The report takes a comprehensive look at the state of the research on school violence and includes additional discussions about research on serious violence and studies that were funded by NIJ’s Comprehensive School Safety Initiative (CSSI). The National Institute of Justice (NIJ) commissioned this report, which summarizes the existing evidence on the causes and consequences of school violence, how school violence is conceptualized, and recommendations for future research. Although school violence is on the decline (Wang et al., 2020), it remains a significant concern for researchers, policymakers, and the general public. The multifaceted construct of “school violence” includes a wide variety of acts, such as physical assault and battery, physical aggression, noncontact aggression (e.g., throwing things), broadly defined externalizing behavior, bullying, fighting, robbery, unwanted sexual contact, weapon possession, and verbal threats.

The findings from such exploration may be used to inform the development of teacher training programs, and support efforts to successfully and sustainably implement SWPBIS in Australian schools. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context. First, limited exploration of teachers’ perceptions of their preparation (pre-service and in-service) and confidence to engage in SWPBIS practices and supports has been undertaken in Australia. The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to the successful and sustained implementation of SWPBIS. However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016 NSW Ombudsman, 2017). States and territories within Australia have increasingly adopted school- wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019).

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