Daniel J. Flannery

Exposure to violence at school remains a significant problem for children and adolescents. This study examined the relationship between exposure to violence at school and child reports of psychological trauma symptoms and violent behavior. The sample consisted of children in grades 3 through 12 in 17 public schools from two different states. Rates of witnessing violence ranged from 56% of elementary‐school students witnessing someone else being beaten up to 87% of students witnessing someone else being hit, slapped, or punched at school in the past year. Nearly half (44%) of middle‐school youth were threatened at school. After accounting for demographic effects, witnessing violence at school accounted for more variance than being victimized by violence at school in predicting both psychological trauma symptoms and violent behavior. Students who were exposed to high levels of violence at school also were significantly more likely to experience clinical levels of trauma symptoms than students who were exposed to low levels of violence at school. The association between exposure to violence at school and child well being are discussed. © 2004 Wiley Periodicals, Inc. J Comm Psychol 32: 559–573, 2004.

The current study examined the coping strategies, exposure to violence and psychological trauma symptoms of violent adolescents compared to less violent and nonviolent adolescents in a community sample. An anonymous self-report questionnaire was administered to students in six public high schools (grades 9–12). The 10% most violent adolescents were identified and compared to their less violent and nonviolent peers. A total of 3724 students represented 68% of adolescents in all targeted schools. Ages ranged from 14 to 19 years; 52% were female; and 35% were African-American, 34% Caucasian and 23% Hispanic. Analyses revealed that violent adolescents compared to their less violent and nonviolent peers employed more maladaptive coping strategies, were exposed to higher levels of violence and reported higher clinical levels of psychological trauma symptoms. Maladaptive coping was also significantly associated with psychological trauma symptoms and violent behavior, even after controlling for the influence of demographic factors. The findings support the importance of appropriate identification, assessment and referral services for adolescents in nonclinical settings, and the role that coping strategies play in contributing to adolescent mental health and well-being.

PeaceBuilders is a universal, elementary-school-based violence prevention program that attempts to alter the climate of a school by teaching students and staff simple rules and activities aimed at improving child social competence and reducing aggressive behavior. Eight matched schools (N > 4,000 students in Grades K-5) were randomly assigned to either immediate postbaseline intervention (PBI) or to a delayed intervention 1 year later (PBD). Hierarchical linear modeling was used to analyze results from assessments in the fall and spring of 2 consecutive school years. In Year 1, significant gains in teacher-rated social competence for students in Grades K-2, in childself-reported peace-building behavior in Grades K-5, and reductions in aggressive behavior in Grades 3-5 were found for PBI but not PBD schools. Differential effects in Year 1 were also observed for aggression and prosocial behavior. Most effects were maintained in Year 2 for PBI schools, including increases in child prosocial behavior in Grades K-2. Implications for early universal school-based prevention and challenges related toevaluating large-scale prevention trials are discussed.