School Psychology Review - Preventing School Violence and Promoting School Safety

[Shane Jimerson]

Dear Colleagues (including school psychology students, practitioners, faculty and allied professionals),

If you have not yet had an opportunity to read these articles, check out the links below.

For students preparing for their future scholarship and practice, for professionals working with colleagues to implement evidence-based strategies, and for faculty who are engaged in advancing scholarship that informs practice / policy / science and are preparing the next generation of practitioners and scholars -- the most recent articles in SPR are essential. Read. Learn. Implement. and for those preparing dissertations, journal articles, and book chapters -- be certain to cite these important contemporary articles. There are already many SPR120SS videos on the School Psychology Review YouTube channel, with many more forthcoming.

School Psychology Review

Contributes Contemporary Research

Preventing School Violence and Promoting School Safety

 

Featuring Guest Editors: Matthew Mayer and Amanda Nickerson

 

Overview

 

Preventing School Violence and Promoting School Safety: Contemporary Scholarship Advancing Science, Practice, and Policy.

Mayer, M. J., Nickerson, A. B., & Jimerson, S. R. (2021). Preventing school violence and promoting school safety: Contemporary scholarship advancing science, practice, and policy. School Psychology Review, 50, 131-142. /10.1080/2372966X.2021.1949933

 

Conceptual Foundations

 

History and Future of School Safety Research

Cornell, D. G., Mayer, M. J., & Sulkowski, M. L. (2021). History and future of school safety research. School Psychology Review, 50, 143-157. 10.1080/2372966X.2020.1857212

 

Safe Places to Learn: Advances in School Safety Research and Practice

Nickerson, A. B., Randa, R., Jimerson, S. R., & Guerra, N. G. (2021). Safe places to learn: Advances in school safety research and practice. School Psychology Review, 50, 158-171. 10.1080/2372966X.2021.1871948

 

A Call for the Conceptual Integration of Opportunity Structures within School Safety Research

Astor, R. A., Noguera, P., Fergus, E., Gadsden, V., & Benbenishty, R. (2021). A call for the conceptual integration of opportunity structures within school safety research. School Psychology Review, 50, 172-190. 10.1080/2372966X.2020.1854621

 

The Social, Political, and Contextual Drivers of School Safety and Security

Madfis, E., Hirschfield, P., & Addington, L. A. (2021). School securitization and its alternatives: The social, political, and contextual drivers of school safety policy and practice. School Psychology Review, 50 (2), 191-205. 10.1080/2372966X.2020.1855063

 

Good Intentions are Not Enough: Centering Equity in School Discipline Reform

Gregory, A., Osher, D., Bear, G. G., Jagers, R. J., & Sprague, J. R. (2021). Good intentions are not enough: Centering equity in school discipline reform. School Psychology Review, 50, 206-2020. 10.1080/2372966X.2020.1861911

 

Addressing School Safety through Comprehensive School Climate Approaches

Bradshaw, C. P., Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing School Safety through Comprehensive School Climate Approaches. School Psychology Review, 50, 221-236. 10.1080/2372966X.2021.1926321

 

Guns, School Shooters and School Safety: What We Know and Directions for Change

Flannery, D. J., Fox, J. A., Wallace, L., Mulvey, E., & Modzeleski, W. (2021). Guns, school shooters, and school safety: What we know and directions for change. School Psychology Review, 50, 237-253. 10.1080/2372966X.2020.1846458

 

Centering Race and Ethnicity in School Safety

 

Centering Race to Move Towards an Intersectional Ecological Framework for Defining School Safety for Black students

Elianny, E. (2021). Centering race to move towards an intersectional ecological framework for defining school safety for Black students. School Psychology Review, 50, 254-273. 10.1080/2372966X.2021.1930580

 

Unequally Safe: Association between Bullying and Perceived School Safety and the Moderating Effects of Race/Ethnicity, Gender, and Grade Levels

Yang, C., Lin, X., & Stomski, M. (2021). Unequally safe: Association between bullying and perceived school safety and the moderating effects of race/ethnicity, gender, and grade level. School Psychology Review, 50, 274-287. 10.1080/2372966X.2020.1860427

 

Associations Between Community-level Racial Biases, Office Discipline Referrals, and Out-of-School Suspensions

Girvan, E. J., McIntosh, K. & Santiago-Rosario, M. R. (2021). Associations between community-level racial biases, office discipline referrals, and out-of-school suspensions. School Psychology Review, 50, 288-302. 10.1080/2372966X.2020.1838232

 

An Intersectional Examination of the Effects of Race/Ethnicity and Immigrant Status on School Victimization in Predominantly Hispanic/Latino High Schools

Yang, C., Manchanda, S., Lin, X. & Teng, Z. (2021). An intersectional examination of the effects of race/ethnicity and immigrant status on school victimization in predominantly Hispanic/Latinx high schools. School Psychology Review, 50, 303-315. 10.1080/2372966X.2020.1840262

 

School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege among African American Students

Knox, J., Gibson, S., Gönültaş, S., & Mulvey, K. L. (2021). School connectedness and bystander intervention: The moderating role of perceived exclusion and privilege among African American students. School Psychology Review, 50, 316-329. 10.1080/2372966X.2020.1846459

 

School Resource Officers’ Training and Roles

 

School Resource Officers’ Roles Differ in the Prediction of Nonviolent and Serious Violent Incident Events

Stevens, T., Barnard-Brak, L., & Jackson, J. (2021). School Resource Officers’ Roles Differ in the Prediction of Nonviolent and Serious Violent Incident Events. School Psychology Review, 50, 330-343. https://doi.org/10.1080/2372966X.2021.1886837

 

Trauma Informed Care in Schools: Perspectives from School Resource Officers & School Security Personnel During Professional Development Training

Forber-Pratt, A. J., El Sheikh, A. J., Robinson, L. E., Espelage, D. L., Ingram, K. M., Valido, A., & Torgal, C. (2021). Trauma-informed care in schools: Perspectives from school resource officers and school security professionals during professional development training. School Psychology Review, 50, 344-359. 10.1080/2372966X.2020.1832863

 

The Influence of School Resource Officer Presence on Teacher Perceptions of School Safety and Security

Wood, B. J. & Hampton, E. (2021). The influence of school resource officer presence on teacher perceptions of school safety and security. School Psychology Review, 50, 360-370. DOI: 10.1080/2372966X.2020.1844547

 

Discipline and School Climate

 

Mind the Gap: A Systematic Review of Research on Restorative Practices in Schools

Zakszeski, B. & Rutherford, L. (2021). Mind the gap: A systematic review of research on restorative practices in schools. School Psychology Review, 50, 371-387. 10.1080/2372966X.2020.1852056

 

Teacher Support for Zero Tolerance is Associated with Higher SuspensionRates and Lower Feelings of Safety

Huang, F. L., & Cornell, D. G. (2021). Teacher support for zero tolerance is associated with higher suspension rates and lower feelings of safety. School Psychology Review, 50, 388-405. 10.1080/2372966X.2020.1832865

 

Teacher Perceptions Matter: Psychometric Properties the Georgia School Personnel Survey of School Climate

Saint, J., Rice, K. G., Varjas, K., & Meters, J. (2021). Teacher perceptions matter: Psychometric properties of the Georgia School Personnel Survey of School Climate. School Psychology Review, 50, 406-419. 10.1080/2372966X.2021.1958645

 

Bullying and Peer Victimization

 

Patterns and Pathways of Peer Victimization across the Transition to Middle School

Splett, J., Monachino, C., Shen, Z., Cornett, S., Halliday, C., & Weist, M. (2021). Patterns and Pathways of Peer Victimization across the Transition to Middle School. School Psychology Review, 50, 420-440. 10.1080/2372966X.2021.1904792

 

Perceptions of Emotional and Physical Safety Among Boarding Students and Associations with School Bullying

Fredrick, S. S., McClemont, A. J., Jenkins, L. N., & Kern, M. (2021). Perceptions of emotional and physical safety among boarding students and associations with school bullying. School Psychology Review, 50, 441-453. 10.1080/2372966X.2021.1873705

 

Scaling and Disseminating Brief Bullying Prevention Programming: Strengths, Challenges, & Considerations

Leff, S. S., Waasdorp, T. E., Paskewich, B. S., & Winston, F. K. (2021). Scaling and disseminating brief bullying prevention programming: Strengths, challenges, and considerations. School Psychology Review, 50, 454-468. 10.1080/2372966X.2020.1851612

 

 

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The SPR Leadership Team,

Editor	Shane R. Jimerson	University of California, Santa Barbara
Senior Editor	Jamilia J. Blake	Texas A&M University
Senior Editor	Gary L. Canivez	Eastern Illinois University
Senior Editor	Dorothy L. Espelage	University of North Carolina
Senior Editor	Jorge E. Gonzalez	University of Houston
Senior Editor	Amanda L. Sullivan	University of Minnesota
Senior Editor	Frank C. Worrell	University of California, Berkeley
Associate Editor	Prerna Arora	Columbia University
Associate Editor	Scott L. Graves	The Ohio State University
Associate Editor	Francis L. Huang	University of Missouri
Associate Editor	Stacy-Ann A. January	University of South Florida
Associate Editor	Tyler L. Renshaw	Utah State University
Associate Editor	Samuel Y. Song	University of Nevada, Las Vegas
Associate Editor	Cixin Wang	University of Maryland

--

Shane R. Jimerson, Ph.D., NCSP

Professor

Gevirtz Graduate School of Education
2121 ED, Santa Barbara, CA  93106-9490
Office: (805) 893-3366
Email: Jime...@ucsb.edu

*UCSB is built on the ancestral and unceded land of the Chumash people. I respect and honor our Indigenous relatives who still nourish this territory from which they were forcibly removed.

Past-President, the Society for the Study of School Psychology

President-Emeritus, the International School Psychology Association

President-Emeritus, Division 16 School Psychology of APA

Senior Editor of International Science, School Psychology journal, published by APA

Editor, School Psychology Review, published by NASP

@DrJ_ucsb

CCSP Vision - Innovations for Excellence and Equity in Counseling, Clinical, and School Psychology.

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"I am unable to make the days longer, so I strive to make them better."
-Thoreau