A comparison of general and special educators' experiences with teacher‐directed aggression and violence

• Published in: Psychology in the schools Vol. 61; no. 1; pp. 380 - 397
• Main Authors: Zinter, Kayleigh E., McMahon, Susan D., Greeson, Megan R., Bare, Kailyn
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley 01.01.2024; Wiley Subscription Services, Inc
• Subjects: Administrators; Aggression; Aggressiveness; Demography; education; Ethnicity; Experience; General education; Harassment; Interprofessional Relationship; Intervention; Intimidation; Parents; Prevention programs; Race; Regular and Special Education Relationship; Rural Urban Differences; School Violence; Special education; Special Education Teachers; Students; Suburban Schools; Teacher Characteristics; Teachers; teacher‐directed violence; Victims; Violence; Work Environment; workplace aggression
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.23058

Teacher‐directed violence has been acknowledged as a major issue in research over the past decade. Teacher‐directed violence is the over‐arching term used to describe teachers' experiences with physical violence and aggression (i.e., harassment, intimidation, verbal threats). This study is the first to quantitatively compare general education and special education teachers' experiences with violence from a variety of aggressors, including students, parents, colleagues, and administrators. Understanding the unique experiences of special and general educators is needed to inform intervention and prevention efforts focused on teacher‐directed violence. Data from 2363 teachers who participated in a national study in the United States examining teachers' experiences with violence and aggression were analyzed using multiple logistic regression. Comparisons of special and general educators revealed special educators were more likely to report experiencing aggression in the current or past year. Special educators were also more likely to report violence by student aggressors, while general educators were more likely to report violence by parent aggressors. Further, teacher demographic characteristics (i.e., age, gender, race/ethnicity, years of experience) and school setting (i.e., rural, urban, suburban) influenced experiences of teacher‐directed violence for both general and special educators. Findings suggest the need for future longitudinal and mixed‐methods studies, providing more educators, training, and supports in special education settings, and incorporating all school stakeholders in school‐wide interventions. Practitioner points Experiences of aggression were commonly reported by both general and special education teachers. Special education teachers were more likely than general education teachers to report violence in general and from students in particular. Special education teachers were less likely to report aggression from parents than general education teachers, and quality of relationships with parents may be an asset for special education teachers.