Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach

Maeng, Jennifer L.; Malone, Marisa; Cornell, Dewey G.

doi:10.1016/j.tate.2019.102934

Cited by 21 publications

(16 citation statements)

References 46 publications

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“…A recent study found that threats against teachers were less prevalent (15.5%) than threats against peers (84.5%). Of the threats against teachers, 30% were classified as serious by the school's threat assessment team and 5.8% were attempted (Maeng et al., 2020).…”

Section: How Big Is the Problem?mentioning

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: How Big Is the Problem?mentioning

confidence: 99%

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

Cohen

2021

Appl Psychoanal Studies

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“…Regarding university context, university environment is bullied by teacher, officers, student leaders, and friends who are generally relevant to university bullying. Maeng et al (2020) examined use of danger evaluation fora statewide pattern of pupil threats towards instructors (n = 226) in contrast to threats in opposition to other students (n = 1,228). Results indicated that threats in opposition to teachers have been much less acquainted (15.5%) than threats towards friends (84.5%).…”

Section: Introductionmentioning

confidence: 99%

Consequences of bullying on university students in Bangladesh

Rahman¹,

Hasan²,

Hossain³

et al. 2021

Management

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Summary Bullying at university is a pervasive phenomenon that has negative outcomes on the psychological and actual wellbeing of students, their success and achievement. The examination expected to research the consequences of bullying on university level students. A self-administrated survey was planned by the exploration goals and theories. The sample size consists of 380 students randomly selected from different faculties of a public university in Bangladesh. The questionnaire was coded and analyzed using SPSS-AMOS-24 and descriptive analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used for data analysis. The results of the study indicated that bullying exists at the university and affects student’s academic achievement and success, either by victims or the bullies. The bullied students resolved unpleasant situations using active or passive responses. This study discovers the causes and consequences of students bullying and gives suggestions to the students, university administration and parents of students on how to solve this problem. The study also helps prevent bullying by educating student about their rights, providing students with confidential way to report bullying, encouraging bystanders by to take immediate actions, such as speaking up and reporting the incident and emphasizing the importance of family involvement. This study has recommended that teachers and the university administration need to take different measures to reduce bullying. Teachers may coordinate with and talk to the bully’s students. Teachers, university administration, and NGOs can seta few projects for menaces to alleviate the university bullying. Moreover, the government should take legal action to prevent bullying. Therefore, the desirable application of the results of this research reality makesa valuable contribution to development at the national level.

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“…A recent study showed that especially students receiving special education services to a higher degree threaten teachers than students not receiving special education services. As the authors point out, an explanation might be that aggressive behaviour is the result of a student’s difficulty dealing with frustration [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

“…Studies have found that consistent enforcement of school rules may reduce rates of pupils’ aggressive behaviour as well as an authoritative school environment may help reduce frequency [ 23 , 24 , 25 ]. An authoritative school climate can be described as being strict but fair with regard to disciplinary practices and to be characterised by supportive teacher–student relationships [ 18 ]. Additionally, high demands and low job control for teachers are found to be associated with increased risk of pupils’ aggressive behaviour [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

The Demand–Control Model and Pupils’ Aggressive Behaviour towards Teachers: A Follow-Up Study

Andersen

Aust

Winding

2021

IJERPH

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Purpose: Pupils’ aggressive behaviour towards teachers is a common phenomenon in schools across different countries. The purpose of this study is to test hypotheses that are central to the Job Demand–Control model as risk factors for pupils’ aggressive behaviour towards teachers. Method: Questionnaire data were collected in 2018 and 2019 from teachers at 94 public schools in Denmark. In total, 1198 teachers participated in both rounds. Demands and social support at work were measured in 2018, and pupils’ aggressive behaviour was measured in 2019. The analyses were performed using multivariate logistic regression analysis. Results: Teachers were often exposed to pupils’ aggressive behaviour during their work. High emotional work demands and low control were associated with increased risk of pupils’ aggressive behaviour. No mitigating effect of high control was found on the association between emotional demands and risk for pupils’ aggressive behaviour towards teachers. Conclusion: High emotional demands were strongly associated with the aggressive behaviour of pupils towards teachers. Job control over own work situation was not enough to lower the risk of aggressive behaviour under conditions in which teachers experience high emotional demands. Based on these results, we recommend that supervisors carefully balance teachers’ emotional demands to their resources.

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Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach

Cited by 21 publications

References 46 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

Consequences of bullying on university students in Bangladesh

The Demand–Control Model and Pupils’ Aggressive Behaviour towards Teachers: A Follow-Up Study

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