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This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics.

A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis.

Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds.

This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.

Groups of students were enrolled in a course that sought to produce a three-phase theoretical model over three semesters.

A design project to comprehensively address school violence was launched at a university in eastern Pennsylvania.

This article updates the recent and most critical finding of the project by illuminating specific implications of the importance of teacher training and the development toward competence in recognition of children who are emotionally and psychologically injured through proactive measures such as screening for emotional and psychological well-being.

Although the model has not been tested, screening to identify those in need of emotional support and training to support teachers is clear. Screening and training offer important opportunities to help learners build skills toward resilience to soften the effects of trauma.

A view of the “whole child” with regard to academic success could further foster social and emotional development.

Early intervention can prevent the onset of symptoms associated with posttraumatic stress and related disorders. This effort alone may significantly reduce the uncomfortable incidences and perhaps ultimate prevention of the violence that is perpetuated among children.

Preliminary research supports a continued conversation regarding effective tools to find children emotionally and psychologically at-risk, which allows teachers an opportunity for timely emotional and psychological interventions.

Knife crime and serious violent crime (SVC) among youth has been growing at an alarming rate in the UK (Harding and Allen, 2021). Community and school-based intervention and prevention services to tackle knife crime are being developed with some evaluation; however, these are independent and of varied quality and rigour. Therefore, the purpose of this study is to record the approaches being developed and synthesise existing evidence of the impact and effectiveness of programmes to reduce knife crime. In addition, the complex factors contributing to knife crime and SVC are discussed.

A systematic approach was used to conduct this knife crime intervention evidence review using two search engines and four databases. Inclusion and exclusion criteria were applied to ensure focus and relevance. The results of searches and decisions by the research team were recorded at each stage using Preferred Reporting Items for systematic reviews and meta-analyses (PRISMA).

Some evidence underpins the development of services to reduce knife crime. Much of the evidence comes from government funded project reports, intervention and prevention services reports, with few studies evaluating the efficacy of intervention programmes at present. Some studies that measured immediate impact in line with the programme’s aims were found and demonstrated positive results.

This systematic review specifically synthesised the evidence and data derived from knife crime and weapon carrying interventions and preventions, integrating both grey and published literature, with a novel discussion that highlights the importance of outcome evaluations and issues with measuring the success of individual level interventions and their contributions to the overall reduction of violence.

This study aims to investigate the dynamics of cyberbullying among minority youths, focusing on its increasing prevalence in the digital realm, which does not necessitate technical expertise from the offenders. It explores a shift from conventional bully characteristics to individuals assuming new digital personas, merging traditional criminology with flag theory to analyze violent behavior online, specifically in educational environments, and studying the correlation between low self-control, affiliations with delinquent peers and the likelihood of cyberbullying occurrences.

The research uses structural equation modeling to examine survey data from 237 eleventh-grade students in St. Louis public schools, focusing on the relationships between cyberbullying, low self-control and association with delinquent peers within a comprehensive theoretical framework that includes the flag theory and demographic factors, as well as using multigroup analysis to investigate racial dynamics and confirming indirect effects using bootstrapping techniques.

The research establishes strong connections between low self-control, delinquent peer involvement, and cyberbullying, supporting the flag theory in digital violence contexts, while also showing that low self-control and peer engagement play a mediating role in cyberbullying incidents among minority youth, with racial composition having no significant impact on these dynamics.

The study is restricted by its focus on a particular geographical area, in conjunction with its reliance on self-reported information obtained exclusively from a specific age group. This specificity raises concerns about the applicability of the findings to diverse populations. Furthermore, the study’s dependence on a three-item assessment for cyberbullying, combined with the challenges encountered in achieving complete scalar invariance during multigroup analysis, emphasizes the need for more precise measurement tools and improved methodological frameworks.

This research discloses actionable insights fundamental to the advancement of cyberbullying prevention strategies. The finding that the connection between race and the effects of peer association and self-control on cyberbullying is minimal suggests that these interventions can be generally applied, transcending racial boundaries. Moreover, identifying self-control as a critical intermediary offers fresh avenues for cybercrime research, shifting the conventional focus from established predictors. By zeroing in on peer influence as a fundamental element, this study provides innovative angles to bolster the understanding of digital violence mitigation in educational settings.

This research emphasizes the urgent concern of cyberbullying among minority youths, along with its psychological and academic impacts. By elucidating the interaction between personal traits and social networks, the findings can guide comprehensive strategies aimed at cultivating safer digital spaces and bolstering social wellness within educational frameworks.

This research presents an original and ground-breaking method that combines various theories in criminology specifically in the context of cyberbullying among minority youths. By proposing a new and redefined role for self-control, which is not seen as the common main predictor but rather as a crucial mediator, this study provides fresh insights into the dynamics of cyber aggression. Through the detailed examination of the flag theory framework, the study uncovers the complex reciprocal relationship between self-control and peer engagement, revealing previously overlooked mechanisms in a broader landscape of digital violence.

Adolescence is a developmental stage of transition that is marked by multiple biopsychosocial changes that affect their well- and ill-being. This study aims to examine the multidimensional of well- and ill-being among adolescents, and to understand the relationship between well-being and depression using the PERMA model among school-age adolescents.

A descriptive, cross-sectional design was used to recruit 625 school-age adolescents (343 males and 282 females), using convenience sampling technique from the central district of Jordan. Self-administered questionnaire was used to collect data in relation to depression and well-being.

The analysis revealed that 32% had a well-being score below the median and 19% had severe depressive symptoms. Depression and well-being were moderately correlated, with the connectedness dimension being the most correlated to depression, whereas the engagement dimension was the least correlated. Females had higher scores on all subscales of depression and a significantly higher score on depression than males, whereas males had higher scores on all well-being dimensions and significantly higher scores on overall well-being than females.

Adolescents’ mental health is compromised and affected by their perception of well-being, and a comprehensive psychoeducation for adolescents on how to enhance well-being might combat development of depressive symptoms.

This study used all PERMA model components to provide an in-depth description of adolescents’ well-being, which is a crucial initial phase in better understanding how this age group experiences well-being and how it connects to their ill-being, as indicated by their depressive symptoms. The in-depth description of adolescents’ well-being will aid in planning early intervention and prevention programs for mental illness.

The purpose of this study is to estimate the impact of conflict witnessed in Pakistan on the enrolment rates of boys and girls. Pakistan has the world’s second-highest number of out-of-school children, with an estimated 22.8 million children aged 5–16 years not attending school.

By merging data on violence with the data on enrolment rates, this paper finds that exposure to violence is correlated with a decline in overall district-level enrolment rates in the short run at primary-level schools and middle-level schools.

However, for boys, violence is also negatively correlated with enrolment rates at middle-level schools in the medium run. One possible mechanism tested in this paper is the potential substitution of boys into the labour market during a period of conflict.

To the best of the authors’ knowledge, this paper adds to the existing literature in several ways. Firstly, the effect of conflict on the labour market by impacting schooling for boys and girls is examined for the first time in Pakistan. Secondly, the district-level data set on enrolment rates used for this study is novel and has not been used before for this type of analysis. Thirdly, while this study strengthens the evidence that the short run effects of conflict are stronger than the long-run effects, it also confirms the negative effects of conflict do not fade away immediately. Fourthly, this study emphasizes that each conflict is unique in terms of its heterogeneous effects across different cohorts, such as gender, as these effects are dependent on the mechanism through which conflict impacts each individual.

This study examines the impact of interpersonal conflict on workplace aggression. Moreover, the moderating role in the association between interpersonal conflict and workplace aggression has been examined.

The research is grounded on the cognitive appraisal theory, which posits that interpersonal conflict contributes to aggression in the workplace. A sample of n = 250 employees from the steel industry in India was selected in two waves. The authors utilized Hayes' PROCESS macro v4.1 for path analysis.

The research reveals that interpersonal conflict is positively and significantly related to workplace aggression. Moreover, organizational climate is negatively associated with workplace aggression. The moderation analysis has revealed that organizational climate negatively moderates the relationship between interpersonal conflict and workplace aggression.

This study suggests that recognizing the significance of the organizational climate, companies can proactively curtail the progression of disputes into hostile behaviors. Nurturing a positive workplace climate becomes paramount, as it acts as a buffer against conflict escalation. Educating both staff and managers about the diverse forms of aggression and implementing appropriate protocols to address such behaviors are crucial steps toward fostering a positive climate.

This study provides new insights into the existing literature on workplace aggression, interpersonal conflict and organizational climate for future research.

Sexual harassment is a worldwide and prevalent problem that can have severe consequences. The #MeToo movement has highlighted that sexual harassment is not an isolated event and is linked to misogynistic cognitions and other forms of sexual violence. However, there is a lack of research regarding the relationship between sexual harassment and its nomological network, particularly in the general population. Therefore, the purpose of this paper is to explore the nomological network of harassment.

The aim of this study was to explore the relationship between perception of harassment and rape myths (RMS), with paraphilia (fantasy and behaviour) as mediators. In addition, the prevalence of paraphilia in the general population was explored and gender difference was analysed. Frequencies, Pearson's r correlations, independent sample t-tests and mediation analyses were conducted on a sample of n = 254 participants from the general population.

Analyses revealed that half of the sample have engaged in at least one paraphilia behaviour. Furthermore, correlations between a more lenient perception of harassment, RM acceptance and paraphilia were found, as well as significant gender differences. Finally, mediation models revealed a strong relationship between RM acceptance and a more lenient perception of harassment, with paraphilia mediating this relationship.

This study has several implications, highlighting the role of misogynistic cognitions in predicting a lenient perception of sexual harassment, and thus, proposing a key focus for prevention and intervention models.

This research is mostly conducted on male samples in these areas; thus, this study aimed to collect data from a diverse sample that may provide a better overview of sexual harassment and its nomological network.

In this study, we illuminate how techniques can be incorporated into interview protocols when conducting research with educational leaders who are being asked to discuss their experiences in crises.

We interviewed seven researchers about their role as a researcher in collecting data on a crisis event from participants. Our analysis concentrated on several key components of the interview.

In presenting our findings on how scholars can adopt a caring and just approach to interview studies with leaders regarding crises, we portray how this approach can be melded into research design, interview protocol and interview techniques.

We illuminate that specific interview techniques are required when interviewing participants who have undergone and survived crises in their work, and we recommend the use of this protocol especially when an interview requires researchers to “handle with care.”

This study aims to explore how Black homeschooling organizations based in the United States with a public web presence in 2023–2024 characterize their missions and what these mission statements can tell us both about the growing homeschooling movement among Black parents, as well as its potential implications for education as a means of individual and collective uplift and positive social change.

This paper used critical constructivist grounded theory (Levitt, 2021) and emergent coding to analyze the mission statements and organizational descriptions of all 19 U.S.-based Black homeschooling organizations with a public facing web presence identified via Google search in 2023 and 2024.

Utilizing Afrofuturism as our theoretical framework, themes such as Black self-determination, community, support, and resources, and safety and empowerment emerged. Black homeschooling organizations offer families a safe and informative community as they seek agency, autonomy and brighter futures for their children than may be on offer in traditional schools.

Our research fills an empirical gap in the literature on Black homeschooling by examining an existing but, so far as this paper could determine, unstudied population of U.S.-based Black homeschooling organizations. Our research also contributes by applying Afrofuturism and fugitive pedagogy as novel theoretical frameworks to better understand the move toward homeschooling by increasing numbers of Black parents.