Confronting School Violence: A Synthesis of Six Decades of Research

School violence is a significant social concern, and a comprehensive meta-analysis of the literature was undertaken to understand its sources. The strongest correlates of school violence perpetration were antisocial behavior, deviant peers, antisocial attitudes, victimization, and peer rejection, while the strongest correlates of school victimization were prior/other victimization, social competence, risk avoidance, antisocial behavior, and peer rejection. Extracurricular activities and school security devices had among the weakest associations, and traditional criminological predictors did not perform well in the school context. Recommendations for theory, future research, and policy are provided.

Format: Paperback / softback
Length: 75 pages
Publication date: 05 May 2022
Publisher: Cambridge University Press

School violence is a pressing social issue that requires comprehensive analysis to understand its underlying causes. To address this concern, a meta-analysis was conducted on the literature related to school violence and victimization. The study analyzed a total of 761 studies, encompassing 8,790 effect size estimates, to examine the relative effects of various individual, school, and community-level correlates. The researchers conceptualized violence and victimization broadly to include various forms of aggression and crime occurring within school settings.

The findings of the meta-analysis revealed significant associations between school violence perpetration and various factors. The strongest correlates of school violence were found to be antisocial behavior, deviant peers, antisocial attitudes, victimization, and peer rejection. These factors indicate that individuals who exhibit antisocial behavior, associate with deviant peers, hold negative attitudes, have experienced victimization, and face rejection by their peers are more likely to engage in school violence.

Conversely, the strongest correlates of school victimization were prior/other victimization, social competence, risk avoidance, antisocial behavior, and peer rejection. This suggests that individuals who have been victimized in the past, possess strong social skills, adopt risk-avoidant behaviors, exhibit antisocial behavior, and face rejection by their peers are more susceptible to becoming victims of school violence.

Interestingly, extracurricular activities and school security devices had among the weakest associations in the meta-analysis. This suggests that while these measures may have some impact on reducing school violence, they are not the most effective strategies in addressing the root causes of the problem. Additionally, several traditional criminological predictors did not perform well in the school context, highlighting the need for alternative approaches to understanding and addressing school violence.

In conclusion, the meta-analysis conducted on the school violence and victimization literature provides valuable insights into the factors that contribute to school violence. By understanding these correlates, policymakers, educators, and researchers can develop more effective strategies to prevent and address school violence. The findings also highlight the importance of addressing the underlying social and psychological factors that contribute to violence and victimization within school settings. Future research should continue to explore these topics in greater detail to inform evidence-based policies and practices that promote safe and supportive learning environments for all students.

ISBN-13: 9781108799850