Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.

Abstract

Although most of the school violence literature is focused on peer victimization, interest is growing in teachers being victimized by their students. However, there is far less interest in students being victimized by their teachers, patterns of mutual victimization, and how they are associated with other school factors. Using the conceptual framework of school violence in evolving contexts, the present study examined teacher-to-student victimization in Chile and tested, for the first time, the associations of student-to-teacher victimization, peer victimization, school safety, classroom climate, and school climate at the individual and school levels. The sample consisted of 50,344 students (51.6% female) in Grades 5–8 in 431 schools in Chilean public-funded schools. Findings indicated that verbal types of teacher-student mutual victimization were more prevalent than physical and sexual victimization. Teacher-to-student victimization was higher among male and younger students. Multilevel analyses showed that student-to-teacher victimization, school safety, classroom climate, and school climate were associated with teacher-to-student victimization. We discuss the need for whole-school approaches that enhance social and academic support from teachers to reduce mutual forms of victimization and suggest a public health approach that places the school in the center.

Patterns of adverse childhood experiences and depressive symptoms: self-esteem as a mediating mechanism

“…Previous studies demonstrate a general agreement that exposure to peer victimization and community violence results in psychological distress, such as depressive symptoms [ 75 , 76 ]. This relationship or strength may vary by the nature and context of violent experiences, such as victimization or witnessing an event, and also when (other) post-traumatic stress, individual characteristics, and socioeconomic environments are accounted for [ 77 , 78 ]. Our study tells that exposure to violence in childhood and adolescence is accompanied by a higher risk of depressive symptoms compared to the low adversity class, yet not through self-esteem; also, a lower risk than Household Dysfunction but not significantly different.…”

An exploratory study of the prevalence and correlates of student maltreatment by teachers in Cameroon

“…Based on this theoretical framework, the authors have conducted a series of studies on various aspects of students' and teachers' victimization, in schools in several places around the world (López et al, 2020). The model guides the literature review and the study hypotheses.…”

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

“…On the one hand, research has suggested that the victimization of students by teachers is related to the victimization of teachers by students. This spiral of aggression is known as cross victimization (Khoury-Kassabri, 2006;López et al, 2020). The explanatory hypothesis of this spiral of violence is related to teachers' beliefs that through their own aggression, they might stop the aggression of students or achieve the academic objectives that the school has demanded of them (Innes and Kitto, 1989;Emmer and Hickman, 1991).…”