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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.

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. In this study, 237 teachers' qualitative responses from a larger sample of 2,431 anonymous, online survey responses were examined to better understand their experiences with incidents of violence and how administrators played a role in these experiences. Results reveal that lack of administrator support negatively impacts teachers at multiple levels, including teachers' feelings (individual); challenges associated with addressing issues related to students, parents, and other perpetrators (interpersonal); and school systems and policies (organizational). This study highlights the importance of administrative support and illustrates how administrators' actions and inactions can have ripple effects at each level of the school microcosm. Implications for research, practice, and policy are discussed.

Professional development training for school personnel on issues related to sexual and gender identity (i.e., SOGI training) is a school strategy designed to prevent health and educational disparities for lesbian, gay, bisexual, and transgender (LGBT) youth at school. Yet we know surprisingly little about how the presence of this practice at school affects students’ experience. This study explores whether students’ experiences of victimization and school climate vary as a function of school administrator support for SOGI training at two time points (2004 and 2014). We combined multiple independent databases: students’ reports on victimization and school climate in 2013–2015 (n = 55,158), and school (n = 152) and school district data (n = 67) on support for SOGI training in 2004 and 2014. More positive school climates were found in schools with support for SOGI training in 2004 only and both 2004 and 2014 compared to schools with SOGI training support in 2014 only. In schools with support for SOGI training in both 2004 and 2014, LGBT students reported the lowest rates of victimization. Findings from this study provide evidence that support for SOGI training by school administration is an effective way to improve school contexts for LGBT and all students. School administrators who aim to reduce victimization disparities for LGBT students and improve school climates should support the implementation of SOGI training, and sustain such training over time.

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.

A public health approach to human trafficking involves estimating the size of the problem; identifying risk and protective factors for victimization, perpetration, survival, and resilience across multiple levels of the social ecology; and developing evidence-based strategies to improve victim health. Studies of child protection, domestic violence, immigration, labor regulation, minimum wage, and drug and sex criminalization laws will provide key intersectional knowledge to advance the human trafficking response. [...]a robust program of research that achieves the five priority aims outlined in this agenda will make substantial advances toward achieving the US goal of reducing human trafficking and ending the suffering of the people who experience it.m Emily F. Rothman, ScD Hanni Stoklosa, MD, MPH Susie B. Baldwin, MD, MPH Makini Chisolm-Straker, MD, MPH Rumi Kato Price, PhD, MPE Holly G. Atkinson, MD, on Behalf of HEAL Trafficking CONTRIBUTORS This editorial was created collaboratively by members of the HEAL Trafficking Research Committee. HEAL comprises more than 1000 members, including physicians, mental health and behavioral specialists, nurses, advanced practice clinicians, social workers, public health professionals, attorneys, administrators, and researchers.

Background Schools are one of the first and most effective service systems that migrant children encounter in the host country where they settle. The school environment can contain difficulties, such as discrimination, exclusion, or bullying due to religious identity or cultural differences. This study aimed to examine the effects of migrant children's religious identity or culture on their exposure to bullying in schools. Methods This scoping review was conducted in PubMed and Scopus online databases without any year limitation. The search strategy included combinations of the following keywords: ‘migrant’, ‘immigrant’, ‘refugee’, ‘asylum seekers’, ‘child*’, ‘religio*’, ‘religio* beliefs’, ‘religio* identity’, ‘faith’, ‘cultur*’, ‘school’, ‘bully*’. Empirical (qualitative, quantitative or mixed methods) and English language studies with full text available were included. Results This review included 13 peer-reviewed journal articles. More than half of the studies found that school bullying in migrant individuals was caused by religious identity, ethnicity, race and cultural differences. Most studies reported that migrant children were bullied by their peers in the school environment in relation to their language and physical appearance. Some studies have highlighted that migrant children experience bullying by their teachers due to cultural prejudices. Additionally, a few studies have found that when cultural adjustment stress is high among migrant mothers, their children's bullying victimisation increases. Conclusions This study revealed that school bullying was caused by language barriers, physical differences, ethnicity and race. Therefore, parents, teachers, students, school personnel and administrators should be trained to increase religious and cultural sensitivity and social environments that support migrant children should be created. Such interventions can support the integration process of migrant children by reducing their experiences of bullying. Key messages • Religious identity, cultural differences, language barriers, and physical appearance contribute to school bullying against migrant children, emphasizing the need for culturally sensitive schools. • Training parents, teachers, students, and school staff in cultural and religious sensitivity can reduce bullying and promote the successful social integration of migrant children.

Homophobic bullying is a serious concern for students, parents, teachers, and school officials. This article reviews evidence on the status of this problem and how it may be addressed in a multilevel and multidisciplinary manner growing out of a social-ecological perspective on homophobic bullying as a social phenomenon. The ecological framework developed by Urie Bronfenbrenner (1977, 1979) is applied to organize this effort, which includes micro-, exo-, and macro-systems in which behavior and development are embedded. The inherent fluidity of experience postulated by Bronfenbrenner's ecological approach offers hope that as practices and policy to promote diversity move forward, they will reshape the social ecology of sexual minority youth.

The present research documented the development and factor analysis of four survey research instruments to measure stakeholder perceptions of psychological outcomes associated with restorative justice conferencing in campus sexual misconduct cases. Restorative justice conferences provide an opportunity to repair harm following wrongdoing by encouraging offenders to acknowledge their actions and empowering victims to take an active role in the justice process. University administrators may pursue conferencing as a best practice to resolve conflict and enhance accountability. However, stakeholders may have varied perceptions of both the positive outcomes (e.g., appropriateness and benefits) and the negative outcomes (e.g., psychological harm and physical endangerment) associated with this approach. Participants were 299 university student stakeholders. Each of the present scales demonstrated internal consistency and good model fit with a single factor structure, suggesting that these measures may be deployed in future research and practice. The development of new instruments is necessary to advance empirical understandings of restorative justice and to facilitate its effective implementation in delicate situations.

This study examined why some Taiwanese male inmates are more likely to experience physical, psychological, or deprivation victimization than others. It draws on a framework derived from importation, deprivation, and routine activities theories, which were developed in the American prison context. The sample comprised 2065 inmates of nine male prisons located in different geographical areas of Taiwan. A survey questionnaire was used to collect data from these inmates between June and September 2015. The results show a clear pattern of four predictor variables, namely drug-related convictions, mental illness before imprisonment, acts of prison misconduct, and fear in prison, that consistently contribute to the three forms of prison victimization. Based on these four significant predictors, policy implications for correctional administrators and suggestions for future studies are provided.

Although scholarship continues to document higher rates of alcohol use for sexual and gender minority (SGM) youth compared with heterosexual and cisgender youth, research identifying factors that mitigate SGM youths’ risk is nascent. Youth spend substantial time in schools; therefore, teachers could play significant roles in attenuating these health concerns. We used data from a nationwide survey of 11,189 SGM youth (Mage = 15.52; 67.7% White) to explore whether perceived teacher social-emotional support attenuated the association between victimization and alcohol use, further conditioned by youths’ specific ethnoracial identity. As expected, victimization was associated with more frequent alcohol use; however, greater perceived teacher support attenuated this association. The attenuating effect of perceived teacher support was significantly stronger for Hispanic/Latinx youth than White youth. Our findings have implications for alcohol use prevention among SGM youth, who face significant marginalization in schools and society. If we are to prevent alcohol use disparities among SGM youth, scholars and stakeholders (e.g., school administrators, teachers) should invest in building teacher efficacy to intervene in SGM-specific victimization.