Lifelong Negative Influence of School Violence on Children

Ferrara, Pietro; Franceschini, Giulia; Namazova-Baranova, Leyla; Vural, Mehmet; Meštrović, Julije; Nigri, Luigi; Giardino, Ida; Pop, Tudor Lucian; Sacco, Michele; Pettoello-Mantovani, Massimo

doi:10.1016/j.jpeds.2019.09.075

Cited by 6 publications

(6 citation statements)

References 12 publications

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“…School bullying has been reported to adversely impact class attendance, academic performance, and drop-out rates (United Nations Children’s Fund, 2018). Perpetrators of school bullying have reported higher rates of headache, sleep problems, abdominal pain, and lower quality of life compared to others (Li et al, 2019; Lin et al, 2018). Bullying has many negative consequences, including high social costs due to high dropout rates and poor educational attainment, increased risk of interpersonal difficulties, and contributing to anti-social and criminal behaviors (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2017).…”

Section: Introductionmentioning

confidence: 93%

“…School bullying has been identified as a significant public health and social issue among school-aged adolescents around the world (Çallşkan et al, 2019; Ferrara et al, 2019). A report including adolescents from 122 countries estimated that more than 1 in 3 students aged 13 to 15 years (close to 130 million) experienced school bullying, suggesting that school bullying is a global threat (United Nations Children’s Fund, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In Spain, 21.2% of adolescents in middle schools reported taking part in school bullying behaviors (Litago et al, 2020). The percentage of students bullied is reported as unacceptably high (48.2%) in sub-Saharan Africa (Ferrara et al, 2019). Schools, intentionally designed to provide a safe environment for children and teenagers to grow up healthy and happy, have become breeding grounds for bullying.…”

Section: Introductionmentioning

confidence: 99%

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Risk Factors Associated With School Bullying Behaviors: A Chinese Adolescents Case-Control Study, 2019

Qian

Yang

Lin

et al. 2020

J Interpers Violence

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This research aimed to identify risk factors including individual characteristics and environment circumstances related to different types of school bullying (physical, relational, verbal, sexual, and possession bullying) among middle school students in China. Cases were the respondents reporting perpetrating bullying behaviors three or more times in the past year. One control was selected for each case from those participants who were not involved in school bullying in the past 12 months. Data were collected between April 2019 and May 2019 in China. After considering potential confounding variables including gender, grade level, and school, multivariable conditional logistic regression analysis was performed based on the univariate logistic analysis including 1,594 adolescents. According to conditional logistic regression analysis, alcohol use and lack of emotional management and control were the significant individual characteristics positively associated with involvement in school bullying. Alcohol use was related to all five types of school bullying perpetration. Poor relationships between family members, father’s alcohol use, and parental neglect were strong risk factors for relational bullying. Lack of a sense of safety and absence of trusted people were associated with physical, relational, and verbal bullying perpetration. Results of this study provide evidence about risk factors for school bullying and have implications for potential policies to reduce bullying. Effective policies and programs need to take individual characteristics (social-emotional skills, anger control), family (parent training in conflict resolution, appropriate disciplining), peer and school factors (promoting prosocial networks, zero tolerance for bullying, appropriate disciplining policies against students who bully others, teacher training on building positive teacher–student relationships and positive discipling techniques) into consideration in order to develop effective prevention programs.

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Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Risk Factors Associated With School Bullying Behaviors: A Chinese Adolescents Case-Control Study, 2019

Qian

Yang

Lin

et al. 2020

J Interpers Violence

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“…The UN Educational, Scientific and Cultural Organisation (UNESCO) estimates that 246 million children and adolescents in schools suffer some form of violence every year (UNESCO, 2017). This is a global phenomenon that has several health, social and educational consequences for children and adolescents (Debarbieux, 2006; Pinheiro, 2006; Ferrara et al , 2019; WHO, 2019; Wodon et al , 2021).…”

Section: Introductionmentioning

confidence: 99%

Assessing experiences with violence and peace in primary schools in Sierra Leone

Capistrano

Sloan

Symonds

et al. 2022

JACPR

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Purpose This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone. Design/methodology/approach The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this work proposes an operationalisation of these concepts based on a survey administered with 2,000 pupils and examine the correlates of the indices. Findings Results indicate not only a substantial level of violence among the sampled schools but also a considerable level of positive peace. These indices are negatively correlated, suggesting that lower levels of violence are related to higher levels of positive peace. Further analysis also shows that socioeconomic variables and school characteristics such as headteacher experience and teacher qualification are associated with levels of violence and peace. Finally, based on longitudinal evidence, this study also indicates that the prevalence of violence is a significant predictor of reading development among children. Originality/value The indicator presented is the first to combine children’s experiences with violence and experiences with positive peace in schools. It is a unique contribution to the measurement of school outcomes that are usually overlooked in the literature.

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“…School violence takes many forms, not just physical conflict, but also social violence such as verbal intimidation, cyber violence, group isolation, and studentteacher conflict [1,2]. The persistence of school violence can influence the order of teaching and learning, the campus living environment, and the healthy development of students in varying degrees, and, in particular can damage students' physical and mental health [3], reduce subjective well-being [4,5], and cause great psychological disorders [6,7]. Meanwhile, school violence is a global problem with some 246 million children worldwide experiencing different forms of violence and almost a third (32%) of students being bullied by their peers on one or more days, according to the reports that were published by UNESCO [1,8].…”

Section: Introductionmentioning

confidence: 99%

The Relationship between the Outdoor School Violence Distribution and the Outdoor Campus Environment: An Empirical Study from China

Zhang

et al. 2022

IJERPH

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It is widely believed that outdoor environmental design contributes to outdoor violence prevention. To enhance the effectiveness of environmental design, the intrinsic link between the outdoor school violence distribution (OSVD) and the outdoor campus environment (OCE) should be fully considered. For this purpose, this study investigated boarding school L, located in southern Zhejiang Province of China, through a questionnaire and Spatial Syntax theory. Based on the questionnaire marker method (N = 338, 50.59% female), the OSVD was mapped using the kernel density estimation in ArcGIS, including four types of teacher-student conflict: verbal bullying, physical conflict, and external intrusion. The spatial analysis of the OCE (spatial configuration and spatial visibility) then was generated by the DepthmapX, involving four spatial attributes such as integration, mean depth, connectivity, and visibility connectivity. Statistical analysis results indicated the correlation between the OSVD and both the spatial configuration and spatial visibility of the OCE. For the different violence types, there were differences in the impact relationships, with integration being a significant predictor of teacher-student conflict and physical conflict (p < 0.01) and a general predictor of verbal bullying (p < 0.05), while mean depth was a significant predictor of physical conflict (p < 0.01), but not recommended as a predictor of external intrusion. This study explores and predicts the relationship between the OSVD and the OCE, providing guidance and evidence for school violence prevention environmental design. It is a novel attempt, but still challenging and requires more research to refine.

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Lifelong Negative Influence of School Violence on Children

Cited by 6 publications

References 12 publications

Risk Factors Associated With School Bullying Behaviors: A Chinese Adolescents Case-Control Study, 2019

Risk Factors Associated With School Bullying Behaviors: A Chinese Adolescents Case-Control Study, 2019

Assessing experiences with violence and peace in primary schools in Sierra Leone

The Relationship between the Outdoor School Violence Distribution and the Outdoor Campus Environment: An Empirical Study from China

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