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A social dynamics perspective of aggression in school is presented. This framework focuses on the role of natural social processes in the establishment and maintenance of aggressive behavior in the school context. The five articles in this special issue are briefly reviewed and a synthesis of their contributions for understanding the social dynamics of aggression in school is underscored. Future research and intervention implications are also discussed. The need for examining the role of school social dynamics in conducting social skills interventions, functional behavioral assessments, and the development of positive behavioral support plans is emphasized.

Individual characteristics and peer group membership type in 7th grade was examined in relation to school dropout. Peer group type was characterized according to the proportion of group members who were high on teacher-rated aggression and popularity. Both aggressive and popular group types were linked to dropping out. (Contains 43 references and 5 tables.) (GCP)

Using narrative reports of peer conflicts among a sample of African-American children and adolescents from inner-city schools, investigates the development and social functions of four types of aggressive behaviors. Results showed that low levels of social aggression and high levels of physical aggression were reported in peer conflicts. Distinct configurations were identified across different forms of aggression. (Contains 55 references and 6 tables.) (GCP)

Reports on the social relations of rural African American early adolescents and the initial impact of a multilevel intervention program aimed at enhancing the productive school engagement of at-risk youth. Students' school social relations and risk status were used in assessment. Four subgroups were identified: Model, Aggressive, Troubled, and Below Average. (Contains 38 references and 4 tables.) (GCP)