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Introduction: The increase in school violence following the COVID-19 pandemic underscores the need for schools to adopt a multilevel whole-school approach. This study examines a national program designed by the Chilean Ministry of Education, in collaboration with universities, as part of the Ministry's Educational Reactivation Plan, aimed at improving school climate management across Chile. Methods: The "Learning to Live Together Program" (LLT) was implemented across all 16 regions of Chile, focusing on establishing school climate networks, providing direct intensive university technical assistance, and enhancing professional development and training. The feasibility, acceptability, and appropriability of the LLT program were assessed through a survey distributed to 1,561 staff members from 783 schools. Participants responded to a comprehensive set of instruments measuring acceptability, appropriability, feasibility, attitudes toward implementation, fidelity, and initial perceived results. Results: The results indicate high initial adoption rates and significant improvements in the assessed dimensions. The enhancement of school climate practices and strengthening school collaboration networks were of considerable relevance. Discussion: These findings support the efficacy of the multilevel whole-school approach as a viable strategy for Latin American countries, providing critical data for educational and governmental decision-making. Furthermore, this study provides evidence that these outcomes may be applicable to the implementation of similar policies in different contexts and countries.

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In this article, we present the development and validation of a psychometric scale that measures the teacher's perception in the Chilean school system with respect to elements of school violence and coexistence management. The novelty lies in the incorporation of factors that address violence from teachers to students, from students to teachers and coexistence management. A total of 1072 teachers from the Northern, Central, Southern and Metropolitan macro-zones of Chile participated, with ages between 22 and 76 years (M=44.56; SD=10.52) and from 1 to 54 years of work (M=17.14; SD=10.38). 76.3% identify with the female gender and 23.7% with the male gender. Of the teachers, 78.4% worked mainly in the classroom and the rest performed managerial or administrative functions outside the classroom in the school. The school violence and coexistence management questionnaire for teachers (VI+GEC) was used. The validity of the scale was demonstrated by means of Confirmatory Factor Analysis, convergent validity analysis and discriminant validity. Reliability was demonstrated by means of McDonald's omega coefficient in all the factors of the scale. An analysis with Structural Equation Modeling (SEM) found a mean, and statistically significant influence of the perception of coexistence management on the perception of school violence. The findings are discussed in terms of previous research on school violence and coexistence management.

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INTRODUCTION: Peer violence is a serious type of school violence that is associated with emotional and behavioral problems. OBJECTIVE: To analyze violence between peers associated with students' social skills. METHODS: We used a cross sectional survey nested in a cluster randomized controlled trial to evaluate peer violence among elementary school students and its association with prosocial behaviors and mental problems. Teachers answered an adapted version of the Revised Olweus Bully/Victim Questionnaire and the Brazilian adaptation of the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) scale for each student. Children completed a sociodemographic questionnaire. The participants were 1,152 5-14-year-old children from Brazilian public schools; 79.70% reported being involved in violent situations. RESULTS: Children who had both committed and suffered violence were less likely to exhibit prosocial behaviors. Children who committed and suffered violence and those who only committed were more likely to experience concentration problems and disruptive behaviors. DISCUSSION: This study suggests that peer violence is associated with lower prosocial behaviors and more behavioral problems. Thus, more specialized mental health care is required for children involved in peer violence, in addition to the possibility of implementing and maintaining programs to prevent and reduce violence and to develop prosocial behaviors in schools.

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The objective of the study was to specify an abbreviated model of the school coexistence questionnaire for non-violence (CENVI) for students from 5th to 8th grade (9 to 14 years old), in order to determine the perception of violence and management of school coexistence, and the differences between Mapuche and non-Mapuche students. A total of 1870 students from schools in the city of Temuco (Chile) responded to the CENVI questionnaire. There were two samples: (1) Pandemic, with online, face-to-face and hybrid classes; and (2) Post-pandemic, with face-to-face classes. Sample 1 consisted of 848 students aged 9 to 15 years (M = 11.90; SD = 1.27). Sample 2 consisted of 1022 students aged 9 to 14 years (M = 11.46; SD = 1.14). The questionnaire was validated using expert inter-judgment and Confirmatory Factor Analysis. A good fit of the proposed model to the data and good internal consistency measured according to the composite reliability were found, and convergent validity was demonstrated. Mapuche students perceived more physical violence and social exclusion. Cut-off points were proposed for the interpretation of the results. In the data, the effect of Coexistence Management on School Violence was null. The discussion approaches the findings from the literature on education in spaces of socio-cultural diversity in a Mapuche context.

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O presente estudo avaliou a associação da saúde mental com fatores do ambiente de trabalho de professores brasileiros. Para tanto, foram aplicados um questionário semiestruturado com questões socioeconômicas e o Hospital Anxiety and Depression Scale para 499 professores, recrutados por meio do Facebook e Instagram. Desses, 391 eram do gênero feminino e 108 do masculino. Verificou-se que 32,7% apresentaram escore indicativo de improvável quadro de ansiedade; 26,8% possível e 40,5% provável. Por outro lado, 45,1% exibiram escore de improvável depressão; 31,5% possível e 23,4% provável. Foi identificado que ser do gênero feminino interferiu negativamente nos escores de ansiedade e depressão (p<0,001); assim como a inadequação e insatisfação com a renda (p<0,001); a classificação como péssimo ou regular ambiente de trabalho (p<0,001); o espaço físico inadequado (p<0,001); ter sofrido violência provocada pelos estudantes ou seus respectivos pais (p<0,001). Além disso, trabalhar por um tempo ≥40 horas (p=0,030) foi indicativo de maior ansiedade. Muitos professores brasileiros sofrem com quadros de ansiedade e depressão e fatores controláveis interferem diretamente. Sugere-se que o poder público e os proprietários de escolas privadas intervenham nesses contextos para evitar o colapso da saúde desses profissionais.

The present study evaluated the association between mental health and work environment factors among Brazilian teachers. In order to achieve that, a semi-structured questionnaire with socioeconomic questions and the Hospital Anxiety and Depression Scale were applied to 499 teachers, recruited through Facebook and Instagram. Among these, 391 were female and 108 were male. It was found that 32.7% had an improbable anxiety score; 26.8% possible and 40.5% probable. On the other hand, 45.1% had an improbable depression score; 31.5% possible and 23.4% probable. It was identified that being female had a negative effect on anxiety and depression scores (p<0.001); as well as inadequacy and dissatisfaction with income (p<0.001); work environment classified as poor or regular (p<0.001); inadequate physical space (p<0.001); having suffered violence caused by students or their respective parents (p<0.001). Furthermore, working for 40 hours or else (p=0.030) was indicative of greater anxiety. Many Brazilian teachers suffer from anxiety and depression and controllable factors interfere directly. It is suggested that public authorities and private school owners intervene in these contexts to prevent the health of these professionals from collapsing.

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BACKGROUND: School safety has been a major public health issue in the United States and internationally for more than three decades. Many policies and programs have been developed and implemented to prevent school violence, improve the school climate, and increase safety. There are only a few peer-reviewed studies of changes in school violence over time. The study examined changes over time in school victimization, weapon involvement and school climate, comparing change trajectories by gender and race and different change trajectories among schools. METHODS: A longitudinal study of the biennial California Healthy Kids Survey in secondary schools from 2001 to 2019. The representative sample included 6,219,166 students in grades 7, 9, and 11 (48.8% male) from 3253 schools (66% high schools). RESULTS: All victimization and weapon involvement items had significant and substantial linear reductions. The largest reduction involved being in a physical fight (from 25.4% to 11.0%). There were reductions in weapon involvement (d = 0.46) and victimization (d = 0.38). Biased-based victimization only declined slightly (d = -0.05). School belongingness and safety increased (d = 0.27), adult support increased a small amount (d = 0.05), and student participation declined (d = -0.10). Changes were smallest among White students. Ninety-five percent of the schools showed the same pattern of reductions. CONCLUSIONS: The findings are in contrast to the public's concerns that school violence is a growing problem. Reductions in school violence may result from social investment in school safety. A distinction should be made between school shootings and other forms of school violence.

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The presented study aimed to understand how school violence and work context affect teachers' health. The study included 744 teachers of public schools. The instruments used for data collection were: Victimization Questionnaire, Work Context Assessment Scale, and Work-Related Harm Scale. Multinomial logistic regression analyses were performed. The results indicate that a high percentage of the participants considered the psychological and social harms as bearable. More than a third of the teachers evaluated physical harm more negatively. Gender and employment status were associated with physical harm. Physical aggression affected psychological harm. Verbal harassment and work organization were predictors of all types of harm. We concluded that models of work structuring, management practices, and being a victim of verbal harassment have a central role in teachers' health

O presente estudo visou compreender como a violência escolar e o contexto de trabalho repercutem sobre a saúde de professores. Participaram da pesquisa 744 docentes de escolas públicas. Os instrumentos utilizados foram: Questionário de Vitimização, Escala de Avaliação do Contexto de Trabalho e Escala de Danos Relacionados ao Trabalho. Foram realizadas análises de regressão logística multinomial. Os resultados indicaram que um percentual alto de participantes considerou os danos psicológicos e sociais como suportáveis. Mais de um terço dos professores avaliaram os danos físicos de forma mais negativa. Gênero e vínculo empregatício se mostraram associados aos danos físicos. As agressões físicas incidiram sobre os danos psicológicos. Assédio verbal e organização do trabalho foram preditores de todos os tipos de danos. Conclui-se que os modelos de estruturação do trabalho, as práticas gerenciais e o assédio verbal desempenham um papel central para a saúde docente

La encuesta presentada tuvo como objetivo comprender cómo la violencia escolar y el contexto laboral impactan en la salud de los docentes. Participaron del estudio 744 docentes de escuelas públicas. Los instrumentos utilizados fueron: Cuestionario de Victimización, Escala de Evaluación del Contexto Laboral y Escala de Daños Relacionados con el Trabajo. Se realizaron análisis de regresión logística multinomial. Los resultados indicaron que un alto porcentaje de los participantes consideraba soportables los daños psicológicos y sociales. Más de un tercio de los docentes evaluó los daños físicos de manera más negativa. El género y la situación laboral se asociaron con los daños físicos. Las agresiones físicas afectaron a los daños psicológicos. El acoso verbal y la organización del trabajo fueron predictores de todos los daños. Se concluye que los modelos de estructuración del trabajo, prácticas gerenciales y acoso verbal juegan un papel central en la salud docente

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O envolvimento com o bullying escolar pode relacionar-se ao amplo contexto desenvolvimental do indivíduo, incluindo a família. Esta revisão sistemática objetivou identificar a produção científica nacional e internacional entre 2015 e 2019 sobre a relação entre bullying escolar e família. Os artigos foram coletados nas bases de dados LILACS, PubMed, PsycInfo e ERIC, a partir dos descritores "bullying AND família", nos idiomas português, inglês e espanhol. Foram analisados 48 artigos empíricos. Eles foram apresentados quanto à forma de relação entre família e bullying e situados como fatores de proteção ou risco aos escolares. Os resultados foram submetidos à análise temática, embasada na teoria sistêmica bioecológica. Identificou-se que o contexto familiar tem sido associado ao envolvimento em situações de bullying escolar, enquanto fator de proteção, mas principalmente de risco para a prática ou vitimização por bullying. Esta revisão auxilia na interpretação desta relação, indicando lacunas e possibilidades para pesquisas futuras

Involvement with school bullying can be related to the broad developmental context of the individual, including the family. This systematic review aimed to identify the national and international scientific production between 2015 and 2019 on the relationship between family context and involvement with school bullying. The articles were collected in the LILACS, PubMed, PsycINFO and ERIC databases using the descriptors "bullying AND family" in Portuguese, English and Spanish. 48 empirical articles were selected for analysis. They were presented focusing on the relationship between family and bullying and classifi ed as protective or risk factors for students. The results were subjected to thematic analysis, based on bioecological systemic theory. It was identifi ed that the family context has been associated with involvement in situations of school bullying, as a protective factor, but mainly as a risk for the practice or victimization by bullying. This review helps in the interpretation of this relationship, indicating gaps and possibilities for future research

La participación en el acoso escolar puede estar relacionada con el contexto de desarrollo amplio del individuo, incluida la familia. Esta revisión sistemática tuvo como objetivo identificar la producción científica nacional e internacional entre 2015 y 2019 sobre la relación entre el contexto familiar y la participación en acoso escolar. Los artículos fueron recopilados en las bases de datos LILACS, PubMed, PsycINFO y ERIC de los descriptores "acoso escolar AND familia" en portugués, inglés y español. Se seleccionaron 48 artículos empíricos para su análisis. Ellos fueron presentados en cuanto a la forma de relación entre la familia y la intimidación y colocados como factores protectores o de riesgo para los estudiantes. Los resultados fueron sometidos a análisis temático, basado en la teoría sistémica bioecologica. Se identificó que el contexto familiar se ha asociado con la participación en situaciones de acoso escolar, como un factor protector, pero principalmente un riesgo para la práctica o la victimización por acoso escolar. Esta revisión ayuda en la interpretación de esta relación, indicando brechas y posibilidades para futuras investigaciones

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O objetivo deste artigo é analisar e avaliar a roda de conversas como instrumento participativo e educativo capaz de impactar na percepção de diminuição do bullying entre adolescentes no contexto escolar. Trata-se de um estudo de abordagem qualitativa, realizado por meio de entrevistas semiestruturadas com 18 adolescentes de uma escola do ensino fundamental do Estado de São Paulo. Os resultados foram analisados à luz da práxis freireana e demonstraram que esse instrumento contribuiu para ampliar o entendimento sobre esse tipo de comportamento agressivo, favoreceu a quebra do silenciamento das agressões até então não verbalizadas, e impactou a percepção de diminuição do bullying. Ressalta-se que não se trata de conceber a roda como instrumento resolutivo e estanque em si, mas como participativo, complementar, apoiador e potencialmente capaz de contribuir para desnaturalizar a violência no cenário escolar e promover a emancipação dos envolvidos.(AU)

The aim of this study was to analyze and assess conversation circles as a participatory and educational tool capable of having an impact on the perception of declining school bullying among adolescents. Using semi-structured interviews, we conducted a qualitative study with 18 middle school students in the state of São Paulo. The results were analyzed through the lens of Freirean praxis and demonstrated that the tool fostered a broaden understanding of this type of aggressive behavior, helped break the silence on hitherto non-verbalized bullying and had an impact on the perception of declining bullying. It is highlighted that conversation circles are not conceived as a tool for resolving and stemming bullying, but rather a complementary participatory method of support that can help denormalize school violence and promote the emancipation of the individuals involved.(AU)

El objetivo de este artículo es analizar la rueda de conversaciones como instrumento participativo y educativo capaz de impactar la percepción de la disminución del bullying entre adolescentes en el contexto escolar. Se trata de un estudio de abordaje cualitativo, realizado por medio de entrevistas semiestructuradas con 18 adolescentes de una escuela de la enseñanza fundamental del Estado de São Paulo. Los resultados se analizaron a la luz de la praxis freireana y demostraron que este instrumento contribuyó para ampliar el entendimiento sobre este tipo de comportamiento agresivo, favoreció la ruptura del silencio sobre las agresiones que hasta aquel entonces no eran verbalizadas e impactó la percepción de disminución del bullying. Se subraya que no se trata de concebir la rueda como instrumento de resolución y estanque en sí mismo, sino como participativo, complementario, apoyador y potencialmente capaz de contribuir para la desnaturalización de la violencia en el escenario escolar y promover la emancipación de los envueltos.(AU)

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BACKGROUND: Schools are increasingly experiencing physical, psychological, and sexual violence, which impacts students' academic achievement and physical and emotional health. Our objective was to identify regional prevalence rates, average prevalence by aggressor type, and provincial spatial conglomerates with higher rates for each type of school violence reported in educational settings in Peru during 2019. METHODS: An analysis was made of 12,132 cases reported through Peru's Specialized School Violence System (SíseVe). The Moran indices were calculated using provincial prevalence rates to identify conglomerates with high prevalence. RESULTS: In the coast region, the Department of Tacna reported the highest prevalence rates for physical (99.7) and psychological (107); the Department of Amazonas, which is in the jungle, reported the highest prevalence rate for sexual violence (74.6), with teachers in public schools accounting for the majority of sexual assaults against students (56%). CONCLUSIONS: Sexual violence predominated in the jungle zone, with a significant percentage of teachers participating in violence with sexual connotations. Physical and psychological violence prevailed in the coastal region.

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O Cartoon Test é um instrumento que analisa a percepção de crianças e adolescentes acerca do significado de bullying por meio de cenas de interação entre pares no ambiente escolar. Este estudo qualitativo exploratório constitui a segunda etapa de validação do instrumento no Brasil, com os objetivos de verificar se os participantes compreendem as imagens e legendas dos cartoons e que palavras são utilizadas para descrever os comportamentos inadequados. Foram realizados oito grupos focais, com 52 alunos, com idades de oito e 14 anos, de duas cidades do Rio Grande do Sul. Os instrumentos utilizados foram: Questionário sociodemográfico, Folha de registro do pesquisador e Cartoon Test. Realizou-se análise de conteúdo para tratamento dos dados. Os resultados indicaram que o instrumento foi compreendido pelos participantes e o termo bullying foi o mais utilizado para descrever situações agressivas. Para as crianças, sugere-se a redução no número de cartoons, visando evitar a exaustão.(AU)

The Cartoon Test is an instrument that analyzes the perception of children and adolescents about the meaning of bullying through scenes of interaction between peers in the school environment. This qualitative exploratory study is the second phase of validation of the instrument in Brazil. The aim is to verify whether the participants understand both the images and captions of the cartoons and to record the words used to describe the inappropriate behaviors. Eight focus groups were carried out, with 52 students, aged between eight and 14 years, from two cities in Rio Grande do Sul. The instruments used were: sociodemographic questionnaire, record sheet and Cartoon Test. Content analysis was performed. The results showed that the instrument was understood by all the participants and bullying was the word most used to describe the aggressive situations. A reduction in the number of cartoons administered to children is suggested, in order to avoid exhaustion.(AU)

El Cartoon Test es un instrumento que analiza la percepción de niños y adolescentes a respeto del significado de bullying por medio de una escena de interacción entre pares en el ambiente escolar. Este estudio cualitativo exploratorio constituye la segunda etapa de validación del instrumento en Brasil, con el objetivo de verificar que los participantes comprenden las imágenes y leyendas de los cartoons y qué palabras son utilizadas para describir comportamientos inapropiados. Fueron realizados ocho grupos focales, con 52 alumnos, con edades entre ocho y 14 años, de dos ciudades de Rio Grande do Sul. Los instrumentos utilizados fueron: Cuestionario Sociodemográfico, Ficha de Registro del Investigador y Cartoon Test. Se llevo a cabo un análisis de contenido para procesar los datos. Los resultados indicaron que el instrumento fue comprendido por los participantes y el termo bullying fue lo más empleado para describir situaciones agresivas. Para los niños, se sugiere la reducción en el número de cartoons, para evitar el agotamiento.(AU)

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The revised Olweus Bully/Victim Questionnaire (rBVQ) is an internationally used instrument to identify bullying, but due to Brazilian students' low proficiency in reading and writing, it had to be adapted for audio-guided use through smartphones. We investigated construct validity, using Confirmatory Factor Analysis (CFA), under a two-correlated factor solution. Participated 1,742 fifth graders and 2,316 seventh graders from 30 public schools in the city of São Paulo. We found excellent fit indices models for both grades (fifth grade: CFI=0.985, RMSEA=0.020; seventh grade: CFI=0.990, RMSEA=0.015), as well as factor loading higher than 0.4 for all items, indicating their relevance to the construct. The rBVQ demonstrated excellent psychometric properties and may help future studies that aim to investigate bullying in populations with similar profiles. In addition, this study innovates by evaluating an audio-guided instrument and using mobile technology. (AU)

O Questionário revisado de bullying de Olweus (rBVQ) é um instrumento internacionalmente utilizado para identificar bullying, mas devido às dificuldades de estudantes brasileiros na leitura e escrita, foi adaptado para uso áudio-guiado em smartphones. Investigou-se a validade do construto por meio de análise confirmatória fatorial em uma solução de dois fatores. Participaram 1742 e 2316 alunos de quintos e sétimos anos de trinta escolas públicas de São Paulo. Encontrou-se excelentes índices de adequação para ambos os anos escolares (quintos: CFI = 0,985; RMSEA = 0,020; sétimos: CFI = 0,990; RMSEA = 0,015) e cargas fatoriais maiores que 0,4 para todos os itens, indicando sua relevância para o construto. O rBVQ demonstrou excelentes propriedades psicométricas e pode ajudar estudos futuros que objetivam investigar bullying em populações com perfis semelhantes. Além disso, este estudo inova por avaliar um instrumento áudio-guiado e utilizando tecnologia móvel. (AU)

El Cuestionario Revisado de Bullying de Olweus (rBVQ) es un instrumento utilizado internacionalmente para identificar bullying, pero debido a las dificultades de estudiantes brasileños en la lectura y la escritura, se ha adaptado su uso por medio de audioguías en smartphones. Se investigó la validez del constructo mediante el Análisis Factorial Confirmatorio, bajo un modelo de dos factores. Participaron 1742 y 2316 estudiantes de quinto y séptimo curso de 30 escuelas públicas de São Paulo. Excelentes tasas de adecuación fueron encontradas para ambos casos (quinto año: CFI=0,985, RMSEA=0,020; séptimo año: CFI=0,990, RMSEA=0,015), además de cargas factoriales superiores a 0,4 para todos los ítems, lo que indica su relevancia para el constructo. El instrumento rBVQ ha presentado excelentes propiedades psicométricas y puede ayudar a futuros estudios pretendan investigar el bullying en poblaciones con perfiles similares. Además, este estudio innova al evaluar un instrumento guiado por audio, empleando la tecnología móvil. (AU)

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Nos períodos de transição escolar ocorre mais bullying. Um dos fatores associados pode ser a existência de déficits nas habilidades sociais dos estudantes. Assim, o objetivo deste estudo foi verificar possíveis diferenças nas habilidades sociais de estudantes envolvidos e não envolvidos em situações de bullying no período de transição escolar. Participaram 408 estudantes do sexto ano do Ensino Fundamental, com média de idade de 11,3 anos (DP = 0,62). Os dados foram coletados mediante uma escala e um questionário, e avaliados estatisticamente por análises de variância (ANOVA). As vítimas-agressoras apresentaram as menores médias nas habilidades sociais e diferenciaram-se significativamente das vítimas, agressores e não envolvidos no bullying em relação às habilidades de empatia/civilidade, autocontrole e participação. Já os estudantes não envolvidos apresentaram as maiores médias nas habilidades sociais. Conclui-se que a melhoria das habilidades sociais dos estudantes em transição escolar pode ajudar a prevenir e/ou reduzir o bullying (AU).

Bullying tends to occur more often during periods of school transition. One of the associate factors may be a deficit in students' social skills. Thus, this study's objective was to verify potential differences between the social skills of students involved and not involved in bullying during school transition. A total of 408 sixth-grade students, with a mean age of 11.3 years old (SD = 0.62), participated in this study. Data were collected using a scale and a questionnaire and statistically analyzed by Analysis of Variance (ANOVA). Victim-offenders had the lowest mean scores in social skills and differed significantly from victims, bullies, and those not involved in bullying concerning empathy/civility, self-control, and participation skills. On the other hand, students not involved in bullying showed the highest mean scores in social skills. We concluded that improving the students' social skills in school transition might help prevent and/or reduce bullying (AU).

Em los períodos de transición escolar se produce más bullying. Uno de los factores asociados puede ser la existencia de déficits em las habilidades sociales de los estudiantes. Por lo tanto, el objetivo de este estudio fue verificar las posibles diferencias em las habilidades sociales de los estudiantes involucrados y no involucrados em situaciones de bullying em el período de transición escolar. Participaron 408 estudiantes del sexto año de la Educación Primaria, em em media de edad de 11,3 años (DS = 0,62). Los datos se recogieron mediante em escala y em cuestionario, y se analizaron por análisis de varianza (ANOVA). Las víctimas-agresoras presentaron las puntuaciones medias más bajas em las habilidades sociales y se diferenciaron significativamente de las víctimas, agresores y no involucrados em el bullying em relación a las habilidades de empatía/civilidad, autocontrol y participación. Por em lado, los estudiantes no involucrados mostraron las medias más altas em habilidades sociales. Se concluye que la mejora de las habilidades sociales de los estudiantes durante la transición escolar puede ayudar a prevenir y/o reducir el bullying (AU).

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The current social and political scenario in Chile has opened up the debate on two centuries of usurpation and discrimination towards the Mapuche people. Educational centers are not oblivious to the social exclusion faced by indigenous children and young people, and this forms part of the phenomenon of school violence. This study explores the differences in perception between Mapuche and non-Mapuche students regarding school violence. The issue is the lack of knowledge regarding cultural variations in the perception of school violence in spaces of social and cultural diversity in the Mapuche context. This study describes the characteristics of school violence perceived by students in relation to differences based on ancestry and characterizes the variations in perception. A total of 1404 students participated from urban schools in the city of Temuco, Chile, aged 10 to 13 (M = 11.4; SD = 1.1) who completed the CENVI questionnaire. The confirmatory factor analysis (CFA) of the total sample and categories provides indexes that fit the proposed model. The omega coefficients provide internal reliability guarantees. This study tests configural, metric and scalar invariance for all the categories explored, and statistically significant differences are found between Mapuche and non-Mapuche students in the perception of physical and verbal violence, where the Mapuche student perceives more violence. Results are discussed based on existing research on education in spaces of social and cultural diversity in the Mapuche context, with research into elements that can help explain the findings.

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The relative roles of school context and individual student factors are of special interest to educators in measuring academic performance. Little is known about the effect of school violence on a student's academic performance and well-being. The aims of this study were to examine the effects of three types of school violence (direct violence, discrimination, and cyberbullying) on students' academic performance in standardized tests of mathematics, reading and history, and to identify individual student factors that contribute to reducing the negative effect of exposure to violence at school. We used 10th grade Chilean student data from the representative cross-sectional test of the Education Quality Measurement System (SIMCE in Spanish) from 2015. Multilevel linear models, adjusted for gender, incorporated other school and environmental contextual factors, as well as individual student factors. The results show that school violence in its three forms had a negative effect on academic performance. Student self-efficacy, educational expectations and satisfaction with interpersonal relations with their teachers, were important in reducing the negative effect of exposure to violence. The implications for the school are discussed.

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Building on the case of adolescents (aged 12-16 years) from underprivileged neighborhoods in Montevideo, two studies explore patterns of exposure to community violence among understudied South American youth. Applying a mixed-methods approach, the first study (n = 117) used principal component analysis to examine response patterns on a self-reported exposure to community violence scale. The second study examined subjective experience, drawing from focus group discussions with adolescents (n = 27) and their teachers (n = 22). Events were clustered into three components: indirect violence, traumatic violence, physical/verbal abuse, and robbery. Participants described the severity of violence in relation to chronic exposure, processes of naturalization, and permeable boundaries among the neighborhood, school, family, and social media networks. Violence chronicity and potential threats to life appear to be central dimensions in community violence reporting. Delimitating the study of community violence based on the setting or perceptual closeness has limited socioecological relevance.

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Resumo Objetivo: estimar a prevalência de indicadores referentes ao bullying entre escolares brasileiros de 13 a 17 anos e comparar sua ocorrência entre 2015 e 2019. Método: estudo descritivo, transversal, com dados das Pesquisas Nacionais de Saúde do Escolar, realizada em todos os estados brasileiros. Foram estimadas as prevalências e os intervalos de confiança (IC95%) dos indicadores em 2019. Para testar as diferenças entre as duas edições, utilizou-se o teste t de Student (p ≤ 0,01). Resultados: a prevalência de praticar bullying reduziu de 20,4% (IC95%: 19,2-21,5) em 2015 para 12,0% (IC95%: 11,6-12,5) em 2019. Os motivos apontados para sofrer bullying foram semelhantes nas duas edições: aparência do corpo, aparência do rosto e cor ou raça. As prevalências foram semelhantes entre os estados, sendo mais elevado sofrer bullying no Tocantins, envolver-se em situações de cyberbullying em Mato Grosso e Amapá, e praticar bullying foi mais elevado no Rio de Janeiro. Conclusão: ocorreu redução da prática do bullying pela metade, e do relato de não ser bem tratado entre adolescentes brasileiros, entretanto a prevalência de sofrer bullying é elevada no país, bem como o cyberbullying. Por isso, deve-se ter atenção e priorizar políticas para redução e enfrentamento desta prática no cenário nacional.

Abstract Objective: to estimate the prevalence rate of indicators related to bullying among Brazilian students aged 13 to 17 years and compare its occurrence between 2015 and 2019. Method: this is a descriptive cross-sectional study, with data from the National Survey of School Health, carried out in all Brazilian states. The prevalence rate and confidence intervals (95%CI) of the indicators were estimated in 2019. Student's t test was used (p ≤ 0.01) to test the differences between editions. Results: the prevalence rate of bullying decreased from 20.4% (95%CI: 19.2 - 21.5) in 2015 to 12.0% (95%CI: 11.6 - 12.5) in 2019. The reasons cited for being bullied were similar in both editions: bodily appearance, facial appearance, and color/race. Prevalence rates were similar between states. The state of Tocantins presented the highest number of bully-victims; states of Mato Grosso and Amapá had the highest number of adolescents being involved in cyberbullying situations, and the state of Rio de Janeiro presented the highest number of bullies. Conclusion: there was a reduction by half in bullying and in the report on not being treated well among Brazilian adolescents; however, the prevalence rate of being bullied and cyberbullying are high in the country. Therefore, attention should be paid to policies to reduce and confront this issue on the national scene.

Resumen Objetivo: estimar la prevalencia de indicadores relacionados con el bullying entre escolares brasileños de 13 a 17 años y comparar los eventos de 2015 y 2019. Método: estudio descriptivo, transversal, con datos de las Encuestas Nacionales de Salud Escolar realizado en todos los estados brasileños. Las prevalencias e intervalos de confianza (IC95%) de los indicadores se estimaron en 2019. Para probar las diferencias entre las dos ediciones se utilizó la prueba T de Student (p ≤ 0,01). Resultados: la prevalencia de la práctica de bullying disminuyó del 20,4% (IC95%: 19,2-21,5) en 2015 al 12,0% (IC95%: 11,6-12,5) en 2019. Los motivos aducidos para sufrir bullying fueron similares en las dos ediciones: apariencia del cuerpo y rostro y color de piel o raza. Las prevalencias entre los estados brasileños fueron similares, siendo que hubo mayores índices de padecer bullying en el estado de Tocantins, de situaciones de cyberbullying en los estados de Mato Grosso y Amapá, y de hacer bullying en Río de Janeiro. Conclusión: hubo una reducción a la mitad en la práctica de bullying, con un informe señalando que la relación no es buena entre los adolescentes brasileños, sin embargo, la prevalencia de bullying y cyberbullying es alta en el país. Por lo tanto, se debe prestar atención a las políticas públicas para reducir y enfrentar esta situación en el escenario nacional.

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Muchos instrumentos de bullying no evalúan los tres componentes teóricos que lo conforman; y solo algunos instrumentos abordan el desbalance de poder. México no es la excepción. Es por ello que el propósito de este estudio es validar el California Bullying Victimization Scale (CBVS) en una muestra de estudiantes universitarios de México, al ser un instrumento que sí contempla todos sus componentes. Participaron 1116 estudiantes universitarios mayores de 18 años. Se aplicó la versión en español del CBVS junto al cuestionario de agresión reactiva y proactiva, el Inventario de Depresión de Beck y la Escala de Malestar Psicológico de Kessler. Se analizó la confiabilidad, y su estructura, así como pruebas de asociación entre el CBVS y las otras escalas. El instrumento presentó una confiabilidad alta según el alfa de Cronbach y omega de McDonald. Se encontró una estructura bifactorial, que agrupa los reactivos en violencia directa e indirecta. El instrumento presentó evidencia de validez de constructo al tener asociaciones con la agresión, la satisfacción académica, la ansiedad y el malestar psicológico. El instrumento presentó propiedades psicométricas adecuadas tanto de confiabilidad como de validez, y la estructura del test es consistente con la teoría de agresión directa e indirecta del bullying.

Many bullying instruments do not assess the three theoretical components of bullying, and only a few instruments address the imbalance of power. Mexico is no exception. Therefore, the purpose of this study is to validate the California Bullying Victimization Scale (CBVS) in a sample of Mexican university students, as it is an instrument that does address all its components. A total of 1116 university students over 18 years of age participated. The Spanish version of the CBVS was administered together with the reactive and proactive aggression questionnaire, the Beck Depression Inventory and the Kessler Psychological Distress Scale. Reliability and structure were analyzed, as well as tests of association between the CBVS and the other scales. The instrument presented high reliability according to Cronbach's alpha and McDonald's omega. A bifactor structure was found, grouping the items into direct and indirect violence. The instrument presented evidence of construct validity by having associations with aggression, academic satisfaction, anxiety and psychological distress. The instrument presented adequate psychometric properties of reliability and validity, and the structure of the test is consistent with the direct and indirect aggression theory of bullying.

Muitos instrumentos de bullying não avaliam os três componentes teóricos do bullying; e apenas alguns poucos instrumentos abordam o desequilíbrio de poder. O México não é exceção. Portanto, o objetivo deste estudo é validar a Escala de Vítima de Bullying da Califórnia (CBVS) em uma amostra de estudantes universitários mexicanos, pois trata-se de um instrumento que trata de todos os seus componentes. Um total de 1116 estudantes universitários com mais de 18 anos de idade participaram. A versão espanhola da CBVS foi administrada juntamente com o questionário de agressão reativo e proativo, o Inventário de Depressão Beck e a Escala de Angústia Psicológica Kessler. Foram analisadas a confiabilidade e a estrutura, bem como os testes de associação entre a CBVS e as outras escalas. O instrumento demonstrou alta confiabilidade de acordo com o alfa do Cronbach e o ômega do McDonald>s. Foi encontrada uma estrutura de bifator, agrupando os itens em violência direta e indireta. O instrumento mostrou evidência de validade construtiva por ter associações com agressão, satisfação acadêmica, ansiedade e angústia psicológica. O instrumento apresentou propriedades psicométricas adequadas tanto de confiabilidade quanto de validade, e a estrutura do teste é consistente com a teoria de agressão direta e indireta do bullying.

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O bullying é um tipo de violência cujo desengajamento moral corresponde a um processo sociocognitivo. Embora a associação entre essas variáveis seja amplamente explorada, ainda não há instrumentos validados para sua análise no contexto brasileiro. Este estudo teve por objetivo apresentar o Método Delphi e explorar sua aplicabilidade no processo de adaptação e validação cultural da Escala de Desengajamento Moral para o Bullying (EDMB). O painel de especialistas incluiu sete profissionais da saúde e da educação (seis mulheres, média de idade ­ 41 anos). Todos os participantes tinham título de doutor e pesquisavam questões relacionadas ao bullying há mais de cinco anos. A escala foi avaliada em quatro dimensões: objetividade, simplicidade, clareza e credibilidade. Os dados foram tabulados utilizando-se o programa Microsoft Excel, a estatística descritiva permitiu definir os índices de validade de conteúdo e fidedignidade. O índice de validade de conteúdo alcançou a pontuação máxima (100%) nas quatro dimensões avaliadas. A verificação de fidedignidade demonstrou desempenho médio de 94%. Após o uso do Método Delphi foi proposta versão final, em português, da escala sobre bullying e desengajamento moral. O destaque do estudo reside na apresentação e aplicação rigorosa do Método Delphi.

Bullying is a type of violence of which the moral disengagement corresponds to a socio-cognitive process. Although the association between these variables is widely explored, there are still no validated instruments for its analysis in the Brazilian context. This study aimed to present the Delphi Method and explore its applicability in the process of cultural adaptation and validation of the Moral Disengagement Questionnaire for Bullying Situations. The expert panel included seven health and education professionals (six women, average age ­ 41 years). All participants were Ph.D. and had been investigating issues related to bullying for more than five years. The scale was evaluated in four dimensions: objectivity, simplicity, clarity and credibility. The data were tabulated using the Microsoft Excel program and descriptive statistics allowed the definition of content validity and reliability indexes. The content validity index reached the maximum score (100%) in the four dimensions evaluated. The reliability check showed an average performance of 94%. After using the Delphi Method, a final version of the scale on bullying and moral disengagement in Portuguese was proposed. The strength of the study lies on the rigorous presentation and application of the Delphi Method.

RESUMO

RESUMEN El objetivo fue dar a conocer los estudios que se han realizado desde el 2014 al 2019, donde se relacionan variables contextúales del estudiante de secundaria con la violencia escolar. Las bases de datos seleccionadas fueron SCOPUS, EBSCOhost y SciELO; se utilizaron términos afines al contexto familiar escolar y comunitario; se aplicaron filtros para acotar la búsqueda en acuerdo con los criterios de inclusión refiriendo a investigaciones arbitradas con diseño cuantitativo, causales, transversales en inglés o español en disciplinas de ciencias sociales. Resultaron 32 artículos que reflejan las variables de comunicación parental, clima escolar, exposición de violencia y apego a la comunidad, como las más relevantes para explicar violencia escolar Se concluyó en el consenso del modelo ecológico de Bronfenbrenner para involucrar conceptos de diferentes niveles factoriales de la violencia escolar ya que no se suele analizar elementos de los diversos contextos de manera conjunta. También se optó por realizar modelos causales que permitan predecir o identificar factores de riesgo y protección, incluyendo aspectos de comunidad. Por último, resalta la importancia de examinar al observador y aquellas variables que impulsan a defender a la víctima.

ABSTRACT The purpose of this review was to publicize the studies that have been carried out from 2014 to 2019 where contextual variables of the high school student are related to school violence. The selected databases were SCOPUS, EBSCOhost and SciELO where terms related to the family school and community context were used. Filters were applied to narrow the search according to the inclusion criteria referring to arbitrated research with a quantitative, causal, transversal design in English or Spanish in social science disciplines. 32 articles were found that showed that the most relevant variables to explain school violence were parental communication, school climate, exposure of violence and attachment to the community. It was concluded in the consensus of the Bronfenbrenner ecological model to involve concepts of different factorial levels of school violence, since elements from different contexts are not usually analyzed together: Also, is necessary to make causal models including community aspects that allows predict and identify risk and protector factors. Lastly, the importance of examining the bystander and those variables that drive to defend the victim.

RESUMO O objetivo era divulgar os estudos que foram realizados de 2014 a 2019, onde as variáveis contextuais do aluno do ensino médio estão relacionadas à violência escolar As bases de dados selecionadas foram SCOPUS, EBSCOhost e SciELO; foram utilizados termos relacionados ao contexto familiar escolar e comunitário; filtros foram aplicados para restringir a pesquisa de acordo com os critérios de inclusão referentes à pesquisa de referência com design quantitativo, causal, transversal em inglês ou espanhol em disciplinas de ciências sociais. Foram encontrados 32 artigos que refletem as variáveis de comunicação dos pais, clima escolar exposição à violência e apego à comunidade como os mais relevantes para explicar a violência escolar O consenso do modelo ecológico de Bronfenbrenner foi alcançado para envolver conceitos de diferentes níveis fatoriais de violência escolar uma vez que elementos de diferentes contextos não são geralmente analisados em conjunto. Também foi decidido desenvolver modelos causais que permitam prever ou identificar fatores de risco e proteção, incluindo aspectos da comunidade. Finalmente, destaca a importância de examinar o observador e aquelas variáveis que impulsionam a defesa da vítima.