2012/01/01 by Ruth Berkowitz, Rami Benbenishty · 1 citation
Psychology · Social Sciences · #Bullying, Victimization, and Aggression #Child and Adolescent Psychosocial and Emotional Development #Education Discipline and Inequality
paper · doi:10.1111/j.1939-0025.2011.01132.x
crossref issued 2012/01/01 · crossref published 2012/01/01 · crossref published-online 2012/01/01 · openalex publication_date 2012/01/01 · crossref created 2012/01/13 · crossref deposited 2024/02/12 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/26 · crossref indexed 2026/07/30
This study examines the distribution of the types of involvement in school violence (bullies, victims, bully-victims, and students not involved in violence) among the general population of Israeli school students. The prevalence of these different types of involvement was also examined according to gender, age or school level (junior high vs. high school), and ethnicity (Jewish vs. Arab). Further, the study examines the relationships between type of involvement in school violence and students' perceptions of teachers' support, safety, and absence from school because of fear. Data were obtained from a nationally representative, stratified sample of 13,262 students in grades 7-11 who responded to a self-report questionnaire on victimization by, and perpetration of, school violence and on perceptions of school climate. Data revealed that 3.6% of all students were victims of bullying (18.5% of those involved in violence). The proportion of bully-victims among male students was 6.4% (21.9% of all involved) compared with 1.1% (11.2% of all involved) among females. Bully-victims reported the lowest levels of teacher support and feelings of security and missed school because of fear significantly more often. The results point to the uniqueness of the bully-victim group. This group presents multiple challenges for school staff with these students needing special attention.