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Rates and Types of Student Aggression against Teachers: A Comparative Analysis of U.S. Elementary,Middle, and High Schools |
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| Authors: | McMahon Susan D. Cafaro Cori L. Bare Kailyn Zinter Kayleigh E. Murillo Yesenia Garcia Lynch Gabrielle Anderman Eric M. Espelage Dorothy L. Reddy Linda A. Subotnik Rena |
| Affiliation: | 1.Department of Psychology, DePaul University, 2219 North Kenmore Ave, 60614, Chicago, IL, USA ;2.Department of Psychology, University of Central Florida, 4111 Pictor Lane, Building 99, Suite 320, 32816, Orlando, FL, USA ;3.Department of Educational Studies, The Ohio State University, 29 West Woodruff Avenue, 43210, Columbus, OH, USA ;4.School of Education, University of North Carolina at Chapel Hill, 100 E Cameron Ave, 27514, Chapel Hill, NC, USA ;5.Graduate School of Applied and Professional Psychology, Rutgers University, 152 Frelinghuysen Rd, 08854, Piscataway, NJ, USA ;6.American Psychological Association, Psychology in Schools and Education, 750 First Street, 20002, Washington, NE, DC, USA ; |
| Abstract: | Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12th grade teacher survey responses, revealed differences in types of student aggression against teachers by school level. Middle and high school teachers were more likely to report verbal harassment compared to elementary school teachers. Middle school teachers were most likely to report property offenses. Elementary and middle school teachers were more likely to report physical aggression than high school teachers. Demographic predictors of teacher-directed violence were also examined at each school level. Across all school levels, urban teachers had a greater probability of experiencing a violent incident. For elementary teachers, race/ethnicity and teaching experience were also significant risk factors. Future research, policy, and practice implications and recommendations are discussed. |
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