By Sofia Amaral, Aixa Garcia-Ramos, Selim Gulesci, Sarita Oré, Alejandra Ramos, & Maria Micaela Sviatschi

Gender-based violence (GBV) at schools is a pervasive problem that affects millions of adolescent girls worldwide. In partnership with the Ministry of Education in Mozambique, we developed an intervention to increase the capacity of key school personnel to address GBV and to improve students’ awareness as well as proactive behaviors. To understand the role of GBV on girls’ education, we randomized not only exposure to the intervention but also whether the student component was targeted to girls only, boys only, or both. Our findings indicate a reduction in sexual violence by teachers and school staff against girls, regardless of the targeted gender group, providing evidence of the role of improving the capacity of key school personnel to deter perpetrators. Using administrative records, we also find that in schools where the intervention encouraged proactive behavior by girls, there was an increase in their school enrollment, largely due to an increased propensity for GBV reporting by victims. Our findings suggest that effectively mitigating violence to improve girls’ schooling requires a dual approach: deterring potential perpetrators and fostering a proactive stance among victims, such as increased reporting.

CESifo Working Paper Series No. 11506, Nov 2024, 64p.

By Lucy Bryant

Figures from the UK Office for National Statistics (2021a) suggest that alcohol-related violence in England and Wales has been declining – both as a total figure (1,001,000 in 2009/10 to 525,000 in 2019/20) and as a proportion of all violent incidents (54% in 2009/10 to 42% in 2019/20). ■ This decline remains unexplained and generally unexamined – however, there are existing bodies of research that might offer insight into this trend. ■ This report examines possible explanations for the decline seen in alcohol-related violence – drawing on existing literature exploring: changing patterns in violence (e.g., Farrell et al. 2014), alcohol’s relationship with violence (e.g., Graham & Livingston 2011), and the measurement of violence (e.g., Reiner 2016). ■ Changing patterns in youth drinking might contribute to this violence decline. It is younger, rather than older age groups, who predominantly engage in violence in night-time economy settings (Finney 2004). Youth drinking in England has seen a recent downturn (e.g., Oldham et al. 2018), corresponding to some degree with declines in alcohol-related violence.

■ A steeper decline in alcohol-related violence relative to violence overall appears to be accounted for by shi s in alcohol-related stranger and acquaintance violence. Crime Survey for England and Wales (CSEW) data show that the proportion of stranger and acquaintance violence incidents that were alcohol related fell between 2009/10 and 2019/20, whilst the proportion of domestic violence incidents which were alcohol-related generally remained stable. ■ It is possible data artefacts such as counting errors contained in national statistics form some part of the trend investigated here. While the CSEW is a widely respected data source (Tilley & Tseloni 2016), limitations in its capturing of violent incidents have been previously identified (e.g., Walby et al. 2016). It is important to consider the impact any such data artefact might have on alcohol related violence trends – investigation of the production of these National Statistics should be undertaken to assess this.   

London: Institute of Alcohol Studies, 2023. 21p.

By Irwin, Véronique; Wang, Ke; Cui, Jiashan; Thompson, Alexandra (Statistician)

From the document: "'Report on Indicators of School Crime and Safety: 2022' provides the most recent national indicators on school crime and safety. The information presented in this report serves as a reference for policymakers and practitioners so that they can develop effective programs and policies aimed at violence and school crime prevention. Accurate information about the nature, extent, and scope of the problem being addressed is essential for developing effective programs and policies. This is the 25th edition of Indicators of School Crime and Safety, a joint effort of the Bureau of Justice Statistics (BJS) and the National Center for Education Statistics (NCES). This report provides summary statistics to inform the nation about current aspects of crime and safety in schools. 'Report on Indicators of School Crime and Safety' includes the most recent available data at the time of its development, compiled from a number of statistical data sources supported by the federal government. Such sources include results from the School-Associated Violent Death Surveillance System, sponsored by the U.S. Department of Education, the U.S. Department of Justice, and the Centers for Disease Control and Prevention (CDC); the National Vital Statistics System, sponsored by CDC; the School Shooting Safety Compendium, sponsored by the U.S. Department of Defense; the Studies of Active Shooter Incidents, sponsored by the Federal Bureau of Investigation; the National Crime Victimization Survey and School Crime Supplement to that survey, sponsored by BJS and NCES, respectively; the Youth Risk Behavior Surveillance System, sponsored by CDC; the School Survey on Crime and Safety, Fast Response Survey System, ED'Facts', and National Teacher and Principal Survey, all sponsored by NCES; and the Campus Safety and Security Survey, sponsored by the U.S. Department of Education. Some of these data are collected annually, while others are collected less frequently."

Washington D.D. National Center For Education Statistics; United States. Bureau Of Justice Statistics. 2023.. 38p.

By Kathleen Manion, et al.

  It is no longer possible to ignore the significant and widespread impact violence has on children. It influences children and young people in the short and long term, but also sometimes across generations. Violence against children and young people happens in schools, in homes, in their communities, and across various systems that touch the lives of children. In South East Europe, violence against children and young people is pervasive. This research project investigates the experiences of violence that children experience at school and enroute to and from school. This study particularly focuses on understanding the social and gender norms impacting school-related, gender based violence (SRGBV), and the role of children and young people in challenging these social norms. With Child Protection Hub South East Europe, Terre des hommes, and the Institute for International Child Rights and Development (IICRD), this study was conducted in eight countries in South East Europe, specifically in Albania, Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, Moldova, Romania, and Serbia. The purpose of the research was: to explore the social and gender norms impacting school related gender-based violence (SRGBV), and the potential role of children and young people in challenging these social norms. This qualitative research project collected data through participatory research activities and focus groups with young people and key supportive adults across two sites within each country.   

Child Protection Hub for SouthEast Europe, 2021. 145p.

By Allison B. Dymnicki, Beverly Kingston, Sabrina Arredondo Mattson, Elizabeth Spier, Susanne Argamaso Maher, Jody Witt

Researchers from the University of Colorado Boulder’s Center for the Study and Prevention of Violence (CSPV) partnered with educators in 46 middle schools to implement Safe Communities Safe Schools (SCSS). SCSS seeks to prevent and reduce behavioral incidents, address mental and behavioral health concerns, and increase prosocial behavior in the school setting through three core program components: developing a functioning multidisciplinary school team, building capacity around data use, and selecting and implementing evidence-based programs. The study explored research questions in three areas: readiness (whether schools met baseline criteria and experienced changes in readiness over time), implementation (whether the SCSS model was implemented as intended; whether it is feasible, acceptable, and effective when implemented schoolwide), and associated outcomes (effects on school climate, safety, related behavioral and mental health indicators, and academic outcomes). To explore questions in these three areas, CSPV and external evaluators from American Institutes for Research conducted a mixed-methods randomized control trial with a staggered implementation design using qualitative data (open-ended questions on implementation surveys, focus groups) and quantitative data (staff and student school climate data, attendance/truancy rates, suspension rates, and academic achievement data). The study found that (1) the participating schools met the pre-developed readiness criteria and reported some improvements in readiness constructs over time; (2) some components of the model were implemented as intended and were acceptable and effective (from the educators’ perspective), but increased knowledge, understanding, and skills were limited to school team members; and (3) there were mixed impacts on school climate, safety, behavioral and mental health indicators, and academic outcomes, with outcomes varying (to some extent) by implementation characteristics. This report discusses the study’s findings and their implications for criminal justice policy and practice.

Washington DC: American Institutes for Research. 26p

By Marcel-Eugène LeBeuf

This report is the first complete assessment of the RCMP’s involvement in the Indian Residential School (IRS) system. As the police force of jurisdiction in many areas where Indian Residential Schools were located, the RCMP sought to gain a better understanding of its role during this era. Through researching and publishing this study, the RCMP wishes to document and demonstrate its dedication to the healing and reconciliation process. The contribution of knowledge from a law enforcement and sociological perspective shows the commitment of the RCMP to support the Truth and Reconciliation Commission (TRC), former Indian Residential School students, First Nation, Inuit and Métis communities, RCMP members, as well as all Canadians, Aboriginal and non-Aboriginal, in the healing process. This report helps prepare for the future as it permits assessment of past practices, actions and accomplishments, and provides an occasion for the RCMP to improve future ones. … This study does not intend to shed light on the systemic problems that occurred in Indian Residential Schools nor on what the police could have done with regards to the various forms of abuse suffered in the system. The focus, rather, is to explain how police officers were linked with the school system and what actions the police took, if any, if they were aware of abuse. For the study and this report, the word “abuse” refers to improper physical or sexual behavior and actions that contributed to the loss of cultural roots

Ottawa: Royal Canadian Mounted Police, 2011. 470p.