Influenced by the theoretical concepts of ‘Relative deprivation’ and ‘Social cohesion’, this study adds to the relatively limited literature of socio-structural approaches to the school–crime relationship. Multilevel analysis was conducted to explore the independent and interactive effects of three distinct features of the school setting—concentrated (dis)advantage, the proportion of students with poor future prospects and teacher-rated social cohesion—in relation to self-reported offending. Using information from three data sources on 4,608 students and 1,056 teachers from 77 lower secondary schools in Stockholm, the results showed that school concentrated (dis)advantage and school-level future prospects were directly related to offending. In addition, cross-level interactions indicate that the association between student performance and offending differs depending on school type.

中文翻译：

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学校的希望、信任和隔离：对暴力和一般犯罪的背景影响分析

受“相对剥夺”和“社会凝聚力”理论概念的影响，本研究增加了相对有限的关于学校与犯罪关系的社会结构方法的文献。进行了多层次分析，以探索学校环境的三个不同特征——集中（不利）优势、未来前景不佳的学生比例和教师评定的社会凝聚力——与自我报告的犯罪行为的独立和互动影响。使用来自斯德哥尔摩 77 所初中的 4,608 名学生和 1,056 名教师的三个数据源的信息，结果表明，学校集中（劣势）优势和学校层面的未来前景与违规行为直接相关。此外，