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An Exploratory Analysis of State Safety Legislation and Student Perceptions of School Safety
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DOI：10.1080/2372966X.2026.2656612.png)
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Abstract
En 中文
Despite increasing national attention to school safety, few studies have examined whether state-level legislation is associated with students’ safety experiences or whether associations vary across demographic groups. This study analyzed 2023 Youth Risk Behavior Survey data from 62,065 students across 17 states to assess whether legislative comprehensiveness predicted skipping school due to feeling unsafe and being threatened with a weapon. Hierarchical multilevel models tested main effects and demographic interactions. Results revealed no significant main effects, but significant interactions indicating differential associations by student characteristics. Male-identifying and American Indian/Alaska Native-identifying students in states with more comprehensive legislation showed increased odds of skipping school, while female-identifying and Black-identifying students showed protective associations. State-level factors accounted for less than 3% of variance. Findings suggest comprehensive legislation is not uniformly beneficial and may differentially affect students based on their identities, emphasizing the need for equity-centered policy design and implementation.
Impact Statement
State school safety laws may not equally protect all students. This study found that more comprehensive state safety legislation was associated with better outcomes for some students but with worse outcomes for others depending on their demographic characteristics, highlighting critical inequities in how policy translates to student experiences. School psychologists and policymakers must work together to design and advocate for safety legislation that is evidence-based, equitable, and responsive to the diverse needs of all students.
Keywords:
school safety
state legislation
school violence
ecological systems model
Kari Oyen
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