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Date: April 29, 2024 Mon
Time: 8:26 pm
Time: 8:26 pm
Results for school bullying (u.s.)
5 results foundAuthor: Seeley, Ken Title: Peer Victimization in Schools: A Set of Quantitative and Qualitative Studies of the Connections Among Peer Victimization, School Engagement, Truancy, School Achievement, and Other Outcomes Summary: The authors designed and completed three studies to explore the connections among the variables of bullying/peer victimization, school engagement and the school outcomes of attendance and achievement. They also addressed some of the limitations in previous research efforts dealing with these topics. Study 1 was a quantitative study whose purpose was to develop a predictive/causal model that would explain the relationships among peer victimization, school attendance, school engagement and school achievement. This study used direct measures of school attendance and achievement and a previously validated measure of school engagement. Study 2 was a qualitative study of the school experiences of bullied children. From this study we planned to gain insight into school instructional, interpersonal, and structural factors that affect the victimization-attendance connection. Study 3 was also a qualitative study of teachers’ experiences with efforts to ameliorate the impact of school victimization. The underlying premise of the quantitative study was that school truancy serves as a gateway to numerous negative outcomes for today’s youth: dropping out of school, onset of drug use, engaging in criminal activity, and the like. Our conversations with youth in a truancy diversion program (see Appendix B) posited some connection between students being truant, and their experiencing victimization or bullying from their peers in school. The existing research literature suggested that such a connection may be less than direct – it could be difficult to establish that bullying somehow directly “causes” truancy – but that an indirect connection, mediated by one or more other factors, might be shown to exist. A short-term longitudinal study was undertaken, in which 1000 students were surveyed in the fall and the spring of their 6th grade year. Two sets of questions were asked: one set pertaining to whether the students were engaged in school (behaviorally, cognitively, and emotionally), and a second set pertaining to whether students were subject to actions by their peers that fall within the definition of bullying. Using structural equation modeling, the data collected were analyzed to determine the connections, if any, between being victimized, being engaged in school, and the outcomes reflected in school records of attendance and achievement (measured by grade point average). What was learned from this analyzed data set was this: while bullying does not directly relate to truancy or to school achievement, a statistically significant relationship can be shown where the effects of bullying; victimization; can be mediated by the factor of school enga gement. In other words, being bullied may not be a direct cause of truancy or low school achievement. If, however, bullying results in the victim becoming less engaged in school, that victim is more likely to cease attending and achieving; if the victim can remain or become engaged in school, his or her attendance and achievement are less likely to be effected. If, as the quantitative study appears to show, school engagement acts as a protective factor between being bullied and being truant, what has to happen for that engagement to occur? What does school engagement actually mean, under these circumstances? Why do some students manage to be engaged in school, and then thrive after bullying, while others cannot seem to connect to school? Details: Denver, CO: National Center for School Engagement, 2009. 291p. Source: Internet Resource: Accessed July 1, 2011 at: http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/PeerVictimizationinSchoolsAsetofQualitativeandQuantitativeStudies.pdf Year: 2009 Country: United States URL: http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/PeerVictimizationinSchoolsAsetofQualitativeandQuantitativeStudies.pdf Shelf Number: 121949 Keywords: HarassmentSchool Bullying (U.S.)School CrimeSchool DisciplineStudents, Crimes AgainstTruancy |
Author: DeVoe, Jill Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey Summary: These Web Tables use data from the 2009 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the relationship between bullying and cyber-bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, and alcohol at school; select school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school. Details: Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2011. 52p. Source: Internet Resource: NCES 2011-336: Accessed August 24, 2011 at: http://nces.ed.gov/pubs2011/2011336.pdf Year: 2011 Country: United States URL: http://nces.ed.gov/pubs2011/2011336.pdf Shelf Number: 122486 Keywords: CyberbullyingSchool Bullying (U.S.)School CrimeVictimization Surveys |
Author: U.S. Commission on Civil Rights Title: Peer-to-Peer Violence and Bullying: Examining the Federal Response Summary: This report focuses on the government‘s efforts to enforce federal civil rights laws with respect to peer-to-peer violence based on race, national origin, sex, disability, religion, and sexual orientation or gender identity. The Commission examined the nature and incidence of peer-to-peer violence in public K-12 schools and studied the types of peer-to-peer violence faced by students, as well as the effects of such violence. The Commission further reviewed the policies and procedures employed by the United States Departments of Education and Justice in enforcing prohibitions against peer-to-peer violence. The Commission, by majority vote, concluded that bullying and harassment, including bullying and harassment based on sex, race, national origin, disability, sexual orientation, or religion, are harmful to American youth, and developed findings and recommendations to address the problem, including the following recommendations: The U.S. Departments of Education and Justice should track their complaints/inquiries regarding sexual harassment or gender-based harassment by creating a category that explicitly encompasses LGBT youth. The U.S. Departments of Education and Justice should track complaints that they receive regarding harassment based solely on sexual orientation that are closed for lack of jurisdiction. The U.S. Department of Education should track complaints that it receives regarding harassment based solely on religion that are closed for lack of jurisdiction. The U.S. Department of Education should consider issuing a new Dear Colleague Letter regarding the First Amendment implications of anti-bullying policies. The new Letter should provide concrete examples to clarify the guidance that the Department of Education previously provided in its Dear Colleague Letter on the First Amendment dated July 28, 2003. Details: Washington, DC: U.S. Commission on Civil Rights, 2011. 225p. Source: Internet Resource: Accessed November 23, 2011 at: http://www.usccr.gov/pubs/2011statutory.pdf Year: 2011 Country: United States URL: http://www.usccr.gov/pubs/2011statutory.pdf Shelf Number: 123448 Keywords: HarassmentSchool Bullying (U.S.)School CrimeSchool Violence |
Author: Calbom, Linda M. Title: School Bullying: Extent of Legal Protections for Vulnerable Groups Needs to Be More Fully Assessed Summary: Millions of youths are estimated to be subject to bullying in U.S. schools. GAO was asked to address (1) what is known about the prevalence of school bullying and its effects on victims, (2) approaches selected states and local school districts are taking to combat school bullying, (3) legal options federal and selected state governments have in place when bullying leads to allegations of discrimination, and (4) key federal agencies’ coordination efforts to combat school bullying. GAO reviewed research on the prevalence and effects on victims; analyzed state bullying laws, and school district bullying policies; and interviewed officials in 8 states and 6 school districts. States were selected based on various characteristics, including student enrollment, and their definitions of bullying. Also, GAO reviewed selected relevant federal and state civil rights laws, and interviewed officials from Education, HHS, and Justice. GAO recommends that Education compile information about state civil rights laws and procedures that relate to bullying, and inform complainants about state legal options; Education, HHS, and Justice develop information about bullied demographic groups in their surveys; and assess whether legal protections are adequate for these groups. Education disagreed with our first recommendation and we clarified it to address some of their concerns. Education is considering our second recommendation, agreed with our third, and provided information on efforts related to the last. HHS agreed with our recommendations. Justice Details: Washington, DC: GAO, 2012. 64p. Source: Internet Resource: GAO-12-349: Accessed June 26, 2012 at: http://www.gao.gov/assets/600/591202.pdf Year: 2012 Country: United States URL: http://www.gao.gov/assets/600/591202.pdf Shelf Number: 125401 Keywords: School Bullying (U.S.)School CrimesSchool DisciplineSchool Safety |
Author: Mitchum, Preston Title: Beyond Bullying: How Hostile School Climate Perpetuates the School-to-Prison Pipeline for LGBT Youth Summary: School discipline policies have been under heightened scrutiny by the U.S. Department of Education because of the disparate impact they have on students of color. Data released last spring by the Office for Civil Rights, or OCR, revealed that rigid school discipline policies - which lead to suspensions and expulsions of students for even the most minor offenses - perpetuate a school-to-prison pipeline that disproportionately criminalizes students of color and students with disabilities. Last month, the U.S. Department of Education released "Guiding Principles: A Resource Guide For Improving School Climate and Discipline," the first time federal agencies have offered legal guidelines to address and reduce racial discrimination and disproportionality in schools. This guidance makes tremendous strides in reporting on the stark racial disparities in school discipline, however, missing from this groundbreaking work are lesbian, gay, bisexual, and transgender, or LGBT, youth - who are also disproportionately affected by harsh school discipline policies - due to the dearth of data to illuminate their experiences. All too often, LGBT youth are pushed out of the classroom as a result of a hostile school climate. When an LGBT youth is tormented in school by classmates and is emotionally or physically harmed, or even worse, driven to suicide, the news media rightly shines a spotlight on the situation. And while bullying grabs the headlines, as it should, it is only a portion of the story when it comes to LGBT youth feeling unwelcome and less than safe in school. To be certain, peer-on-peer bullying is an important factor that influences school climate and has been linked to poor health, well-being, and educational outcomes. But research suggests that harsh school discipline policies also degrade the overall school experience and cycle LGBT youth and students of color into the juvenile justice system at alarming rates. The role that overly harsh school discipline policies and adults in schools play in setting school climate is often overlooked. School discipline policies and the application of those rules set the tone for the school environment and shape the experiences for students of color and LGBT youth. Studies suggest that the actions (or inactions) of adults in schools associated with school climate - issues that go beyond bullying - have the potential to derail youth, particularly LGBT youth, and push them into a cycle of unfair criminalization that has lifelong consequences: - LGB youth, particularly gender-nonconforming girls, are up to three times more likely to experience harsh disciplinary treatment by school administrators than their non-LGB counterparts. - As with racial disparities in school discipline, higher rates of punishment do not correlate with higher rates of misbehavior among LGBT youth. - LGB youth are overrepresented in the juvenile justice system; they make up just 5 percent to 7 percent of the overall youth population, but represent 15 percent of those in the juvenile justice system. - LGBT youth report significant distrust of school administrators and do not believe that school officials do enough to foster safe and welcoming school climates. Safe and welcoming school climates are essential to achieving positive educational outcomes for all youth, especially students of color and LGBT youth who often face harassment, bias, and discrimination at school based on their race, sexual orientation, and gender identity or expression. In this report, we examine the disparate impact of harsh school discipline and the policing of schools on students of color and LGBT youth, as well as the role that adults in schools play in perpetuating hostile school climates for those youth. Furthermore, we explain why it is important that discipline policies are fair and supportive, rather than punitive and criminalizing, and foster healthy learning environments in which all students can excel. Details: Washington, DC: Center for American Progress, 2014. 39p. Source: Internet Resource: Accessed September 9, 2014 at: http://cdn.americanprogress.org/wp-content/uploads/2014/02/BeyondBullying.pdf Year: 2014 Country: United States URL: http://cdn.americanprogress.org/wp-content/uploads/2014/02/BeyondBullying.pdf Shelf Number: 133191 Keywords: Bias-Related CrimeDiscriminationLGBT YouthRacial DisparitiesSchool Bullying (U.S.)School DisciplineSchool-to-Prison Pipeline |