NCJ Number
219033
Journal
Journal of School Violence Volume: 6 Issue: 1 Dated: 2007 Pages: 3-25
Date Published
2007
Length
23 pages
Annotation
Using data from the Canadian National Survey of Children and Youth, this study examined how students' social relationships with one another, with parents, and with school authorities affected their feelings of safety at school.
Abstract
The study found that the quality of relationships with parents, friends, and teachers as well as personality characteristics such as self-esteem and self-control increased a student's sense of safety at school and in traveling to and from school. Parent-child communication and parental interest in a child's well-being signals to the child that there is always someone there for him/her. Effective parenting also results in the development of high self-control and self-esteem. The quality of parent-child relationships also influences the quality of children's peer relationships, as emotional security leads to more adaptability and sociability in initiating and maintaining friendships. The development of trust in the protective power of teachers and school authorities also contributes to a sense of safety in the school environment. Data for this study were collected from a targeted population of 25,000 Canadian children in the fall of 1994. The survey was repeated every 2 years until 2002. The original sample included age groups from 10 to 11 years (1994). The current study was based on cycle three of the survey, which was conducted in 1999. Information was collected from parents, children 10 to 11 years old, and school teachers and principals. The dependent variable was safety, as measured by two questions about whether respondents felt safe at school or going to and from school. The independent variables measured pertained to the quality of relationships with parents, friends, teachers, and principals. The personality characteristics measured were self-esteem and self-control. 5 tables and 59 references