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The Consequences of School Violence: A Systematic Review and Meta-Analysis, Global, 1990-2016 (ICPSR 37596)

Released/updated on: 2021-07-28
Geographic coverage: United States, Global
Time period: 1990-01-01--2016-12-31
This project seeks to to provide clear and comprehensive answers to the questions that plague researchers on how school violence impacts future student outcomes. To that end, the principal investigators plan to review, organize, and synthesize extant research on consequences of school violence and aggression for perpetrators and victims by conducting a systematic review and meta-analysis on longitudinal studies of school violence and outcomes. The primary goal of the current study is to conduct a systematic review and meta-analysis of the extant longitudinal research literature on the consequences of school violence.
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Investigating Impulsivity as a Root Cause of School Violence: A Systematic Review and Meta-Analysis, Global, 2022-2025 (ICPSR 39695)

Released/updated on: 2026-01-13
Geographic coverage: Global

This comprehensive systematic review and meta-analysis documents the magnitude and significance of longitudinal associations between impulsivity and school violence to advance understanding of root causes of school violence perpetration and victimization. The research team also tested which methods and measures of assessing impulsivity are most predictive of subsequent school violence and the extent to which the predictive validity of impulsivity for school violence generalizes across various contexts and samples.

The data, syntax and review protocol for this study are available for download.

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A Systematic Review and Meta-Analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization, United States, 2003-2019 (ICPSR 37676)

Released/updated on: 2022-11-10
Geographic coverage: United States
Time period: 2003-01-01--2019-12-31

This study is driven by the hypothesis that intervention and prevention programs to address violence and bullying in general, and cyberbullying in particular, can affect students' cyberbullying perpetration and victimization outcomes. Cyberbullying can occur throughout a student's day via various information and communication technologies. Thus, school administrators, teachers, and researchers have a unique opportunity to implement prevention programs that will, in addition to reducing toxic behavior, increase students' academic achievement, attendance, and rates of high school graduation. The researchers used meta-analytic techniques, such as combining all available effect sizes using robust variance estimation, to determine program effects. Specifically, the team answered the following questions:

  1. What is the overall impact of anti-cyberbullying, traditional anti-bullying, anti-violence, and school-climate intervention and prevention programming on cyberbullying perpetration and victimization?
  2. Are there certain program characteristics, types, or genres that are ineffective at producing meaningful changes in students' cyberbullying behaviors?
  3. Are there additional characteristics of the primary studies' methodologies, measurements, or samples that significantly and meaningfully moderate the intervention effect size?
  4. Do the programs have an impact on secondary outcomes, such as traditional bullying perpetration and student achievement?
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