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Studies of school violence have been generally been informed either by social disorganisation or social control theory. However applications of social disorganisation theory to school violence sometimes make little attempt to control for individual differences in propensity to violent behaviour. This study of 2,616 Australian high school students uses multilevel modelling techniques to see whether various characteristics of the school (e.g. lack of clarity about school rules, school responsiveness to racism, school size, ethnic composition) are related to the risk of physical violence between students, once individual and family risk factors for violent behaviour have been taken into account. The results suggest that school characteristics and developmental factors both play an important role in shaping the risk of violence at school.

This article describes our qualitative sociological study of immigrant children's life experiences of violence. We conducted interviews with 42 first‐generation immigrant children from any country, aged 9–13 years old, living in the Quebec City region (Canada). Results from three main themes are presented: representations of violence and concrete violent acts experienced; perceived effects of violence on children health and well‐being; and reactions and coping strategies. Overall, the narratives show that they may experience racist peer violence in school that leads to suffering situations, and they consequently have to develop strategies to maintain their well‐being. Social implications are discussed.

The book includes an analysis and presentation of forms, extent and causes of school violence. In addition, the possibilities of violence prevention and intervention in schools are presented. The first edition (out of print) was published in 1998 by Leske + Budrich, Opladen.

Les garçons qui ont été détenus à la Victoria Industrial School (VIS) entre son ouverture en 1887 et sa fermeture en 1934 subissaient souvent des châtiments extrêmes, violents et capricieux et faisaient fait l'objet de manipulations psychologiques calculées. La violence qui leur était faite et les motifs qu'invoquaient les représentants de l'école pour justifier de telles pratiques préjudiciables sont examinés par l'entremise de dossiers de cas, d'enquêtes publiques, de reportages dans les journaux, de révélations d'anciens détenus, de déclarations défensives par les directeurs et de confessions par le personnel. L'étude de ces sources semble indiquer qu'en dépit de recommandations répétées du conseil municipal de Toronto, du public et de commissions d'enquête, les châtiments violents persistèrent. Malgré les affirmations du contraire, la VIS a été, pour bien des garçons, un établissement cruel et impitoyable.

Discusses nature, scope, causes, and policy implications of increasing violence in US schools in the 1990s; 13 articles. Chiefly based on papers presented at a conference held at Valparaiso University, Indiana, Oct. 2, 1998. Topics include alienation of the young as a result of less parenting and supervision, sensationalization of gang culture by the media and its corporate and commercial exploitation, adverse effects of grouping by ability (tracking) on low-income and minority students, use of drugs, and school size, organization, discipline, and security.

In recent years, violence in schools has become a major preoccupation all over the world. This has led to a considerable increase in the number of public policies and programmes aimed at tackling the problem, as well as to a very large number of empirical studies. In this article, we begin by showing that this research goes part of the way toward making up for the lack of administrative knowledge of the problem, in particular concerning the prevalence of the phenomenon. It examines the possibility of there being a link between the globalisation of worries about school violence and economic glo