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These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.

This study tested a model of individual, familial, and peer variables that additively and synergistically increased or decreased the risk for sexual and teen dating violence based on bullying experiences in early adolescence. The study surveyed 1,162 students from three cohorts in four Midwestern middle schools, who were then followed into three high schools. Five waves of surveys collected information about the level of violence in student homes with parents and siblings or with other children, physical abuse, sexual abuse, exposure to domestic violence, frequency of bullying, self-reported delinquency, and exposure to delinquent friends during the middle school years. Waves six and seven were collected during high school and sexual violence and teen dating violence measures were added to the surveys.

Since 2008, the Youth Restoration Project (YRP) and the Central Falls School District (CFSD) in Rhode Island have collaborated to implement a multi-level restorative justice intervention focused on building partnerships among police, schools, social services, families, and communities through training and dialogue. Restorative justice (RJ) encompasses a broad framework of practices aimed at repairing harm and achieving accountability rather than imposing punishment. In criminal justice contexts, RJ models include victim-offender mediation, peer courts, and RJ conferences. The current project undertaken by the Urban Institute focused on evaluating the impact of restorative justice conferences conducted by the YRP in partnership with Family Services of Rhode Island. A restorative justice conference (RJC) is a highly structured, facilitated meeting that allows affected parties (e.g., offending student, victim, teacher) and their allies (e.g., parents/guardians, peers) to arrive at the best possible solution for all parties following a negative event or behavior. Three different types of student misbehavior were considered for referral to restorative conferencing as an alternative to more formal processes: (1) arrestable offenses (with or without victims), (2) chronic unexcused absenteeism (truancy), or (3) chronic disruptive behavior.

The Urban Institute began implementing a conference observation pilot in a CFSD middle school and high school in fall 2014; the 2015-2016 school year was the first full year of implementation. Starting in 2016-2017, a middle school and high school in Providence also participated; conference observations were also conducted in a charter high school in the area. At these 5 schools between 2015-2016 and 2017-2018, 786 cases were referred for RJ conferencing; conferences were held in about half of these cases (379). A total of 105 conferences were observed by trained field staff. Post-conference interviews were conducted in the months following RJCs and allowed adult conference participants to share feedback regarding their experience and satisfaction with the conference process. Additionally, an outcome evaluation was conducted using student administrative data to assess the impact of conferences on student behavior. Finally, teacher surveys and focus groups were conducted in 4 participating schools to assess teacher perceptions of overall school climate as well as attitudes toward restorative practices and RJCs.

This collection includes data from restorative justice conference observation (DS1) and teacher surveys (DS2). Administrative data from the outcome evaluation and qualitative data from post-conference interviews and teacher focus groups were not deposited and are not included in the ICPSR release.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study evaluated a school-based, wraparound intervention for police- and court-involved youth in four high schools in Florida's School District of Palm Beach County.

The intervention involved a collaboration between the schools, school police, the juvenile court, and several service providers.

The collection contains 1 Stata data file (Data.dta (n=863; 118 variables)) and 1 Stata program file (Syntax.do).

The purpose of this study was to evaluate a comprehensive, research-based framework of recommended practices for integrating police into the educational environment. This research tested use of a multi-faceted school-based law enforcement (SBLE) framework to determine how the framework contributes to multiple outcomes. The objectives for this study were to: (1) implement a randomized controlled trial to test a comprehensive framework for SBLE involving 25 middle and high schools; (2) assess the impacts of this framework on student victimization and delinquency, use of exclusionary discipline practices (e.g., suspension, expulsion), school climate measures, and student-officer interactions; and (3) disseminate tangible findings that can immediately be translated into practice and further research in schools nationwide.

For Waves 1 and 2 (2016-2017), the two-year longitudinal research examined the prevalence of seven different types of teacher victimization, its negative consequences among victimized teachers, and predictors of aggression directed against teachers. The research, using a stratified multistage cluster sampling design, surveyed 1,628 middle and high school teachers in 14 school districts, located in a large metropolitan area in the southwest region of the United States. Two waves of the longitudinal research collected 1) teachers' socio-demographic factors, 2) teacher classroom management styles, and 3) school climate factors which are related to teacher victimization. Also, the data contained characteristics of victimization, school responses to teacher victimization, and negative consequences of teacher victimization.

Waves 3 and 4 (2018-2019) explored the trends and patterns of different types of teacher victimization focusing on victimizations via verbal abuse and non-physical contact aggression. They also examined the percentage of teachers reporting victimizations to school administrators, school responses to teacher victimization, and satisfaction with school handling of victimization incidents. Finally, Waves 3 and 4 investigated the effect of procedural justice on 1) victimized teachers' satisfaction with school responses, 2) physical distress, and 3) emotional distress.

Users should refer to the data collection notes field below for additional information about study citation.

This is a multi-method study of school violence and victimization during the transition to high school. This study has two major data collection efforts. First, a full population survey of 7th through 10th grade students across 10 Flint Community Schools (fall 2016) -- which serve primarily African American and poor populations -- that will identify patterns of student victimization, including the location and seriousness of violent events, and examine the connections between school and community violence. This will be followed by a three-wave panel qualitative study of 100 students interviewed every 6 months beginning in the spring of their 8th grade year (spring 2017) and continuing through their 9th grade year.

The goal of the interviews will be to further the research from the survey and develop a deeper understanding of how school safety impacts the transition experience, school violence, including how communities conflict impacts school safety, and what youth do to protect themselves from school-related victimization.

Researchers integrated crime incident data from the Flint police department as a source for triangulation of findings. A community workgroup will provide guided translation of findings generated from mixed-methods analyses, and develop an action plan to help students successfully transition to high school. Results and policy implications will be given to practitioner, researcher, and public audiences through written, oral, and web-based forums. De-identified data will be archived at the National Archive of Criminal Justice Data.