The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
Aggression and Violence and the Achievement Gap Among Urban Minority Youth
Open accessAbstract
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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“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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“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]
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“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]
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The world report on violence and health
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- Centers for Disease Control and Prevention., 2001, School health guidelines to prevention unintentional injuries and violence., Morb Mortal Wkly Rep, 50, 1
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Fry, D. A., Fang, X., Elliott, S., Casey, T., Zheng, X., Li, J., Florian, L., & McCluskey, G. (2017) · Child Abuse & Neglect · doi:10.1016/j.chiabu.2017.06.021 · Cited by 313
Critical connections: health and academics
Michael, S. L., Merlo, C. L., Basch, C. E., Wentzel, K. R., & Wechsler, H. (2015) · Journal of School Health · doi:10.1111/josh.12309 · Cited by 222
Self-citationHardcastle, K., Bellis, M. A., Ford, K., Hughes, K. E., Garner, J., & Rodriguez, G. (2018) · Public Health · doi:10.1016/j.puhe.2018.09.014 · Cited by 173
Harper, S. R. (2015) · Urban Education · doi:10.1177/0042085915569738 · Cited by 133
Ozer, E. J., Lavi, I., Douglas, L., & Wolf, J. P. (2015) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2015.1046178 · Cited by 145
Metadata
- 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)
- 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
- bronze
- doi.org
- 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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