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Teacher-directed violence has been acknowledged as a major issue in research over the past decade. Teacher-directed violence is the over-arching term used to describe teachers' experiences with physical violence and aggression (i.e., harassment, intimidation, verbal threats). This study is the first to quantitatively compare general education and special education teachers' experiences with violence from a variety of aggressors, including students, parents, colleagues, and administrators. Understanding the unique experiences of special and general educators is needed to inform intervention and prevention efforts focused on teacher-directed violence. Data from 2363 teachers who participated in a national study in the United States examining teachers' experiences with violence and aggression were analyzed using multiple logistic regression. Comparisons of special and general educators revealed special educators were more likely to report experiencing aggression in the current or past year. Special educators were also more likely to report violence by student aggressors, while general educators were more likely to report violence by parent aggressors. Further, teacher demographic characteristics (i.e., age, gender, race/ethnicity, years of experience) and school setting (i.e., rural, urban, suburban) influenced experiences of teacher-directed violence for both general and special educators. Findings suggest the need for future longitudinal and mixed-methods studies, providing more educators, training, and supports in special education settings, and incorporating all school stakeholders in school-wide interventions.

Teachers experience verbal and physical aggression from a variety of aggressors in schools worldwide. However, most school violence and aggression research is focused on students, with few empirical studies examining teacher aggression from parent offenders. This study investigated the school ecology associated with teachers' experiences of aggression from students' parents. We applied and adapted a school climate framework to examine the qualitative survey responses of 450 United States teachers who reported their most upsetting experiences involving parent aggression. Using a directed content analysis approach, teacher victimization was examined through the four school climate domains of safety, academic, institutional environment, and community. Significant socioemotional and physical safety concerns regarding verbal and physical aggression from parents, often related to school discipline practices, were identified. In the academic domain, parent aggression was associated with parent-teacher disagreements regarding grades and services, challenges with administrative leadership, and job stability concerns. The institutional environment domain illustrated where incidents took place, school resources, and policies regarding security and student placement as key factors in parent aggression. Results from the community domain highlighted issues of communication, mistrust, negative attitudes, accountability, diversity, and neighborhood and societal factors. Teacher experiences and exemplar themes provide context and further elaborate upon the school climate framework. Implications for research, school practice, and policy are presented.

Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12th grade teacher survey responses, revealed differences in types of student aggression against teachers by school level. Middle and high school teachers were more likely to report verbal harassment compared to elementary school teachers. Middle school teachers were most likely to report property offenses. Elementary and middle school teachers were more likely to report physical aggression than high school teachers. Demographic predictors of teacher-directed violence were also examined at each school level. Across all school levels, urban teachers had a greater probability of experiencing a violent incident. For elementary teachers, race/ethnicity and teaching experience were also significant risk factors. Future research, policy, and practice implications and recommendations are discussed.

Nurses and medical advocates respond to sexual assault survivors seeking hospital services. Ideally, both providers work collaboratively. However, this does not always happen. Extant research on the nurse–advocate relationship focuses on Sexual Assault Nurse Examiners (SANEs). This study examines how ER nurses perceive their training and experience influence the working relationships between emergency room (ER) nurses (not exclusively SANEs) and medical advocates. Key findings indicate nurses perceive increased training improves (a) role understanding, (b) trust, (c) respect, (d) rapport, and (e) appreciation. Less training was associated with poorer role understanding and trust. [ABSTRACT FROM AUTHOR]

Objective: While nurses and rape victim advocates have unique and separate responsibilities in caring for sexual assault survivors in the emergency room, successful care requires collaboration between the two responders. The purpose of this study was to explore sexual assault nurse examiners' (SANEs) and non-SANEs' perceptions of helpful and unhelpful communication with advocates and the impact these perceptions have on the nurse, the nurse–advocate relationship, and the nurse–patient relationship. Method: Data were collected via semistructured interviews (N = 22) with SANEs (n = 6) and non-SANEs (n = 16) in a large Midwestern city. Inductive thematic analysis was used to identify themes relevant to nurses' perceptions of communication with advocates. Results: Nurses perceived advocates communicating with them throughout a patient's stay; sharing their expertise; providing constructive feedback; and reinforcing and acknowledging their work as helpful. Conversely, nurses perceived advocates asking unwelcome questions and interrupting; being critical; and providing incorrect information as unhelpful. Helpful communication strategies improved nurse–patient relationships, nurse–advocate relationships, and helped nurses' work, while unhelpful strategies interrupted nurses' work and hindered nurse–advocate and nurse–patient relationships. SANEs and non-SANEs perceived communication from advocates similarly; however, SANE training and years of nursing experience revealed unique aspects of these findings. Conclusion: Nurses suggested tangible communication strategies advocates can employ to improve nurse–advocacy relationships and patient care. However, some strategies named as unhelpful may be a necessary part of an advocate's role in service to survivors. Thus, more research and intervention are needed to promote nurse–advocacy collaboration. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess college students' food and housing insecurity risk amidst the pandemic. Data were collected through an online survey in the summer of 2020 from 1956 graduate and undergraduate students attending a large, private, urban university in the Midwest, U.S. Food insecurity among students increased (25% before; 29% during COVID) with housing insecurity staying roughly the same (34% before; 36% during COVID). Results indicate certain student groups were at greater risk of basic needs insecurity during the pandemic compared to their counterparts. Results also suggest changes in food and housing insecurity trends. College students are burdened with basic needs insecurity, exacerbated during the pandemic. Institutions need to work toward solutions to address the needs of vulnerable populations disproportionately affected by basic needs insecurity. Recommendations on addressing the basic needs of college students are also provided. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has had a significant impact on the lives of graduate student workers within university settings. At a large Midwestern private university, a Psychology Graduate Student Association (PsychGSA) identified that, in response to the pandemic, different levels of accommodations were being provided by faculty to graduate students. The PsychGSA conducted an evaluative survey that captured the experiences of 50 graduate students in the psychology department. The results highlight the inequitable challenges graduate students are currently facing. Recommendations to faculty to appropriately accommodate students during this unprecedented time, and beyond, are reported. [ABSTRACT FROM AUTHOR]

Weapon violence in schools is a pressing concern with serious consequences. In this study, we propose and evaluate a theoretical framework of school-based weapon violence comprised of contributors, triggers, and motivation leading to weapon behaviors, taking into account weapon type, origin, and availability. This framework provides a foundation to investigate the multifaceted nature of weapon violence in schools. Specifically, we examine the weapon violence experiences of 417 U.S. teachers based on their reports of their most upsetting experiences with violence in their schools from various aggressors (i.e., students, parents, colleagues). Qualitative open-ended survey data were coded in NVivo after achieving strong interrater reliability (Gwet's agreement coefficient with first-order chance correction, AC₁ = .97; κ = .80), and analyses were guided by the proposed theoretical framework. Results indicated that individual, school, peer, family, and community conditions contributed to situational triggers (teacher or other school-stakeholder actions), and aggressor motivation was typically instrumental or expressive. The type and origin of weapons also played a role in weapon behaviors of carrying, threats, and usage. Aggressors often used readily available objects (e.g., chair, pencil) as weapons against teachers in addition to traditional weapons (e.g., knives, guns). Findings suggest that weapon violence in schools requires a broader conceptualization beyond traditional weapons and violence between students. This study advances our understanding of pathways to weapon behaviors for prevention and intervention. Implications of findings for school-stakeholder training and policies are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).