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An Exploratory Investigation of Student-Level Factors and Perceptions of Safety in Secondary Schools Implementing SWPBIS

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Title: An Exploratory Investigation of Student-Level Factors and Perceptions of Safety in Secondary Schools Implementing SWPBIS
Language: English
Authors: Nicholas L. Scheel (ORCID 0000-0002-9474-1365), Jose M. Castillo (ORCID 0000-0002-0041-513X), John M. Ferron (ORCID 0000-0002-6263-5912), Donald Kincaid, Nathaniel P. von der Embse (ORCID 0000-0003-2545-7691)
Source: Contemporary School Psychology. 2025 29(1):221-235.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: School Safety, Student Attitudes, Age Differences, Racial Differences, Ethnicity, Positive Behavior Supports, Secondary School Students
DOI: 10.1007/s40688-024-00513-8
ISSN: 2159-2020
2161-1505
Abstract: The ongoing concern among the public about the safety of school-aged students in the United States has driven researchers to identify effective preventative practices to enhance school safety. Although past research has identified and evaluated specific preventative initiatives, the breadth of literature evaluating multitiered systems of supports and student perceptions of safety is limited. This exploratory investigation utilized a multivariate analysis of variance to examine student perceptions of safety across grade levels and racial/ethnic identities of secondary students in two School Wide Positive Behavioral Interventions and Supports (SWPBIS) implementing schools. Findings included significant differences in perspectives of major and minor safety instances across student racial/ethnic identity and across grade level. Practice implications and directions for future research pertaining to SWPBIS and school safety are presented.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462397
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Nicholas+L%2E+Scheel%22">Nicholas L. Scheel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9474-1365">0000-0002-9474-1365</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jose+M%2E+Castillo%22">Jose M. Castillo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0041-513X">0000-0002-0041-513X</externalLink>)<br /><searchLink fieldCode="AR" term="%22John+M%2E+Ferron%22">John M. Ferron</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6263-5912">0000-0002-6263-5912</externalLink>)<br /><searchLink fieldCode="AR" term="%22Donald+Kincaid%22">Donald Kincaid</searchLink><br /><searchLink fieldCode="AR" term="%22Nathaniel+P%2E+von+der+Embse%22">Nathaniel P. von der Embse</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2545-7691">0000-0003-2545-7691</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2025 29(1):221-235.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The ongoing concern among the public about the safety of school-aged students in the United States has driven researchers to identify effective preventative practices to enhance school safety. Although past research has identified and evaluated specific preventative initiatives, the breadth of literature evaluating multitiered systems of supports and student perceptions of safety is limited. This exploratory investigation utilized a multivariate analysis of variance to examine student perceptions of safety across grade levels and racial/ethnic identities of secondary students in two School Wide Positive Behavioral Interventions and Supports (SWPBIS) implementing schools. Findings included significant differences in perspectives of major and minor safety instances across student racial/ethnic identity and across grade level. Practice implications and directions for future research pertaining to SWPBIS and school safety are presented.
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