An eighteen-year longitudinal examination of school victimization and weapon use in California secondary schools

Abstract

Background School safety has been a major public health issue in the United States and internationally for more than three decades. Many policies and programs have been developed and implemented to prevent school violence, improve the school climate, and increase safety. There are only a few peer-reviewed studies of changes in school violence over time. The study examined changes over time in school victimization, weapon involvement and school climate, comparing change trajectories by gender and race and different change trajectories among schools. Methods A longitudinal study of the biennial California Healthy Kids Survey in secondary schools from 2001 to 2019. The representative sample included 6,219,166 students in grades 7, 9, and 11 (48.8% male) from 3253 schools (66% high schools). Results All victimization and weapon involvement items had significant and substantial linear reductions. The largest reduction involved being in a physical fight (from 25.4% to 11.0%). There were reductions in weapon involvement (d = 0.46) and victimization (d = 0.38). Biased-based victimization only declined slightly (d = −0.05). School belongingness and safety increased (d = 0.27), adult support increased a small amount (d = 0.05), and student participation declined (d = −0.10). Changes were smallest among White students. Ninety-five percent of the schools showed the same pattern of reductions. Conclusions The findings are in contrast to the public’s concerns that school violence is a growing problem. Reductions in school violence may result from social investment in school safety. A distinction should be made between school shootings and other forms of school violence.

The Physical Environment as a Mediator of School Climate and Subjective Well-Being among Chilean Students

“…The results are relevant, since school climate has been identified as an important variable in reducing school dropout, especially in vulnerable schools [48]. Likewise, international research has shown a relationship between a positive evaluation of school climate and the reduction of violence [49]. Therefore, contributing to improve the school climate is fundamental to favor the academic development of students.…”