Administrator Turnover: The Roles of District Support, Safety, Anxiety, and Violence from Students.

Researchers have examined the importance of school administrative support for teacher safety, victimization, anxiety, and retention; however, studies to date have rarely focused on school administrators' perceptions of support by their district leaders, and its relation to administrators' anxiety/stress, safety, and their intentions to transfer or quit their jobs. In the current study of 457 PreK-12th grade school administrators in the United States, structural equation modeling was used to examine relations between administrators' perceptions of support from their district leaders and their anxiety/stress, safety, and intentions to transfer or quit their jobs. Administrator experiences of violence by student offenders served as a moderator.

Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results.

Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools.

A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.

Weapon violence in schools is a pressing concern with serious consequences. In this study, we propose and evaluate a theoretical framework of school-based weapon violence comprised of contributors, triggers, and motivation leading to weapon behaviors, taking into account weapon type, origin, and availability. This framework provides a foundation to investigate the multifaceted nature of weapon violence in schools.

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.

Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten-12th grade teachers was White (79%) and female (79%).

Black Adolescent Self-Perceptions: The Roles of Ethnic Identity and Stress Exposure.

Ethnic identity is associated with various positive outcomes for Black adolescents, but more information is needed about its potential to protect adolescents exposed to stress. Stressful life events predict a range of health outcomes, yet few studies have examined their association with adolescent self-perception. Ethnic identity may serve as protection from stress.

How school policies, strategies, and relational factors contribute to teacher victimization and school safety.

In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety.

Participation and co-production for learning and development of identities: wherever I go, I meet myself.

Background: Contemporary society is characterised by constant change with an ever-increasing feature of interconnection, having clear implications for healthcare professional learning and role identity. It is proposed that active participation and coproduction for learning can provide options to understand contemporary challenges and opportunities in the development of personal and professional identity.

Aims: This research aimed to explore the value of learning and development of identity through participation in co-produced practical workshop activity involving service users and students across a Year 1 (level 4) undergraduate BSc(Hons) Physiotherapy module.

Violence directed against teachers during the COVID-19 pandemic: A social-ecological analysis of safety and well-being.

Violence against teachers is a public health crisis that has devastating effects on school personnel well-being, health, and retention, as well as students' educational outcomes. In collaboration with national organizations, the American Psychological Association Task Force on Violence against Educators conducted the first national survey on educator victimization that included 4,136 pre-K through 12th-grade teachers from all 50 U.S.

Natural mentoring among college students of color: Considerations for their ethnic-racial identity and psychological well-being.

This study examined: (a) the roles of ethnic-racial similarity between mentors and mentees and mentors' support for ethnic-racial identity (ERI) in mentees' ERI private regard, (b) the roles of ethnic-racial similarity and ERI support in mentees' psychological well-being, and (c) the indirect effects of ethnic-racial similarity and ERI support on psychological well-being via private regard. Participants were 231 college students of color who completed a survey and reported having a natural mentor. Path analyses were conducted to test the hypothesized model.

Meta-analyses of teacher-delivered trauma-based and trauma-informed care interventions.

Objective: Children impacted by adversity and trauma often experience psychological, emotional, behavioral, and academic difficulties. To address these concerns, there is a growing call for trauma-informed school systems to better support students with trauma histories. Teacher involvement in trauma-informed approaches is vital but understudied.

Prevalence of Parental Violence Toward Teachers: A Meta-Analysis.

A growing literature on parental violence toward teachers has examined the prevalence of these incidents, yet there is considerable variation across studies. There is a need for a systematic and comprehensive review to assess the extent of parent-perpetrated violence toward teachers. Using a meta-analytic approach, we examined the prevalence of violence directed against teachers by parents and how these rates vary by reporting timeframe and type of violence.

Organizational empowerment: A framework examining historical and systemic domains in school settings.

Organizational empowerment (OE) is a key construct in community psychology. We build on current understandings of OE by exploring history and systemic relationships as important aspects of OE. We conducted interviews with 20 school leaders from 16 schools that went through a district-wide transition of students with disabilities into general education schools and asked these leaders about their preparation and service provision during this transition.

Physical aggression toward teachers: Antecedents, behaviors, and consequences.

School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long-term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers' experiences of physical aggression.

Gang-Related Attitudes and Affiliations Among African American Youth: An Ecological Model.

An array of individual and ecological factors promotes and detracts from gang involvement. Using a transactional-ecological framework, we test a theoretical model in which ecological and individual factors influence gang-related attitudes and affiliations. African American adolescents ( = 174), in 5th-8th grades, from two schools in a disadvantaged community, participated.

Natural Mentoring, Academic Motivation, and Values Toward Education Among Latinx Adolescents.

We examined the roles of relational and instrumental relationship quality with natural mentors and academic intrinsic motivation on Latinx adolescents' perceived economic values of education. Participants were 256 Latinx youth (M = 15.07 years old; 116 boys, 140 girls) who completed surveys in 9th and 10th grades.

Schools as Vehicles to Assess Experiences, Improve Outcomes, and Effect Social Change.

Schools are important settings that can be utilized to yield a positive impact on youth and the many issues our society faces. In this Presidential Address, I identify key issues and directions for the field, advocating that we need to expand our ecological focus, improve school climate, and collaborate with schools to effect change. To illustrate these key themes, findings from four projects with k-12 youth and educators in the United States are described, and these projects have the following foci: protective factors for youth exposed to violence, teacher-directed violence as part of an APA Task Force, school climate and neighborhood factors in relation to academic outcomes, and school transitions for students with disabilities.

The Role of Neighborhood Context and School Climate in School-Level Academic Achievement.

In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio-economic status (SES) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we examine community-level and school-level data and use Geographic Information Systems (GIS) mapping to illustrate how school academic achievement coincides with neighborhood economics and crime statistics.

The Ecology of Teachers' Experiences with Violence and Lack of Administrative Support.

Teacher-directed violence is a common, yet understudied, phenomenon. Perpetrators of violence against teachers include not just students, but also administrators, parents, and colleagues. Administrators are key stakeholders when it comes to shaping school climate and safety that can reduce or increase the negative impact of violence against teachers.

A Vision for the Future of Community Psychology Education and Training.

As we reflect on the founding vision of the field of community psychology in the United States, we assess our progress toward achieving, building upon, and refining this vision. We review early literature regarding the US vision of the field, provide a historical overview of education and training within the field, and provide recommendations to guide and strengthen our approach to education. Our recommendations include the following: 1) serve as a resource to communities, 2) promote a sense of community within our field, 3) diversify students, faculty, and leadership, 4) evaluate our efforts, 5) be current and relevant, 6) enhance the visibility and growth of our field, and 7) create globally minded and innovative CPists.

Thriving Among African-American Adolescents: Religiosity, Religious Support, and Communalism.

While research has identified some positive factors in the lives of African-American adolescents, there is limited, yet growing, empirical research examining how positive factors foster thriving for these youth. Using a positive youth development framework, we examined naturally occurring factors that promote thriving among African-American adolescents. This cross-sectional study included 152 youth who were surveyed at five Black churches in a large Midwestern city.

Collaborative teaching: school implementation and connections with outcomes among students with disabilities.

Collaborative teaching is a widely used method of including and supporting students with disabilities to provide all students equal access to education. Yet, there is a dearth of research on its implementation and outcomes, and the few existing studies are limited to academic and testing outcomes. This study assesses the degree to which schools are implementing co-teaching practices and the relation between co-teaching and student psychosocial outcomes using a mixed method design.

School problems and solutions for students with disabilities: a qualitative examination.

The inclusion of students with disabilities is a process that requires collaboration among multiple individuals, with teachers, aides, parents, students, and school systems playing important roles in resolving student problems. In the current study, we examined data from 75 teachers concerning 126 students about problems that students with disabilities had following a transition from a school primarily serving students with disabilities to more inclusive schools. Reported problems were reviewed and five major themes emerged: academic, behavioral, mobility/accessibility, social, and transportation issues.

Transportation challenges for urban students with disabilities: parent perspectives.

This qualitative study explored parent perspectives of the transportation difficulties students with disabilities experienced getting to and around school. Participants were parents of predominantly African American and Latino/a high school youth with disabilities from low income neighborhoods. Content analysis of 14 meetings with 5 to 12 parents sponsored by the school district revealed five primary themes concerning transportation: the role of aides, exclusion from school programming, scheduling problems, equipment problems, and physical safety issues.

Transportation and socioemotional well-being of urban students with and without disabilities.

This study explored the extent to which transportation difficulties were associated with social, psychological, and academic experiences of urban, at-risk students who recently experienced a school transition. Participants included 165 predominantly African American and Latino/a high school youth with and without disabilities, a critical population for community psychology to address given their likelihood of multiple marginalizations. Results suggested transportation problems within school predicted more school stressors and aggressive behavior.