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Cited by 122Bullying, Victimization, and AggressionCrime Patterns and InterventionsEducation Discipline and Inequality

Aggression and violence and the achievement gap among urban minority youth

Open access
Basch, Charles E.·2011·Journal of School Health
DOI 10.1111/j.1746-1561.2011.00636.x
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Abstract

OBJECTIVES: To outline the prevalence and disparities of aggression and violence among school-aged urban minority youth, causal pathways through which aggression and violence adversely affects academic achievement, and proven or promising approaches for schools to address these problems. METHODS: Literature review. RESULTS: Recent national data indicate that among students aged 12-18, approximately 628,200 violent crimes and 868,100 thefts occurred. Physical fighting was more commonly reported by Blacks and Hispanics (44.7% and 40.4%, respectively) than Whites (31.7%). In-school threats and injuries were nearly twice as prevalent in cities as in suburbs and towns or rural areas (10% vs 6% and 5%, respectively). Associations between exposure to and exhibition of aggression and violence and unfavorable educational outcomes are well documented. Causal pathways through which aggression and violence impede learning include cognition, school connectedness, and absenteeism. Disruptive classroom behavior is a well-recognized and significant impediment to teaching and learning. Compelling research has shown that various school-based programs can significantly reduce the nature and extent of aggressive and violent behaviors. CONCLUSIONS: Violence and aggressive behavior are highly and disproportionately prevalent among school-aged urban minority youth, have a negative impact on academic achievement by adversely affecting cognition, school connectedness, and absenteeism, and effective practices are available for schools to address this problem. Once the domain of criminal justice, aggression and violence are now recognized as an appropriate and important focus of the education and public health systems. Implementing evidence-based school policies and programs to reduce aggression and violence must be a high priority to help close the achievement gap.

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  • Lack of emotional distress, vigorous physical activity and good physical fitness, low aggression, and balanced nutrition are health assets positively associated with academic achievement.

    “Lack of emotional distress,14 vigorous physical activity and good physical fitness,12, 15, 16 low aggression,17 and balanced nutrition18, 19 are health assets positively associated with academic achievement.”

    From Health and School Outcomes During Children's Transition Into Adolescence (2013) · cites this paper as [17]

  • Students engaging in violent behaviors have lower grades and test scores.

    “students engaging in violent behaviors have lower grades and test scores.9,53”

    From Critical connections: health and academics (2015) · cites this paper as [53]

  • Addressing physical threats such as crime, violence, and injuries that make students feel safe is associated with decreased absenteeism and increased academic achievement.

    “addressing physical threats (eg, crime, violence, and injuries) that make students feel safe, which in turn has been shown to be associated with decreased absenteeism and increased academic achievement.53,79,91”

    From Critical connections: health and academics (2015) · cites this paper as [53]

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Research works printed but not linked: 2

  1. Centers for Disease Control and Prevention. School health guidelines to prevention unintentional injuries and violence. Morb Mortal Wkly Rep. 2001;50:1-74.
  2. Wilson SJ, Lipsey MW. School-based interventions for aggres- sive disruptive behavior-update of a meta-analysis. Am J Prev Med. 2007;33:S130-S143.

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Authors
Basch, C. E.
Affiliations
Columbia University (US)
Corresponding author
Basch, Charles E.
ORCID
Basch, Charles E.
Venue
Journal of School Health
Publisher
Wiley
Published
2011-09-16
Volume
81
Issue
10
Pages
619-625
ISSN
0022-4391 (ISSN-L)
DOI
10.1111/j.1746-1561.2011.00636.x
OpenAlex
W2075174224
Cited by
122
References
37
Citations by year
2026: 3 · 2025: 7 · 2024: 8 · 2023: 4 · 2022: 6 · 2021: 8 · 2020: 19 · 2019: 13 · 2018: 9 · 2017: 10 · 2016: 7 · 2015: 13 · 2014: 9 · 2013: 3 · 2012: 3
FWCI
0.60
Type
journal article
Language
en
Open access
Licence
doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 1446 d)
Locations
  • Journal of School Health (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
  • Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
  • Social Sciences › Education › Education Discipline and Inequality
Keywords
aggression, violence, achievement gap, urban minority youth, academic performance, school connectedness, absenteeism, classroom disruption, racial disparities in violence
MeSH terms
Absenteeism, Achievement, Adolescent, Adolescent Behavior, Age Factors, Aggression, Black or African American, Child, Child Behavior, Cognition, Curriculum, Educational Status, Female, Hispanic or Latino, Humans, Male, Minority Groups, School Health Services, Social Environment, Socioeconomic Factors, United States, Urban Population, Verbal Behavior, Violence, Prevalence, Health Status Disparities, Young Adult

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