Social control and procedural justice theories

Social control and procedural justice theories

Social control and procedural justice theories indicate that informal social control reduces problem behaviours. Nevertheless, many schools have instigated formal control mechanisms, such as school security measures. The study, therefore, scrutinizes the connotation between school security measures (security personnel, metal detectors, and surveillance cameras) and students’ perceptions of informal social control (relationships with teachers, other school adults, and the fairness and consistency of school rules Findings for the other school security measures were non-significant or inconsistent across models. Implications for theory and practice are discussed.

Most research on school climate focuses on student well-being, with less attention to the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (as measured by student- and teacher-reported clarity of school rules) and support (as measured by teacher-reported help-seeking) were associated with less teacher victimization, after controlling for school and neighbourhood demographics. Support, but no structure, was a consistent predictor of school records of threats against faculty. These findings offer implications for improving the workplace for teachers and staff.

Freiberg, H. Jerome, ed. School climate: Measuring, improving, and sustaining healthy learning environments. Psychology Press, 1999.