Witnessing violence in early secondary school predicts subsequent student impairment

Janosz, Michel; Brière, Frédéric N.; Galand, Benoît; Pascal, Sophie; Archambault, Isabelle; Brault, Marie-Christine; Moltrecht, Brigitte; Pagani, Linda S.

doi:10.1136/jech-2018-211203

Cited by 13 publications

(14 citation statements)

References 38 publications

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“…Children who experience being bullied at primary school age are more likely to be bullied as a teenager and both increase the risk of victimization as an adult. [5] Those subjected to bullying at any age are more likely to experience a range of poorer health and social outcomes subsequently[1,2,4,6] including lower self-esteem,[7] poorer mental health,[8] poorer physical health,[9] poorer quality adult relationships[7] and lower educational attainment. [10] In addition, they are also more likely to exhibit anti-social behaviours in later life including committing crimes[9,10] and are at increased risk of attempting and completing suicide.…”

Section: Introductionmentioning

confidence: 99%

Understanding social inequalities in children being bullied: UK Millennium Cohort Study findings

et al. 2019

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Background Children living in disadvantaged socio-economic circumstances (SEC) are more commonly victims of bullying, but pathways leading to social inequalities in being bullied are unclear. We assess how early life risk factors might mediate the increased risk of being bullied at age seven for children living in disadvantaged circumstances. Material and methods Using data from 5,857 children in the UK Millennium Cohort Study (MCS) we calculate risk ratios (RR) for being bullied at age seven (child-reported), by household income quintile. Socially patterned risk factors for being bullied relating to social networks, family relationships and child characteristics from birth to age five were adjusted for to assess if they mediated any association between SEC and being bullied. Results 48.6% of children reported having been bullied. Children living in the lowest income households were at 20% greater risk of being bullied compared to those from the highest (RR1.20, 95%CI 1.06,1.36). Controlling for social networks, family relationships and child characteristics attenuated the increased risk for children in low income households to aRR 1.19 (95%CI 1.05, 1.35), aRR 1.16 (95%CI 1.02,1.32) and aRR 1.13 (95%CI 1.00,1.28) respectively. Our final model adjusted for risk factors across all domains attenuated the RR by 45% (aRR 1.11,95%CI 0.97,1.26). Conclusions About half of children reported being bullied by age seven with a clear social gradient. The excess risk in children growing up in disadvantaged circumstances was partially explained by differences in their early years relating to their social network, family relationships and the child’s own abilities and behaviours. Policies to reduce inequalities in these risk factors may also reduce inequalities in the risk of being bullied in childhood.

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Section: Introductionmentioning

confidence: 99%

Understanding social inequalities in children being bullied: UK Millennium Cohort Study findings

et al. 2019

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“…In addition, moderate and severe perceived difficulties were independently associated with feeling unsafe in both sexes. Longitudinal studies have shown that both witnessing violence and victimization at school predicted later internalizing and externalizing problems ( 33 , 34 ). Individuals with mental health difficulties may start feeling unsafe because they perceive a lack of social support or stigma ( 35 ).…”

Section: Discussionmentioning

confidence: 99%

Feeling Unsafe at School Among Adolescents in 13 Asian and European Countries: Occurrence and Associated Factors

et al. 2022

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BackgroundResearch on perceived school safety has been largely limited to studies conducted in Western countries and there has been a lack of large-scale cross-national studies on the topic.MethodsThe present study examined the occurrence of adolescents who felt unsafe at school and the associated factors of perceived school safety in 13 Asian and European countries. The data were based on 21,688 adolescents aged 13-15 (11,028 girls, 10,660 boys) who completed self-administered surveys between 2011 and 2017. Logistic regression analyses were used to estimate odds ratios and 95% confidence intervals.FindingsThe number of adolescents who felt unsafe at school varied widely across countries, with a mean occurrence of 31.4% for the total sample: 31.3% for girls, and 31.1% for boys. The findings revealed strong independent associations between feeling unsafe and individual and school-related factors, such as being bullied, emotional and behavioral problems and feeling that teachers did not care. The study also found large variations in perceived school safety between schools in many countries.ConclusionThe findings emphasize the need to create safe educational environments for all students, based on positive relationships with teachers and peers. School-based interventions to prevent bullying and promote mental health should be a natural part of school safety promotion.

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“…Physical aggression includes hitting, pinching, pulling hair, or throwing things at someone else ( Solberg & Olweus, 2003 ). Verbal aggression includes name-calling, swearing, saying mean things, or making fun of a peer ( Janosz et al, 2018 ). Relational aggression uses the relationship to harm, for instance, by undermining a peer’s reputation.…”

Section: Student Involvement In Peer Aggressionmentioning

confidence: 99%

“…Finally, student exposure to school violence (verbal and physical) as witnesses can also be impacted by their involvement in peer aggression and impede their feeling of safety at school ( Janosz et al, 2018 ). Students involved in aggression are more likely to report witnessing school violence ( Goldweber et al, 2013b ; Nylund et al, 2007 ; O’Brennan et al, 2009 ).…”

Section: Concurrent Validity: School Belonging Depressive Thoughts An...mentioning

confidence: 99%

“…The involvement of students in peer aggression deeply concerns parents, school practitioners, researchers, and governments. Research conducted worldwide shows that exposure to aggression poses risks to child well-being and educational success (e.g., Janosz et al, 2018 ; Savahl et al, 2019 ). An alarming average of 30% of students worldwide is involved in bullying, as victims or perpetrators ( Modecki et al, 2014 ; Shetgiri, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

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Challenging the “‘Mean Kid”’ Perception: Boys’ and Girls’ Profiles of Peer Victimization and Aggression from 4th to 10th Grades

Olivier

Morin

Vitaro

et al. 2021

J Interpers Violence

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Student involvement in peer aggression is assumed to include the uninvolved, victims, aggressors, and victim-aggressor groups. Yet, evidence supporting this four-group configuration is equivocal. Although most studies report the four groups, several of the aggressor groups could have been labeled as moderate victim-aggressors. This study first reviews studies identifying subgroups of students involved in verbal, relational, and physical aggression. The study then assesses students’ perceived involvement in elementary ( n = 2,071; Grades 4–6) and secondary school ( n = 1,832; Grades 7–10), as well as the associations with outcomes (school belonging, depressive thoughts, and perceived school violence). Latent profile analysis identified three profiles (uninvolved, victim-only, and victim-aggressor) across all grades and genders. In primary school, the uninvolved, victim, and victim-aggressor respectively included 54.56%, 37.51%, and 7.83% of the girls, and 44.23%, 31.92%, and 23.85% of the boys. In secondary school, the uninvolved, victim, and victim-aggressor respectively included 80.16%, 14.93% and 4.91% of the girls, and 64.31%, 22.95% and 12.74% of the boys. Victims and victim-aggressors reported poorer adjustment than uninvolved students. Victims and victim-aggressors reported lower levels of school belonging and higher levels of depressive thoughts than uninvolved students. Also, victim-aggressors perceived more violence in their school than victims and uninvolved students, and victims perceived more violence than uninvolved students. These findings question the existence of an aggressor-only profile, at least, according to student perception, suggesting the need for a new perspective when intervening with students involved in peer aggression.

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Witnessing violence in early secondary school predicts subsequent student impairment

Cited by 13 publications

References 38 publications

Understanding social inequalities in children being bullied: UK Millennium Cohort Study findings

Understanding social inequalities in children being bullied: UK Millennium Cohort Study findings

Feeling Unsafe at School Among Adolescents in 13 Asian and European Countries: Occurrence and Associated Factors

Challenging the “‘Mean Kid”’ Perception: Boys’ and Girls’ Profiles of Peer Victimization and Aggression from 4th to 10th Grades

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