A Structural Analysis of School Violence and Disruption: Implications for Creating Safer Schools

This research examines a model of school violence and disruption using structural equation modeling. Data are analyzed from the 1995 School Crime Supplement to the National Crime Victimization Survey which includes 9,954 completed interviews of students age 12 to 19 in schools across the United States. Students were asked questions about school rules and procedures, knowledge of and personal experience with violence against students and teachers, accessibility of drugs, gang presence, other violence or disruption in the school, as well as individual fear relating to being victimized and self-protective actions they had taken. The analysis used a subset of 6947 subjects, age, 12 to 19, all of whom attended public schools for at least five of the last six months prior to the survey. A construct of "System of Law" included a composite (derived) measured variable for student knowledge of school rules and consequences for infractions along with another composite measured variable demonstrating implementation of rules. The "System of Law" construct was shown to lead to less disorder. On the other hand, a construct of "Secure Building," that included composite measured variables showing physical (metal detectors, locked doors, etc.) and personnel-based (security guards, etc.) actions to run a secure building, led to more disorder. Implications for school policy and future research are discussed.