Violent behavior and unfairness in school: A multilevel analysis of Italian schools.

This study examines the role of school unfairness in predicting violent behavior among Italian early adolescents. Hierarchical linear modeling was used to examine the relations between individual (demographics, psychosocial and relational characteristics, and perception of procedural and relational school unfairness), and class characteristics (mean school unfairness and socioeconomic status) and students’ violent behavior. Data were analyzed using a two-level model based on 6,744 students (3,398 boys; M age514.14) nested within 348 classes. After adjusting for age, gender, and psychosocial confounding factors, relational and procedural unfairness in the school showed a significant association with violent behavior. School unfairness predicted between-school variation in violent behavior, in that procedural unfairness at the school level increased the risk for violent behavior. However, relational unfairness at the school level decreased the risk for violent behavior. The present study suggests that the quality of relationships with teachers may be key in predicting students’ violent behavior.