Students' Perceptions of Safety at School after Sandy Hook

Autor/inn/en	Fisher, Benjamin W.; Nation, Maury; Nixon, Carol T.; McIlroy, Sarah
Titel	Students' Perceptions of Safety at School after Sandy Hook
Quelle	In: Journal of School Violence, 16 (2017) 4, S.349-360 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2015.1133310
Schlagwörter	Student Attitudes; School Safety; Violence; Correlation; Statistical Analysis; School Policy; Academic Achievement; Individual Development; High School Students; State Surveys; Student Surveys; Comparative Analysis; Elementary Schools; Fear; Victims; Risk; Rating Scales; Gender Differences; Race; Instructional Program Divisions; Regression (Statistics); Weapons + Suchen Sie Ihr Suchwort? Schülerverhalten; Gewalt; Korrelation; Statistische Analyse; Schulpolitik; Schulleistung; Individuelle Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Elementary school; Grundschule; Volksschule; Furcht; Victim; Opfer; Risiko; Rating-Skala; Geschlechterkonflikt; Rasse; Abstammung; Regression; Regressionsanalyse; Weapon; Waffe
Abstract	High profile school shootings have served as pivotal events for developing policies to promote student safety. Although previous studies indicate that exposure to violence is associated with feeling unsafe at school and poorer academic and psychosocial outcomes, research on the relationship between widely publicized acts of school violence and students' perceptions of safety is scant. This study examines this relationship utilizing data from 66,511 high school students from a single state by comparing survey responses from students who completed surveys before and after the shooting at Sandy Hook Elementary School. Although several models indicated a statistically significant relationship between Sandy Hook and perceptions of safety, the sizes of the effects were not meaningful. Implications for policy and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01