Addressing violence against teachers: A social-ecological analysis of teachers' perspectives

Susan D. McMahon, Eric Peist, Jacqueline O. Davis, Elizabeth McConnell, Samantha Reaves, Linda A. Reddy, Eric M. Anderman, Dorothy L. Espelage

Research output: Contribution to journalArticle

Abstract

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.

Original languageEnglish (US)
JournalPsychology in the Schools
DOIs
StateAccepted/In press - Jan 1 2020

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All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Keywords

  • aggression toward teachers
  • qualitative study
  • social-ecological framework
  • teacher recommendations
  • teacher victimization

Cite this

McMahon, S. D., Peist, E., Davis, J. O., McConnell, E., Reaves, S., Reddy, L. A., Anderman, E. M., & Espelage, D. L. (Accepted/In press). Addressing violence against teachers: A social-ecological analysis of teachers' perspectives. Psychology in the Schools. https://doi.org/10.1002/pits.22382