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Dr Jane Brown Dr Mandy Winterton Jen Ross University of Edinburgh Professor Michele Burman

What do we know about violence in mainstream primary and secondary schools across the UK?: an update of an ongoing BERA funded review. Dr Jane Brown Dr Mandy Winterton Jen Ross University of Edinburgh Professor Michele Burman University of Glasgow BERA ANNUAL CONFERENCE 2009

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Dr Jane Brown Dr Mandy Winterton Jen Ross University of Edinburgh Professor Michele Burman

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  1. What do we know about violence in mainstream primary and secondary schools across the UK?: an update of an ongoing BERA funded review Dr Jane Brown Dr Mandy Winterton Jen Ross University of Edinburgh Professor Michele Burman University of Glasgow BERA ANNUAL CONFERENCE 2009 UNIVERSITY OF MANCHESTER 2-5th SEPTEMBER

  2. Overarching purposeand some key objectives • Series of commissioned ‘Insight’ publications integral to BERA’s Strategic Plan • To integrate and collate what is currently known • To identify gaps , including key strengths and weaknesses in available literature • To map contributions of different approaches within sub fields relevant to topic area

  3. Focus of the review and target audience • Violence in mainstream schools across the UK • Primary and secondary sector • 4 countries of the UK • Target audience - non specialist with an interest in education

  4. Key areas for the review • What counts as violence • The nature and extent of violence in school and how this is measured • What is known about the causes of violence • Characteristics of those who commit violent acts and characteristics ofvictims of violence in schools • What can be done to prevent violence in schools and classrooms • Examples of successful interventions in classrooms and playgrounds • Implications for policy and practice

  5. First phase: scoping exercise (July-to date) • Key word searches e.g. BEI, ERIC, ASSIA, psycINFO (2001-2009) • Scottish Health Education Board Library undertook searches of health related data bases (e.g. CINAHL, Medline, Cochrane Library) • Trawl of government web sites/voluntary sector/university web pages • Contact with experts working in the field

  6. Methodological issues: (1) conceptualisation of violence in schools • Broad/maximalist versus narrow/minimalist conceptualisations (see Martin 2000) • Build on previous work undertaken in field in the UK (Cowie et al 2002; Wright & Keetley 2003) • What about symbolic violence? • What about school geographies?

  7. Methodological issues: (2) potential scope and breadth of the topic • Multiple disciplines/sub disciplines contribute to field: psychology, criminology, education, health education, social policy, geography, medical sociology and to some extent sociology • Review not only incorporates different sectors but wide age range of children/young people and competencies (5 to 18 years) • Initial stage of review process developing criteria (see Hart 1998)

  8. Issues: known and unknowns • Extensive and established research base on school bullying on which to draw, informing what is known about prevalence, characteristics of victims/perpetrators, developmental trajectories, prevention, whole school approaches and targeted interventions • Overall, appears to be wealth of information on secondary sector and young people, as compared with primary schools and children

  9. Issues: known and unknowns continued • More known about peer violence and bullying than other types of interpersonal, violence taking place on school premises (e.g. teacher violence towards children/young people, parent/teacher) • Little research specifically on criminal acts on school premises (see Hayden forthcoming), including weapon carrying in UK schools (e.g. McKeganey & Norris 2000, Hayden et al 2008) • Currently, relatively little is documented about contemporary forms of school surveillance in the UK, and in particular the role of CCTV in preventing problem behaviour (Brown forthcoming 2010 Surveillance and Society)

  10. Various observations • Need to integrate social-spatial dimension into a conceptualisation of violence in schools (see Schilling 1991) • 4 Governments of UK collect information on violence in schools in different ways and have done so within different time-frames (e.g. Northern Ireland and Scotland) • The review provides an timely opportunity to update and collate what is currently known about pupils at risk i.e. those ‘looked after’, Gypsy/Traveller, LGBT Youth (see also Cowie forthcoming)

  11. Way forward and timeline • Second phase of review: in-depth examination of peer refereed journals, reports, statistical bulletins etc • Confirm working definition of violence in schools • Construction of web page: http://www.education.ed.ac.uk/schoolviolencereview/ • Interim then final report January/February 2010

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