Journal ArticleDOI
Aggression and violence and the achievement gap among urban minority youth.
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TLDR
Violence and aggressive behavior are highly and disproportionately prevalent among school-aged urban minority youth, have a negative impact on academic achievement by adversely affecting cognition, school connectedness, and absenteeism, and effective practices are available for schools to address this problem.Abstract:
OBJECTIVES: To outline the prevalence and disparities of aggression and violence among school-aged urban minority youth, causal pathways through which aggression and violence adversely affects academic achievement, and proven or promising approaches for schools to address these problems. METHODS: Literature review. RESULTS: Recent national data indicate that among students aged 12-18, approximately 628,200 violent crimes and 868,100 thefts occurred. Physical fighting was more commonly reported by Blacks and Hispanics (44.7% and 40.4%, respectively) than Whites (31.7%). In-school threats and injuries were nearly twice as prevalent in cities as in suburbs and towns or rural areas (10% vs 6% and 5%, respectively). Associations between exposure to and exhibition of aggression and violence and unfavorable educational outcomes are well documented. Causal pathways through which aggression and violence impede learning include cognition, school connectedness, and absenteeism. Disruptive classroom behavior is a well-recognized and significant impediment to teaching and learning. Compelling research has shown that various school-based programs can significantly reduce the nature and extent of aggressive and violent behaviors. CONCLUSIONS: Violence and aggressive behavior are highly and disproportionately prevalent among school-aged urban minority youth, have a negative impact on academic achievement by adversely affecting cognition, school connectedness, and absenteeism, and effective practices are available for schools to address this problem. Once the domain of criminal justice, aggression and violence are now recognized as an appropriate and important focus of the education and public health systems. Implementing evidence-based school policies and programs to reduce aggression and violence must be a high priority to help close the achievement gap. Language: enread more
Citations
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Journal ArticleDOI
Critical Connections: Health and Academics.
TL;DR: The literature on the connection between health and academic achievement using the Whole School, Whole Community, and Whole Child framework as a way to address health-related barriers to learning is summarized.
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The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis
Deborah Fry,Xiangming Fang,Stuart P Elliott,Tabitha Casey,Xiaodong Zheng,Jiaoyuan Li,Lani Florian,Gillean McCluskey +7 more
TL;DR: This study shows how different forms of violence in childhood contribute to inequalities in education-for both boys and girls and that an increased investment in prevention is needed in order to meet the global Sustainable Development Goals.
Journal ArticleDOI
Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend
TL;DR: Using photographic data from a study of 325 college-bound juniors and seniors attending 40 public New York City high schools, the authors counterbalances one-sided mischaracterizations of young men of color and the urban schools that educate them.
Journal ArticleDOI
Health and school outcomes during children's transition into adolescence.
Christopher B. Forrest,Christopher B. Forrest,Katherine B. Bevans,Katherine B. Bevans,Anne W. Riley,Richard Crespo,Thomas A. Louis +6 more
TL;DR: Low levels of negative stress experiences and high physical comfort had positive effects on teacher connectedness, school engagement, and academic achievement, whereas bullying and bully victimization negatively affected these outcomes.
Journal ArticleDOI
Violence exposure, sleep disturbance, and poor academic performance in middle school
Stephen J. Lepore,Wendy Kliewer +1 more
TL;DR: The findings suggest that failing grades and sleepiness in school may be signs that youth are exposed to violence, and interventions to improve sleep hygiene and reduce violence exposure may help to improve academic outcomes for youth.
References
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Journal ArticleDOI
The world report on violence and health.
TL;DR: The first World Report on Violence and Health analyses different types of violence including child abuse and neglect, youth violence, intimate partner violence, sexual violence, elder abuse, self-directed violence, and collective violence.
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Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?.
TL;DR: The need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment is illustrated.
Youth risk behavior surveillance--United States, 2007.
Danice K. Eaton,Laura Kann,Steve Kinchen,Shari L. Shanklin,James Ross,Joseph Hawkins,William A. Harris,Richard Lowry,Tim McManus,David Chyen,Connie Lim,Nancy D. Brener,Howell Wechsler +12 more
TL;DR: Results from the 2007 national Youth Risk Behavior Survey (YRBS) indicated that many high school students engaged in behaviors that increased their likelihood of death from these four causes: motor-vehicle crashes, other unintentional injuries, homicide, and suicide.
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Bullying Among Young Adolescents: The Strong, the Weak, and the Troubled
TL;DR: Bully-victims were the most troubled group, displaying the highest level of conduct, school, and peer relationship problems, and pediatricians can recommend school-wide antibullying approaches that aim to change peer dynamics that support and maintain bullying.
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Peer victimization : Cause or consequence of school maladjustment?
TL;DR: Whereas children's feelings of loneliness were more pronounced while victimization was occurring, delayed effects were found for school avoidance and the duration of children's victimization experiences was related to the magnitude of their school adjustment problems.