Authoritative school climate and sexual harassment: A cross-sectional multilevel analysis of student self-reports.

Crowley, Brittany; Datta, Pooja; Stohlman, Shelby; Cornell, Dewey G.; Konold, Timothy R.

doi:10.1037/spq0000303

Cited by 19 publications

(27 citation statements)

References 35 publications

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“…Although the MeToo movement has affected virtually every sector of adult life, until the last few years there has been a “deafening silence” about these issues in K‐12 school communities. It is only in the last very few years that researchers began to focus on this topic (Aston & Benbenishty, 2019a; Crowley et al., 2018). In fact, there is a growing body of empirical research that shows that—roughly—one in four to one in five middle and high school girls are date raped or raped (Mumford et al., 2016; Taylor & Mumford, 2016).…”

Section: The Spectrum Of Experiences That Undermine Safety In Schoolsmentioning

confidence: 99%

School safety and violence: Research and clinical understandings, trends, and improvement strategies

Cohen

2021

Appl Psychoanal Studies

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Feeling and being safe provides an essential foundation for children to learn and develop in healthy ways. I will summarize the current research and clinically based understanding about K‐12 school violence and school safety. I summarize prevalence rates that underscore that school violence is tragically common. I then outline the spectrum of experiences that undermine safety in schools: from normal moments of misunderstanding to microaggressions to mental illness to international acts of verbal/cyber cruelty to “grey zone” sexual‐social‐emotional experiences, harassment, and rape as well as natural disasters, assault, murder, and suicide. I then summarize research‐based policy and practice steps that we can take that will dramatically enhance how safe students feel and are in schools: (1) Supporting prosocial universal K‐12 improvement efforts for all students; (2) Supporting coordinated educational, “at risk” and targeted K‐12 interventions; (3) Addressing weapons in schools; and (4) Preventing school shootings. Schools are one of the safest places for children and adolescents to be physically. However, this is often not true psychosocially. Today, there is so much that we do understand about how to promote individual and organizational health as well as prevent school violence and intervene most helpfully when it does occur.

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Section: The Spectrum Of Experiences That Undermine Safety In Schoolsmentioning

confidence: 99%

School safety and violence: Research and clinical understandings, trends, and improvement strategies

Cohen

2021

Appl Psychoanal Studies

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“…In a statewide survey of both middle and high school students, Garnett and Brion-Meisels (2017) found that polyvictimization (including both sex-based harassment and bullying) was negatively related to measures of school connection. Conversely, schools with high student ratings of support and structure had lower rates of sex-based harassment (Crowley et al, 2019).…”

Section: Why It’s Important For Schools To Take Actionmentioning

confidence: 99%

“…Sex-based harassment is common in high school. According to a 2019 survey of more than 60,000 students in 320 high schools (Crowley et al, 2019), 65% of girls and 35% of boys experienced incidents of sex-based harassment, with high rates of victimization across all ethnic/racial groups (White = 40%, Hispanic = 40%, Black = 33%, Asian = 28%, and Other = 44%). Male and female victims agree on many frequently experienced harassment behaviors including being touched, brushed up against, or cornered in a sexual way; negative comments about body/weight/clothing; being called sexually offensive names; having clothing grabbed in a sexual way; and being pressured for a date (Crowley et al, 2019; Lee et al, 1996).…”

Section: Why It’s Important For Schools To Take Actionmentioning

confidence: 99%

Prevention of Sex-Based Harassment in K–12 Schools

Cunningham

Sowell

2021

Professional School Counseling

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Student sex-based harassment has a negative impact on individual students and on the school environment. This review of the literature describes the evolution of sex-based harassment from elementary through high school, clarifies the relationship between bullying and sex-based harassment, and summarizes the research-based system and individual factors that support the development of such harassment in schools. Based on the research, we recommend the adoption of a comprehensive planning process for prevention that addresses the factors that reinforce student sex-based harassment and supports the school’s bullying prevention efforts. School counselors can advocate for and play a leadership role in both developing and implementing a school-wide plan that includes needs assessment and evaluation. We offer suggestions for system-wide and individual interventions for school personnel and Tier 1–3 prevention and problem-solving interventions for students to support a healthy school environment free of sex-based harassment.

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“…Sexual harassment has become increasingly recognized as a pervasive social problem in the workplace (AAUW Educational Foundation 2001), but has not received comparable attention in schools (Crowley et al 2018). The US Department of Education (USDOE) defines school sexual harassment as any unwanted sexual contact that hinders a student's ability to learn, work, or participate in school (USDOE Office for Civil Rights 2008).…”

Section: Harassmentmentioning

confidence: 99%

Violence in Schools

Cornell¹,

Stohlman²

2019

Handbook of Interpersonal Violence and Abuse Across the Lifespan

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This chapter examines the nature and scope of violence in schools ranging from school shootings to bullying and harassment. Although school shootings have understandably aroused great public concern, an examination of school safety statistics from multiple sources shows that students are much safer from serious violent crime in schools than in other locations. The fear of school shootings has led many schools to adopt policies and practices such as excessive security measures and widespread use of zero tolerance discipline that have deleterious effects. However, students are subjected to high levels of peer aggression at school in the form of bullying and harassment that can have negative effects on their mental health and well-being. The chapter reviews major strategies to prevent violence and aggression in schools, noting the lack of supporting evidence for reactive approaches such as security measures and the substantial body of evidence supporting proactive approaches such as antibullying and social-emotional learning programs and the use of school threat assessment. The chapter concludes with policy recommendations for preventing school violence drawn from a widely endorsed eight-point plan to prevent gun violence in schools and communities. These recommendations emphasize implementing proactive, rather than reactive, intervention strategies to prevent violence and aggression in schools.

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Authoritative school climate and sexual harassment: A cross-sectional multilevel analysis of student self-reports.

Cited by 19 publications

References 35 publications

School safety and violence: Research and clinical understandings, trends, and improvement strategies

School safety and violence: Research and clinical understandings, trends, and improvement strategies

Prevention of Sex-Based Harassment in K–12 Schools

Violence in Schools

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