Radboud University, ITS, Nijmegen, The Netherlands CELSTEC, Open University of The Netherlands, Heerlen.
Br J Educ Psychol. 2011 Sep;81(Pt 3):369-90. doi: 10.1348/000709910X526614. Epub 2011 Mar 7.
BACKGROUND. School safety and corresponding feelings of both pupils and school staff are beginning to receive more and more attention. The social cohesion characteristics of a school may be useful in promoting feelings of safety, particularly in pupils. AIMS. To conceptualize theoretically, and check empirically a two-level model of social cohesion between and within schools, in order to explain a pupil's feelings of safety at school. SAMPLES. Data were collected aided by a national Dutch survey in secondary education carried out via the Internet. In 2008, digital questionnaires were completed by about 78,800 pupils, 6,200 teachers and educational support staff, and 600 school managers. METHODS. Data were checked for reliability and representativity. Social cohesion was indicated by self-reported measures of individual pupils and by aggregating scale and item scores of school managers, teachers, and other support staff within schools. Multi-level analysis using individual pupil data and school-level data was performed using MLwiN. RESULTS. A pupil's age, educational attainment level, experience of mild physical violence, prosocial rules of conduct and joint control of these rules, and school measures against playing truant, show positive influences on a pupil's feelings of safety at school. Negative influences are exerted by not feeling most at home in The Netherlands, peers taking drugs and weapons into school, and by experiencing social violence, severe physical violence, and sexual violence. Negative school effects exist simultaneously in severe physical violence experienced by teachers and other staff, and in curriculum differentiation applied by teachers and other staff; a positive school effect is school size. Some interaction effects between pupil and school-level variables were explored. CONCLUSIONS. The variance at school level is relatively low compared with the variance at pupil level. However, a much higher percentage of variance at school level than at pupil level is explained with respect to the pupils' feelings of safety at school. The resulting two-level model also reflects the streaming of pupils in Dutch secondary schools. To improve school safety, the national results emphasize the need to enhance prosocial behaviour rules and to enhance the shared control of these rules between teachers and pupils. They also emphasize the need for the school to take measures that prevent truancy and redefine curriculum differentiation procedures. National educational policy and research can combine efforts to assist schools in developing reliable and valid procedures to increase effectively safety in and around schools.
学校安全及其引起的学生和学校员工的相应感受正越来越受到关注。学校的社会凝聚力特点可能有助于提高安全感，尤其是在学生中。目的：从理论上构思并通过实证检验学校之间和学校内部社会凝聚力的两级模型，以解释学生在校的安全感。样本：数据通过全国荷兰中学教育互联网调查收集。2008 年，约 78800 名学生、6200 名教师和教育支持人员以及 600 名学校管理人员完成了数字问卷。方法：检查数据的可靠性和代表性。社会凝聚力通过学生个体的自我报告测量以及学校管理人员、教师和其他支持人员的学校层面的量表和项目得分进行衡量。使用 MLwiN 对个体学生数据和学校层面数据进行多层次分析。结果：学生的年龄、教育程度、轻度身体暴力经历、亲社会行为规则以及对这些规则的共同控制，以及学校对逃学的预防措施，对学生在校的安全感有积极影响。学生对荷兰的归属感不强、同伴携带毒品和武器进入学校、社会暴力、严重身体暴力和性暴力等因素则产生负面影响。教师和其他工作人员遭受严重身体暴力以及教师和其他工作人员实施课程差异化也会对学校产生负面影响；学校规模则产生积极影响。还探索了学生和学校层面变量之间的一些交互效应。结论：与学生层面的方差相比，学校层面的方差相对较低。然而，与学生层面相比，学校层面可以解释更多学生在校安全感的差异。由此产生的两级模型也反映了荷兰中学的学生分流。为了提高学校安全，国家层面的结果强调需要加强亲社会行为规则，并加强教师和学生之间对这些规则的共同控制。还需要学校采取措施防止逃学，并重新定义课程差异化程序。国家教育政策和研究可以共同努力，帮助学校制定可靠和有效的程序，有效提高学校及周边的安全水平。
