School and Pupil Effects on Secondary Pupils' Feelings of Safety in School, Around School, and at Home

• NCJ Number: 245633
• Journal: Journal of Interpersonal Violence Volume: 28 Issue: 6 Dated: April 2013 Pages: 1240-1266
• Author(s): Ton Mooij; Daan Fettelaar
• Date Published: April 2013
• Length: 27 pages
• Publication Format: Article
• Publication Type: Research (Theoretical)
• Language: English
• Country: United States of America

Annotation

The aim is to elaborate and test a theoretical two-level model on risk and promotive variables by using national data from an Internet-based survey in all types of Dutch secondary education.

Abstract

In line with fear of crime research, schools should be secure places where pupils feel safe in order to function well. Various types of risk and promotive variables at school and pupil level may differently influence a pupil's feelings of safety in school, the school surroundings, and at home. The aim is to elaborate and test a theoretical two-level model on risk and promotive variables by using national data from an Internet-based survey in all types of Dutch secondary education. The cross-sectional research involves 71,560 pupils from 185 schools. Confirmatory factor analysis and multilevel logistic regression analysis including latent variables are used to analyze the data. The results demonstrate that school size, pupil attainment level in education, and intactness of a pupil's family have positive effects on a pupil's feelings of safety in and around school and at home; overall negative effects concern the school's curricular differentiation and a pupil's playing truant and not feeling most at home in the Netherlands. A school's social, teaching, and instructional qualities and a pupil's being older, being a boy, and being baptized positively affect the feelings of safety in and around school. A school's safety policy and rules of conduct have no effects. Attending a church or mosque has negative effects on a pupil's feelings of safety around school and at home. The findings confirm part of the two-level model. The Internet-based data collection and feedback procedure enable each school to longitudinally assess and evaluate own results at school level; in addition, cross-sectional comparison of school results with national benchmarks is possible. Abstract published by arrangement with Sage Journals.