Bullying, School Violence, and Climate in Evolving Contexts

Astor and Benbenishty know that their work can significantly reduce the suffering of children and youth. They make their point powerfully and eloquently. * Paul Stephens, European Journal of Social Work *
In this welcome book, Astor and Benbenishty present a heartfelt bidding. [The authors] not only bring a wealth of sound advice and guidance, their research is buttressed by a huge amount of studies. * European Journal of Social Work *
Whilst the majority of research around bullying and school violence focuses on individual factors, the volume by Astor and Benbenishty brings school climate and context into the spotlight. * Children & Society *
Astor and Benbenishty have offered us a book to read, think about, reread,and think about again. And it ought to be read widely-by both researchers and practitioners. This volume is refreshing in its breadth of approach, challenging in its arguments, and ultimately fair-minded in its discussion. In a now heavily published area, it stands out in its contribution to what is a vitally important topic for students, parents, teachers, and social workers across the globe. * Social Service Review *
This interesting and well-researched new book should certainly be on the must-read list for anyone connected to or interested in schools, systems theory, or education. Bullying, School Violence, and Climate aims to contribute to how school safety is conceptualized, researched, studied, and taught in schools of social work, education, medicine, public policy, and cultural studies. * Alana Siegel, Psy.D., Psychology Today *
This important and ground-breaking volume builds substantially on the previous book by the same authors from 2005. It provides authoritative coverage of school violence and bullying, now including cyberbullying. Whereas most previous research has focused on individual factors, this volume brings school and community factors into the spotlight. It also gives important consideration to culture and historical change in what amounts to a uniquely comprehensive perspective. The future research and policy recommendations are well argued and forceful-the book is vital reading for those wishing to make schools safe and happy places. * Peter K. Smith, PhD, Emeritus Professor, Department of Psychology, Goldsmiths, University of London *
Bullying, School Violence, and Climate in Evolving Contexts provides conceptual coherence to a voluminous literature focused on school violence, its correlates, and consequences. This conceptual integration-which has both significant breadth and depth-is a significant contribution. Yet, the authors go further to actualize a contextually sensitive model of school violence using rich data sources and a rigorous analytic approach. Their attention to the central roles of schools conditioned by dynamic factors at district-, community-, and country-levels elaborates the multiple and overlapping forces shaping various indicators of student victimization. The clarity of the narrative belies the complexity of producing such a layered account of school violence. * Susan Stone; Catherine Mary; Eileen Clare Hutto, University of California, Berkeley *
The authors have given us a tour de force analysis of school climate in all of its complexity. They systematically analyze key problems in the study of bullying, cyberbullying, sexual victimization, and teacher aggression, among other topics, and in each chapter identify conceptual and methodological problems and propose new directions for research and practice. They bolster their arguments with compelling examples and empirical evidence from their many years of international research. They argue thoughtfully and persuasively for broadening our conception of bullying and peer aggression, raising cogent points that should influence all future research in this field. The book is a cornucopia of research ideas and insights that every researcher of peer aggression and school climate will find invaluable. This work will inspire new directions and advances in school climate research. * Dewey G. Cornell, PhD, Curry School of Education and Human Development, University of Virginia *