Influence of school-level variables on aggression and associated attitudes of middle school students

This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student–teacher relationships and positive student–student relationships), and school responsiveness to violence (awareness and reporting of violence and school safety problems). Outcomes were individual-level physical aggression, beliefs supporting aggression, and self-efficacy for nonviolent responses. School norms and both interpersonal climate variables had effects on all three outcomes in theorized directions. Only one of the responsiveness measures, awareness and reporting of violence, had theoretically consistent effects on all outcomes. The other, school safety problems, affected self-efficacy later in middle school. Evidence of gender moderation was generally consistent with greater influence of school-level factors on female adolescents. Discussion focuses on implications in light of previous research and intervention possibilities.

Research highlights
► The sample was more than 5,000 middle school students participating in a violence prevention project.
► School-level norms, interpersonal climate, and responsiveness to violence were included as predictors.
► Outcomes tested were aggression-related behavior, beliefs, and self–efficacy for nonviolence.
► School norms, interpersonal climate, and reporting of violence had effects on all three outcomes, and effects were stronger for females.
► Sixth grade entry may be an important time for intervention to prevent violence, particularly for male youth.