School violence, depression symptoms, and school climate: a cross-sectional study of Congolese and Burundian refugee children.
School violence, depression symptoms, and school climate: a cross-sectional study of Congolese and Burundian refugee children.
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DOI：
10.1186/s13031-022-00475-9
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发表时间：
2022-07-23
影响因子：
3.6
通讯作者：
Devries, Karen M.
中科院分区：
文献类型：
--
作者：
Fabbri, Camilla;Powell-Jackson, Timothy;Leurent, Baptiste;Rodrigues, Katherine;Shayo, Elizabeth;Barongo, Vivien;Devries, Karen M.
被迫流离失所的儿童遭受暴力和精神健康障碍的风险增加。在难民情况下，学校通常被视为儿童可以建立归属感和从创伤中恢复的保护性环境。有证据表明，积极的学校氛围可以支持学生的技能发展和社会情感健康，并保护他们免受一系列不利后果的影响。然而，学校也是孩子们可能经历来自老师和同龄人的暴力的地方。人道主义环境中暴力侵害儿童行为的流行率估计很少，也没有证据表明这些环境下的学校氛围和学生成绩之间的关系。这项研究的目的是评估针对儿童的校园暴力的流行率，并探索对学校氛围的感知与学生的经历和使用暴力与他们的抑郁症状之间的联系。我们依靠对坦桑尼亚尼亚卢古苏难民营所有中小学的学生和教师进行的横断面调查的数据，计算患病率估计值，并使用混合Logistic回归分析评估学校气氛和学生成绩之间的关联。我们发现，尼亚卢古苏的学生在难民营的小学和中学都经历了来自同龄人和老师的高度暴力，男孩和女孩之间几乎没有区别。近十分之一的学生筛查出抑郁症状呈阳性。我们发现，学生和教师参与决策的机会与更高的暴力纪律几率相关，教师的自我效能感是防止学生抑郁症状的重要保护因素。然而，通常情况下，学校对学校氛围的看法与学生的成绩没有关联，在对潜在的混杂因素进行调整后。我们的发现表明，迫切需要采取干预措施来预防和应对学校中的教师和同伴暴力，并支持学生的心理健康。我们的结果挑战了这样一种假设，即教育环境天生就是对儿童的保护，并呼吁进一步调查围绕学生和教师暴力的规范，以更好地理解学校环境在难民环境中的作用。网上版载有补充材料，可在10.1186/s13031-022-00475-9查阅。
Forcibly displaced children are at increased risk of violence and mental health disorders. In refugee contexts, schools are generally perceived as protective environments where children can build a sense of belonging and recover from trauma. Evidence shows that positive school climates can support student skills development and socio-emotional wellbeing and protect them against a host of adverse outcomes. However, schools are also places where children may experience violence, from both teachers and peers. Prevalence estimates of violence against children in humanitarian settings are scarce and evidence on the relationship between school climate and student outcomes in these contexts is non-existent. The aim of the study is to estimate the prevalence of school-based violence against children and to explore the association between perceptions of school climate and students’ experiences and use of violence and their depression symptoms. We relied on data from a cross-sectional survey of students and teachers in all primary and secondary schools in Nyarugusu Refugee Camp in Tanzania, conducted as part of a cluster randomised controlled trial, to compute prevalence estimates and used mixed logistic regression analysis to assess the association between school climate and students’ outcomes. We found that students in Nyarugusu experienced high levels of violence from both peers and teachers in both primary and secondary schools in the camp, with little difference between boys and girls. Nearly one in ten students screened positive for symptoms of depression. We found that opportunities for students and teachers to be involved in decision-making were associated with higher odds of violent discipline and teachers’ self-efficacy was a significant protective factor against student depression symptoms. However, generally, school-level perceptions of school climate were not associated with student outcomes after adjusting for potential confounders. Our findings suggest that interventions to prevent and respond to teacher and peer violence in schools and to support students’ mental health are urgently needed. Our results challenge the assumption that education environments are inherently protective for children and call for further investigation of norms around violence among students and teachers to better understand the role of school climate in refugee settings. The online version contains supplementary material available at 10.1186/s13031-022-00475-9.
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影响因子：
15.8
作者：
Fabbri C;Rodrigues K;Leurent B;Allen E;Qiu M;Zuakulu M;Nombo D;Kaemingk M;De Filippo A;Torrats-Espinosa G;Shayo E;Barongo V;Greco G;Tol W;Devries KM
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