Abstract

This article summarizes the accomplishments of research on school safety in the past quarter century, identifies important gaps, and indicates promising directions for further progress. Although closely related, there are distinguishable bodies of research on physical and psychological safety. Physical safety research concerns the prevention of violent attacks through security measures, school discipline, and threat assessment. Psychological safety is focused on protecting students from less severe, but serious, acts of peer aggression such as harassment and bullying, and includes research on multitiered programs and school climate. This article recognizes substantial support for some school safety practices while emphasizing the need for research on other widely used practices. School safety research has much to offer school psychologists in fostering physically and psychologically safe schools that produce students who develop into well-educated and responsible citizens.

Impact Statement

This article reviews a quarter century of research on school safety in order to identify both successful and unsuccessful strategies for keeping schools physically and psychological safe for students. School security measures and a zero tolerance approach to discipline have yielded little evidence of effectiveness and can have negative consequences for students. More promising alternatives that emphasize prevention include school threat assessment, multitiered programs concerned with positive behavioral interventions and social–emotional learning, and maintenance of a supportive and structured school climate.

摘要

本文总结了过去四分之一个世纪学校安全研究的成就，找出了重要的差距，并指出了进一步发展的方向。尽管密切相关，但在身体和心理安全方面有不同的研究机构。人身安全研究涉及通过安全措施、学校纪律和威胁评估来预防暴力袭击。心理安全的重点是保护学生免受不太严重但很严重的同伴攻击行为，例如骚扰和欺凌，包括对多层次计划和学校氛围的研究。本文承认对某些学校安全实践的大力支持，同时强调需要对其他广泛使用的实践进行研究。

影响声明

本文回顾了四分之一个世纪的学校安全研究，以确定成功和失败的策略，以确保学校对学生的身心安全。学校安全措施和对纪律的零容忍态度几乎没有产生有效性的证据，并且可能对学生产生负面影响。强调预防的更有前景的替代方案包括学校威胁评估、涉及积极行为干预和社会情感学习的多层次计划，以及维持支持性和结构化的学校氛围。