Individual, institutional, and community sources of school violence a meta-analysis : National Institute of Justice Comprehensive School Safety Initiative final summary overview
(Government Document, Online Content)

"This resource has not been published by the U.S. Department of Justice. This resource is being made publically available through the Office of Justice Programs' National Criminal Justice Reference Service."

"This project was supported by Award No. 2015-CK-BX-0001, awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice"--Grant transmittal page.

"Document Number: 253934"--Grant transmittal page.

"Date Received: October 2019"--Grant transmittal page.

"Award Number: 2015-CK-BX-001"--Grant transmittal page.

Includes bibliographical references (pages 30-32).

" ... the current study subjected the body of empirical literature on school violence to a meta-analysis, or "quantitative synthesis," to determine the key individual-, school-, and community-level factors that influence violence and related problems (victimization, offending, and aggressive behavior) within primary and secondary (K-12) schools. Our analyses are based on a total of 8,551 effect sizes drawn from 693 studies of school violence -- a sample that represents the largest meta-analysis conducted in the field of criminal justice and is among the largest compiled in the social sciences generally. We assessed a total of 31 predictors of school violence at the individual, institutional, and community levels, Separate analyses were conducted to assess the major predictors of (1) any victimization at school, (2) bullying victimization, (3) violent victimization, (4) any aggressive/delinquent behavior at school, (6) bully perpetration, (6) violent offending, and (7) bringing a weapon to school."

"Our findings indicate that the strongest and most consistent risk factors for various forms of aggressive/delinquency at school at school were antisocial behaviors, deviant peers, victimization, peer rejection, and antisocial attitudes. For victimization at school, the strongest predictors were prior victimization, low social competence, peer rejection, violent school context, and negative school climate. LGBT students and those with disabilities were also found to have high risks of being victimized at school. Target hardening practices, such as installing security cameras and metal detectors, or having a school resource officer or school security guard present, were among the weakest mean effect size estimates and had virtually no association with any form of violence or victimization at school.