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.

Introduction: School social climate is central to understanding learning experiences in education environments. Previous studies describe various conceptual and operational definitions around the construct; however, there are no records of reviews focused on Latin America.Aim: This study sought to analyze the available evidence and the quality of school social climate measures in Latin America through a systematic review of the literature based on the PRISMA methodology and the COSMIN checklist to assess the psychometric properties of the instruments.Methodology: The Web of Science, Scopus, Psycinfo, and SciELO databases were consulted. A total of 582 records was identified, of which 27 fulfilled the inclusion criteria and methodological quality to be included in the systematization.Results: The results show that the country with the greatest scientific production on the topic is Chile, the measures are centered mainly on the students’ perspective and the most used instrument is the CECSCE. In addition, a common aspect to all the records is that they were not sufficient to capture the complexity of school social climate.Conclusion: Multidimensional and multi-informant measures are needed to adequately assess the construct.

El presente artículo explora algunos de los factores que explican el desempeño escolar. Para ello se identificaron y caracterizaron perfiles de estudiantes chilenos de octavo grado de primaria (media 13.65 años de edad/DS 0.74), en función de su desempeño académico en la prueba de Historia, Geografía y Ciencias Sociales, y variables de contexto. La base de datos fue generada por el Sistema de Medición de la Calidad de la Educación de Chile (simce). La investigación se orientó desde el enfoque cuantitativo correlacional predictivo, utilizando el árbol de clasificación y regresión (cart). Las altas expectativas educacionales de la familia son el factor diferenciador más importante en el rendimiento escolar. Se discuten los resultados en función de la investigación y literatura generada respecto de estos temas.

The objective of this study was to test the differences between the mean scores of victimization, an indicator of depression, stress, and anxiety (DASS), across seven countries (Australia, Chile, India, Indonesia, Mexico, Poland, and the Russian Federation) during the COVID-19 lockdowns. In addition, this study sought to analyze the mediator role of resilience in these relationships in the different countries. To this end, a structural equation model (SEM) was tested and differences across countries were considered through a multigroup analysis. Data for adolescent students from seven countries (n = 7241) collected by the Global Research Alliance showed that levels of anxiety, depression, and stress among adolescents were different in the countries assessed; all of them presented values above the mean of the indicator, with Chile and Russia having the highest values. Regarding the prevalence of exposure to violence, the mean across all countries studied was 34%, with the highest prevalence in Russia and India. At the global level, an adequate adjustment was observed in the SEM mediation model considering all countries. However, a mediator effect of resilience was only observed in the relationship between victimization and the indicator of DASS in Chile, Indonesia, and Russia. The results are discussed, analyzing the relevance of resilience as a protective factor for mental health during COVID-19 lockdowns.