim treatment
  • school-wide interventions
  • bullying prevention and control
  • office referrals
  • suspension
  • exclusionary discipline
  • school climate
  • emotional health
  • sustainability

Published Papers (2 papers)

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Research

15 pages, 1867 KiB  
Article
Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications
by Pedro Miguel González Moreno, Héctor del Castillo and Daniel Abril-López
Soc. Sci. 2021, 10(6), 223; https://doi.org/10.3390/socsci10060223 - 10 Jun 2021
Cited by 4 | Viewed by 7851
Abstract
Bullying research among preschoolers and the early grades of primary school is still scarce. With the aid of a set of cartoons representing prototypical bullying scenes, we interview 120 schoolchildren (50% girls) from kindergarten to third grade (age range: 5.44–9.58) from three mainstream [...] Read more.
Bullying research among preschoolers and the early grades of primary school is still scarce. With the aid of a set of cartoons representing prototypical bullying scenes, we interview 120 schoolchildren (50% girls) from kindergarten to third grade (age range: 5.44–9.58) from three mainstream public schools located in the eastern Community of Madrid, in order to analyse their perceptions regarding this phenomenon. Results show that 94.2% (n = 113) of schoolchildren are able to recognize when a partner is victimized. Nevertheless, significant differences were found by grade (p = 0.017), with kindergarteners giving more responses classified as one-off aggressions. Most students (n = 102) empathize with the victims´ emotions and condemn the bullies’ behavior, regardless of their gender (p = 0.637) or grade (p = 0.578). A total of 53.9% (n = 64) of students think these bullying situations are partly caused by previous conflicts; girls are inclined to think this more often than boys (p = 0.003). Furthermore, 53.8% (n = 64) of the students would request help from their schoolteachers if they were bullied, with no statistically significant differences by gender (p = 0.254) or by grade (p = 0.133). These results serve as a rationale to develop bullying prevention programs from a very early school age to provide information regarding its causation and coping strategies, among others. Full article
(This article belongs to the Special Issue Protecting the Learning Environment: Most Effective Evidence-Based School Violence Prevention and Intervention Practices)
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14 pages, 277 KiB  
Article
Support or Punishment Practices: What Works to Reduce School Violence
by Charles Crawford and Ronald Burns
Soc. Sci. 2020, 9(12), 220; https://doi.org/10.3390/socsci9120220 - 28 Nov 2020
Cited by 4 | Viewed by 4057
Abstract
School culture and violence have garnered much public and scholarly attention in recent years. Research in the area has focused on the extent to which strict enforcement of school policies and the law results in safer schools. Other research focuses on providing more [...] Read more.
School culture and violence have garnered much public and scholarly attention in recent years. Research in the area has focused on the extent to which strict enforcement of school policies and the law results in safer schools. Other research focuses on providing more supportive, less enforcement-oriented environments for students. We advance this work by using a sample of 2092 respondents from public schools in the United States from the 2015–2016 school survey on crime and safety from the Department of Education. There were several statistically significant supportive practices that reduced violent incidents and disciplinary actions for violence, and the findings generally suggest that punitive policies were not effective in increasing campus safety while controlling for relevant security practices and school contextual variables. Full article
(This article belongs to the Special Issue Protecting the Learning Environment: Most Effective Evidence-Based School Violence Prevention and Intervention Practices)
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