Evaluating a statewide anonymous reporting system for students and multidisciplinary response teams: Methods for a randomized trial

Stein-Seroussi, Al; Hanley, Sean; Grabarek, Marguerite; Woodliff, Tricia

doi:10.1016/j.ijer.2021.101862

Cited by 8 publications

(3 citation statements)

References 13 publications

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“…However, despite the authors’ call for scientific studies of ARS more than a decade ago, a review of literature on ARS found little evidence of their effectiveness (Messman et al, 2022). There are plans to evaluate Nevada’s statewide reporting system (Stein-Seroussi et al, 2021). One recent study surveyed a national sample of secondary schools and found that schools with tip lines did not have significantly lower rates of disciplinary offenses but did have more violent threats and fewer violent attacks (Planty et al, 2022).…”

Section: Student Threat Reportingmentioning

confidence: 99%

Anonymous reporting systems, school climate, and student threat reporting.

Payne,

Cornell,

Konold

2024

Journal of Threat Assessment and Management

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Schools nationwide use anonymous reporting systems (ARSs) to identify student threats of violence, but there is little empirical research on the impact of ARSs. This study examined the association between ARS availability and student willingness to report threats as well as the number of threat assessments (TAs) conducted by schools. A statewide sample of 106,865 students in 282 Virginia high schools rated their school climate and their willingness to report peer threats. The majority (91%) of schools used at least one ARS, most commonly internet tip lines (67%). School-and student-level regression models showed that internet tip line accessibility was not associated with student willingness to report threats or with the number of TAs. However, student perceptions of supportive teachers and fair discipline were associated with greater willingness to report, and schools that informed students about TA conducted more TAs. Findings suggest that positive school climates and education about TA might be more effective in encouraging students to report threats than ARSs alone. Public Significance StatementMany schools use anonymous reporting systems as part of their threat assessment and management process in order to reduce barriers to student reporting of peers' violent threats. This study examined the association of anonymous reporting system availability with student willingness to report threats and with the number of threat assessments conducted in schools. Findings suggest that positive school climates and student education about threat assessment might better facilitate student threat reporting than the availability alone of anonymous reporting systems.

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Section: Student Threat Reportingmentioning

confidence: 99%

Anonymous reporting systems, school climate, and student threat reporting.

Payne,

Cornell,

Konold

2024

Journal of Threat Assessment and Management

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“…Reports made to statewide tiplines are commonly monitored by the state police. The evidence of tiplines’ capacity to prevent violent behaviors and respond to student concerns is still emerging (Stein-Seroussi et al, 2021). In its 2018 School Tipline Toolkit , the Office of Justice Program's National Criminal Justice Reference Service states: “Tip lines are promising, but much is still unknown about their effectiveness” (Planty et al, 2018, p. 1).…”

Section: Current School Safety Practicesmentioning

confidence: 99%

Initial Field Test of the SOARS (Student Ownership, Accountability, and Responsibility for School Safety) Framework for High Schools

et al. 2022

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We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher use of the framework components, improvements in student perceptions of school safety, reductions in student reported peer victimization, and reductions in teacher and parent reported inappropriate student behavior. Consumer satisfaction rating were adequate. We present recommendations for implementing a school safety framework emphasizing student voice.

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“…While discrimination is often unchallenged among adolescents because bystanders do not recognize the need for intervention and do not know how to intervene, 16 many bullying prevention and intervention programs at the school, district, and state levels encourage students to report bullying. 17 When bullying incidents are reported, administrators address them in collaboration with school counselors, 18 and, in some cases, report these incidents to law enforcement officers. 19 Whereas a number of studies examined reporting behaviors in bullying in general, there was limited attention on reporting BBB.…”

mentioning

confidence: 99%

Perceived School Fairness and Willingness to Report Bias‐Based Bullying Among Youth During COVID‐19 Pandemic

Kim

Burgess

Chatters

2022

Journal of School Health

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BACKGROUND As COVID‐19 has let many students into remote learning environments and exacerbated inequality among marginalized individuals, there is a growing concern about Bias‐Based Bullying (BBB) in online spaces among school‐aged youths. Learning modality and perceived school fairness may affect youth's likelihood of reporting BBB. METHODS Data were collected as part of “No Place For Hate” (NPFH) project, which was conducted by an equity office of a school district. A sample of middle and high school students (N = 1117) in the school district was used as an analytic sample. We conducted a series of independent samples t tests and calculated a hierarchical stepwise multivariate regression model to examine the proposition. RESULTS Results demonstrated that students in fully remote modality reported slightly higher levels of witnessing BBB (t = 2.29, p < .05), lower perceived school fairness (t = −2.94, p < .01), and higher levels of likelihood of reporting BBB (t = 2.31, p < .05). Results of the regression model showed that perceived school fairness was positively associated with likelihood of reporting BBB, even when considering the influences of sociodemographic characteristics, learning modality, and experience of witnessing BBB. CONCLUSIONS Findings of this study suggest that learning modality and perceived school fairness can meaningfully explain witnesses' likelihood of reporting BBB. Additional research should continue investigating how schools can encourage students to increase their likelihood of reporting and adopt the bystander response of reporting against BBB at school to ensure school health and safety.

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Evaluating a statewide anonymous reporting system for students and multidisciplinary response teams: Methods for a randomized trial

Cited by 8 publications

References 13 publications

Anonymous reporting systems, school climate, and student threat reporting.

Anonymous reporting systems, school climate, and student threat reporting.

Initial Field Test of the SOARS (Student Ownership, Accountability, and Responsibility for School Safety) Framework for High Schools

Perceived School Fairness and Willingness to Report Bias‐Based Bullying Among Youth During COVID‐19 Pandemic

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