Indicators of School Crime and Safety: 2011

Zhang, Jijun; Robers, Simone; Truman, Jennifer L.

doi:10.1037/e541412012-001

Cited by 229 publications

(308 citation statements)

References 23 publications

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“…By analyzing this information, we may draw the conclusion that more than 30% of the students have been in the position to witness/participate in such an event at least once. Similar results were obtained by Robers, Kemp, & Truman (2013) [33] as well, who emphasized the fact that 33% of the students had reported having been bullied during school.…”

Section: Introductionsupporting

confidence: 78%

Peer Victimization: From Preschool to Adulthood

Ţocu¹

2017

AFASES 2017

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Section: Introductionsupporting

confidence: 78%

Peer Victimization: From Preschool to Adulthood

Ţocu¹

2017

AFASES 2017

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“…Also, a new type of bullying that many schools are dealing with is "cyber bullying". Cyber bullying occurs 11% more often with females than males, regardless it has become such a problem that it has forced many school districts and the courts to revise and create policies in order to protect students (Robers et al, 2013). School administrators have taken a keen interest in reducing bullying because when it 12 occurs the school could be held liable (DeAngelis, Brent, & Ianni, 2011).…”

Section: A Learning Experience: Previous School Shootings and Preventmentioning

confidence: 99%

“…This is not an isolated issue-roughly 70% of K-12 students in the United States reported being bullied at some point (Beaty & Alexeyev, 2008). Approximately 64.5% of students reported being bullied at school (Robers, Kemp, & Truman, 2013), and when bullying does occur teachers are less likely to see it-it occurs mostly in the halls and at lunch (Beaty & Alexeyev, 2008). Also, a new type of bullying that many schools are dealing with is "cyber bullying".…”

Section: A Learning Experience: Previous School Shootings and Preventmentioning

confidence: 99%

Armed Employees and School Policy: The Issues and Perspectives of School Employees Regarding Armed Personnel in a Rural High School Setting

Ratliff¹

2014

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This mixed-methods study examines the perceptions of classified and certified staff members at a rural, Southwestern Ohio high school and was based on results from a 27-item questionnaire. The study covered three main topics: (1) perceptions of safety, (2) perceptions of armed employees, and (3) views on what procedures and limitations should be in place if a school were to adopt an armed employee policy. With results similar to previous nationwide surveys, 94.4% of participants believed their school is a safe place to work, however only 66.7% believed their school has sufficient procedures in place should a school shooting occur. Also the results indicated that 38.8% of participants would be willing to carry a concealed weapon on school grounds, 30.6% would not be willing to carry a concealed weapon, and 30.6% were unsure. While many of the participants believed that there is a need to fight back, they also raised concerns regarding teachers carrying concealed weapons such as: weapon security, training, and mental health stability. The results showed a significant difference between the perceptions of certified and classified staff in the following areas: (1) the sufficiency of current procedures; (2) having multiple teachers carry concealed weapons; and, (3) having multiple administrators carry concealed weapons. The research also indicated the need for schools to critically examine, discuss, and practice the procedures that are already in place in order to ensure that the current procedures are sufficient should an active shooting occur.

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“…The percentage of schools using security cameras has tripled from 19.4% in 1999 to 61.1% in 2009 (Robers, et al, 2012). Many schools also began implementing zero-tolerance policies, imposing harsh school discipline (e.g., justice system referral, suspension, expulsion) in response to student misconduct.…”

mentioning

confidence: 99%

“….7% control or monitor building access during school hours, 5.2% implement random metal detector checks, and 12.1% conduct random sweeps for contraband, in efforts to promote student safety and security (Robers, Zhang, & Truman, 2012). The percentage of schools using security cameras has tripled from 19.4% in 1999 to 61.1% in 2009 (Robers, et al, 2012).…”

mentioning

confidence: 99%

Green Criminology and the Reconceptualization of School Violence: Comparing Green School Violence and Traditional Forms of School Violence for School Children

2015

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Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University's research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher's website (a subscription may be required.)Citation: Barrett, Kimberly L., Lynch, Michael J. and Stretesky, Paul B. (2015) Abstract School crime and violence continue to be important topics of criminological inquiry. Forms of violence that have received much attention from criminologists include school gun violence, assaults, and bullying. What appears missing from criminological studies are analyses of different forms of violent victimization imposed on school children related to environmental injustice, pollution, and exposure to toxins. In this article, we argue for the interpretation of these harms as violent victimizations. To facilitate this, we draw upon definitions of violent victimization developed in green criminology, conceptualizing exposure to environmental toxins as violent assault, and introduce the term green school violence (GSV). Next, we draw upon the medical, environmental, and public health literature to offer a series of examples of GSV in the United States, discuss numerous environmental hazards present in American schools, and describe their scope and severity. A conservative estimate of the frequency of GSV suggests that far more school children are victimized by GSV than forms of interpersonal acts of violence.

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Indicators of School Crime and Safety: 2011

Cited by 229 publications

References 23 publications

Peer Victimization: From Preschool to Adulthood

Peer Victimization: From Preschool to Adulthood

Armed Employees and School Policy: The Issues and Perspectives of School Employees Regarding Armed Personnel in a Rural High School Setting

Green Criminology and the Reconceptualization of School Violence: Comparing Green School Violence and Traditional Forms of School Violence for School Children

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