Background

Victimization at school has been shown to affect a student’s perceptions of school climate, specifically in regard to how safe they feel at school and how fair they perceive their schools to be.

Objective

The current study investigated the potentially protective role of supportive teachers and peers in reducing the negative influence of victimization on student perceptions of safety and equity with a diverse and predominantly low SES sample of 310 ninth-grade students across eight schools in the greater New York City area.

Method

Participants completed the Maryland Safe and Supportive Schools (MDS3) Survey to assess social support and perceived safety and equity at school and a measure of victimization adapted from the Survey on School Crime and Safety (SOSCS).

Results

Results indicated that social support from teachers and peers was an important protective resource and that when both sources of support were high, youth reported that their schools were safer and more equitable. There was evidence of a buffering effect; when social support from teachers and peers was high, there was no relationship between victimization and perceptions of safety. Teacher support was also protective when social support from peers was low.

Conclusions

Results highlight the importance of positive and supportive relationships in promoting perceptions of school climate. Further, results suggest that social support can be especially protective for youth experiencing victimization.

中文翻译：

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关系很重要：老师和同伴支持在了解受害青年的学校气氛中的保护作用

背景

事实证明，在学校中受害会影响学生对学校气候的看法，特别是在他们感到在学校中有多安全以及他们对学校的看法有多公平方面。

客观的

当前的研究调查了大纽约市八所学校310名9年级学生的多样化且主要是低SES样本，研究了支持教师和同伴在减少受害对学生对安全和公平感的负面影响方面的潜在保护作用。区域。

方法

参与者完成了马里兰州安全与支持学校（MDS3）调查，以评估社会支持以及在学校中的安全感和公平感，以及根据学校犯罪与安全调查（SOSCS）改编的受害程度。

结果

结果表明，教师和同伴的社会支持是重要的保护资源，当两种支持都很高时，青年报告说他们的学校更安全，更公平。有缓冲作用的证据。当老师和同龄人的社会支持很高时，受害和对安全的看法之间就没有关系。当同龄人的社会支持较低时，教师的支持也是保护性的。

结论

结果强调了积极和支持性关系对增进对学校氛围的认识的重要性。此外，结果表明，社会支持可以为遭受受害者侵害的年轻人提供特别的保护。