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Social Sciences
Special Issues
Reducing School Violence
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Reducing School Violence

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

Deadline for manuscript submissions: 31 May 2024 | Viewed by 12913

Special Issue Editor

Prof. Dr. Charles Crawford

E-Mail Website
Guest Editor
Department of Sociology, Western Michigan University, Kalamazoo, MI 49008-5257, USA
Interests: policing; school safety; race and criminal justice; criminal justice education

Special Issue Information

Dear Colleagues,

While schools in the United States remain overwhelmingly safe spaces for the more than 48 million children enrolled, the tragedies of Columbine, Sandy Hook, Marjory Stoneman Douglas, and Oxford High in Michigan bring the issues of school violence and school safety into the national spotlight, again and again. Protecting the millions of children in school is a top priority for parents and school administrators as well as, increasingly, for political officials and law enforcement agencies. These concerns and calls for action after high profile incidents often lead to divisive debates in society on creating new policies, stricter gun laws, arming teachers, or increasing school security. In addition, these calls to action have led to the passage of the STOP School Violence Act (2018), which provides millions of dollars in funding and training programs that have led to an increase in technology, surveillance, and high-priced consultants in school systems. While highly publicized school shootings receive intense media attention, thousands of assaults and incidents of bullying occur with regular frequency, raising the question of what methods, programs, or policies are most effective at increasing school safety?

This Special Issue on Reducing School Violence seeks to shed light and provoke thought and possible action on the complex topic of increasing school safety by bringing together recognized scholars, practitioners, and researchers to examine the current state of knowledge, best practices, theory, and evaluation through a diversity of methods and approaches.

Prof. Dr. Charles Crawford
Guest Editor

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

  • school violence
  • school shootings
  • school safety
  • school bullying
  • school resource officers
  • school conflict resolution
  • school culture

Published Papers (6 papers)

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Research

20 pages, 667 KiB  
Article
Effectiveness of School Violence Prevention Programs in Elementary Schools in the United States: A Systematic Review
by Ie May Freeman, Jenny Tellez and Anissa Jones
Soc. Sci. 2024, 13(4), 222; https://doi.org/10.3390/socsci13040222 - 18 Apr 2024
Viewed by 581
Abstract
School violence remains a major concern for scholars, policymakers, and the public in the United States. Despite the implementation of various school violence prevention programs, information regarding their effectiveness in the United States is outdated and limited. This systematic review identified current elementary [...] Read more.
School violence remains a major concern for scholars, policymakers, and the public in the United States. Despite the implementation of various school violence prevention programs, information regarding their effectiveness in the United States is outdated and limited. This systematic review identified current elementary school programs that effectively reduce school violence in the United States and determined the types of elementary school violence prevention programs implemented, their effectiveness, and the types of tools used to enhance such programs. A qualitative methodological approach was employed, and four databases were searched. English articles published between 2012 and 2023 were selected. Furthermore, data involving elementary school education, school personnel, teachers, and children (5–12-year-old) in the United States were included in the thematic analysis. Results confirmed that the school-wide Positive Behavior Interventions and Supports program effectively decreases violence, suspensions, office referrals, and disruptive behaviors, whereas positive action effectively reduces negative violent behaviors. Social–emotional learning (SEL) implementation also reduced behavioral issues. The findings of this study are relevant for guiding teachers, school administrators, policymakers, teacher education preparation programs, and health professionals in constructing evidence-based violence prevention programs with an added SEL component for elementary schools. Full article
(This article belongs to the Special Issue Reducing School Violence)
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18 pages, 291 KiB  
Article
Preventative Strategies to Curb School Violence: A Case Study of Selected Schools in Hhohho District of Eswatini, Mbabane
by Nomathemba Nomakhosi Sibisi, Nonhle Tracey Sibisi and Zandile Faith Mpofu
Soc. Sci. 2024, 13(2), 79; https://doi.org/10.3390/socsci13020079 - 25 Jan 2024
Viewed by 1436
Abstract
The violence occurring in schools is a concerning phenomenon with pervasive implications for learners, teachers, and communities. Its impact culminates in fear, stress, and a reduced sense of safety among learners and teachers. Its consequences extend beyond physical harm, thus affecting an individual’s [...] Read more.
The violence occurring in schools is a concerning phenomenon with pervasive implications for learners, teachers, and communities. Its impact culminates in fear, stress, and a reduced sense of safety among learners and teachers. Its consequences extend beyond physical harm, thus affecting an individual’s mental well-being. This study provides a precis of the comprehensive nature of school violence and preventative strategies meant to curb this phenomenon. This study employed a case study design located within the interpretative paradigm. A qualitative approach was used to delve into the perceptions of learners and educators on the nature of school violence and measures that could be adopted to prevent it. Thirty (n = 30) participants involving ten learners (n = 10), ten parents (n = 10), and ten educators (n = 10) were purposively sampled. Ten learners participated in focus-group discussions, with five learners representing each school located in Mbabane, Eswatini (Imbabane Central and Mater Dolorosa High Schools). Semi-structured interviews were conducted with 10 teachers and 10 parents (5 parents and 5 teachers from each school). A lack of effective methods of disciplining learners was identified as a cause of bullying and aggressive behaviours among learners. The findings reflect that violence is deeply rooted in harmful social norms, with corporal punishment being widely advocated by the participants. The findings indicate a crucial need for adopting an integrated and collaborative approach to the development and implementation of effective preventative measures. Full article
(This article belongs to the Special Issue Reducing School Violence)
16 pages, 1137 KiB  
Article
The TEI Program for Peer Tutoring and the Prevention of Bullying: Its Influence on Social Skills and Empathy among Secondary School Students
by O’Hara Soto-García, Vanesa Sainz, Antonio Maldonado and Juan Calmaestra
Soc. Sci. 2024, 13(1), 51; https://doi.org/10.3390/socsci13010051 - 13 Jan 2024
Viewed by 1173
Abstract
Bullying is a phenomenon that afflicts millions of students around the world, severely harming their emotional and psychological well-being. In response to this challenge, the TEI program (Tutoría Entre Iguales or Peer Tutoring) has been developed as a bullying prevention strategy, [...] Read more.
Bullying is a phenomenon that afflicts millions of students around the world, severely harming their emotional and psychological well-being. In response to this challenge, the TEI program (Tutoría Entre Iguales or Peer Tutoring) has been developed as a bullying prevention strategy, aiding students in acquiring social skills and emotional strategies for conflict resolution. The purpose of this research is to examine social skills and empathy among different actors involved in bullying (non-involved, victim, bully, and bully-victim) among secondary school students and to evaluate the impact of the TEI program on the development of relational competencies. A comparative, ex post facto study was conducted in three schools where the TEI program has been implemented (TEI schools) and three where it has not (non-TEI schools). A total of 738 secondary school students (ESO) participated in the study, using a standardized questionnaire to evaluate their perception of bullying. The results of this study demonstrate higher levels of assertiveness and empathy in the non-involved and victim groups. However, lower levels of conflict resolution skills were found in the bully-victim group. In TEI schools, a higher percentage of students not involved in bullying and a lower percentage of bully-victims were observed. Additionally, students in TEI schools scored higher in assertiveness, conflict resolution skills, social skills, and empathy. These findings highlight the importance of developing students’ relational competencies and implementing strategies for bullying prevention to create a safe, healthy, and positive learning environment in schools. Full article
(This article belongs to the Special Issue Reducing School Violence)
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24 pages, 963 KiB  
Article
The Sohanjana Antibullying Intervention: Pilot Results of a Peer-Training Module in Pakistan
by Sohni Siddiqui and Anja Schultze-Krumbholz
Soc. Sci. 2023, 12(7), 409; https://doi.org/10.3390/socsci12070409 - 17 Jul 2023
Viewed by 2343
Abstract
Although comprehensive school-wide interventions targeting bullying have proven effective, many schools, particularly those in low-to-middle income countries like Pakistan, lack the necessary resources to implement them. As a result, implementing cost-effective antibullying bystander programs that train students to become peer advocates is a [...] Read more.
Although comprehensive school-wide interventions targeting bullying have proven effective, many schools, particularly those in low-to-middle income countries like Pakistan, lack the necessary resources to implement them. As a result, implementing cost-effective antibullying bystander programs that train students to become peer advocates is a promising approach for intervening in bullying incidents. Peer training in antibullying intervention involves training students to take on leadership roles and advocate for antibullying initiatives within their school communities. The aim of this study was to design, implement, and evaluate a peer-training module that was subsequently implemented in four schools (N = 38, boys = 26, girls = 12) in Pakistan. The aim was to raise awareness and prepare a team of peer mentors to effectively implement antibullying policies in educational institutions. Pre-post tests and participant feedback were used to evaluate the effectiveness of the peer-training program in increasing knowledge and awareness of bullying and the role of bystanders among trained peer mentors. To determine the impact of the peer mentor training on improving the school environment, data were also collected from students (N = 219, boys = 152, girls = 67) before and after the implementation of the program. The pilot implementation of the peer-training module was considered successful, indicating that the training was effective in improving the knowledge of peer mentors and could be used in a similar way in future cases. The results also showed a significant improvement in the development of prosocial bystanders. However, although improvements were observed in other aspects of the school environment, these did not reach statistical significance. The discussion section includes recommendations and explanations for differences based on gender and urban–rural factors. Suggestions are also made to improve the results for future applications. Full article
(This article belongs to the Special Issue Reducing School Violence)
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18 pages, 319 KiB  
Article
School Culture, Racial Composition, and Preventing Violence: Evaluating Punitive and Supportive Responses to Improving Safety
by Charles Crawford and Ronald Burns
Soc. Sci. 2022, 11(7), 270; https://doi.org/10.3390/socsci11070270 - 23 Jun 2022
Cited by 1 | Viewed by 2547
Abstract
Research on the impact of school climate and culture on campus violence has yielded some promising responses for improving school safety. Evaluations of school policies and practices have shown that strict discipline and enforcement may have negative consequences and a disparate impact on [...] Read more.
Research on the impact of school climate and culture on campus violence has yielded some promising responses for improving school safety. Evaluations of school policies and practices have shown that strict discipline and enforcement may have negative consequences and a disparate impact on students of color. Using a sample of 2092 respondents from the 2015–2016 School Survey on Crime and Safety from the Department of Education, the present research assessed the effectiveness of supportive programs and the impact of punitive responses to school violence within predominantly minority schools. Results from this study found that there were more statistically significant supportive policies that were associated with reductions in serious violence and disciplinary actions in predominately minority schools as compared to predominately white schools. Policy and research implications are discussed. Full article
(This article belongs to the Special Issue Reducing School Violence)
10 pages, 748 KiB  
Article
Relationship between Emotional Intelligence, Victimization, and Academic Achievement in High School Students
by Ana María Martínez-Martínez, Christian Roith, José M. Aguilar-Parra, Ana Manzano-León, José M. Rodríguez-Ferrer and Remedios López-Liria
Soc. Sci. 2022, 11(6), 247; https://doi.org/10.3390/socsci11060247 - 01 Jun 2022
Cited by 1 | Viewed by 3743
Abstract
The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance [...] Read more.
The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance and negatively to bullying. The sample composition focused on students of Compulsory Secondary Education, formed by 3451 subjects aged between 11 and 18 years (50.88% women and 49.12% men). The selection of the high schools was made for non-random convenience, administering Peer Bullying Questionnaire (CAI), TMM-24 and school grades. To analyze the results, a model of structural equations was used by estimating the maximum likelihood together with the bootstrapping procedure. We concluded that EI stands as a protector against bullying and has a positive impact on academic performance. This infers that having greater clarity, repair and emotional attention correlates with a lower possibility of being bullied, at the same time, a school climate without aggressiveness generates positive links towards the school and towards optimal learning environments. Full article
(This article belongs to the Special Issue Reducing School Violence)
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