Violence in urban schools: school professionals’ categorizations and explanations of violence among students in two different demographic areas

Lunneblad, Johannes; Johansson, Thomas; Odenbring, Ylva

doi:10.1080/09620214.2018.1521298

Cited by 9 publications

(7 citation statements)

References 33 publications

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“…These are all aspects of the classroom context that teachers, as an “invisible hand” (Farmer et al, 2011), can orchestrate in ways that diminish or enhance the likelihood of bullying. As well, teachers have professional, and in many countries including Sweden, legal responsibilities to stop peer aggression in school (e.g., Sabia and Bass, 2017; Lunneblad et al, 2019); and because they have formal leadership roles in school classes (Hamm and Hoffman, 2016), it is reasonable to include teachers within the construct of classroom collective efficacy to stop peer aggression.…”

Section: Introductionmentioning

confidence: 99%

Individual and Classroom Social-Cognitive Processes in Bullying: A Short-Term Longitudinal Multilevel Study

2019

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The aim of this study was to examine whether individual and classroom collective social-cognitive processes (moral disengagement and self-efficacy) were associated with bullying perpetration among schoolchildren. An additional aim was to examine whether changes in these processes from grade 4 (Time 1) to grade 5 (Time 2) were associated with a change in bullying perpetration. Self-reported survey data were collected from 1,250 Swedish students from 98 classrooms. Results of multilevel analysis indicated that individual and classroom collective moral disengagement (CMD) were positively associated with bullying, and defender self-efficacy (DSE) was negatively associated with bullying. The effect of changes in individual moral disengagement on changes in bullying was positive, and the effects of changes in DSE and classroom collective efficacy on changes in bullying were negative. Thus, the findings demonstrate the changeability of moral disengagement, DSE and collective efficacy over time, and how these changes are linked to changes in bullying perpetration.

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Section: Introductionmentioning

confidence: 99%

Individual and Classroom Social-Cognitive Processes in Bullying: A Short-Term Longitudinal Multilevel Study

2019

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“…Previous research has shown that Swedish school staff prefer to work to resolve conflict and improve relations rather than use formalized procedures; they try to avoid categorizing hostile acts to promote conflict resolution (Vainik 2017;Lunneblad, Johansson, and Odenbring 2017;Lunneblad and Johansson 2018;Lunneblad, Johansson, and Odenbring 2019). In a similar manor, the present study points at the use of minimizing strategies towards self-identified victims' descriptions of incidents.…”

Section: Discussionmentioning

confidence: 68%

“…The recent reinforcement of a legalistic perspective (Fransson 2016) can be seen as a part of a general policy change in Sweden regarding views on criminality and punishment (Heber 2014;Hammarén et al 2015). The management of conflicts and aggression in schools on the basis of guidelines and sanctions is sometimes considered problematic because judicial procedures alone rarely reduce the occurrence of problems (Hammarén et al 2015;Vainik 2017;Lunneblad and Johansson 2018;Lunneblad, Johansson, and Odenbring 2019). In the practical work, however, qualitative studies show that Swedish school staff prefer to work to resolve conflicts and improve relations rather than use formalized procedures (Vainik 2017;Lunneblad, Johansson, and Odenbring 2017;Lunneblad and Johansson 2018;Lunneblad, Johansson, and Odenbring 2019).…”

mentioning

confidence: 99%

“…The management of conflicts and aggression in schools on the basis of guidelines and sanctions is sometimes considered problematic because judicial procedures alone rarely reduce the occurrence of problems (Hammarén et al 2015;Vainik 2017;Lunneblad and Johansson 2018;Lunneblad, Johansson, and Odenbring 2019). In the practical work, however, qualitative studies show that Swedish school staff prefer to work to resolve conflicts and improve relations rather than use formalized procedures (Vainik 2017;Lunneblad, Johansson, and Odenbring 2017;Lunneblad and Johansson 2018;Lunneblad, Johansson, and Odenbring 2019). It has also been shown that staff often deal with conflicts concerning children with diagnoses involving impaired social skills on the basis of medical discourses (Lunneblad, Johansson, and Odenbring 2017).…”

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confidence: 99%

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The exposed child in a qualitative study of cases at the Swedish Schools Inspectorate. An ideal or not-so-ideal victim?

Alexius

2019

Pedagogy, Culture & Society

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In this qualitative study of text documents, 23 cases reported to the Swedish Schools Inspectorate are analysed through a theory of the ideal crime victim. The results show that expectations of the victim's passivity are the same for the ideal victim of aggression in Swedish schools as for the ideal crime victim. Legitimacy as a victim in school conflicts, however, requires social normality, not weakness. The study highlights that Swedish school staff need awareness that hostile acts, according to the Swedish Education Act, are not necessarily diminished if they take place as part of a mutual conflict. Schools should therefore focus on matching measures with problems without searching for moral innocence in the exposed child. The study also shows that assessment strategies to clarify matters such as repeated aggression and power imbalance need to be developed.

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“…Research has demonstrated that the implementation of school uniforms can effectively reduce instances of violence and theft. Additionally, it prevents gang members from displaying their gang colors and symbols at school, promotes self-discipline among students, helps parents and students resist peer pressure, aids in maintaining focus on academic tasks, and enables school officials to identify unauthorized individuals on campus (Lunneblad, Johansson & Odenbring, 2019;Eden, 2017). Several elementary schools in the USA have implemented school uniform policies as a component of a comprehensive initiative to enhance school safety, security, and discipline.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Cultural and Social Dimensions of School Uniform Policies and Their Effects on Student Conduct in Secondary Schools in the United Kingdom

Fuller

2023

JOE

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The study investigated the cultural and social dimensions of school uniform policies and their effects on student conduct in secondary schools in the United Kingdom. Motivated by the growing debate around the necessity and impact of school uniforms, the study sought to provide empirical evidence to inform policy decisions. A mixed-methods approach was used, combining qualitative interviews with educational professionals and parents, along with a quantitative survey administered to 500 students from five different secondary schools. Interviews focused on the perceptions of school uniforms within the context of culture and social norms, while the survey aimed to quantify the impact of uniforms on student behavior, such as attendance rates, incidences of bullying, and academic performance. The results revealed that 60% of students believed that wearing a uniform reduced instances of bullying, while 55% reported increased focus on academics. Attendance rates improved by 8% in schools with a uniform policy compared to those without. However, 40% of students indicated feeling a loss of personal expression and 25% of parents expressed concerns about the financial burden of purchasing uniforms. In conclusion, the study found that school uniform policies have a largely positive impact on student conduct, reducing bullying and improving attendance. However, issues around personal expression and financial burden cannot be overlooked. The study recommends that the schools should implement a subsidized program for low-income families to alleviate financial stress, and introducing free dress days to allow for personal expression. Furthermore, schools should involve parents, teachers, and students in discussions about any changes to uniform policies to ensure that multiple perspectives are considered. Keywords: School uniform policies, student conduct, secondary schools, cultural dimensions, social dimensions

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Violence in urban schools: school professionals’ categorizations and explanations of violence among students in two different demographic areas

Cited by 9 publications

References 33 publications

Individual and Classroom Social-Cognitive Processes in Bullying: A Short-Term Longitudinal Multilevel Study

Individual and Classroom Social-Cognitive Processes in Bullying: A Short-Term Longitudinal Multilevel Study

The exposed child in a qualitative study of cases at the Swedish Schools Inspectorate. An ideal or not-so-ideal victim?

Exploring the Cultural and Social Dimensions of School Uniform Policies and Their Effects on Student Conduct in Secondary Schools in the United Kingdom

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