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Behavioral Sciences
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Violence in the School Community: Students, Parents, Teachers, and Staff...
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Violence in the School Community: Students, Parents, Teachers, and Staff Members

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Psychiatric, Emotional and Behavioral Disorders".

Deadline for manuscript submissions: closed (23 March 2025) | Viewed by 14684

Special Issue Editors

Dr. Ruth Berkowitz

E-Mail Website
Guest Editor
School of Social Work, University of Haifa, Haifa 3498838, Israel
Interests: school violence and bullying; violence against school teachers; school climate; school safety; students' social emotional and academic outcomes; parental school involvement
Dr. Naama Bar-On Shmilovitch

E-Mail Website
Guest Editor
School of Business Administration, University of Haifa, Haifa 3498838, Israel
Interests: human resource management diversity; equity and inclusion in organizations; qualitative research methods

Special Issue Information

Dear Colleagues,

Traditionally, studies of school violence in the literature have been focused on violence perpetrated and experienced by school students. During the past decade, however, there has been growing awareness that teachers may also be perpetrators and victims of school violence perpetrated by students, parents, and colleagues. This line of research reflects a growing awareness that the school is a community, and as such, violence may take place among all members of the community, whether they be students, educational staff members, parents, secretaries, bus drivers, or any other stakeholders who play a role in school. This area of research is, however, underdeveloped. Due to the limited scope of research on school violence experienced by all school stakeholders, there is little conceptualization and empirical knowledge in this area.

It is therefore important to develop theories and expand research to understand the prevalence and mechanisms of the multiple aspects of school violence present in various school communities, precisely because it encompasses all stakeholders and community members. This area of research will lead to measures to prevent school violence in all its forms.

Therefore, this Special Issue of Behavioral Sciences will focus on school violence as experienced and perpetrated by all members of the school community, including its prevalence, consequences, and prevention. This Special Issue will include empirical studies on the various types of violence experienced by the school community, the scope of the problem, the association between different stakeholders’ experience of violence and related antecedents, and the consequences for all involved. In addition, research that sets the stage for effective interventions and prevention approaches (as well as the best practices for creating a safe environment for the entire school community) is encouraged.

This Special Issue will serve as a platform for scholars to explore topics including, but not limited to, the following:

  • The mutuality of violence among students, teachers, and parents;
  • Collegial violence in schools;
  • Violence against school teachers;
  • Parental involvement in and reports of school violence;
  • School staff involvement in and reports of school violence (e.g., teachers, principals, bus drivers, cafeteria workers, administration staff/secretaries, janitors, school psychologists, school social workers, counselors, etc.);
  • Interventions, prevention, and effective approaches to increase school safety for the entire school community, including students, teachers, and other staff members.

Dr. Ruth Berkowitz
Dr. Naama Bar-on Shmilovitch
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral 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 2200 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
  • bullying
  • victimization
  • students
  • school educational staff
  • school support staff
  • administrative staff
  • teachers, collegial school violence
  • parents

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (8 papers)

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Research

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19 pages, 1059 KiB  
Article
Violence Against Administrators: The Roles of Student, School, and Community Strengths and Cultural Pluralism
by Susan D. McMahon, Andrew H. Perry, Taylor Swenski, Kailyn Bare, Jared Hunt, Andrew Martinez, Linda A. Reddy, Eric M. Anderman, Ron Avi Astor, Dorothy L. Espelage, Frank C. Worrell and Christopher M. Dudek
Behav. Sci. 2025, 15(4), 556; https://doi.org/10.3390/bs15040556 - 21 Apr 2025
Abstract
Scientific and public attention regarding educator-directed violence has increased over the past 15 years; however, research on violence against administrators is limited. Although school administrators are responsible for school performance and safety, they can be particularly vulnerable to violence from students, teachers, and [...] Read more.
Scientific and public attention regarding educator-directed violence has increased over the past 15 years; however, research on violence against administrators is limited. Although school administrators are responsible for school performance and safety, they can be particularly vulnerable to violence from students, teachers, and parents. This study includes 497 pre-K–12th grade school administrators in the United States. A path analysis was conducted to examine the associations between administrator perceptions of student-, school-, and community-level strengths and administrator experiences of verbal/threatening and physical violence. Cultural pluralism, which incorporates student and staff support of cultural differences and honors different voices and cultures in curricula and discussion, was investigated as a moderator of these associations. Results indicate that (a) student strengths are associated with less student verbal/threatening violence against administrators; (b) school strengths are associated with less student and colleague verbal/threatening violence against administrators; and (c) community strengths are associated with less physical violence from students and less verbal/threatening violence from parents against administrators. Cultural pluralism practices significantly moderated the relationship between student strengths and physical violence from colleagues. Findings highlight school practices and policies across the school ecology that are associated with less administrator-directed violence. Full article
(This article belongs to the Special Issue Violence in the School Community: Students, Parents, Teachers, and Staff Members)
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21 pages, 303 KiB  
Article
School Safety Concerns and Solutions: A Qualitative Analysis of U.S. School Psychologists’ Perspectives
by Luz E. Robinson, Kate R. Watson, Natalie Fensterstock, Sawyer Hogenkamp, Yinuo Xu, Hannah Garner, Vanessa R. Warri, Casie H. Morgan, Anthony A. Garcia, Chaoyue Wu, Danielle Dunn, Dorothy L. Espelage, Ron A. Astor, Susan D. McMahon, Linda A. Reddy, Eric M. Anderman, Frank C. Worrell and Andrew Martinez
Behav. Sci. 2025, 15(2), 228; https://doi.org/10.3390/bs15020228 - 18 Feb 2025
Viewed by 2868
Abstract
In the present study, we analyzed qualitative survey data from 538 school psychologists across schools in the United States regarding their perceptions of school safety issues and potential strategies to address school safety. There are only a few studies exploring the experiences and [...] Read more.
In the present study, we analyzed qualitative survey data from 538 school psychologists across schools in the United States regarding their perceptions of school safety issues and potential strategies to address school safety. There are only a few studies exploring the experiences and perspectives of school psychologists that have been based on large-scale qualitative data. Using inductive coding, three themes for safety concerns emerged: (a) aggressive behaviors from students, (b) mental and behavioral needs, and (c) limited staffing. Three themes also emerged for potential solutions: (a) professional development/training, (b) school–family–community relationships, and (c) threat assessments. These findings from school psychologists have implications for addressing structural issues to prevent school violence in research and practice. Policy recommendations to inform resource allocation and improve school safety are discussed. Full article
(This article belongs to the Special Issue Violence in the School Community: Students, Parents, Teachers, and Staff Members)
12 pages, 247 KiB  
Article
Student Violence Against Paraprofessionals in Schools: A Social-Ecological Analysis of Safety and Well-Being
by Linda A. Reddy, Andrew H. Perry, Andrew Martinez, Susan D. McMahon, Kailyn Bare, Taylor Swenski, Christopher M. Dudek, Eric M. Anderman, Ron Avi Astor, Dorothy L. Espelage and Frank C. Worrell
Behav. Sci. 2024, 14(12), 1181; https://doi.org/10.3390/bs14121181 - 11 Dec 2024
Viewed by 1595
Abstract
Violence against teachers has received increasing attention worldwide, with high rates of verbal, threatening, physical, and property violence in schools. Teacher-directed violence contributes to poor mental and physical health, high rates of turnover, and diminished student achievement. Despite these findings, there is a [...] Read more.
Violence against teachers has received increasing attention worldwide, with high rates of verbal, threatening, physical, and property violence in schools. Teacher-directed violence contributes to poor mental and physical health, high rates of turnover, and diminished student achievement. Despite these findings, there is a dearth of research on violence experienced by paraprofessionals who play key roles in supporting students with the greatest learning and behavioral needs in schools. Using a sample of 1993 paraprofessionals, this study is one of the first to investigate paraprofessionals’ experiences of violence in school settings. We found that the rate of student violence against paraprofessionals was 37% for property offenses, 49.5% for physical violence, and 54% for verbal and threatening violence. Further, we employed a socio-ecological model of individual, classroom, school, and community factors to predict paraprofessional experiences of violence from students in schools. Negative binomial regression results revealed that student-staff relationship problems and student behavioral concerns were positively related to verbal and threatening, physical, and property violence against paraprofessionals. Paraprofessionals working in elementary schools were more likely to report physical violence compared to those working in middle or high school settings. Implications for research and educational practice are also presented. Full article
(This article belongs to the Special Issue Violence in the School Community: Students, Parents, Teachers, and Staff Members)
16 pages, 573 KiB  
Article
Teachers’ Roles in Coping with School Violence from the Perspectives of Prospective Teachers: A Q Methodological Approach
by Taeeun Shim and Cheolhae Ye
Behav. Sci. 2024, 14(11), 1099; https://doi.org/10.3390/bs14111099 - 15 Nov 2024
Viewed by 1566
Abstract
This study explores prospective teachers’ perceptions of school violence and their role in addressing it. Using a mixed method called Q methodology, we quantitatively analyzed the subjective views of 37 prospective teachers. Based on 33 statements, the study categorizes teachers’ roles in managing [...] Read more.
This study explores prospective teachers’ perceptions of school violence and their role in addressing it. Using a mixed method called Q methodology, we quantitatively analyzed the subjective views of 37 prospective teachers. Based on 33 statements, the study categorizes teachers’ roles in managing school violence and analyzes the characteristics of each role type. The research results provide basic data for prospective teachers to develop their capabilities as experts in dealing with school violence. The study identifies the following three types of teachers: prevention-oriented (Type 1), reality-avoiding (Type 2), and legal-regulation-oriented (Type 3). Type 1 emphasizes that teachers can significantly prevent school violence and believes that trusting relationships between teachers and students are key to reducing school violence. Type 2 teachers tend to ignore school violence out of fear of harm, even though they acknowledge its seriousness. Type 3 emphasizes the strict enforcement of legal responsibilities and rules, believing that clear regulations and punishments are essential for reducing school violence. This study highlights the need for customized educational programs that reflect the characteristics of different teacher types in handling school violence. It suggests incorporating practical strategies for preventing and responding to school violence in teacher training, expanding mental-health education, and promoting cooperative conflict-resolution methods between students and teachers. Full article
(This article belongs to the Special Issue Violence in the School Community: Students, Parents, Teachers, and Staff Members)
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12 pages, 778 KiB  
Article
Administrator Turnover: The Roles of District Support, Safety, Anxiety, and Violence from Students
by Andrew H. Perry, Linda A. Reddy, Andrew Martinez, Susan D. McMahon, Eric M. Anderman, Ron A. Astor, Dorothy L. Espelage, Frank C. Worrell, Taylor Swenski, Kailyn Bare, Christopher M. Dudek, Jared Hunt, Adriana I. Martinez Calvit, Hyun Ji Lee and Xi Liu
Behav. Sci. 2024, 14(11), 1089; https://doi.org/10.3390/bs14111089 - 13 Nov 2024
Cited by 2 | Viewed by 1666
Abstract
Researchers have examined the importance of school administrative support for teacher safety, victimization, anxiety, and retention; however, studies to date have rarely focused on school administrators’ perceptions of support by their district leaders, and its relation to administrators’ anxiety/stress, safety, and their intentions [...] Read more.
Researchers have examined the importance of school administrative support for teacher safety, victimization, anxiety, and retention; however, studies to date have rarely focused on school administrators’ perceptions of support by their district leaders, and its relation to administrators’ anxiety/stress, safety, and their intentions to transfer or quit their jobs. In the current study of 457 PreK-12th grade school administrators in the United States, structural equation modeling was used to examine relations between administrators’ perceptions of support from their district leaders and their anxiety/stress, safety, and intentions to transfer or quit their jobs. Administrator experiences of violence by student offenders served as a moderator. Results indicated that administrators’ perceptions of district leaders’ support were associated with lower intentions to transfer or quit their positions both directly and indirectly as a function of decreased anxiety/stress. District support was positively related to administrator safety, particularly for administrators who reported experiencing more student violence. Findings highlight the importance of district support of administrators for reducing mental health concerns and transfer/quit intentions in the context of student violence against school administrators. Implications of findings for research and practice are presented. Full article
(This article belongs to the Special Issue Violence in the School Community: Students, Parents, Teachers, and Staff Members)
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18 pages, 315 KiB  
Article
School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools
by Kate R. Watson, Ron Avi Astor, Gordon P. Capp and Rami Benbenishty
Behav. Sci. 2024, 14(11), 991; https://doi.org/10.3390/bs14110991 - 24 Oct 2024
Viewed by 1460
Abstract
This study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools. Survey data from 538 school social workers were analyzed to investigate the differences in policies and practices between schools [...] Read more.
This study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools. Survey data from 538 school social workers were analyzed to investigate the differences in policies and practices between schools identified as trauma informed and not. Logistic regression analyses examined whether the presence of specific school practices and policies was associated with the identification of a school as trauma informed. Of a wide array of programs and policies that may be present in trauma-informed schools, only the presence of trauma training and resources for secondary traumatic stress were key predictors of social workers’ identification of a school as trauma informed. The implementation of trauma training has long been the primary focus of trauma-informed approaches in schools. Should commitment to trauma-informed approaches endure, we recommend moving beyond training and secondary traumatic stress resources to deepen the field’s focus on implementing trauma-informed practices and policies at all organizational levels. We also recommend that future research looks carefully at how some school safety and trauma-informed approaches may be incompatible and the extent to which trauma-informed approaches improve or detract from children’s educational experiences and outcomes. Full article
(This article belongs to the Special Issue Violence in the School Community: Students, Parents, Teachers, and Staff Members)

Review

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20 pages, 828 KiB  
Review
Protecting Educators: A Scoping Review of Interventions That Address Teacher Victimization
by Sarah M. Stilwell, Paulina Guzmán, Jorge Varela, Susan D. McMahon, Kailyn Bare, Justin Heinze and Marc Zimmerman
Behav. Sci. 2025, 15(2), 214; https://doi.org/10.3390/bs15020214 - 14 Feb 2025
Viewed by 781
Abstract
The prevalence of teacher-directed violence has been well-documented around the world. However, interventions focused on the prevention of teacher victimization have received less attention. Understanding how to reduce teacher-directed violence is vital to preserving the overall well-being of teachers, supporting their teaching, reducing [...] Read more.
The prevalence of teacher-directed violence has been well-documented around the world. However, interventions focused on the prevention of teacher victimization have received less attention. Understanding how to reduce teacher-directed violence is vital to preserving the overall well-being of teachers, supporting their teaching, reducing teacher burnout, and providing recommendations for future research. The current scoping review reports on teacher-directed violence interventions in K–12 school settings (n = 2). In addition, emerging evidence is described that provides recommendations for developing teacher-directed violence interventions (n = 6). The results from this scoping review reinforce the need for further study of teacher victimization-focused interventions to support the essential work of teachers. Full article
(This article belongs to the Special Issue Violence in the School Community: Students, Parents, Teachers, and Staff Members)
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23 pages, 370 KiB  
Review
Similarities and Differences Between Bullying and Sexual Harassment in Schools: A Social-Ecological Review of Risk and Protective Factors
by Zehra Sahin-Ilkorkor and Sarah Jane Brubaker
Behav. Sci. 2025, 15(1), 61; https://doi.org/10.3390/bs15010061 - 13 Jan 2025
Cited by 1 | Viewed by 3351
Abstract
In this conceptual article, the authors provide a narrative review of literature on bullying and sexual harassment in K-12 schools framed through a comparative analysis of risk and protective factors for both forms of violence across the social-ecological spectrum. We find that a [...] Read more.
In this conceptual article, the authors provide a narrative review of literature on bullying and sexual harassment in K-12 schools framed through a comparative analysis of risk and protective factors for both forms of violence across the social-ecological spectrum. We find that a greater number of studies of both forms of violence focus on student and microsystem-level factors rather than on higher levels of the ecosystem including school boards, neighborhoods, and broader cultural norms. In addition, the research overwhelmingly identifies more risk factors than protective factors. Finally, we find more similarities than differences in risk and protective factors between the two forms of school-based violence. We identify implications of the findings for theory, research, and policy and suggest that preventing any form of harassment at school will benefit not only students but the entire school community. We argue that the causes of school-based harassment are complex and require comprehensive prevention, intervention, and response approaches that address shared risk and protective factors, particularly those at the community and mesosystem, exosystem, and macrosystem levels. Ultimately, we argue that all community stakeholders must be committed to and engaged in these endeavors for them to be successful. Full article
(This article belongs to the Special Issue Violence in the School Community: Students, Parents, Teachers, and Staff Members)
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