No abstract

Minimal research has examined sentencing outcomes in teacher–student sexual abuse cases, while the research that has been conducted has primarily focused on gender and attractiveness. Furthermore, the body of literature examining how gender affects sentencing has contradictory findings. Age of the victim and number of victims may also play a role in sentencing outcomes. The current study aimed to better understand which factors (by examining how gender of the victim and defendant, age of the victim and defendant, and having multiple victims) are associated with sentencing outcomes in cases where teachers engage in inappropriate sexual relationships with students. The sentencing outcomes that were assessed include length of incarceration, likelihood of having to register as a sexual offender, and likelihood of being incarcerated. The current study reviewed 250 cases that were covered in the media between 2008 and 2010 that involved a defendant who was accused of sexual contact with a student whom they had contact with through their role as an educator or school staff member. Results indicate that defendant age, victim age, and whether there was one or multiple victims had significant implications for sentencing outcomes. An increase in victim age was associated with a decreased likelihood of incarceration, shorter incarceration lengths, and a decreased likelihood to be required to register as a sexual offender. An increase in defendant age was also associated with increased likelihood of incarceration. Furthermore, having multiple victims was associated with increased incarceration lengths. This study has implications for school policies and teacher training specific to building appropriate relationships and boundaries with students. Given the rise in reporting of sexual abuse cases between teachers and their students, implementing more comprehensive ethics training is paramount.

Objective: Drawing on a feminist framework and social cognitive theory, we examine parental communications about sexual and relationship violence and gendered patterns of communication.

Reports of sexual relationships between teachers and their students have risen across the country. This study qualitatively examines existing school district policies in Nevada to determine what the existing policies cover, how the potential consequences are outlined, whether the policies give teachers guidance on how to navigate tricky ethical situations, and lastly, what information is not covered within these policies. Our findings indicate that most districts use required boilerplate language about sexual harassment but lack specific guidance for navigating complex situations where boundaries seem to get crossed (e.g., social media). We conclude with recommendations for policy reform and continued education.

In response to The National Judicial College’s Question of the Month (n=831) in April 2018, almost 45% of judges reported that civility was declining in their courtrooms. A content analysis of judges’ comments revealed that judges experience a broad range of incivility including uncivil behavior, speech, and self‐presentation. Similarly, the sources of incivility appear to come from a variety of individuals including members of the public, defendants/plaintiffs, self‐represented litigants, attorneys, and other judges. These findings shed light on potential causes of incivility and can help legal practitioners and psychologists determine “best practices” for managing courtroom‐specific workplace incivility.