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School violence and high failure and dropout rates are a serious social problem worldwide. The influence of family variables on violent behaviour is present in the literature but our aim was to analyse the relationship of violent behaviour and school victimisation during adolescence with academic performance and family climate. Method; An ex post facto retrospective single-group design was used. The total sample consisted of 1223 students (45% male), with an age range between 13 and 18 years. The Delinquent and Violent Behaviour Scale was used to assess maladaptive social behaviours and students reported mean scores in language, environmental knowledge and mathematics and aspects related to family structure and the quality of relationships with both parents. The results identified violent students, victimized students, and victim and violent students (combined role). All had low academic achievement, especially boys with a violent and combined role profile. Likewise, the probability of low academic achievement was higher for those whose parents had low academic or professional qualifications, if they perceived a poor relationship with the mother or if their gender is male. Conclusions: The results obtained are discussed in terms of their educational implications, underlining the need to reinforce positive and empathic parental interactions, mainly of the mother. [ABSTRACT FROM AUTHOR]

Background Although a widespread issue, research on victimisation among primary school children in high-poverty regions is limited. The aim of this research was to explore victimisation incidence and associated mental health correlates from first-wave data of the 'Healthy Schools' programme in a high-poverty urban region. Method The study explored victimisation incidences among 458 Irish primary school children and associations with depression, health-related quality of life ( HRQoL) and social support. Results Victimisation (33.8%) was consistent with recent literature. On the stand-alone victimisation question, victims scored lower on all HRQoL subscales compared with nonvictims. Further categorisation revealed that frequent victims scored lower on four of these subscales, compared with nonvictims. Furthermore, over half of children felt that their school was not doing enough to combat school aggression. Conclusions Although from a high-poverty area, rates were consistent with data from more affluent areas. Results stress an importance on specific school aggression behaviours when measuring victimisation rates, along with corresponding health consequences. Future research should continue to adopt the behaviour-based assessment of victimisation to provide an overall picture of the problem. [ABSTRACT FROM AUTHOR]

This study explores a mediation effect of perceived stress on the relationship between school bullying (with its two dimensions school aggression and school victimisation) and depressive symptoms among Romanian teenagers. The sample comprised 120 students with ages between 14 and 15, who completed the questionnaires referring to perceived school aggression, perceived school victimisation, perceived stress and depressive symptoms. The results evidenced a significant mediation role of perceived stress on the relationship between school aggression and depressive symptoms meaning that those students who are aggressive experienced also depressive symptoms when they perceived school environment as being stressful. This result has an important impact on practice because can improve the existing anti-bullying programs by explaining why aggressive students develop depressive symptoms. [ABSTRACT FROM AUTHOR]

School violence is a serious social and public health problem prevalent worldwide. Although the relevance of teacher and classroom factors is well established in the literature, few studies have focused on the role of teacher perceptions in school violence and victimisation and the potential mediational role of classroom climate in this relationship. A total of 2399 adolescents (50% girls), aged between 11 and 18 years (M = 14.65, SD = 1.78) and enrolled in five Spanish Secondary Compulsory Education schools completed measures of classroom climate, school violence towards peers and perception of peer victimisation, and their teachers informed about their academic competence and the teacher-student relationship. Correlational analyses revealed that whereas academic competence perceived by the teacher was negatively related to overt violence and victimisation, its relationship with pure relational violence was positive. Structural equation modelling analyses showed that variables of classroom climate (involvement, affiliation, and teacher support) perceived by the students functioned as partial mediators between teacher perceptions of academic competence and of teacher-student relationship and violence and victimisation. In the mediational model, teacher perception of academic competence acted as a direct protective factor against violence and victimisation, and teacher perception of teacher-student relationship acted as a direct risk for violence, as well as an indirect protective factor through classroom climate for victimisation. The interpretation of these results points to the importance of the teacher's subjective perceptions in the prevention of violence and victimisation problems and their practical implications for the classroom climate perceived by students.