Mapping community, social, and economic risks to investigate the association with school violence and bullying in Italy.
Bullying
International Association for the Evaluation of Educational Achievement (IEA)
International Civic and Citizenship Study (ICCS)
Latent class analysis
Risk factors
School violence
Journal
Child abuse & neglect
ISSN: 1873-7757
Titre abrégé: Child Abuse Negl
Pays: England
ID NLM: 7801702
Informations de publication
Date de publication:
11 2020
11 2020
Historique:
received:
06
04
2020
revised:
02
09
2020
accepted:
13
09
2020
pubmed:
2
10
2020
medline:
8
7
2021
entrez:
1
10
2020
Statut:
ppublish
Résumé
School violence and bullying are a pandemic issue. The academic literature underlined the need to investigate social-contextual risk factors. The United Nations called for more comprehensive and disaggregated data to inform prevention strategies. The present study comprises a set of secondary analyses on Italian data from the International Civic and Citizenship Study 2016. We adopted an innovative 'bottom-up' approach to identify the level of disaggregation for national data. The researchers focused on community, social, and economic risk indicators at school-level, and investigated whether it was possible to aggregate schools in different classes, depending on their risk profile. Analyses were implemented on a nationally representative sample of 170 Principals of lower secondary schools, 2,527 teachers and 3,766 students at grade 8. A Latent Class Analyses was conducted on risk indicators and four classes of risk were identified: No Risk, Community Risk, Socio-economic Risk, Multi-Risk (entropy = .786). No significant differences were found across classes in relation to urban/rural location, school size, and geographical macro-partition. On the contrary, significant differences emerged when considering teachers' perception of bullying, social problem, and students' behavior at school. Furthermore significant differences were found for the quality of relationship with teachers as reported by students. Results a) suggested a potential gradient of increasing risk moving across the classes; b) provided a contribution to address the gap in the investigation of contextual factors and bullying; c) offered a new lens to tailor interventions to prevent school violence and bullying.
Sections du résumé
BACKGROUND
School violence and bullying are a pandemic issue. The academic literature underlined the need to investigate social-contextual risk factors. The United Nations called for more comprehensive and disaggregated data to inform prevention strategies.
OBJECTIVE
The present study comprises a set of secondary analyses on Italian data from the International Civic and Citizenship Study 2016. We adopted an innovative 'bottom-up' approach to identify the level of disaggregation for national data. The researchers focused on community, social, and economic risk indicators at school-level, and investigated whether it was possible to aggregate schools in different classes, depending on their risk profile.
PARTICIPANTS AND SETTINGS
Analyses were implemented on a nationally representative sample of 170 Principals of lower secondary schools, 2,527 teachers and 3,766 students at grade 8.
METHODS AND ANALYSES
A Latent Class Analyses was conducted on risk indicators and four classes of risk were identified: No Risk, Community Risk, Socio-economic Risk, Multi-Risk (entropy = .786). No significant differences were found across classes in relation to urban/rural location, school size, and geographical macro-partition. On the contrary, significant differences emerged when considering teachers' perception of bullying, social problem, and students' behavior at school. Furthermore significant differences were found for the quality of relationship with teachers as reported by students.
CONCLUSIONS
Results a) suggested a potential gradient of increasing risk moving across the classes; b) provided a contribution to address the gap in the investigation of contextual factors and bullying; c) offered a new lens to tailor interventions to prevent school violence and bullying.
Identifiants
pubmed: 33002749
pii: S0145-2134(20)30401-4
doi: 10.1016/j.chiabu.2020.104746
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
104746Informations de copyright
Copyright © 2020 Elsevier Ltd. All rights reserved.