Preventing School Violence and Promoting School Safety: Contemporary Scholarship Advancing Science, Practice, and Policy History and Future of School Safety Research Safe Places to Learn: Advances in School Safety Research and Practice A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research School Securitization and Its Alternatives: The Social, Political, and Contextual Drivers of School Safety Policy and Practice Good Intentions Are Not Enough: Centering Equity in School Discipline Reform Addressing School Safety Through Comprehensive School Climate Approaches Guns, School Shooters, and School Safety: What We Know and Directions for Change Centering Race to Move Towards an Intersectional Ecological Framework for Defining School Safety for Black Students Unequally
Safe: Association Between Bullying and Perceived School Safety and the
Moderating Effects of Race/Ethnicity, Gender, and Grade Level Associations Between Community-Level Racial Biases, Office Discipline Referrals, and Out-of-School Suspensions An
Intersectional Examination of the Effects of Race/Ethnicity and
Immigrant Status on School Victimization in Predominantly
Hispanic/Latinx High Schools School
Connectedness and Bystander Intervention: The Moderating Role of
Perceived Exclusion and Privilege Among African American Students School Resource Officers’ Roles Differ in the Prediction of Nonviolent and Serious Violent Incidents Trauma-Informed
Care in Schools: Perspectives From School Resource Officers and School
Security Professionals During Professional Development Training The Influence of School Resource Officer Presence on Teacher Perceptions of School Safety and Security Mind the Gap: A Systematic Review of Research on Restorative Practices in Schools Teacher Support for Zero Tolerance Is Associated With Higher Suspension Rates and Lower Feelings of Safety Teacher Perceptions Matter: Psychometric Properties of the Georgia School Personnel Survey of School Climate Patterns and Pathways of Peer Victimization Across the Transition to Middle School Perceptions of Emotional and Physical Safety Among Boarding Students and Associations With School Bullying Scaling and Disseminating Brief Bullying Prevention Programming: Strengths, Challenges, and Considerations General Article School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence |
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University of California, Santa Barbara |
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University of Minnesota |
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University of California, Berkeley |
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University of Missouri |
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School Psychology Review
Contributes Contemporary Research
Preventing School Violence and Promoting School Safety
Featuring Guest Editors: Matthew Mayer and Amanda Nickerson
Overview
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
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
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
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
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
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
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
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
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
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
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
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 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, 388-405. 10.1080/2372966X.2020.1832865
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
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
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