OCCUPATIONAL VIOLENCE IN THE SCHOOLS:OCCUPATIONAL VIOLENCE IN THE SCHOOLS:

A CASE-CONTROL STUDY OF PHYSICAL ASSAULT AGAINST EDUCATORSA CASE-CONTROL STUDY OF PHYSICAL ASSAULT AGAINST EDUCATORS

RESEARCH TEAMRESEARCH TEAMSusan Goodwin Gerberich, PhDSusan Goodwin Gerberich, PhD

Nancy M. Nachreiner, PhDNancy M. Nachreiner, PhD

Andrew D. Ryan, MSAndrew D. Ryan, MS

Timothy R. Church, PhDTimothy R. Church, PhD

Steven J. Mongin, MSSteven J. Mongin, MS

Patricia M. McGovern, PhDPatricia M. McGovern, PhD

Mindy S. Geisser, MSMindy S. Geisser, MS

Gavin D. Watt, BAGavin D. Watt, BA

Denise M. Feda, MS, PhDDenise M. Feda, MS, PhD

Starr Kelly Sage, MPH, PhDStarr Kelly Sage, MPH, PhD

Evette Pinder, MPH, PhD CandidateEvette Pinder, MPH, PhD Candidate

Midwest Center for Occupational Health and SafetyMidwest Center for Occupational Health and Safety

Center for Violence Prevention and ControlCenter for Violence Prevention and Control

Regional Injury Prevention Research CenterRegional Injury Prevention Research Center

University of Minnesota, Minneapolis, Minnesota USAUniversity of Minnesota, Minneapolis, Minnesota USA

MINNESOTA EDUCATORS’ STUDY MINNESOTA EDUCATORS’ STUDY

ABSTRACTABSTRACT

Prior research has primarily focused on student-on-student school violence; yet, school educators Prior research has primarily focused on student-on-student school violence; yet, school educators are also at risk nationally and internationally. A two-phase study was designed to identify risk are also at risk nationally and internationally. A two-phase study was designed to identify risk factors for assaults against educators (kindergarten-grade 12). Educators (n=26,000) were factors for assaults against educators (kindergarten-grade 12). Educators (n=26,000) were randomly selected from the Minnesota license database and screened for eligibility (6,180, eligible) randomly selected from the Minnesota license database and screened for eligibility (6,180, eligible) by mailed questionnaire. Phase-1 (12-month recall) identified eligible cases (n=290) and controls by mailed questionnaire. Phase-1 (12-month recall) identified eligible cases (n=290) and controls (n=867) and violent event characteristics; Phase-2 (case-control - one-month recall prior to assault (n=867) and violent event characteristics; Phase-2 (case-control - one-month recall prior to assault and randomly selected month, respectively) enabled identification of numerous exposures. and randomly selected month, respectively) enabled identification of numerous exposures. Confounders were selected for multiple logistic regression analyses using directed acyclic graphs; Confounders were selected for multiple logistic regression analyses using directed acyclic graphs; reweighting adjusted for response and eligibility biases. For each study phase, response was 84%. reweighting adjusted for response and eligibility biases. For each study phase, response was 84%. Assault perpetrators were primarily students (95%). Risks (ORs; 95% CIs) increased for educators Assault perpetrators were primarily students (95%). Risks (ORs; 95% CIs) increased for educators working in: Special Education (3.66, 2.46-5.44) and Speech Pathology (2.34, 1.08-5.10); urban working in: Special Education (3.66, 2.46-5.44) and Speech Pathology (2.34, 1.08-5.10); urban (versus suburban) schools (1.96, 1.39-2.77); schools with <50 (4.33, 1.69-11.06) and 50-100 (1.89, (versus suburban) schools (1.96, 1.39-2.77); schools with <50 (4.33, 1.69-11.06) and 50-100 (1.89, 1.01-3.54) versus 500-1000 students; schools with 1.01-3.54) versus 500-1000 students; schools with inadequate inadequate resources (always/frequently versus resources (always/frequently versus sometimes: 1.89, 1.22-2.95),sometimes: 1.89, 1.22-2.95), inadequate inadequate building safety (always and frequently versus sometimes: building safety (always and frequently versus sometimes: 6.34, 2.01-20.02 and 2.29, 1.14-4.61, respectively), soft light versus bright as daylight (1.40, 0.96-6.34, 2.01-20.02 and 2.29, 1.14-4.61, respectively), soft light versus bright as daylight (1.40, 0.96-2.04), and with physical barriers (1.54, 1.10-2.15). Decreased risks were identified for having: 2.04), and with physical barriers (1.54, 1.10-2.15). Decreased risks were identified for having: routine locker searches (0.50, 0.29-0.86); school sizes 1000+ versus 500-1000 students (0.52, 0.33-routine locker searches (0.50, 0.29-0.86); school sizes 1000+ versus 500-1000 students (0.52, 0.33-0.80) and easily accessible exits (0.33, 0.16-0.67); and 0.80) and easily accessible exits (0.33, 0.16-0.67); and nevernever (versus sometimes) (versus sometimes) having inadequatehaving inadequate building safety (0.59, 0.37-0.94). Results suggest opportunities for targeted interventions and building safety (0.59, 0.37-0.94). Results suggest opportunities for targeted interventions and further research to decrease assault risk to educators with benefits to others in school further research to decrease assault risk to educators with benefits to others in school environments.environments.

MINNESOTA EDUCATORS’ STUDY MINNESOTA EDUCATORS’ STUDY

CONCEPTUAL MODEL FOR WORK-RELATED VIOLENCECONCEPTUAL MODEL FOR WORK-RELATED VIOLENCE

PHYSICAL ASSAULTPHYSICAL ASSAULT

EDUCATORSEDUCATORSPersonal CharacteristicsPersonal Characteristics• Demographics (gender; Demographics (gender; age; race; marital status; age; race; marital status;

socioeconomic status)socioeconomic status)• Body MassBody Mass• StressStress• Education, including Education, including specialty trainingspecialty training• Illness/injury history, Illness/injury history, including assaultsincluding assaults• Violence Violence management/conflict management/conflict resolution trainingresolution training

Work-Related Work-Related CharacteristicsCharacteristics• Work experienceWork experience• Job typeJob type• Workload; hours Workload; hours worked/weekworked/week• Student contact/week Student contact/week (hours; numbers)(hours; numbers)

OTHERSOTHERSCo-WorkersCo-Workers• Demographics (age; Demographics (age; gender; race)gender; race)• Number/types of staffNumber/types of staff• Interaction/supportInteraction/support

StudentsStudents• Demographics (age; Demographics (age; gender; race)gender; race)• Number/typesNumber/types• Mental Mental status/impairmentstatus/impairment• History of assaultive History of assaultive behaviorbehavior• • Other relevant Other relevant behaviors/activitiesbehaviors/activities

ENVIRONMENTENVIRONMENTFacilityFacility• Type/Level/Size of SchoolType/Level/Size of School• • Area socioeconomic Area socioeconomic statusstatus• LocationLocation• • Physical design/attributes Physical design/attributes (openness; visibility;(openness; visibility; crowding; lighting;crowding; lighting; barriers; room barriers; room configurations)configurations)• Security (systems;Security (systems; personnel; access personnel; access controls; parking; controls; parking; responsiveness)responsiveness)

Administration/Administration/ManagementManagement• Administration attitudeAdministration attitude• Tolerance of violenceTolerance of violence• Support for employeesSupport for employees• Employee Employee assistance/resourcesassistance/resources• Support/resources for Support/resources for studentsstudents• Policies/protocolsPolicies/protocols

MINNESOTA EDUCATORS’ STUDY MINNESOTA EDUCATORS’ STUDY

ACKNOWLEDGMENTACKNOWLEDGMENTSS

Support for this effort is provided, in part, by the: Support for this effort is provided, in part, by the: National Institute for National Institute for Occupational Safety and Health, Centers for Disease Control and Occupational Safety and Health, Centers for Disease Control and Prevention, Department of Health and Human Services (R01 OH007816); Prevention, Department of Health and Human Services (R01 OH007816); Midwest Center for Occupational Health and Safety, Center for Violence Midwest Center for Occupational Health and Safety, Center for Violence Prevention and Control, and Regional Injury Prevention Research Center, Prevention and Control, and Regional Injury Prevention Research Center, University of Minnesota, Minneapolis, Minnesota USA; Zayas Graphics University of Minnesota, Minneapolis, Minnesota USA; Zayas Graphics

The authors also wish to acknowledge the support of our Educator Advisory The authors also wish to acknowledge the support of our Educator Advisory Team members who were integral to this effort: Team members who were integral to this effort: Willarene Beasley; Willarene Beasley; Charles Goodwin; Donald Hilts; Laura R. Langhoff; and Joseph P. Miller.Charles Goodwin; Donald Hilts; Laura R. Langhoff; and Joseph P. Miller.

WEBSITESWEBSITESUniversity of Minnesota University of Minnesota

Minneapolis, Minnesota USAMinneapolis, Minnesota USA

• • Center for Violence Prevention and ControlCenter for Violence Prevention and Controlhttp://www1.umn.edu/cvpc/research.htmlhttp://www1.umn.edu/cvpc/research.html

• • Regional Injury Prevention Research CenterRegional Injury Prevention Research Centerhttp://enhs.umn.edu/riprc/riprc.htmlhttp://enhs.umn.edu/riprc/riprc.html

• • Midwest Center for Occupational Health and SafetyMidwest Center for Occupational Health and Safetyhttp://www.mcohs.umn.eduhttp://www.mcohs.umn.edu

• • Occupational Injury Prevention Research Training ProgramOccupational Injury Prevention Research Training Programhttp://www.mcohs.umn.edu/academics/oiprt/http://www.mcohs.umn.edu/academics/oiprt/introduction.htmlintroduction.html