This research project sought to evaluate the impact of broad-based multifaceted violence prevention programs versus programs that have a more limited focus. Two specific programs were evaluated in four New York City middle schools. The more limited program used Project S.T.O.P.(Students Teaching Options for Peace), a conflict resolution and peer mediation training program. The full multi-faceted program combined Project S.T.O.P. with Safe Harbor, a program that provided victimization counseling and taught violence prevention. The effects of this combined program, offered in three of the middle schools, were compared to those of just the Project S.T.O.P. program alone in one middle school. To study the program models, researchers used a quasi-experimental pre-post design, with nonequivalent comparison groups. Questionnaires were given to students to assess the impact of the two programs. Students were asked about their knowledge and use of prevention programs in their schools. Data were also collected on students' history of victimization, such as whether they were ever attacked at school, stolen from, mugged, or threatened with a weapon. Students were also asked about their attitudes toward verbal abuse, victims of violence, and conditions when revenge is acceptable, and their exposure to violence, including whether they knew anyone who was sexually abused, beaten, or attacked because of race, gender, or sexual orientation. Additional questions covered students' use of aggressive behaviors, such as whether they had threatened someone with a weapon or had beaten, slapped, hit, or kicked someone. Data were also gathered on the accessibility of alcohol, various drugs, weapons, and stolen property. Demographic variables include students' school grade, class, sex, number of brothers and sisters, and household composition.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme files for a brief dscription of the files available with this collection and consult the investigator(s) if further information is needed. The qualitative data are not available as part of the data collection at this time. Numerous high-profile events involving student victimization on school buses have raised critical questions regarding the safety of school-based transportation for children, the efforts taken by school districts to protect students on buses, and the most effective transportation-based behavioral management strategies for reducing misconduct. To address these questions, a national web-based survey was administered to public school district-level transportation officials throughout the United States to assess the prevalence of misconduct on buses, identify strategies to address misconduct, and describe effective ways to reduce student misbehavior on buses. Telephone interviews were also conducted with a small group of transportation officials to understand the challenges of transportation-based behavioral management, to determine successful strategies to create safe and positive school bus environments, and to identify data-driven approaches for tracking and assessing disciplinary referrals. The collection includes 10 Stata data files: BVSBS_analysis file.dta (n=2,595; 1058 variables) Title Crosswalk File.dta (n=2,594; 3 variables) Lessons Learned and Open Dummies.dta (n=1,543; 200 variables) CCD dataset.dta (n=12,494; 89 variables) BVSB_REGION.dta (n=4; 3 variables) BVSB_SCHOOLS.dta (n=3; 3 variables) BVSB_STUDENTS.dta (n=3; 3 variables) BVSB_URBAN.dta (n=8; 3 variables) BVSB_WHITE.dta (n=3; 3 variables) FINALRAKER.dta (n=2,595; 2 variables)

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigators if further information is needed. The current study subjected the body of empirical literature on school violence to a meta-analysis or "quantitative synthesis", to determine the key individual-, school-, and community-level factors that influence violence in school. The data are based on 693 studies of school violence that contributed a total of 8,551 effect size estimates--3,840 for delinquency/aggression (44.91%) and 4,711 for victimization (55.09%). These effect sizes were drawn from 545 independent data sets and 68 different countries. The majority of effect size estimates (56.22%) were based on U.S. samples. A total of 31 different predictors of school violence were coded at the individual, institutional, and community levels. The collection includes one Stata file, Meta-Analysis-Data-for-NACJD.dta (n=8,551; 9 variables).

Verbal aggression and physical violence between students were investigated through surveys administered to all students in grades 6 and 8 and their class teachers in a medium-sized Swedish municipality. All students in grades 6 and 8, as well as their class teachers, participated in the survey study—a total of 1,211 students and 76 teachers. In grade 6, there were 643 students divided into 30 classes, of which 298 were girls and 345 boys. The 568 students in grade 8 were divided into 22 classes, including 270 girls and 298 boys. The number of class teachers varied between one and three per class. Grade 6 had 39 teachers, 72% of whom were women, and grade 8 had 37 teachers, 70% of whom were women.

The municipality has 16 schools that offer either grade 6, grade 8, or both. These include eleven 1–6 schools, two 1–9 schools, one 4–9 school, one 5–9 school, and one 7–9 school. The schools in the municipality are relatively small, with an average of about 340 students at schools offering grade 6 and around 490 students at schools offering grade 8.

The municipality’s Department of Children and Education was responsible for the practical implementation of the survey, including providing information, distributing, and collecting the questionnaires. The survey was conducted as part of the municipality’s violence prevention efforts, in line with the department’s established procedures for school surveys. Parents were informed about the violence prevention initiative and the survey as a part of it. Their general consent was obtained in connection with the information provided about the survey, voluntary participation, and anonymity. Data collection was carried out during weeks 17 and 18 of the spring term in 2001. Teachers informed students about the survey and distributed the questionnaires in the classroom. Students completed the survey during lesson time. Participation was voluntary and anonymous, and confidential handling of the questionnaires was ensured. The completed questionnaires were collected, placed in envelopes, and sent directly to the responsible researchers at the National Institute for Working Life. Teachers completed their questionnaires at a time of their choosing and sent them separately to the institute. The information from the questionnaires was then entered into a database. The questionnaires were identified with a school and class code, making it impossible to identify individual respondents either in the questionnaires or in the database.

A total of 1,014 students responded to the questionnaire, including 466 girls and 540 boys (Table 1). The response rate among girls was 82%, and among boys, it was 84%. Additionally, 8 students (0.8%) did not answer the question about gender. The overall response rate was 84%.

Abstract: The school violence engendering is partially analyzed, considering the violence production in the school environment. This is a bibliographic research with quantitative and qualitative approach. Sources: 77 theses and 15 dissertations carried out in Brazil (2007 to 2012). Data collection and organization: Content Analysis. Main reference: Bernard Charlot and Pierre Bourdieu. Results: the sources showed that Brazilian teachers participate effectively in the school violence engendering, contributing to violence production in the school environment. The students are the main victims. The teacher is less affected by physical and verbal violence. The symbolic power is the most perpetrated by the teacher against the student. The school also plays a major role in it.

This study provides an evidence-based understanding on etiological issues related to school shootings and rampage shootings. It created a national, open-source database that includes all publicly known shootings that resulted in at least one injury that occurred on K-12 school grounds between 1990 and 2016. The investigators sought to better understand the nature of the problem and clarify the types of shooting incidents occurring in schools, provide information on the characteristics of school shooters, and compare fatal shooting incidents to events where only injuries resulted to identify intervention points that could be exploited to reduce the harm caused by shootings. To accomplish these objectives, the investigators used quantitative multivariate and qualitative case studies research methods to document where and when school violence occurs, and highlight key incident and perpetrator level characteristics to help law enforcement and school administrators differentiate between the kinds of school shootings that exist, to further policy responses that are appropriate for individuals and communities.

Abstract copyright UK Data Service and data collection copyright owner. This is a mixed methods data collection. This study combined focus group and individual teachers' interviews with a postal survey questionnaire sent to Secondary School Teachers and NUT members in North London, Hertfordhsire and Essex. Teachers' experience of workplace violence has received relatively little attention both in the workplace violence literature and other research related to school violence most of which focuses on pupil to pupil violence. Quantitative data suggests that levels of violence against teachers are on the increase but little is known about the effect that this violence is having on the daily work life of teachers. The aim of the study was not only to establish the extent of violence occurring among teachers but also to examine what types of ‘violent’ incidents they experience including verbal and physical attacks. It identified the concerns that teachers have about the risks they face in their day to day role and how it affects them and examined how schools are dealing with these issues, by looking at what polices and strategies are in place to help teachers who experience violence. The study also examined teachers' views on the 2008 attempts by the government to change discipline policies within education. Further information on the project can be found on the ESRC's Secondary School Teachers' Experiences and Perceptions of Violence in the Workplace award webpage.

Abstract

School-related gender-based violence (SRGBV) remains widespread in low- and middle- income countries, yet rigorous evidence on effective prevention strategies is limited. This study evaluates the Empowerment Pilot, a multi-component program designed to address SRGBV in Zambian secondary schools. Employing a mixed-methods approach, we draw on quantitative data from a cluster randomized controlled trial involving over 4,467 students across 90 schools, alongside qualitative research. We find that violence is prevalent, gendered, and normalized in schools. While the program increased student discussions about violence and yielded modest improvements in boys’ gender attitudes, these shifts did not translate into meaningful reductions in overall violence. Implementation challenges and limited diffusion beyond club participants further limited program impact. The study highlights significant institutional and cultural barriers to reducing SRGBV and underscores the need for comprehensive, school-wide strategies that strengthen accountability and address underlying social norms perpetuating violence in resource-constrained contexts.

Geographic coverage

Data from 90 secondary schools from Kasama, Mpongwe, and Zambezi districts in Zambia

Analysis unit

• Adolescents
• Teacher level and school level data is used for secondary analysis

Kind of data

Sample survey data [ssd]

Sampling procedure

The study includes 90 secondary schools, from which 45 were randomized to control and 45 to treatment. Quantitative data collection included a school survey and listing exercise (not included in the package) conducted at the start of the implementation period followed by adolescent, attendance extraction, and teacher surveys administered four months after the intervention concluded. A listing exercise was conducted to identify the student sample for the adolescent survey. To generate the sample frame, we first extracted data from class attendance registers at the start of the study to compile a list of all students enrolled in grades 8 to 11. The impact evaluation was designed to measure the effect of the EP on the average student in study schools, rather than the impact on club participants specifically. Therefore, from each participating school, we randomly selected 25 boys and 25 girls, resulting in a random sample of 4,467 adolescents, about 20 percent of whom were KGS girls. In cases where a student was unavailable during the survey (about 30 percent of sampled students), enumerators referred to a ranked replacement list to interview an alternative boy or girl student from the same school. All remaining KGS girls not selected through random sampling were also surveyed, bringing the total sample size to over 6,100 students. To create a sample of teachers, we used convenience sampling to select one teacher from each grade between grades 8 to 12, for a total target sample size of 450 teachers.

Mode of data collection

Face-to-face [f2f]

Research instrument

School questionnaire - Administered to principals in May 2023, and collects data on school characteristics and student populations Attendance questionnaire - Administrative tool used to extract attendance numbers from registers for the sample (March 2024) Adolescent questionnaire - Administered to adolescents, and collects data on characteristics, traits, attitudes, and experience of violence (March 2024) Teacher questionnaire - Administered to teachers, and collects data on characteristics, attitudes, and school violence (March 2024)

Response rate

A total of 5481 students were ultimately interviewed and form the total sample size for the dataset. 417 teachers were ultimately interviewed.

Abstract This study aims to evaluate how the sociodemographic characteristics and the school environment affect the probability of violence toward the teacher. In a complementary way, we investigate the impact of school violence on content developed in class, variable related to students’ learning. We use data from the National System for the Evaluation of Basic Education in 2017 and the multinominal Logit and Logit models. The results show that teachers’ personal characteristics such as being a man, older, and receiving low salary increase the likelihood of reports of physical violence. In addition, teachers who teach in classes made up of a majority of non-white, male, single-parent families and low mother education students are more likely to report violence. It is also worth mentioning that reporting being a victim, whether physical or against property, considerably decreases the chances of teachers developing the programmed content.

The study was designed to help increase the capacity of programs to prevent gender violence and harassment (GV/H) among middle school youth. The long-term goal of the study was to help prevent intimate partner violence, sexual violence, and sexual harassment by employing rigorous methods to evaluate strategies for altering violence-supportive attitudes and norms of youth. Specifically, the study was structured to evaluate the relative effectiveness of common approaches to youth GV/H prevention programming (in terms of knowledge, attitudes, intended behavior, behavior, and emotional safety of youth participants) for one of the youngest populations ever studied in this area. In a longitudinal randomized controlled trial study, two five-lesson curricula were created to address gender violence and harassment (GV/H) in middle schools, and classrooms were assigned randomly to treatment and control groups. Treatment 1 was an interaction-based curriculum focused on the setting and communication of boundaries in relationships, the determination of wanted and unwanted behaviors, and the role of the bystander as intervener. Treatment 2 was a law and justice curriculum focused on laws, definitions, information, and data about penalties for sexual assault and sexual harassment. The control group did not receive either treatment. Pencil-and-paper surveys were designed for students to complete, and were administered either by a member of the research team or by teachers who were trained by a member of the research team in proper administration processes. Data were collected from three inner-ring suburbs of Cleveland, Ohio, from November 2006 to May 2007. Surveys were distributed at three different times: immediately before the assignment to one of the three study conditions, immediately after the treatment (or control condition) was completed, and 5-6 months after their assignment to one of the three study conditions. The data contain responses for 1,507 students over 3 waves. Additionally, researchers used multiple imputations for this dataset which resulted in 5 imputed datasets for each record for a total of 7,535 cases in the data file. The data have 697 variables, including from such questions as whether someone had ever or in the past 6 months done something to the respondent such as slapped or scratched the respondent, hit the respondent, or threatened the respondent. Additionally, respondents were asked if they had done these same actions to someone else. Respondents were also asked a series of questions regarding whether they had ever been sexually harassed by someone or if they had sexually harassed someone themselves. Next, respondents were asked to rate whether they agreed with a series of statements such as "It is all right for a girl to ask a boy out on a date", "If you ignore sexual harassment, more than likely it will stop", and "Making sexual comments to a girl is wrong". Students were then asked to indicate whether a series of statements were true or false, such as "If two kids who are both under the age of 16 have sex, it is not against the law" and "If a person is not physically harming someone, then they are not really abusive". Respondents were then asked to read three scenarios and indicate how they would respond in that scenario. Also, students indicated how likely they would be to react in specified ways to a prepared statement. Data also provide demographic information such as age, gender, and ethnic/racial background, as well as variables to generically identify school district, school, and class period.

Researchers from the University of Colorado Boulder's Center for the Study and Prevention of Violence (CSPV) partnered with educators in 46 middle schools to implement Safe Communities Safe Schools (SCSS). SCSS seeks to prevent and reduce behavioral incidents, address mental and behavioral health concerns, and increase prosocial behavior in the school setting through three core program components: developing a functioning multidisciplinary school team, building capacity around data use, and selecting and implementing evidence-based programs. The study explored research questions in three areas: readiness (whether schools met baseline criteria and experienced changes in readiness over time), implementation (whether the SCSS model was implemented as intended; whether it is feasible, acceptable, and effective when implemented schoolwide), and associated outcomes (effects on school climate, safety, related behavioral and mental health indicators, and academic outcomes). To explore questions in these three areas, CSPV and external evaluators from American Institutes for Research conducted a mixed-methods randomized control trial with a staggered implementation design using qualitative data (open-ended questions on implementation surveys, focus groups) and quantitative data (staff and student school climate data, attendance/truancy rates, and suspension rates, and academic achievement data). This collection is organized into 12 parts and includes administrative school record data, student and staff climate surveys, and fidelity data. School record data from years 1 and 2 of the study include school-level attendance, truancy, and suspension rates, as well as student-level assessment data. Qualitative focus group data is not currently included in the collection.

The Civil Rights Data Collection (CRDC) is a biennial (i.e., every other school year) survey required by the U.S. Department of Education’s (Department) Office for Civil Rights (OCR) since 1968. The CRDC collects a variety of information including student enrollment and educational programs and services, most of which is disaggregated by race/ethnicity, sex, limited English proficiency, and disability. The CRDC is a longstanding and important aspect of the ED Office for Civil Rights (OCR) overall strategy for administering and enforcing the civil rights statutes for which it is responsible. Data was reported directly from the school districts to the Office of Civil Rights. This data process is not managed by OSPI and therefore the data is not validated or reviewed by OSPI before being reported to OCR. For this reason data presented in this file will not mirror OSPI reports on similar student and school measures. The 2017-18 data in the report represents the most recent data made publicly available by the CRDC as of 5/10/2021. In some cases data was unavailable or suppressed by OCR to protect student privacy, for more information on this please visit the CRDC webpage. In addition, directory information for some schools is incomplete, as the names of the organizations provided in the CRDC data files did not match the names of organizations on record with OSPI. For additional information or questions about this data please visit the CRDC webpage at https://ocrdata.ed.gov/.

ABSTRACT The study aimed to understand the perceptions of elementary and high school students and teachers about school violence. This is a qualitative study that used the focus group as a form of data collection. Physical and verbal violence were the most common responses about identified forms of school violence. Psychological and socioeconomic factors, damage to family relationships, personal and educational problems were identified as predisposing factors for the occurrence of different forms of school violence. Educational actions, participation of the public authorities in a punitive manner (police) and the presence of psychology, psychiatry and social assistance professionals were identified as measures to curb school violence, in addition to greater family involvement in the school. It is understood that school violence can be faced through the valorization of human rights and the joint action of the school, family and community.

This is a multi-method study of school violence and victimization during the transition to high school. This study has two major data collection efforts. First, a full population survey of 7th through 10th grade students across 10 Flint Community Schools (fall 2016) -- which serve primarily African American and poor populations -- that will identify patterns of student victimization, including the _location and seriousness of violent events, and examine the connections between school and community violence. This will be followed by a three-wave panel qualitative study of 100 students interviewed every 6 months beginning in the spring of their 8th grade year (spring 2017) and continuing through their 9th grade year. The goal of the interviews will be to further the research from the survey and develop a deeper understanding of how school safety impacts the transition experience, school violence, including how communities conflict impacts school safety, and what youth do to protect themselves from school-related victimization. Researchers integrated crime incident data from the Flint police department as a source for triangulation of findings. A community workgroup will provide guided translation of findings generated from mixed-methods analyses, and develop an action plan to help students successfully transition to high school. Results and policy implications will be given to practitioner, researcher, and public audiences through written, oral, and web-based forums. De-identified data will be archived at the National Archive of Criminal Justice Data.

ABSTRACT This excerpt of a master’s thesis aims to describe the construction of proposals for the prevention, combat, and attention to intrafamily and school violence against child and adolescent students in a suburban district of a municipality in the inland region of Bahia, Brazil. A qualitative, descriptive, exploratory study was conducted through action research. The social stakeholders of the research were the school community, the family, and health professionals. Data were collected by systematic observation, conversation circles, and seminars adopted for situational diagnosis and the development of interventions. Data was interpreted through content analysis. The activities revealed the relevance of the work developed in intersectoral and multidisciplinary qualified network, resulting in behavioral changes of adolescents at school and in the family, their leadership in educational workshops for a peace culture, the implementation of a conflict mediation space at school, the establishment of a physical activity project, drawing parents closer to the school, and raising the awareness toward better possibilities of non-violent domestic education. We conclude that the interventions initiated a movement of change of practices and dialogue of the several district services, resulting in a gradual construction of peace territories in the school and the community.

Abstract

The GSHS is a school-based survey which uses a self-administered questionnaire to obtain data on young people's health behaviour and protective factors related to the leading causes of morbidity and mortality among children and adults worldwide.

Geographic coverage

National coverage, Montevideo and rest of country

Analysis unit

Individuals

Universe

School-going adolescents aged 13-15 years.

Kind of data

Sample survey data [ssd]

Sampling procedure

The Uruguay GSHS was a school-based survey of students in grades 2 CB, 3 CB, and 1 BD. A two-stage cluster sample design was used to produce data representative of all students in grades 2 CB, 3 CB, and 1 BD in Uruguay. At the first stage, schools were selected with probability proportional to enrollment size. At the second stage, classes were randomly selected and all students in selected classes were eligible to participate.

Mode of data collection

self-administered

Research instrument

The following core modules were included in the survey: alcohol use dietary behaviours drug use hygiene mental health physical activity protective factors sexual behaviours tobacco use violence and unintentional injury

Cleaning operations

All data processing (scanning, cleaning, editing, and weighting) was conducted at the US Centers for Disease Control.

Response rate

National: The school response rate was 100%, the student response rate was 77%, and the overall response rate was 77%. Montevideo: The school response rate was 100%, the student response rate was 77%, and the overall response rate was 77%. Rest of Country: The school response rate was 100%, the student response rate was 78%, and the overall response rate was 78%.

These are the necessary do-files and guidance ("READ ME") to replicate all tables in the article "Adolescent Girls’ Safety In and Out of School: Evidence on Physical and Sexual Violence from across Sub-Saharan Africa," by David K. Evans, Susannah Hares, Peter Holland, and Amina Mendez Acosta, published in the Journal of Development Studies in 2023. The article principally relies on publicly available data from the Demographic and Health Surveys (DHS) and the Violence against Children Surveys (VACS), which we do not have permission to post. But the included documentation indicates which datasets need to be downloaded to then apply the included do-files to in order to generate the results report in the article.

This project seeks to to provide clear and comprehensive answers to the questions that plague researchers on how school violence impacts future student outcomes. To that end, the principal investigators plan to review, organize, and synthesize extant research on consequences of school violence and aggression for perpetrators and victims by conducting a systematic review and meta-analysis on longitudinal studies of school violence and outcomes. The primary goal of the current study is to conduct a systematic review and meta-analysis of the extant longitudinal research literature on the consequences of school violence.

Abstract

The GSHS is a school-based survey which uses a self-administered questionnaire to obtain data on young people's health behaviour and protective factors related to the leading causes of morbidity and mortality among children and adults worldwide.

Geographic coverage

National

Analysis unit

Individuals

Universe

School-going adolescents aged 13-17 years.

Kind of data

Sample survey data [ssd]

Sampling procedure

A two-stage cluster sample design was used to produce data representative of all students in grades JSS 2, JSS3, SSS 2, SSS 3 in Sierra Leone. At the first stage, schools were selected with probability proportional to enrollment size. At the second stage, classes were randomly selected and all students in selected classes were eligible to participate.

Mode of data collection

self-administered

Research instrument

The following core modules were included in the survey: - alcohol use - dietary behaviours - drug use - hygiene - mental health - physical activity - protective factors - sexual behaviours - tobacco use - violence and unintentional injury

Cleaning operations

All data processing (scanning, cleaning, editing, and weighting) was conducted at the US Centers for Disease Control.

Response rate

The school response rate was 94%, the student response rate was 87%, and the overall response rate was 82%.

The study sought to measure knowledge about laws related to domestic violence and harassment, resources for help, rape myths, and skills such as conflict resolution; attitudes about the acceptability of violent, abusive, and harassing behaviors; behavioral intentions to avoid committing violent acts in the future as well as intentions to intervene when in the position of a bystander; behavioral measures about peer and dating partner physical and sexual violence experienced as a victim or perpetrator, and sexual harassment experienced as a victim or perpetrator; and other items covering a demographic profile of the students and questions on prior attendance at an educational program about sexual assault, harassment, or violence, and prior history of dating.Researchers randomly assigned a school-based intervention to 6th and 7th grade classes (over 2,500 students) in 30 public middle schools in New York City to one of four conditions: (1) a classroom-based intervention; (2) a school-wide intervention; (3) interventions that included both classroom and school-wide components; or (4) a (no treatment) control group. The classroom based intervention was delivered through a six session curriculum that emphasized the consquences for perpetrators of domestic violence and harassment, state laws and penalties for domestic violence and harassment, the construction of gender roles, and healthy relationships. The school-wide intervention included the development and use of temporary school-based restraining orders, higher levels of faculty and security presence in areas identified by students and school personnel as unsafe "hot spots", and the use of posters to increase awareness and reporting of domestic violence and harassment to school personnel. Pencil and paper surveys were distributed to students at three different times: (1) immediately before the assignment to one of the four study conditions, (2) immediately after the treatment (or control condition) was completed, and (3) between five and six months after assignment to one of the four study conditions. The surveys took about 40 minutes to complete and were completed in the classroom during one class period.