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Purpose Several studies have reported the impact of paternal incarceration and criminal behavior on childhood delinquency; however, fewer studies have addressed the influence of maternal criminality on children’s behavioral outcomes. Integrating self-control and attachment theoretical frameworks, the purpose of this paper is to address the impact of mothers who have been stopped, arrested, convicted, and incarcerated in relation to their children’s delinquent behavior. Design/methodology/approach The Fragile Families and Child Wellbeing data set was used to better understand this relationship. By using binary logistic regression, two types of delinquent behavior were assessed: destroying property and fighting. Findings The results revealed that mothers’ criminal behavior affected children’s fighting tendencies but did not significantly impact children’s tendency to destroy property. Furthermore, certain childhood antisocial traits and demographic characteristics revealed to also impact children’s delinquent behavior. From the results, implications and prevention strategies were drawn describing techniques to combat delinquency. Originality/value This research lays a foundation for future researchers to explore mother-child attachment and the transmission of low self-control from mother to child in relation to criminality. The current research is one of the first studies to specifically address how maternal criminal behavior affects their children’s tendency to engage in delinquency, specifically examining property destruction and fighting.

Safe schools help promote positive social, academic, and educational outcomes. Research consistently suggests that students tend to be most successful in schools where they feel safe. For example, prior literature establishes that when students attend safe schools, they are more likely to graduate from high school compared to students who attend schools with behavioral problems or safety concerns. Over the last three decades, school shootings have garnered increased public attention, and the public has a heightened awareness that not all schools are safe environments for students. Drawing from ecological systems theory, this chapter will examine how the bonds between students and their schools are important for creating a school culture that is safe, inclusive, and supports the success of all students. Bridging social capital between families and schools also helps foster a safe school atmosphere, where students can focus on their academic and social development.