Dimensions of school-based violence to and by children: an overview of recent literature

Abstract

School violence, defined in a variety of ways, is a common feature of contemporary education systems. While there is little empirical evidence to indicate either a significant increase (or decrease) in the phenomenon, it is accurate to recognise that it is a concern which has been the focus of continued attention by politicians, administrators, teachers and parents in most countries. This paper provides a summary of recent literature on the issue. It scopes in particular the core issues of causation, incidence and impact, resilience and intervention/response strategies; in doing so, it draws upon an ecosystemic model of analysis.

What Works to Address Violence Against Children (VAC) in and Around Schools

“…Our results corresponded with, findings from multiple studies in demonstrating that the involvement of peer leaders/mentors is effective in reducing VAC in and around schools (Cowie, 2011; Cowie & Hutson, 2005; Cowie & Olafsson, 2000; Garner, 2014). One reason is that the peer leader/mentor model is empowering for those students who fulfill this role and can improve their self-esteem (Cowie & Olafsson, 2000; Naylor & Cowie, 1999).…”

“…As VAC is a result of the interaction of a complex set of interpersonal, social, and political factors, programs can have greater effects if they include approaches that work on multiple levels of the social ecological model (Blaya & Debarbieux, 2008; Garner, 2014; Matjasko et al, 2012). Programs targeting VAC that include approaches such as community mobilization (Hillis, Mercy, Saul, et al, 2016; Semahegn et al, 2019; Yount et al, 2017), policy development and reform (Garner, 2014; Lee et al, 2013; Stanley et al, 2015; Ttofi & Farrington, 2010), advocacy (Ellsberg et al, 2015; Hillis, Mercy, Saul, et al, 2016; Semahegn et al, 2019), and capacity building (Garrard & Lipsey, 2007; Semahegn et al, 2019) in conjunction with school-based efforts have demonstrated effectiveness in several systematic reviews and meta-analyses. Likewise, interactive and engaging program materials and activities have been shown to be more effective than didactic methods alone (Clinton-Sherrod et al, 2009).…”

“…Previous research and systematic reviews have highlighted the effectiveness of whole-school approaches (Cantone et al, 2015; Garner, 2014; Shackleton et al, 2016; Ttofi & Farrington, 2010). Inclusion of both targeted and whole-school approaches is effective because it benefits from both social norms and school-climate change, stemming from the whole-school approach, as well as social development, attitudinal, and behavior change from the targeted in-school approaches.…”

“…There is wide-spread agreement on the importance of involving secondary and tertiary audiences to reduce VAC not just in but also around schools. Both family involvement and community engagement have been shown to increase in-school program effectiveness (Garner, 2014). Family involvement works because of the influence family connectedness has on VAC; violence is less likely to occur in families where youth feel more loved and cared for (Garner, 2014).…”

“…Both family involvement and community engagement have been shown to increase in-school program effectiveness (Garner, 2014). Family involvement works because of the influence family connectedness has on VAC; violence is less likely to occur in families where youth feel more loved and cared for (Garner, 2014). Fostering a home-school connection when addressing VAC in and around schools has been found to have greater effect sizes versus programs without family components (Matjasko et al, 2012).…”