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Presents a social-ecological framework to interpret bullying and school violence and details longitudinal and cross-sectional NCES resources. Recommends additional items and argues for longitudinal multi-site, multi-informant designs to resolve definitional and etiological challenges and support prevention efforts across ecological levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/data-needs-for-emerging-research-issues-in-bully-and-violence-prevention/590678/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/data-needs-for-emerging-research-issues-in-bully-and-violence-prevention/590678.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework is used to understand bullying and school violence in the article?","Question",{"text":112,"@type":113},"The article briefly describes a social-ecological framework to understand bullying and school violence as outcomes shaped by multiple interacting levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What types of NCES data sets are emphasized?",{"text":117,"@type":113},"It describes NCES longitudinal and cross-sectional data sets and details how they assess bullying and/or school violence.",{"name":119,"@type":110,"acceptedAnswer":120},"What design is recommended to address definitional and etiological issues?",{"text":121,"@type":113},"A longitudinal, multisite, multi-informant study is needed to address definitional and etiological issues and to enable prevention efforts that can be developed, implemented, and evaluated across ecological levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590678,1792210818,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nJuly-September 2015, Vol. 1, No. 3, pp. 1–7 DOI: 10. 1177/2332858415604147 © The Author(s) 2015. [http://ero.sagepub.com](http://ero.sagepub.com)  \nData Needs for Emerging Research Issues in Bully and Violence Prevention: Strengths and Limitations of the National Center for  \nEducational Statistics Data Sets  \nDorothy Espelage  \nUniversity of Illinois, Urbana-Champaign  \nSchool violence and bullying are two public health concerns with consequences for youth in and out of school, for families, students, and community members. In this article, a social-ecological framework is briefly described as a way to understand bullying and school violence; then the National Center for Educational Statistics (NCES) longitudinal and cross-sectional data sets are described in detail. Data that assess bullying and/or school violence are described, and recommendations for additional items are proposed. In general, a longitudinal, multisite, multi-informant study is needed to address definitionaland etiological issues related to school violence and bullying so that prevention efforts can be developed, implemented, and evaluated that incorporate multiple levels of the ecology, including peers, schools, communities, and neighborhoods.  \nKeywords: adolescence, middle schools, peer interaction/friendship, curriculum, psychology  \nSchool violence is a subset of youth violence and is a broad public health problem (Centers for Disease Control and Prevention [CDC], 2010) . Youth violence occurs between the ages of 10 and 24 years and is defined as the intentional use of physical force or power against another person or group, with the behavior likely to cause physical or psychological harm (CDC, 2010) . Youth violence can include verbal and physical aggression, threatening, and intimidating behaviors that are associated with short- and long-term adverse academic and psychological outcomes for perpetrators and victims (Cook, Williams, Guerra, Kim, & Sadek, 2010; Espelage, Low, & De La Rue, 2012; Low, Espelage,& Polanin, 2013) . Bullying is a subtype of aggressive behavior among students that is repetitive and occurs among students of unequal power (Espelage, 2012) . School violence, such as student-to-student victimization and bullying, remains a national concern for schools and communities across the country (e.g., Robers, Kemp, & Truman, 2013) . Violence against teachers has also received recent research attention as another cause for concern in our schools (Espelage, Anderman, et al., 2013) .  \nA recent National Center for Educational Statistics (NCES) report indicated that about a third of students in Grades 9 to 12 reported they had been in a physical fight at least one time during the previous 12 months anywhere, and 12% said they had been in a fight on school property during the previous 12 months (Robers et al., 2013) . Rates of  \nvictimization were similarly high. Approximately 28% of 12-to 18-year-old students reported they had been bullied at school during the school year, and victimization was highest among sixth graders (37%), compared to seventh or eighth graders (30% and 31%, respectively). Also, approximately 9% to 11% of youth report being called hate-related words having to do with their race, religion, ethnic background, and/or sexual orientation (Robers et al., 2013) .  \nAlthough research on bullying and school violence has increased exponentially over the past decade, many questions remain about these phenomena that require additional research. In order to guide future research, the objectives of this article are to (a) briefly review etiological underpinnings of bullying and school violence using a social-ecological framework,(b) describe survey items/scales in each NCES data set and publication that addresses bullying and school violence, and (c) discuss data needs for selected emerging issues in bullying and school violence research and how NCES can or cannot address these issues. In order to determine how the data hav","cbCaivx7P3QKXN62","https://ap.wps.com/l/cbCaivx7P3QKXN62","pdf",296890,"English","# Data needs and framework overview\n## Social-ecological approach to bullying and school violence\n## NCES longitudinal and cross-sectional datasets\n## Measurement items and recommended additions\n# Youth violence and bullying prevalence evidence\n## Rates of fights and victimization\n## Hate-related language experiences\n# Research objectives and review approach","[{\"question\":\"What framework is used to understand bullying and school violence in the article?\",\"answer\":\"The article briefly describes a social-ecological framework to understand bullying and school violence as outcomes shaped by multiple interacting levels.\"},{\"question\":\"What types of NCES data sets are emphasized?\",\"answer\":\"It describes NCES longitudinal and cross-sectional data sets and details how they assess bullying and/or school violence.\"},{\"question\":\"What design is recommended to address definitional and etiological issues?\",\"answer\":\"A longitudinal, multisite, multi-informant study is needed to address definitional and etiological issues and to enable prevention efforts that can be developed, implemented, and evaluated across ecological levels.\"}]","Data Needs for Emerging Research Issues in Bully and Violence Prevention | PDF",1792070189,18]