SPR Contributes Contemporary Research Preventing School Violence and Promoting School Safety

[Shane Jimerson]

Dear School Psychology colleagues (students, practitioners, and faculty) (please forward to others to share this valuable resource),

Are you seeking research addressing how to promote safety and prevent violence at school?

(e.g., conceptual foundations, centering equity in school discipline reform, centering race and ethnicity in school safety, opportunity structures within school safety, racial bias and discipline / expulsions, immigrant status and school victimization, school securitization and alternatives, school resource officer's training and roles, discipline and school climate, bullying and victimization)

Maybe you could use this research to further inform your school safety planning and prevention efforts?

Maybe it is time to update your course syllabi for this year to feature NEW 2021 research regarding promoting safety and preventing violence at school?

Are you trying to locate stellar citations for a paper (or dissertation) you are writing related to school violence or school safety?

Great news - School Psychology Review has 22 articles that are already available! (see attached, and pasted below - more coming soon) #SPRBeTheChange

Hyperlinks are provided for easy access to each of the articles - Available to ALL NASP members! (and to others with institutional access, directly via the SPR website at T&F)

Considering that school psychologists are actively engaged in continuing professional development, this document identifies contemporary scholarship that may further inform practice, scholarship, and policy development.

Considering all faculty are responsible for developing courses / syllabi featuring contemporary scholarship we offer this simple resource that you can use to copy and paste those articles that you would like to feature in your course.

If you have scholarship to contribute, then submit to School Psychology Review, as we will continue to feature related scholarship to further promote school safety and prevent school violence.

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, DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 10.1080/2372966X.2020.1854621

 

School Securitization and Its Alternatives: The Social, Political, and Contextual Drivers of School Safety Policy and Practice

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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 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, ppp-ppp. 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, ppp-ppp. DOI: 10.1080/2372966X.2020.1852056

 

Teacher Support for Zero Tolerance is Associated with Higher Suspension Rates 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(2), ppp-ppp. DOI: 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, ppp-ppp. doi: 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, ppp-ppp. doi: 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, ppp-ppp. DOI: 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, ppp-ppp. DOI: 10.1080/2372966X.2020.1851612

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If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange

We look forward to further communications.

Sincerely,

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