School of Social Work and Social Welfare, Hebrew University of Jerusalem, Mt. Scopus, Israel.
Child Abuse Negl. 2011 Apr;35(4):273-82. doi: 10.1016/j.chiabu.2011.01.004. Epub 2011 Apr 9.
This study examined individual and contextual factors that explain students' victimization by peers among 4th- through 6th-grade Jewish and Arab students.
A total of 120 homeroom teachers and 3,375 students from 47 schools participated. The study explored how students' reports of violence are influenced by individual factors (gender, age, perception of school climate, victimization by teachers, and fear) teacher-class factors (school climate, homeroom teachers' characteristics such as self-efficacy, and education) and cultural affiliation as a school level factor.
The results showed that levels of victimization vary significantly between classes and between schools. However, the vast majority of variation in students' victimization lay at the individual level. Factors such as fear, physical and emotional victimization by teachers, and gender affected levels of students' victimization by peers.
Students victimized by peers are more likely to be victimized by their teachers and to miss school because of their fear of violence. Further research should be conducted to investigate additional teacher, class and school factors that can predict levels of students' victimization.
Based on the study's results, efforts to deal with school violence should be targeted to students and school staff. It is essential to design and implement a "whole school" approach that includes participation of the entire school community. Furthermore, intensive individual treatment should be given to victimized students to improve their sense of safety and protection on school property. In addition, the findings emphasized the need to design and implement school intervention programs in a sensitive way that takes into consideration children's developmental stages and other factors that affect their levels of victimization. The results showed that younger children do not take advantage of the many positive effects that can be achieved from positive school policy and good relationships with staff. It might be that more efforts should be made to raise victimized students' awareness by emphasizing that schools have rules that are there to protect them.
本研究考察了 4 至 6 年级犹太裔和阿拉伯裔学生同伴侵害的个体和背景因素。
共有 120 名班主任和 47 所学校的 3375 名学生参与了这项研究。该研究探讨了学生对暴力的报告如何受到个体因素（性别、年龄、对学校氛围的感知、被教师侵害和恐惧）、教师-班级因素（学校氛围、班主任的自我效能感等特征以及作为学校层面因素的文化隶属关系）的影响。
研究结果表明，班级之间和学校之间的受害程度差异显著。然而，学生受害程度的绝大多数差异存在于个体层面。恐惧、教师的身体和情感侵害以及性别等因素会影响学生被同伴侵害的程度。
被同伴侵害的学生更有可能受到教师的侵害，并因对暴力的恐惧而逃学。应进一步开展研究，以调查可预测学生受害程度的其他教师、班级和学校因素。
根据研究结果，处理校园暴力的努力应针对学生和学校工作人员。必须设计和实施一种“全校”方法，包括整个学校社区的参与。此外，应向受侵害的学生提供密集的个体治疗，以提高他们在学校财产上的安全感和保护感。此外，研究结果强调需要以敏感的方式设计和实施学校干预计划，考虑到儿童的发展阶段和其他影响其受害程度的因素。研究结果表明，年幼的孩子没有充分利用积极的学校政策和与工作人员的良好关系可以带来的许多积极影响。可能需要更加努力地提高受侵害学生的意识，强调学校有规则来保护他们。
