Violence Against Teachers: Case Studies from the APA Task Force

Reddy, Linda A.; Espelage, Dorothy L.; McMahon, Susan D.; Anderman, Eric M.; Lane, Kathleen Lynne; Brown, Veda E.; Reynolds, Cecil R.; Jones, Abraham; Kanrich, Jaclyn

doi:10.1080/21683603.2013.837019

Cited by 59 publications

(49 citation statements)

References 33 publications

(41 reference statements)

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“…Violence directed toward K‐12 grade teachers is a major problem in America's schools, warranting immediate research and policy reform (Espelage et al., ). Student academic and behavioral outcomes are directly influenced by the professional functioning of educators, as well as the recruitment and retention of quality teachers (Reddy et al., ; Reddy, Fabiano, & Jimerson, ). Challenging working conditions, including school violence, negative school climate, and discipline problems, are directly related to teacher satisfaction and retention (e.g., Cohen, Pickeral, & McCloskey, ; Ingersoll, ; Kersaint, Lewis, Potter, & Meisels, ).…”

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confidence: 99%

Violence Directed Against Teachers: Results From a National Survey

et al. 2014

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VEDA BROWN ConsultantTeachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and is one of the few national studies to examine violence directed at teachers. Participants included 2,998 kindergarten through 12 th -grade (K-12) teachers from 48 states who completed an anonymous web-based survey assessing their experiences with victimization. Results revealed that 80% of teachers reported at least one victimization, and of these teachers, 94% reported being victimized by students. Nearly three-fourths of all teachers experienced at least one harassment offense, more than half experienced property offenses, and 44% reported physical attacks. Findings suggest that specific teacher and community characteristics are associated with a higher likelihood of victimization, namely, male gender and urban settings; whereas, African American teachers were less likely to report victimization. Implications for teacher training, school interventions, public policy, and future research are discussed. C 2014 Wiley Periodicals, Inc.School violence has emerged as a significant public health crisis warranting immediate attention. Nationally, 11% of high school students report being in a fight, 8% report being threatened or injured with a weapon on school property, and 6% report carrying a weapon on school property in the past This study was based on the

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Violence Directed Against Teachers: Results From a National Survey

et al. 2014

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“…Focus groups suggested that principal back-up was particularly important when dealing with confrontational students or parents . In a national sample of 2998 educators, 80% had been the targets of harassment, bullying, or violence, many by students and parents (Reddy et al, 2013). The bullying and interpersonal aggression directed at educators predicts burnout and emotional exhaustion, factors that may adversely affect the implementation of AB programs, and, ultimately, decisions to leave the profession (Reddy et al, 2013).…”

Section: Ensure Supportive Principalsmentioning

confidence: 99%

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

Cunningham

Rimas

Vaillancourt

et al. 2019

School Mental Health

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We used a discrete choice conjoint experiment to model the anti-bullying (AB) program preferences of 1080 junior kindergarten to Grade 8 educators. Participants chose between hypothetical AB programs that varied combinations of 12 design attributes. Multi-level latent class analysis yielded three classes: All-in Supervisors (21.5%) preferred that all teaching staff supervise playgrounds and hallways; Facilitators (61.6%) preferred that students take ownership of AB activities with 25% of educators supervising playgrounds and hallways; and Reluctant Delegators (16.9%) preferred delegating the supervision of playgrounds and hallways to non-teaching staff. This class reported higher dispositional reactance, more implementation barriers, and more psychological reactance to these initiatives. They were less sensitive to social influences and less intent on participating in AB activities. Multi-level analysis showed a greater proportion of Reluctant Delegators clustered in one of the two groups of schools. The program choices of all classes were sensitive to the support of principals, colleagues, students, and, to a lesser extent, parents. All classes preferred programs conducted from kindergarten through Grade 12 that addressed the problems underlying bullying while valuing firm and consistent consequences for all students. Educators preferred AB programs selected by individual schools, rather than governments.

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“…Bullying and cyberbullying directed against teachers A growing number of researchers have explored the ways students bully their teachers Reddy et al 2013;Vogl-Bauer 2014). In 2011, the American Psychological Association (APA) Task Force on Violence Directed Against Teachers undertook research in US schools about violence committed by students against their teachers.…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age

Kyriacou

Zuin

2015

Research Papers in Education

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There has been a rapid increase in the cyberbullying of teachers in schools by their students. One aspect of this phenomenon is the posting of visual recordings of teachers and teacher-student interaction on easily accessible websites such as YouTube. Whilst research on the cyberbullying of students by other students has received a great deal of attention, research on the cyberbullying of teachers by students is still in its infancy. This paper addresses key issues that have emerged by examining such recordings which have been posted on YouTube. This paper focuses on one illustrative example from each of three national settings, which feature teachers in Brazil, Portugal and England. The analysis of these three recordings indicates that we need to develop a new conceptual framework in order to understand the cyberbullying of teachers by students. There appears to have been a radical shift in the way students can challenge teacher authority through the use of digital media. Combatting this phenomenon needs to be seen in the context of developing an anti-cyberbullying policy for the whole school. We conclude that teachers, head teachers, students, parents and welfare professionals need to work together to consider how best to deal with the cyberbullying of teachers by students, within the context of developing a positive school community ethos, the adoption of an anti-cyberbullying policy for the whole school, and addressing cyberbullying through the personal and social education curriculum.

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Violence Against Teachers: Case Studies from the APA Task Force

Cited by 59 publications

References 33 publications

Violence Directed Against Teachers: Results From a National Survey

Violence Directed Against Teachers: Results From a National Survey

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age

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