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Scientific and public attention regarding educator-directed violence has increased over the past 15 years; however, research on violence against administrators is limited. Although school administrators are responsible for school performance and safety, they can be particularly vulnerable to violence from students, teachers, and parents. This study includes 497 pre-K–12th grade school administrators in the United States. A path analysis was conducted to examine the associations between administrator perceptions of student-, school-, and community-level strengths and administrator experiences of verbal/threatening and physical violence. Cultural pluralism, which incorporates student and staff support of cultural differences and honors different voices and cultures in curricula and discussion, was investigated as a moderator of these associations. Results indicate that (a) student strengths are associated with less student verbal/threatening violence against administrators; (b) school strengths are associated with less student and colleague verbal/threatening violence against administrators; and (c) community strengths are associated with less physical violence from students and less verbal/threatening violence from parents against administrators. Cultural pluralism practices significantly moderated the relationship between student strengths and physical violence from colleagues. Findings highlight school practices and policies across the school ecology that are associated with less administrator-directed violence.

Violence against teachers has received increasing attention worldwide, with high rates of verbal, threatening, physical, and property violence in schools. Teacher-directed violence contributes to poor mental and physical health, high rates of turnover, and diminished student achievement. Despite these findings, there is a dearth of research on violence experienced by paraprofessionals who play key roles in supporting students with the greatest learning and behavioral needs in schools. Using a sample of 1993 paraprofessionals, this study is one of the first to investigate paraprofessionals’ experiences of violence in school settings. We found that the rate of student violence against paraprofessionals was 37% for property offenses, 49.5% for physical violence, and 54% for verbal and threatening violence. Further, we employed a socio-ecological model of individual, classroom, school, and community factors to predict paraprofessional experiences of violence from students in schools. Negative binomial regression results revealed that student-staff relationship problems and student behavioral concerns were positively related to verbal and threatening, physical, and property violence against paraprofessionals. Paraprofessionals working in elementary schools were more likely to report physical violence compared to those working in middle or high school settings. Implications for research and educational practice are also presented.

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. Results indicated that administrators’ perceptions of district leaders’ support were associated with lower intentions to transfer or quit their positions both directly and indirectly as a function of decreased anxiety/stress. District support was positively related to administrator safety, particularly for administrators who reported experiencing more student violence. Findings highlight the importance of district support of administrators for reducing mental health concerns and transfer/quit intentions in the context of student violence against school administrators. Implications of findings for research and practice are presented.

BackgroundThe global prevalence of congenital heart disease (CHD) is increasing. Research on patient-reported outcomes (PROs) predominantly originates from high-income countries, resulting in an incomplete understanding of the true global burden of CHD from the patient perspective. Therefore, we described perceived health, psychological distress and quality of life (QoL) in a large sample of adults with CHD from the globe and explored the relationship between PROs and the income level of the countries.MethodsAssessment of Patterns of Patient-Reported Outcomes in Adults with Congenital Heart Disease—International Study II (APPROACH-IS II) represents an international cross-sectional investigation of PROs in 8415 patients from 53 centres across 32 countries. Patients completed questionnaires to measure perceived health status (RAND-12 Health Survey; EuroQOL-5D Visual Analog Scale); depressive symptoms (Patient Health Questionnaire-8, PHQ-8); anxiety (Generalized Anxiety Disorder Scale-7) and QoL (Linear Analog Scale). Gross National Income per capita in US dollars was used for stratifying countries according to income levels.ResultsLarge intercountry disparities in PROs were observed. Switzerland demonstrated the highest mean scores for physical functioning, self-rated health and QoL, while Senegal had the lowest scores. Patients from Malta demonstrated the highest mean scores for mental health, and Senegal had the lowest scores. With regard to depressive symptoms and anxiety, Pakistan had the lowest mean scores, while Turkey had the highest scores. Patients from high-income nations reported significantly better physical functioning, mental functioning and QoL.ConclusionLarge intercountry disparities in PROs were observed. APPROACH-IS II is a pioneering international endeavour that comprehensively evaluated PROs among adults with CHD, drawing participants from nations with different income levels.Trial registration number NCT04902768.