2017 SCS Supporting Documentation

2017 SCS OMB Supporting Statement Attachments_FINAL.pdf

2017 School Crime Supplement to the National Crime Victimization Survey

2017 SCS Supporting Documentation

OMB: 1121-0184

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 1121-0184 can be found here:

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Supporting Statement Attachments – 2017 School Crime Supplement to the National Crime
Victimization Survey
Attachment 1:

BJS Authorizing Statute; Title 42, United States Code, Section 3732………………… 2

Attachment 2:

2017 SCS questionnaire…………………………………………………………………………………… 7

Attachment 3:

2015 SCS questionnaire…………………………………………………………………………………… 21

Attachment 4:

Cognitive Pretesting of the 2017 School Crime Supplement to the National Crime
Victimization Survey Final Report……………………………………………………………………. 35

Attachment 5:

2017 SCS item description and rationale…………………………………………………………. 85

Attachment 6:

Nonfederal publications citing data from the NCVS SCS…………………………………… 100

Attachment 7:

Incoming introductory letter from Census (NCVS‐572(L))………………………………… 108

Attachment 8:

Continuing household introductory letter from Census (NCVS‐573(L))……………. 111

Attachment 9:

SCS brochure for parents in English…………………………………………………………………. 114

Attachment 10: SCS brochure for students in English……………………………………………………………….. 117
Attachment 11: SCS brochure for parents in Spanish………………………………………………………………… 120
Attachment 12: SCS brochure for students in Spanish………………………………………………………………. 123
Attachment 13: Nonresponse Bias Report for the 2015 School Crime Supplement to the National
Crime Victimization Survey……………………………………………………………………………… 126
Attachment 14: 2017 National Crime Victimization Survey School Crime Supplement Cognitive
Pretesting Protocols………………………………………………………………………………………… 151
Attachment 15: 2017 National Crime Victimization Survey School Crime Supplement Cognitive
Pretesting Handouts………………………………………………………………………………………… 223
Attachment 16: 2017 National Crime Victimization Survey School Crime Supplement finalized bullying
section…………………………………………………………………………………………………………….. 239

Attachment 1:
BJS authorizing statute; Title 42, United States Code, Section 3732

-CITE42 USC Sec. 3732

01/26/98

-EXPCITETITLE 42 - THE PUBLIC HEALTH AND WELFARE
CHAPTER 46 - JUSTICE SYSTEM IMPROVEMENT
SUBCHAPTER III - BUREAU OF JUSTICE STATISTICS
-HEADSec. 3732. Bureau of Justice Statistics
-STATUTE(a) Establishment
There is established within the Department of Justice, under the general authority of the Attorney General, a
Bureau of Justice Statistics (hereinafter referred to in this subchapter as ''Bureau'').
(b) Appointment of Director; experience; authority; restrictions
The Bureau shall be headed by a Director appointed by the President, by and with the advice and consent of the
Senate. The Director shall have had experience in statistical programs. The Director shall have final authority for all
grants, cooperative agreements, and contracts awarded by the Bureau. The Director shall report to the Attorney
General through the Assistant Attorney General. The Director shall not engage in any other employment than that of
serving as Director; nor shall the Director hold any office in, or act in any capacity for, any organization, agency, or
institution with which the Bureau makes any contract or other arrangement under this Act.
(c) Duties and functions of Bureau
The Bureau is authorized to (1) make grants to, or enter into cooperative agreements or contracts with public agencies, institutions of higher
education, private organizations, or private individuals for purposes related to this subchapter; grants shall be made
subject to continuing compliance with standards for gathering justice statistics set forth in rules and regulations
promulgated by the Director;
(2) collect and analyze information concerning criminal victimization, including crimes against the elderly, and
civil disputes;
(3) collect and analyze data that will serve as a continuous and comparable national social indication of the
prevalence, incidence, rates, extent, distribution, and attributes of crime, juvenile delinquency, civil disputes, and
other statistical factors related to crime, civil disputes, and juvenile delinquency, in support of national, State, and
local justice policy and decisionmaking;
(4) collect and analyze statistical information, concerning the operations of the criminal justice system at the
Federal, State, and local levels;
(5) collect and analyze statistical information concerning the prevalence, incidence, rates, extent, distribution,
and attributes of crime, and juvenile delinquency, at the Federal, State, and local levels;
(6) analyze the correlates of crime, civil disputes and juvenile delinquency, by the use of statistical information,

about criminal and civil justice systems at the Federal, State, and local levels, and about the extent, distribution and
attributes of crime, and juvenile delinquency, in the Nation and at the Federal, State, and local levels;
(7) compile, collate, analyze, publish, and disseminate uniform national statistics concerning all aspects of
criminal justice and related aspects of civil justice, crime, including crimes against the elderly, juvenile delinquency,
criminal offenders, juvenile delinquents, and civil disputes in the various States;
(8) recommend national standards for justice statistics and for insuring the reliability and validity of justice
statistics supplied pursuant to this chapter;
(9) maintain liaison with the judicial branches of the Federal and State Governments in matters relating to
justice statistics, and cooperate with the judicial branch in assuring as much uniformity as feasible in statistical
systems of the executive and judicial branches;
(10) provide information to the President, the Congress, the judiciary, State and local governments, and the
general public on justice statistics;
(11) establish or assist in the establishment of a system to provide State and local governments with access to
Federal informational resources useful in the planning, implementation, and evaluation of programs under this Act;
(12) conduct or support research relating to methods of gathering or analyzing justice statistics;
(13) provide for the development of justice information systems programs and assistance to the States and units
of local government relating to collection, analysis, or dissemination of justice statistics;
(14) develop and maintain a data processing capability to support the collection, aggregation, analysis and
dissemination of information on the incidence of crime and the operation of the criminal justice system;
(15) collect, analyze and disseminate comprehensive Federal justice transaction statistics (including statistics
on issues of Federal justice interest such as public fraud and high technology crime) and to provide technical
assistance to and work jointly with other Federal agencies to improve the availability and quality of Federal justice
data;
(16) provide for the collection, compilation, analysis, publication and dissemination of information and
statistics about the prevalence, incidence, rates, extent, distribution and attributes of drug offenses, drug related
offenses and drug dependent offenders and further provide for the establishment of a national clearinghouse to
maintain and update a comprehensive and timely data base on all criminal justice aspects of the drug crisis and to
disseminate such information;
(17) provide for the collection, analysis, dissemination and publication of statistics on the condition and
progress of drug control activities at the Federal, State and local levels with particular attention to programs and
intervention efforts demonstrated to be of value in the overall national anti-drug strategy and to provide for the
establishment of a national clearinghouse for the gathering of data generated by Federal, State, and local criminal
justice agencies on their drug enforcement activities;
(18) provide for the development and enhancement of State and local criminal justice information systems, and
the standardization of data reporting relating to the collection, analysis or dissemination of data and statistics about
drug offenses, drug related offenses, or drug dependent offenders;
(19) provide for research and improvements in the accuracy, completeness, and inclusiveness of criminal
history record information, information systems, arrest warrant, and stolen vehicle record information and
information systems and support research concerning the accuracy, completeness, and inclusiveness of other
criminal justice record information;
(20) maintain liaison with State and local governments and governments of other nations concerning justice
statistics;

(21) cooperate in and participate with national and international organizations in the development of uniform
justice statistics;
(22) ensure conformance with security and privacy requirement of section 3789g of this title and identify,
analyze, and participate in the development and implementation of privacy, security and information policies which
impact on Federal and State criminal justice operations and related statistical activities; and
(23) exercise the powers and functions set out in subchapter
VIII of this chapter.
(d) Justice statistical collection, analysis, and dissemination to insure that all justice statistical collection, analysis,
and dissemination is carried out in a coordinated manner, the Director is authorized to (1) utilize, with their consent, the services, equipment, records, personnel, information, and facilities of other
Federal, State, local, and private agencies and instrumentalities with or without reimbursement therefor, and to enter
into agreements with such agencies and instrumentalities for purposes of data collection and analysis;
(2) confer and cooperate with State, municipal, and other local agencies;
(3) request such information, data, and reports from any Federal agency as may be required to carry out the
purposes of this chapter;
(4) seek the cooperation of the judicial branch of the Federal Government in gathering data from criminal
justice records; and
(5) encourage replication, coordination and sharing among justice agencies regarding information systems,
information policy, and data.
(e) Furnishing of information, data, or reports by Federal agencies Federal agencies requested to furnish
information, data, or reports pursuant to subsection (d)(3) of this section shall provide such information to the
Bureau as is required to carry out the purposes of this section.
(f) Consultation with representatives of State and local government and judiciary In recommending standards for
gathering justice statistics under this section, the Director shall consult with representatives of State and local
government, including, where appropriate, representatives of the judiciary.
-SOURCE(Pub. L. 90-351, title I, Sec. 302, as added Pub. L. 96-157, Sec. 2, Dec. 27, 1979, 93 Stat. 1176; amended Pub. L.
98-473, title II, Sec. 605(b), Oct. 12, 1984, 98 Stat. 2079; Pub. L. 100-690, title VI, Sec. 6092(a), Nov. 18, 1988,
102 Stat. 4339; Pub. L. 103-322, title XXXIII, Sec. 330001(h)(2), Sept. 13, 1994, 108 Stat. 2139.)
-REFTEXTREFERENCES IN TEXT
This Act, referred to in subsecs. (b) and (c)(11), is Pub. L. 90-351, June 19, 1968, 82 Stat. 197, as amended,
known as the Omnibus Crime Control and Safe Streets Act of 1968. For complete classification of this Act to the
Code, see Short Title note set out under section 3711 of this title and Tables.
-MISC2PRIOR PROVISIONS

A prior section 3732, Pub. L. 90-351, title I, Sec. 302, June 19, 1968, 82 Stat. 200; Pub. L. 93-83, Sec. 2, Aug. 6,
1973, 87 Stat. 201; Pub. L. 94-503, title I, Sec. 110, Oct. 15, 1976, 90 Stat. 2412, related to establishment of State
planning agencies to develop comprehensive State plans for grants for law enforcement and criminal justice
purposes, prior to the general amendment of this chapter by Pub. L. 96-157.
AMENDMENTS
1994 - Subsec. (c)(19). Pub. L. 103-322 substituted a semicolon for period at end.
1988 - Subsec. (c)(16) to (23). Pub. L. 100-690 added pars. (16) to (19) and redesignated former pars. (16) to
(19) as (20) to (23), respectively.
1984 - Subsec. (b). Pub. L. 98-473, Sec. 605(b)(1), inserted provision requiring Director to report to Attorney
General through Assistant Attorney General.
Subsec. (c)(13). Pub. L. 98-473, Sec. 605(b)(2)(A), (C), added par. (13) and struck out former par. (13) relating
to provision of financial and technical assistance to States and units of local government relating to collection,
analysis, or dissemination of justice statistics.
Subsec. (c)(14), (15). Pub. L. 98-473, Sec. 605(b)(2)(C), added pars. (14) and (15). Former pars. (14) and (15)
redesignated (16) and (17), respectively.
Subsec. (c)(16). Pub. L. 98-473, Sec. 605(b)(2)(A), (B), redesignated par. (14) as (16) and struck out former par.
(16) relating to insuring conformance with security and privacy regulations issued under section 3789g of this title.
Subsec. (c)(17). Pub. L. 98-473, Sec. 605(b)(2)(B), redesignated par. (15) as (17). Former par. (17) redesignated
(19).
Subsec. (c)(18). Pub. L. 98-473, Sec. 605(b)(2)(D), added par. (18).
Subsec. (c)(19). Pub. L. 98-473, Sec. 605(b)(2)(B), redesignated former par. (17) as (19).
Subsec. (d)(1). Pub. L. 98-473, Sec. 605(b)(3)(A), inserted '', and to enter into agreements with such agencies
and instrumentalities for purposes of data collection and analysis''.
Subsec. (d)(5). Pub. L. 98-473, Sec. 605(b)(3)(B)-(D), added par. (5).
EFFECTIVE DATE OF 1984 AMENDMENT
Amendment by Pub. L. 98-473 effective Oct. 12, 1984, see section 609AA(a) of Pub. L. 98-473, set out as an
Effective Date note under section 3711 of this title.
-SECREFSECTION REFERRED TO IN OTHER SECTIONS
This section is referred to in section 5603 of this title.

Attachment 2:
2017 SCS questionnaire

2017 SCHOOL CRIME SUPPLEMENT
INTRO_1 -

Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take about 10 minutes. The law authorizes the collection of this data and requires us to keep all
information about you and your household strictly confidential.
SCREEN QUESTIONS FOR SUPPLEMENT

E_ATTENDSCHOOL

1a.

Did you attend school at any time this school year?
_________________________________________

E_HOMESCHOOL

1b.

During that time, were you ever homeschooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
_________________________________________

E_ALLHOMESCHOOL

1c.

Was all of your schooling this school year
homeschooling?
___________________________________________

E_DIFFSCHOOL_ATTENDED

1d.

How many different schools have you
attended this school year?

1  Yes
2  No - SKIP to END
_____________________________________________
006

092

1  Yes
2  No - SKIP to E_DIFFSCHOOL_ATTENDED

_____________________________________________
1  Yes - SKIP to END
2  No
_____________________________________________
007

185SCS 1  One school
2  Two schools
3  Three or more schools

Include your homeschooling as one school.
(only asked if student answered “yes” to being
homeschooled)
Check Item: if student was not homeschooled (1b, E_HOMESCHOOL = “No”) Skip to 2b, WHATGRADE. If student was
partially homeschooled (1c, E_ALLHOMESCHOOL = “No”) continue with 2a, E_HOMESCHOOLGRADE.
E_HOMESCHOOLGRADE

2a.

During the time you were homeschooled this school
year, what grade would you have been in if you
were in a public or private school?

093

1
2
3
4
5
6
7
8

E_HOMESCHOOLGRADE_OTHER

What grade are you in?

E_WHATGRADEOTHER

Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify

SKIP to INTRO_ 2

9  College/GED/Post-graduate/
Other noneligible – SKIP to END

E_WHATGRADE

2b.

0  Fifth or under - SKIP to END

008

0  Fifth or under - SKIP to END
1
2
3
4
5
6
7
8

Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify

SKIP to E_WHATMONTH

9  College/GED/Post-graduate/
Other noneligible - SKIP to END

Page 1

FORM SCS-1 (8/3/2016)

FIELD REPRESENTATIVE - Read introduction only if any of the boxes 1-8 are marked in item 2a E_HOMESCHOOLGRADE.
INTRO_2 -The following questions pertain only to your attendance at a public or private school and not to being

homeschooled.
E_WHATMONTH
3.
In what month did your current school year begin?

009

E_WHATMONTHOTHER

1  August
2  September
3  Other - Specify _______________________

1
2
3
4
5
6
7
8
9
10 

January
February
March
April
May
June
July
October
November
December

ENVIRONMENTAL QUESTIONS
F_SCHOOLSTATE, F_SCHOOLCOUNTY, F_SCHOOLCITY

4b.

In what State, County and City is your school
located?

F_NAMEOFSCHOOL

What is the complete name of your school?
F_PUBLICORPRIVATE

5a.

Is your school public or private?
____________________________________________
F_REGULARSCHOOL
5b.
Is this the regular school that most of the students in
your neighborhood attend?
____________________________________________
F_CHURCHRELATED
5c.
Is your school affiliated with a religion?

Page 2

015
014
013
012

State
County
City
School Name

1  Public – ASK F_REGULARSCHOOL
2  Private - SKIP to F_CHURCHRELATED
______________________________________________
016

1  Yes
2  No
SKIP to F_GRADES_LOW
_________________________________________
017

018

1  Yes
2  No
3  Don’t know

FORM SCS-1 (8/3/2016)

What grades are taught in your school?
Pre-K or Kindergarten

00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30

020

021

 (highest) F_GRADES_HIGH

H.S. Senior
Post-graduate
All ungraded
All Special Education
022

1
2
3
4
5
6

Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way – Specify _________

024

1
2
3
4
5
6

Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way - Specify ________

How do you get to school most of the time this
school year?

FIELD REPRESENTATIVE - If multiple modes are used, code
the mode in which the student spends the most time.
F_GETTOSCHOOL_SPECIFY
Enter the other way that the respondent gets to school.
F_HOMEFROMSCHOOL
8.
How do you get home from school most of the time
this school year?

FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
F_HOMEFROMSCHOOL_SPECIFY
Enter the other way that the respondent gets home from
school.

Page 3

 (lowest) F_GRADES_LOW
TO

F_GETTOSCHOOL

Grades:

FORM SCS-1 (8/3/2016)

During this school year, have you participated in any of
the following activities sponsored by your school:

F_ACTIVITIES_ SPORTS

a. Athletic teams at school?

F_ACTIVITIES_ SPIRIT

Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?

F_ACTIVITIES_ ARTS

c. Performing arts, for example, Band, Choir,
Orchestra, or Drama?

F_ACTIVITIES_ ACADEMIC

d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, or Math Club?

F_ACTIVITIES_ GOVT

e. Student government?

F_ACTIVITIES_ SERVICE

f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Ecology Club, or
Recycling Club?

Yes

120

1

2

121

1

2

122

1

2

123

1

2

124

1

2

125

1

2

126

1

[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Ecology Club, Key
Club, or Interact? Do not include community
service hours required for graduation.
F_ACTIVITIES_ OTHER

g. Other school clubs or school activities?

F_ACTIVITIES_OTHER_SPECIFY

What are the other school clubs or school activities
you participate in?

Page 4



2

Specify __________

FORM SCS-1 (8/3/2016)

10. The next questions are about security measures that
some schools take.
Does your school have:
F_SAFETY_POLICE
a. Security guards or assigned police officers?
F_SAFETY HALLSTAFF
b. Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?
F_SAFETY_ METAL_DETECTORS
c. Metal detectors, including wands?
(The definition for the term ‘metal detector’ is a device used to
check for weapons students might be trying to bring onto school
property. The metal detector may be in a form of a doorframe,
which you are asked to walk through. It may also be in the form
of a hand-held metal detector that looks like a wand or paddle,
which is moved around your body.)
F_SAFETY_DOORS_LOCKED
d. Locked entrance or exit doors during the day?
F_SAFETY_SIGN_IN
e. A requirement that visitors sign in AND wear
visitor badges or stickers?
F_SAFETY_LOCKER_CHECKS
f. Locker checks?
F_SAFETY_STUDENT_ID
g. A requirement that students wear badges or
picture identification?
F_SAFETY_CAMERAS
h. One or more security cameras to monitor
the school?
F_SAFETY_CODE_OF_CONDUCT
i.
A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?

Yes

If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?

F_DISTRACTED
12.
In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?

(READ CATEGORIES.)

Page 5

Don’t know School does not
have lockers

028

1

2

3

029

1

2

3

030

1

2

3

031

1

2

3

032

1

2

3

033

1

2

3

094

1

2

3

095

1

2

3

096

1

2

3

Yes

Don’t know

167

1

2

3

156

1
2
3
4

F_REPORT

11.

4

Never
Almost never
Sometimes
Most of the time

FORM SCS-1 (8/3/2016)

13.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

F_RULES_FAIR

The school rules are fair.

F_PUNISHMENT_SAME

The punishment for breaking school rules is the
same no matter who you are.

F_RULES_ENFORCED

The school rules are strictly enforced.
(Strictly enforced rules means that the school
consistently carries out disciplinary actions against
any students who break school rules.)

Strongly
Agree

Agree

Strongly
Disagree Disagree

035

1

2

3

4

036

1

2

3

4

037

1

2

3

4

038

1

2

3

4

127

1

2

3

4

F_PUNISHMENT_KNOWN

d. If a school rule is broken, students know what
kind of punishment will follow.

F_TEACHERS_RESPECT

e. Teachers treat students with respect.

14.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

Strongly
Agree

Agree

Disagree

Strongly
Disagree

There is a TEACHER or other ADULT at school who…

F_ADULT_REALLYCARES

Really cares about you.

F_ADULT_LISTENS

Listens to you when you have something to
say.
F_ADULT_GOOD_JOB
c. Tells you when you do a good job.
15.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

173SCS 1 

2

3

4

175SCS 1 

2

3

4

176SCS 1 

2

3

4

Agree

Disagree

Strongly
Disagree

Strongly
Agree

There is a STUDENT at school who…

186SCS 1 

Really cares about you.

187SCS 1 

Listens to you when you have something to say.
188SCS 1 

Believes that you will be a success.

F_STUDENT_REALLYCARES

2

3

4

2

3

4

2

3

4

F_STUDENT_LISTENS

F_STUDENT_SUCCESS

16.

Thinking about the neighborhood where YOU LIVE,
would you strongly agree, agree, disagree, or
strongly disagree with the following…

F_CRIME_NEIGHBORHOOD

There is a lot of crime in the neighborhood
where YOU LIVE.
17.

Thinking about the neighborhood where YOUR
SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...

Strongly
Agree
212SCS 1 

Strongly
Agree

Agree

Disagree

2

3

Agree

Disagree

Strongly
Disagree
4

Strongly
Disagree

F_CRIME_NEIGHBORHOOD_SCHOOL

There is a lot of crime in the neighborhood
where YOU go to SCHOOL.

Page 6

213SCS 1 

2

3

4

FORM SCS-1 (8/3/2016)

18.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

Strongly
Agree

Agree

Disagree

Strongly
Disagree

F_SAFE_IN_SCHOOL

You feel safe in your school
SCS_INTRO 3

19.

189SCS 1 

2

3

4

Now I have some questions about things that happen at school. For this survey, “at school”
includes the school building, on school property, on a school bus, or going to and from
school. Your answers will not be given to anyone.

The following question refers to the availability of
drugs and alcohol at your school.

Yes

040

1

2

041

1

2

159

1

2

209SCS

1

2

Is it possible for students at your school to get…
F_ ALCOHOL

a. Alcoholic beverages?
F_MARIJUANA

b. Marijuana, also known as pot, weed or mary jane?
F_PRESCRIPTION_DRUGS

c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin, or
Adderall?
F_OTHER_ILLEGAL

d. Other illegal drugs, such as cocaine, uppers,
or heroin?

F_KNOW_DRUGS_OR_ALCOHOL

20.

During this school year, did you see another
student who was under the influence of illegal drugs
or alcohol while they were at school?

210SCS

1  Yes
2  No

FIGHTING, BULLYING AND HATE BEHAVIORS
G_FIGHT_AT_SCHOOL
21a.
During this school year, have you been in one or
more physical fights at school?

G_FIGHT_HOW_OFTEN
21b.
During this school year, how many times have you
been in a physical fight at school?

Page 7

103

104

1  Yes
2  No - SKIP to:
G_BULLY_MADE_FUN

 (Number of times)

FORM SCS-1 (8/3/2016)

22.

Yes

134

1

2

135

1

2

136

1

2

137

1

2

138

1

2

139

1

2

140

1

2  If all categories a-g are
marked “No” SKIP to
G_HATE

G_BULLY_MADE_FUN

a. Made fun of you, called you names, or insulted
you, in a hurtful way?
G_BULLY_RUMOR
b. Spread rumors about you or tried to make others
dislike you?
G_BULLY_THREAT
c. Threatened you with harm?
G_BULLY_CONTACT
d. Pushed you, shoved you, tripped you, or spit on
you?
G_BULLY_COERCED
e. Tried to make you do things you did not want to
do, for example, give them money or other
things?
G_BULLY_EXCLUDED
f. Excluded you from activities on purpose?
G_BULLY_DESTROYED_PROP

Destroyed your property on purpose?

G_BULLY_DAY_PLUS
23a.
During this school year, how many days were you
bullied?
(READ ANSWER CATEGORIES)

214SCS
1  One day – Go to G_BULLY_TIMES
2  Two days
3  Three to ten days
4  More than ten days

G_BULLY_TIMES
23b.
In that one day, how many times would you say
other students did those things that made you feel
bad or were hurtful to you?
(READ ANSWER CATEGORIES 1-4)

SKIP to G_BULLY_
HAPPEN_AGAIN

215SCS
1
2
3
4
5
6

Once
Two to ten times
Eleven to fifty times
More than fifty times
Too many times to count
Don’t know

G_BULLY_HAPPEN_AGAIN

24.

Did you think the bullying would happen again?

216SCS
1  Yes
2  No

Page 8

FORM SCS-1 (8/3/2016)

G_BULLY_MULTI_PERS
25.
Thinking about the [time/times] you were bullied this
school year, did more than one person do
[this/these things] to you?

G_BULLY_HOW_ACT
26.
Did these people act alone, together as a team, or
both?

27.

217SCS
1  Yes
2  No - SKIP to: G_BULLY_STRONGER

218SCS
1  Alone
2  Together
3  Both
4  Don’t know

Now I have some additional questions about the
time [another student/ other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the
[person/ people] who did [this/these things] to you
this school year,

G_BULLY_STRONGER
a. [Was this person/ Were any of these people/ Was
anyone in the group] physically bigger or stronger
than you?

Yes

219SCS

1

2

G_BULLY_POPULAR
b. [Was this person/ Were any of these people/ Was
anyone in the group] more popular than you?

220SCS

1

2

G_BULLY_MONEY
c. [Did this person/ Did any of these people/ Did anyone
in the group] have more money than you?

221SCS

1

2

G_BULLY_INFLUENCE
d. [Did this person/ Did any of these people/ Did anyone
in the group] have the ability to influence what other
students think of you?

222SCS

1

2

223SCS

1

2 

G_BULLY_OTHER_POWER
e. [Did this person/ Did any of these people/ Did anyone
in the group] have more power than you in another
way?
G_BULLY_WHERE1 through G_BULLY_WHERE8

28.

Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …

(READ CATEGORIES) Mark (X) all that apply
G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

G_BULLY_ADULT_TOLD
29.
Did you tell a teacher or some other adult at school
about being bullied?

Page 9

1  In a classroom at school?
2  In a hallway or stairwell at school?
3  In a bathroom or locker room at school?
4  In a cafeteria or lunch room at school?
5  Somewhere else inside the school
building? – Specify _____________
144
6  Outside on school grounds?
145
7  On the way to or from school such as on a
school bus or at a bus stop?
211SCS 8  Online or by text?

143
168
169
173
146

147

1  Yes
2  No

FORM SCS-1 (8/3/2016)

30.

This school year, how much has bullying had a
NEGATIVE effect on:
(READ ANSWER CATEGORIES)

G_SCHOOL_WORK

a.
YOUR school work.
G_RELATION_FRIEND_FAMILY
b.
YOUR relationships with friends or family.
G_ABOUT_YOURSELF
c.
How you feel about YOURSELF.
G_PHYSICAL_HEALTH
d.
YOUR physical health for example, caused
injuries, gave you headaches or stomach
aches.

Not
at all

Not very Somewhat
much

A lot

196SCS

1

2

3

4

197SCS

1

2

3

4

198SCS

1

2

3

4

199SCS

1

2

3

4

31. When you were bullied in school this year, did you ever
think it was related to ...
G_BULLY_RACE

Yes

YOUR race?

200SCS

1

2

YOUR religion?

201SCS

1

2

202SCS

1

2

203SCS

1

2

204SCS

1

2

205SCS

1

2

206SCS

1

2

G_BULLY_RELIGION

G_BULLY_ETHNIC_ORIGIN

Your ethnic background or national origin for example, people of Hispanic origin?
G_BULLYING_DISABILITY
d.
Any disability you may have – such as
physical, mental, or developmental
disabilities?
G_BULLYING_GENDER
e.
YOUR gender?
G_BULLYING_ORIENTATION
f.
YOUR sexual orientation - by this we mean gay,
lesbian, bisexual, or straight?
G_BULLYING_APPEARANCE
g.
YOUR physical appearance?
.
G_HATE

32.

During this school year, has anyone called you an
insulting or bad name at school having to do with
your race, religion, ethnic background or national
origin, disability, gender, or sexual orientation? We
call these hate-related words.

Page 10

065

1  Yes
2  No - SKIP to G_HATE_WORDS

FORM SCS-1 (8/3/2016)

33.
Were any of the hate-related words related to ...
G_HATE_RACE
a. Your race?

Yes

Don’t know

107SCS

1

2

3

108SCS

1

2

3

109SCS

1

2

3

110SCS

1

2

3

111SCS

1

2

3

112SCS

1

2

3

G_HATE_RELIGION

Your religion?

G_HATE_ETHNICITY

Your ethnic background or national origin- for
example, people of Hispanic origin?

G_HATE_DISABILITY

Any disability you may have – such as physical,
mental, or developmental disabilities?

G_HATE_GENDER

Your gender?

G_HATE_SEXUAL_ORIENTATION

Your sexual orientation – by this we mean gay,
lesbian, bisexual or straight?

G_HATE_WORDS

34.

During this school year, have you seen any
hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or
on the outside of your school building?

066

1  Yes
2  No

AVOIDANCE
35.

During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?
Yes

068

1

2

069

1

2

070

1

2

071

1

2

072

1

2

073

1

2

074

1

2

075

1

2

208SCS

1

2

H_AVOID_SHORTCUT

For example, did you ever stay away from the
shortest route to school, because you thought
someone might attack or harm you?
H_AVOID_ENTRANCE
b. The entrance into the school?
H_AVOID_HALLWAYS
c. Any hallways or stairs in school?
H_AVOID_CAFETERIA
d. Parts of the school cafeteria or lunchroom?
H_AVOID_RESTROOMS
e. Any school restrooms?
H_AVOID_OTHER_PLACES
f. Other places inside the school building?
H_AVOID_PARKING_LOT
g. School parking lot?
H_AVOID_OTHER_SCHOOL
h. Other places on school grounds?
H_SCHOOL_BUS_STOP
i.
School bus or bus stop?
H_AVOID_ACTIVITIES

36a.

Page 11

Did you AVOID any activities at your school because
you thought someone might attack or harm you?

076

1  Yes
2  No

FORM SCS-1 (8/3/2016)

H_AVOID_CLASSES

36b.

Did you AVOID any classes because you thought
someone might attack or harm you?

H_STAY_HOME

36c.

077

1  Yes
2  No

078

1  Yes
2  No

Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
FEAR

I_INTRO_FEAR: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
I_AFRAID
37a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?

079

1
2
3
4

Never
Almost never
Sometimes
Most of the time

080

1
2
3
4

Never
Almost never
Sometimes
Most of the time

081

1
2
3
4

Never
Almost never
Sometimes
Most of the time

(READ ANSWER CATEGORIES.)
I_AFRAID_ON_BUS

37b.

How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?

(READ ANSWER CATEGORIES)
I_AFRAID_NONSCHOOL

37c.

Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?

(READ ANSWER CATEGORIES)
WEAPONS
J_INTRO_WEAPON

In the next series of questions we are going to ask you about weapons at your school. All your responses are strictly
confidential and will not be shared with anyone.
38.

Some people bring guns, knives, or objects that can
be used as weapons to school for protection. During
this school year, did you ever bring the following to
school or onto school grounds?
(READ CATEGORIES.)

J_WEAPONS_GUN

a. A gun?

082

1

2

b. A knife brought as a weapon?

083

1

2

c. Some other weapon?

084

1

2

085

1  Yes
2  No - SKIP to J_GET_GUN

J_WEAPONS_KNIFE
J_WEAPONS_OTHER

J_GUN_OTHERS

39a.

Yes

Do you know of any other students who have brought
a gun to your school during this school year?

Page 12

FORM SCS-1 (8/3/2016)

J_SEE_GUN
39b. Have you actually seen another student with a gun at
school during this school year?

J_GET_GUN

40.

During this school year, could you have gotten a
loaded gun without adult permission, either at school
or away from school?

086

1  Yes
2  No
3  Don’t know

113

1  Yes
2  No

GANGS
K_INTRO_GANG
INTRO 4 - Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs,
crews, or something else. Gangs may use common names, signs, symbols, or colors. For this survey, we
are interested in all gangs, whether or not they are involved in violent or illegal activity. Your responses
are confidential.
K_GANGS
41a. Are there any gangs at your school?

K_GANG_FIGHTS
41b. During this school year, how often have gangs been
involved in fights, attacks, or other violence at your
school?

058

1  Yes
2  No - SKIP to L_GRADES
3  Don't know - SKIP to L_GRADES

089

1
2
3
4
5

090

1  Yes
2  No
3  Don't know

Never
Once or twice this school year
Once or twice a month
Once or twice a week, or
Almost every day

(READ CATEGORIES 1-5)
K_GANG_DRUGS
41c.
Have gangs been involved in the sale of drugs at your
school during this school year?

STUDENT CHARACTERISTICS
L_GRADES
42.
During this school year, across all subjects have you
gotten mostly -

116

(READ CATEGORIES 1-5)

L_SKIP_CLASSES

43a.

L_SKIP_CLASS_DAYS

43b.

114

During the last 4 weeks of school, did you skip any
classes? Again, we would like to remind you that all
your responses are strictly confidential and will not be
shared with anyone.

During the last 4 weeks of school, on how many
days did you skip at least one class?

44.
Thinking about the future, do you think you will ...
L_SCHOOL_AFTER_SCHOOL
a. Attend school after high school, such as a college
or technical school? . . . . . . . . . .
L_GRADUATE_4YR

b. Graduate from a 4-year college? . . . . . . . . . . .

Page 13

115

1
2
3
4
5
6

A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent

1  Yes
2  No - SKIP to L_SCHOOL_AFTER_SCHOOL
3  Don't know - SKIP to
L_SCHOOL_AFTER_SCHOOL

 (Number of days)
Yes

Don't know

117

1

2  -- END

3

118

1

2

3

FORM SCS-1 (8/3/2016)

Attachment 3:
2015 SCS questionnaire

NOTICE - We are conducting this survey under the authority of Title 13, United States Code, Section 8. Section 9 of this law requires us to keep all information
about you and your household strictly confidential. We may use this information only for statistical purposes. Also, Title 42, Section 3732, United States Code,
authorizes the Bureau of Justice Statistics, Department of Justice, to collect information using this survey. Title 42, Sections 3789g and 3735, United States Code also
requires us to keep all information about you and your household strictly confidential.

ASK OF ALL PEOPLE AGES 12-18

FORM

SCS-1

Economics and Statistics Administration

We estimate that it will take from 5 to 15 minutes to complete this interview with 10 minutes
being the average time. If you have any comments regarding these estimates or any other
aspect of this survey, send them to the Associate Director for Finance and Administration,
Room 2027, U.S. Census Bureau, Washington DC 20233, or to the Office of Information and
Regulatory Affairs, Office of Management and Budget, Washington, DC 20503. According to
the Paperwork Reduction Act of 1995, no such persons are required to respond to a collection
of information unless such collection displays a valid OMB control number.

U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
SCHOOL CRIME SUPPLEMENT
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2015

Control number
PSU

Segment/Suffix

Sample Designation/Suffix

A. FR Code

Serial/Suffx

HH No.Spinoff
Indicator



Age

002 

FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.

1
2
3
4
5

INTRO 1 -

Name

003 
D. Reason for SCS noninterview
005

C. Type of SCS Interview
004

QUESTIONNAIRE

B. Respondent
Line No.

001

U.S. DEPARTMENT OF COMMERCE

Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D

2  Refused – Respondent refused
For themselves
3  Not available
4  NCVS completed in a
Language other than
English or Spanish
5  Unknown reason (Internal
category created for post data
collection processing)
6  Refused – Parent or other
Person refused for respondent

SKIP to END

Now, I would like to ask some questions about your experiences at school. We estimate the survey will
take about 10 minutes. The law authorizes the collection of this data and requires us to keep all
information about you and your household strictly confidential.
E. SCREEN QUESTIONS FOR SUPPLEMENT

E_ATTENDSCHOOL

1a.

Did you attend school at any time this school year?
_________________________________________

E_HOMESCHOOL

1b.

During that time, were you ever homeschooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
_________________________________________

E_ALLHOMESCHOOL

1c.

Was all of your schooling this school year
homeschooling?
____________________________________________

E_DIFFSCHOOL_ATTENDED

1d.

How many different schools have you
attended this school year?

1  Yes
2  No - SKIP to END
_____________________________________________
006

092

1  Yes
2  No - SKIP to 1d, E_DIFFSCHOOL_ATTENDED

____________________________________________
1  Yes - SKIP to END
2  No
___________________________________________
007

185SCS 1  One school
2  Two schools
3  Three or more schools

Include your homeschooling as one school.
(only asked if student answered “yes” to being
homeschooled)

Page 1

FORM SCS-1 (10/31/2014)

Check Item: if student was not homeschooled (1b, E_HOMESCHOOL = “No”) Skip to 2b, WHATGRADE. If student was
partially homeschooled (1c, E_ALLHOMESCHOOL = “No”) continue with 2a, E_HOMESCHOOLGRADE.
E_HOMESCHOOLGRADE

2a.

During the time you were homeschooled this school
year, what grade would you have been in if you
were in a public or private school?

093

1
2
3
4
5
6
7
8

E_HOMESCHOOLGRADE_OTHER

Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify ______

SKIP to INTRO_ 2

9  College/GED/Post-graduate/
Other noneligible – SKIP to END

E_WHATGRADE

2b.

0  Fifth or under - SKIP to END

008

What grade are you in?

E_WHATGRADEOTHER

0  Fifth or under - SKIP to END
1  Sixth
2  Seventh
3  Eighth
4  Ninth
5  Tenth
SKIP to E_WHATMONTH
6  Eleventh
7  Twelfth
8  Other - Specify
9  College/GED/Post-graduate/
Other noneligible - SKIP to END

homeschooled.
E_WHATMONTH
3.
In what month did your current school year begin?
E_WHATMONTHOTHER

009

1  August
2  September
3  Other - Specify _______________________

F. ENVIRONMENTAL QUESTIONS
F_SCHOOLCOUNTY, F_SCHOOLCITY, F_SCHOOLSTATE

4b.

In what State, County and City is your school
located?

F_NAMEOFSCHOOL

What is the complete name of your school?
F_PUBLICORPRIVATE

5a.

Is your school public or private?
____________________________________________
F_REGULARSCHOOL
5b.
Is this the regular school that most of the students in
your neighborhood attend?
________________________________________
F_CHURCHRELATED
5c.
Is your school affiliated with a religion?

Page 2

015
014
013
012

State
County
City
School Name

1  Public – ASK F_REGULARSCHOOL
2  Private - SKIP to F_CHURCHRELATED
______________________________________________

016

1  Yes
2  No
SKIP to F_GRADES_LOW
_________________________________________
017

018

1  Yes
2  No
3  Don’t know

FORM SCS-1 (10/31/2014)

What grades are taught in your school?
Pre-K or Kindergarten

00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30

020

021

 (highest) F_GRADES_HIGH

H.S. Senior
Post-graduate
All ungraded
All Special Education
022

1
2
3
4
5
6

Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way - Specify

024

1
2
3
4
5
6

Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way - Specify ________

How do you get to school most of the time this
school year?

FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
F_HOMEFROMSCHOOL_SPECIFY
Enter the other way that the respondent gets home from
school.

Page 3

 (lowest) F_GRADES_LOW
TO

F_GETTOSCHOOL

Grades:

FORM SCS-1 (10/31/2014)

During this school year, have you participated in any of
the following activities sponsored by your school:

F_ACTIVITIES_ SPORTS

Yes

a. Athletic teams at school?

120

1

2

121

1

2

122

1

2

123

1

2

124

1

2

125

1

2

126

1

F_ACTIVITIES_ SPIRIT

Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?
F_ACTIVITIES_ ARTS
c. Performing arts, for example, Band, Choir,
Orchestra, or Drama?
F_ACTIVITIES_ ACADEMIC
d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, or Math Club?
F_ACTIVITIES_ GOVT
e. Student government?
F_ACTIVITIES_ SERVICE
f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Ecology Club, or
Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Ecology Club, Key
Club, or Interact? Do not include community
service hours required for graduation.
F_ACTIVITIES_ OTHER
g. Other school clubs or school activities?
F_ACTIVITIES_OTHER_SPECIFY

What are the other school clubs or school activities
you participate in?

Page 4



2

Specify __________

FORM SCS-1 (10/31/2014)

Yes

Don’t know School does not
have lockers

028

1

2

3

029

1

2

3

030

1

2

3

031

1

2

3

032

1

2

3

033

1

2

3

094

1

2

3

095

1

2

3

096

1

2

3

Yes

Don’t know

167

1

2

3

156

1
2
3
4

teachers, administrators, or parent volunteers?

F_SAFETY_ METAL_DETECTORS

c. Metal detectors, including wands?
(The definition for the term ‘metal detector’ is a device used to
check for weapons students might be trying to bring onto school
property. The metal detector may be in a form of a doorframe,
which you are asked to walk through. It may also be in the form of
a hand-held metal detector that looks like a wand or paddle,
which is moved around your body.)
F_SAFETY DOORS LOCKED
d. Locked entrance or exit doors during the day?
F_SAFETY SIGN IN
e. A requirement that visitors sign in AND wear
visitor badges or stickers?
F_SAFETY LOCKER CHECKS
f. Locker checks?
F_SAFETY STUDENT ID
g. A requirement that students wear badges or
picture identification?
F_SAFETY_CAMERAS
h. One or more security cameras to monitor
the school?
F_SAFETY CODE OF CONDUCT
i.
A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?

4

F_REPORT

11.

If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?

F_DISTRACTED
12.
In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?

(READ CATEGORIES.)

Page 5

Never
Almost never
Sometimes
Most of the time

FORM SCS-1 (10/31/2014)

13.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

F_RULES FAIR

The school rules are fair.

F_PUNISHMENT_SAME

The punishment for breaking school rules is the
same no matter who you are.
F_RULES ENFORCED
c. The school rules are strictly enforced.
(Strictly enforced rules means that the school
consistently carries out disciplinary actions against
any students who break school rules.)
F_PUNISHMENT KNOWN
d. If a school rule is broken, students know what
kind of punishment will follow.
F_TEACHERS_RESPECT
e. Teachers treat students with respect.

14.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

Strongly
Agree

Agree

Strongly
Disagree Disagree

035

1

2

3

4

036

1

2

3

4

037

1

2

3

4

038

1

2

3

4

127

1

2

3

4

Strongly
Agree

Agree

Disagree

Strongly
Disagree

There is a TEACHER or other ADULT at school who…

F_ADULT_REALLYCARES

Really cares about you.

F_ADULT_LISTENS

Listens to you when you have something to
say.
F_ADULT_GOOD_JOB
c. Tells you when you do a good job.
15.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

173SCS 1 

2

3

4

175SCS 1 

2

3

4

176SCS 1 

2

3

4

Agree

Disagree

Strongly
Disagree

Strongly
Agree

There is a STUDENT at school who…

186SCS 1 

Really cares about you.

187SCS 1 

Listens to you when you have something to say.
188SCS 1 

Believes that you will be a success.

F_STUDENT_REALLYCARES

2

3

4

2

3

4

2

3

4

F_STUDENT_LISTENS

F_STUDENT_SUCCESS

16.

Thinking about the neighborhood where YOU LIVE,
would you strongly agree, agree, disagree, or
strongly disagree with the following…
F_CRIME_NEIGHBORHOOD
There is a lot of crime in the neighborhood
where YOU LIVE.

Page 6

Strongly
Agree
212SCS 1 

Agree
2

Disagree
3

Strongly
Disagree
4

FORM SCS-1 (10/31/2014)

17.

Thinking about the neighborhood where YOUR
SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...
F_CRIME_NEIGHBORHOOD_SCHOOL
There is a lot of crime in the neighborhood
where YOU go to SCHOOL.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...
F_SAFE_IN_SCHOOL
You feel safe in your school

Strongly
Agree

213SCS 1 

18.

SCS_INTRO 3

19.

Strongly
Agree
189SCS 1 

Agree

2

Agree
2

Disagree

3

Disagree
3

Strongly
Disagree

4

Strongly
Disagree
4

The following question refers to the availability of
drugs and alcohol at your school.

Is it possible for students at your school to get…
F_ ALCOHOL
a. Alcoholic beverages?
F_MARIJUANA
b. Marijuana, also known as pot, weed or mary jane?
F_PRESCRIPTION_DRUGS
c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin, or
Adderall?
F_OTHER_ILLEGAL
d. Other illegal drugs, such as cocaine, uppers, or
heroin?
F_KNOW_DRUGS_OR_ALCOHOL
20.
During this school year, did you see another
student who was under the influence of illegal
drugs or alcohol while they were at school?

Yes

040

1

2

041

1

2

159

1

2

209SCS

1

2

210SCS

1  Yes
2  No

G. FIGHTING, BULLYING AND HATE BEHAVIORS
G_FIGHT AT SCHOOL

21a.

During this school year, have you been in one or
more physical fights at school?

G_FIGHT HOW OFTEN
21b.
During this school year, how many times have you
been in a physical fight at school?

Page 7

103

1  Yes
2  No - SKIP to:
G_BULLY_MADE_FUN (If QType2 = 1)
G_BULLY_DEFINITION (If QType2 = 2)

104

 (Number of times)

FORM SCS-1 (10/31/2014)

The Bully Questions (22, 23 and 22ALT) have two alternate forms, designed for split-half administration. Version 1 starts
here with questions 22 G_BULLY_MADE_FUN, subparts a-g, and questions 23a and 23b. For version 2, skip to Alt 22
G_BULLY_DEFINITION below.
22.

Yes

134

1

2

135

1

2

136

1

2

137

1

2

138

1

2

139

1

2

140

1

2  If all categories a-g are
marked “No” SKIP to
G_HATE

G_BULLY_MADE_FUN

G_BULLY_OVER_AND_OVER

23a.

When you were bullied this school year, did it
happen over and over, or were you afraid it would
happen over and over?

_____________________________________________

190SCS

1  Yes
2  No

_____________________________________

G_BULLY_MORE_POWER

23b.

When you were bullied this school year, were you
ever bullied by someone who had more power or
strength than you? This could be because the
person was bigger than you, was more popular, had
more money, or had more power than you in another
way.

191SCS 1  Yes
2  No

If completing Version 1, skip to question 24 G_BULLY_HOW_OFTEN below. For version 2, continue with Alt 22
G_BULLY_DEFINITION here.

Page 8

FORM SCS-1 (10/31/2014)

G_BULLY_DEFINITION

ALT 22. Now I have some questions about bullying at
school. Bullying happens when one or more
students tease, threaten, spread rumors about,
hit, shove or hurt another student. It is not
bullying when students of about the same
strength or power argue or fight or tease each
other in a friendly way. Bullies are usually
stronger, or have more friends or more money,
or some other power over the student being
bullied. Usually, bullying happens over and
over, or the student being bullied thinks it might
happen over and over.

192SCS

By this definition, have you been bullied at
school, by another student this school year?

1  Yes
2  No – SKIP to G_HATE

G_BULLY_VERBAL

ALT22a. Was any of the bullying verbal – that is, did it
involve making fun of you, calling you names, or
spreading rumors about you?
_______________________________________________

193SCS

1.  Yes
2.  No

194SCS

1.  Yes
2.  No

195SCS

1.  Yes
2.  No

G_BULLY_PHYSICAL

ALT22b. Was any of the bullying physical – that is, did it
involve hitting, shoving, tripping, or physically
hurting you in some way, or the threat of hurting
you in some way?
________________________________________________
G_BULLY_SOCIAL

ALT22c. Was any of the bullying social – that is, did it
involve ignoring you or excluding you from
activities on purpose in order to hurt you?
G_BULLY_HOW_OFTEN
24.
During this school year, how often were you
bullied?

142

1  Once or twice this school year
2  Once or twice a month
3  Once or twice a week, or
4  Almost every day

(READ CATEGORIES 1-4.)
G_BULLY_WHERE1 through G_BULLY_WHERE8

25.

Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …

(READ CATEGORIES) Mark (X) all that apply
G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

G_BULLY_ADULT_TOLD
26.
Did you tell a teacher or some other adult at school
about being bullied?

Page 9

143
168
169
173
146

147

1  Yes
2  No

FORM SCS-1 (10/31/2014)

27.

This school year, how much has bullying had a
NEGATIVE effect on:
(READ ANSWER CATEGORIES)

G_SCHOOL_WORK

Not
at all

Not very Somewhat
much

A lot

196SCS

1

2

3

4

YOUR school work.

YOUR relationships with friends or family.

197SCS

1

2

3

4

How you feel about YOURSELF.

198SCS

1

2

3

4

YOUR physical health for example, caused
injuries, gave you headaches or stomach
aches.

199SCS

1

2

3

4

G_RELATION_FRIEND_FAMILY
G_ABOUT_YOURSELF

G_PHYSICAL_HEALTH

28. When you were bullied in school this year, did you ever
think it was related to ...
G_BULLY_RACE

Yes

YOUR race?

200SCS

1

2

YOUR religion?

201SCS

1

2

202SCS

1

2

203SCS

1

2

204SCS

1

2

G_BULLY_RELIGION

G_BULLY_ETHNIC_ORIGIN

Your ethnic background or national origin for example, people of Hispanic origin?

G_BULLYING_DISABILITY

Any disability you may have – such as
physical, mental, or developmental
disabilities?

G_BULLYING_GENDER

YOUR gender?

YOUR sexual orientation - by this we mean gay,
lesbian, bisexual, or straight?

205SCS

1

2

YOUR physical appearance?
.

206SCS

1

2

G_BULLYING_ORIENTATION
G_BULLYING_APPEARANCE

G_HATE

29.

Page 10

065

1  Yes
2  No - SKIP to G_HATE_WORDS

FORM SCS-1 (10/31/2014)

30.
Were any of the hate-related words related to ...
G_HATE_RACE
a. Your race?
G_HATE_RELIGION
b. Your religion?
G_HATE_ETHNICITY
c. Your ethnic background or national origin- for
example, people of Hispanic origin?
G_HATE_DISABILITY
d. Any disability you may have – such as physical,
mental, or developmental disabilities?
G_HATE_GENDER
e. Your gender?
G_HATE_SEXUAL_ORIENTATION
f. Your sexual orientation – by this we mean gay,
lesbian, bisexual or straight?

Yes

Don’t know

107SCS

1

2

3

108SCS

1

2

3

109SCS

1

2

3

110SCS

1

2

3

111SCS

1

2

3

112SCS

1

2

3

G_HATE_WORDS

31.

During this school year, have you seen any
hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or
on the outside of your school building?

066

1  Yes
2  No

H. AVOIDANCE
32.

During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?
Yes

068

1

2

069

1

2

070

1

2

071

1

2

072

1

2

073

1

2

074

1

2

075

1

2

208SCS

1

2

H_AVOID_SHORTCUT

33a.

Did you AVOID any activities at your school because
you thought someone might attack or harm you?

076

1  Yes
2  No

077

1  Yes
2  No

H_AVOID_CLASSES

33b.

Page 11

Did you AVOID any classes because you thought
someone might attack or harm you?

FORM SCS-1 (10/31/2014)

H_STAY_HOME

33c.

078

Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?

1  Yes
2  No

I. FEAR
I_INTRO_FEAR: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
I_AFRAID
34a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?

079

1
2
3
4

Never
Almost never
Sometimes
Most of the time

080

1
2
3
4

Never
Almost never
Sometimes
Most of the time

081

1
2
3
4

Never
Almost never
Sometimes
Most of the time

(READ ANSWER CATEGORIES.)
I_AFRAID_ON_BUS

34b.

How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?

(READ ANSWER CATEGORIES)
I_AFRAID_NONSCHOOL

34c.

Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?

(READ ANSWER CATEGORIES)
J. WEAPONS
J_INTRO_WEAPON

In the next series of questions we are going to ask you about weapons at your school. All your responses are strictly
confidential and will not be shared with anyone.
35.

J_WEAPONS_GUN

Yes

a. A gun?

082

1

2

b. A knife brought as a weapon?

083

1

2

c. Some other weapon?

084

1

2

085

1  Yes
2  No - SKIP to J_GET_GUN

086

1  Yes
2  No
3  Don’t know

J_WEAPONS_KNIFE
J_WEAPONS_OTHER

J_GUN_OTHERS

36a.

Do you know of any other students who have
brought a gun to your school during this school
year?

J_SEE_GUN
36b. Have you actually seen another student with a gun at
school during this school year?

Page 12

FORM SCS-1 (10/31/2014)

J_GET_GUN

37.

During this school year, could you have gotten a
loaded gun without adult permission, either at school
or away from school?

113

1  Yes
2  No

K. GANGS
K_INTRO_GANG
INTRO 4 - Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs,
crews, or something else. Gangs may use common names, signs, symbols, or colors. For this survey, we
are interested in all gangs, whether or not they are involved in violent or illegal activity. Your responses
are confidential.
K_GANGS
38a. Are there any gangs at your school?
K_GANG_FIGHTS
38b. During this school year, how often have gangs been
involved in fights, attacks, or other violence at your
school?

058

1  Yes
2  No - SKIP to L_GRADES
3  Don't know - SKIP to L_GRADES

089

1
2
3
4
5

090

1  Yes
2  No
3  Don't know

Never
Once or twice this school year
Once or twice a month
Once or twice a week, or
Almost every day

(READ CATEGORIES 1-5)
K_GANG_DRUGS
38c.
Have gangs been involved in the sale of drugs at
your school during this school year?

L. STUDENT CHARACTERISTICS
L_GRADES
39.
During this school year, across all subjects have you
gotten mostly -

116

(READ CATEGORIES 1-5)

L_SKIP_CLASSES

40a.

L_SKIP_CLASS_DAYS

40b.

114

During the last 4 weeks of school, did you skip any
classes? Again, we would like to remind you that all
your responses are strictly confidential and will not be
shared with anyone.

During the last 4 weeks of school, on how many
days did you skip at least one class?

41.
Thinking about the future, do you think you will ...
L_SCHOOL_AFTER_SCHOOL
a. Attend school after high school, such as a
college or technical school? . . . . . . . . . .
L_GRADUATE_4YR

b. Graduate from a 4-year college? . . . . . . . . . . .

Page 13

115

1
2
3
4
5
6

A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent

1  Yes
2  No - SKIP to L_SCHOOL_AFTER_SCHOOL
3  Don't know - SKIP to
L_SCHOOL_AFTER_SCHOOL

 (Number of days)
Yes

Don't know

117

1

2  -- END

3

118

1

2

3

FORM SCS-1 (10/31/2014)

Attachment 4:
Cognitive Pretesting of the 2017 School Crime Supplement to the National Crime Victimization Survey
Final Report

COGNITIVE PRETESTING OF THE
2017 SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

Mandi Martinez
Jasmine Luck
Mary C. Davis
Amber Henderson

Final Report

Center for Survey Measurement
U.S. Census Bureau
Washington, D.C. 20233
Disclaimer: This report is released to inform interested parties of research and to encourage discussion. The views expressed
are those of the authors and not necessarily those of the U.S. Census Bureau.

Table of Contents
1

EXECUTIVE SUMMARY ............................................................................................................................... 1

INTRODUCTION ............................................................................................................................................. 2

BACKGROUND ................................................................................................................................................ 3
3.1

LITERATURE REVIEW ................................................................................................................................. 4
4.1

What is bullying? ................................................................................................................................... 4

4.2

CDC's 2014 Uniform Definition of Bullying ............................................................................... 5

4.2.1

Repetition ........................................................................................................................................ 6

4.2.2

Power Imbalance .......................................................................................................................... 6

STUDY METHODOLOGY ............................................................................................................................. 7
5.1

Data Collection........................................................................................................................................ 7

5.1.1

Respondent Selection ................................................................................................................. 7

5.1.2

Respondent Characteristics ..................................................................................................... 8

5.1.3

The Cognitive Interview Protocol ...................................................................................... 10

5.1.4

Interviewer Staffing and Training ...................................................................................... 11

5.1.5

Interview Consent ..................................................................................................................... 11

COGNITIVE INTERVIEW FINDINGS.................................................................................................... 11
6.1

Bullying Prevalence ........................................................................................................................... 12

6.2

Repetition of Bullying ....................................................................................................................... 16

6.2.1

Frequency of Bullying.............................................................................................................. 16

6.2.2

Potential Future Repetition of Bullying ........................................................................... 25

6.2.3

Respondent Thoughts on Repetition as a Requirement for Bullying ................. 26

6.3

History of the School Crime Supplement .................................................................................... 3

Power Imbalance ................................................................................................................................ 26

6.3.1

Perpetrators of Bullying ......................................................................................................... 26

6.3.2

Dimensions of a Power Imbalance ..................................................................................... 28

6.3.3

Groups Working Together as a Power Imbalance ...................................................... 32

6.3.4

Respondent Thoughts on a Power Imbalance as a Requirement for Bullying
33

6.4

Location of Bullying........................................................................................................................... 34

6.5

Reporting to Adults ........................................................................................................................... 35

6.6

Effects of Bullying............................................................................................................................... 37

6.7

Hate‐related Bullying ....................................................................................................................... 38

NOTEWORTHY CASES SUPPORTING RECOMMENDATIONS .................................................. 39
ii

7.1 Overall Performance of Questions Measuring Key Components of the CDC
Definition ............................................................................................................................................................ 39
7.2

False Negatives .................................................................................................................................... 40

7.3

Self‐identified Victims Who Correctly Screened Out .......................................................... 41

TESTING THE SCHOOL CRIME SUPPLEMENT BROCHURE ..................................................... 42

CONCLUSIONS ............................................................................................................................................. 43

10 REFERENCES ................................................................................................................................................ 44
Appendix A: 2017 SCS/NCVS Cognitive Interview Recruitment Protocol .................................. 45

iii

1 EXECUTIVE SUMMARY
This report presents findings from the cognitive testing of the 2017 School Crime
Supplement (SCS) to the National Crime Victimization Survey (NCVS). Researchers
conducted 30 cognitive interviews over three iterative rounds of testing. Cognitive
testing focused on the section of questions about students’ experiences with bullying in
schools. Respondents included 16 students who were victims of bullying within the last
school year, and 14 individuals who did not experience bullying in the past school year
(see Section 5.1.1 Respondent Selection for recruitment details). For the purposes of
this study, students were classified as bullying victims or non‐victims based on their
discussion of their experiences during the interviews, rather than their answers to
screening questions or self‐identification.
In 2014, the Centers for Disease Control and Prevention (CDC) partnered with other
government agencies, including NCES, and external stakeholders to form a steering
committee that examined federal guidelines and existing research on bullying. After
finding that assessment tools used to measure bullying used inconsistent definitions and
measurement strategies, the committee created a uniform definition of bullying to
make gathering scientific data and establishing comparable trends over time easier.
According to the uniform definition, bullying includes two components not measured
prior to the 2015 SCS: the bullying behaviors must be repeated or highly likely to be
repeated, and there must be an observed or perceived power imbalance between the
perpetrator(s) and the victim. The 2015 SCS included a split‐ballot experiment that
tested two different strategies of integrating this definition into the survey, and
cognitive testing focused on one of those strategies: continuing the use of a historic
item to capture unwanted, aggressive behaviors, with additional follow‐up items to
measure the added components of repetition and power imbalance.
The findings from this study indicate that the historic questions in the bullying section
for the SCS generally performed well. Most questions were easy for interviewers to
administer, and easy for respondents to understand and answer. These questions
required no revisions. Of those questions that required revisions, some were minor
modifications. For one question, which is intended to measure the likelihood of bullying
behaviors being repeated, an ambiguous phrase was replaced with a clear one to reduce
the likelihood of measurement error due to varying interpretations by respondents (see
Section 6.2.2 for results). A second question with a minor revision was modified to
include an additional response option (see Section 6.3.1).
The question measuring multiple dimensions of a power imbalance, a key component of
the CDC uniform definition, was of particular interest. The Round 1 question included
sub‐items measuring three dimensions of power, as well as a fourth item as a catch‐all
asking if the bully had “more power than you in another way.” Students’ responses to
probes indicated that the question would benefit from a new item measuring another

dimension of power the original item did not ask about: the ability to influence what
other students think of them (see section 6.3.2 for results).
Another question of interest was the frequency question, as it is also used to measure
repetition, which is also a key component of the CDC definition. Respondents had
trouble answering the Round 1 version of the question. Multiple versions of the
question were included for testing in each round. In addition to answering the questions
about their own experiences, respondents were also given a vignette and asked to
answer the questions for the scenario outlined in the vignette. This was done to see
how well the questions worked for situations in which the bullying is limited to a specific
time frame, rather than occurring regularly throughout the school year. Ultimately, the
decision was made to use the version of the question that a majority of the students
said was the easiest to answer and chose as their preferred version of the question. A
follow up question was added to determine if students who reported experiencing
bullying behaviors on only one day experienced multiple repeated behaviors throughout
that single day. This question, though not tested in this study, was modeled after a
question that was cognitively tested for the NCVS’s 2016 Supplemental Victimization
Survey. A third tested question on the topic of repetition asked respondents whether
they believed the bullying behaviors would happen again.
While the scope of this cognitive testing study was limited due to time constraints
dictated by the next production date for the survey, Interviewers probed on most of the
bullying questions to identify questions of concern for future testing. We identified an
issue with the bullying prevalence question (Q22) where most students are not thinking
about cyberbullying when answering it. While no changes were made to this question in
an effort to preserve the trend, this issue will be examined further in future cognitive
testing.

2 INTRODUCTION
At the request of the National Center for Education Statistics (NCES) and the Bureau of
Justice Statistics (BJS), the Center for Survey Measurement (CSM) conducted cognitive
testing of the School Crime Supplement (SCS) to the National Crime Victimization Survey
(NCVS). The SCS was first collected in 1989. It was collected again in 1995 and 1999, and
has been collected every two years since 1999.
The supplement is used to collect data on students’ perspectives on school climate
including a variety of topics such as the availability of drugs and alcohol, fighting,
bullying, and hate related behaviors, and students’ perception of how safe they feel in
their school. The cognitive testing discussed in this report focused on the section of
questions about being bullied in schools.
2

Questions measure various characteristics of bullying experiences, including – but not
limited to‐ the prevalence of bullying behaviors against the student, the frequency of
being bullied, the location of the bullying, and whether the incident(s) was reported to
an adult (see Attachment C for full list of questions in the bullying section).
Researchers conducted three iterative rounds of cognitive testing. The purpose of this
cognitive research was to test new and revised questions for the 2017 School Crime
Supplement to the NCVS. The results of these cognitive interviews will help inform the
final version of the SCS questionnaire, which will be administered in 2017. This report
presents the findings from the thirty cognitive interviews that CSM conducted between
May 2016 and July 2016.

3 BACKGROUND
The National Crime Victimization Survey (NCVS) is a self‐report survey collected annually
by the Census Bureau on behalf of the Bureau of Justice Statistics (BJS). Approximately
90,000 households in the United States, totaling 160,000 persons are sampled and
asked about their experiences with victimization over the past six months. The survey is
completed by persons age 12 or older, and provides data on the characteristics of crime,
the offender, and the victim's experience with the criminal justice system after a crime
occurs. Eligible participants are interviewed every six months, and remain in the sample
for three years.

3.1 History of the School Crime Supplement
The School Crime Supplement (SCS) is administered every two years as a supplement to
the National Crime Victimization Survey (NCVS) to respondents ages 12 through 18
enrolled in school. The first data collection for the SCS was in 1989, providing student
level data on alcohol and drug availability, victimization, school rules and punishment,
gun and weapon carrying as well as other topics. Although the 1989 and 1995
instruments did not include items on bullying, they did include victimization items that
could get at bullying experiences. It was not until 1999 that the first item was added to
the questionnaire to specifically measure the prevalence of bullying in schools. In 2005,
an entire section consisting of several items devoted to questions on bullying were
added to the questionnaire for the first time. The questions in this section had a
reference period of the "last 6 months" to examine if students have been recently
bullied. However, in 2007, the reference period was changed to "this school year."
With advancement in technology and its widespread use by youth, the SCS was modified
to include new items that capture cyberbullying in acknowledgement that bullying can
occur not only in a school environment, but through electronic communication like text
3

and instant messaging. The cyberbullying items in each of the subsequent
administrations in 2009, 2011, and 2013 were updated in order to stay current with all
the potential ways one could mistreat another via electronic means. Questions
continued to address behaviors around text messaging and email, and additionally
captured bullying through social media (Facebook, Twitter, etc.), online gaming and the
sharing of private information. Between the 2013 and 2015 administrations of the SCS,
it was determined that cyberbullying is a means of bullying rather than a distinct type of
bullying. As a result, the separate cyberbullying item was removed prior to the
administration of the 2015 survey and a new sub‐item was added to the follow‐up item
asking about the location of the bullying incident. The new sub‐item in this question
asks if the bullying occurred “online or by text?”
In 2014 the uniform bullying definition was created, shedding light on the components
of repetition and power imbalance. The Department of Education ensured that the 2015
SCS included bullying items that aligned with the repetition and power imbalance
requirement.

For the 2015 SCS, extensive work was completed to evaluate the information collected
on bullying during past SCS administrations and modify the survey to better align with
the CDC definition of what constitutes bullying. This included developing two versions of
CDC definition‐aligned items and cognitive testing of these items by researchers in CSM.
The two versions were collected by using a split sample design incorporated in the 2015
SCS instrument. Based on the results of the 2015 split sample analysis, the decision was
made to revert to a single version of bullying questions in the 2017 SCS that would
include the historic bullying question series, as well as follow‐up questions on power
imbalance and repetition. In a continuing effort to better understand the different
components of bullying included in the CDC definition, the NCES, BJS, and Census
agreed to conduct additional testing in order to revise the bullying questions for the
2017 SCS.

4 LITERATURE REVIEW

4.1 What is bullying?
The violence occurring in school systems in the United States with highly publicized
incidents of school shootings such as Columbine has led to conversations around the
potential impacts of bullying amongst adolescents (Espelage & Swearer, 2011). These
tragic incidents have created a call to action amongst not only teachers and school
counselors, but politicians as well. Bullying can take place in an array of settings from at
school, to in the workplace, or the neighborhood where you live, by both peers and
adults. There are inconsistencies in literature about when bullying peaks. Dr. Dan
Olweus (1990) argues that bullying is more likely to take place in primary schools than
4

secondary schools. Alternatively, other research suggests that after elementary school,
bullying peaks during middle school, and declines during high school (Gallo & Milsom,
2006). While both genders commit acts of bullying, females' behaviors are more
psychological, whereas males commit acts that are more physical.
Although bullying is a newly researched field, there have been several definitions
developed by researchers and practitioners. Due to inconsistencies across these
definitions used in the field, a uniform definition was developed for federal agencies. In
a 2014 publication, the CDC defined bullying as "any unwanted aggressive behavior(s) by
another youth or group of youths who are not siblings or current dating partners that
involves an observed or perceived power imbalance and is repeated multiple times or is
highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth
including physical, psychological, social, or educational harm." The stressors and trauma
adolescents experience due to bullying behaviors can go on to affect their lives as adults
(Ttofi et al., 2011).

4.2 CDC's 2014 Uniform Definition of Bullying
The CDC uses a four‐step public health model to address bullying. They identify two
modes of bullying: direct and indirect. The direct mode of bullying includes behaviors or
acts that occur in the victim's presence, such as pushing or physically harming the
victim. The indirect mode addresses indirect communication that may be said about the
victim, such as spreading untruthful rumors. The CDC determined that the type of
bullying can fall under four broad categories: physical, verbal, relational, and damage to
property. Physically harming someone or taking/damaging their belongings are both
direct modes of bullying. Relational bullying, for example, is intentionally excluding
someone from the group or making them feel unwelcome, and is an indirect channel of
bullying. Lastly, verbal bullying can be both direct and indirect.
The CDC partnered with the Department of Education, the Health Resources and
Services Administration (HRSA), and other external stakeholders to form a steering
committee that examined federal guidelines and existing research on bullying. The
committee studied the inconsistencies in existing bullying definitions and created a
uniform definition to make gathering scientific data and establishing trends over time
easier. The uniform definition on bullying is a technical definition, which means it should
not be applied literally to questionnaires. Instead, researchers have to develop their
own questions to measure the various components of bullying. The uniform definition
should make it easier to distinguish between aggressive behaviors and bullying. It is
important for new research to analyze if students’ understanding of bullying agrees with
the uniform definition. Results from the CSM’s cognitive testing suggest that repetition
and power imbalance are not necessary for a respondent to identify themselves as
being bullied
5

4.2.1 Repetition
One key component of the new uniform bullying definition is repetition. The CDC
defined repetition as "multiple incidents of aggression perpetrated by a single youth
(ages 5 to 18) or group of youths over a specified time period or there is strong concern
a single aggressive behavior by a youth or group of youths has a high likelihood of being
followed by more incidents of aggression." This measure is designed to examine if an
adolescent has experienced a form of aggressive behavior by a single student multiple
times, if there have been multiple occurrences of aggressive behavior by different
students which the victim feels are related, or if the aggressive behavior is suspected to
reoccur in the future. If a child reports experiencing one‐time aggressive behavior by
several people, all of which are isolated incidents, this is not considered bullying
according to the uniform definition. Although independent incidents do not meet the
uniform definition of bullying, the repetition of harmful acts is important, and youth
that experience single occurrences of aggressive behavior should not be taken lightly or
their experience discounted as being less traumatic. In a study by Mishna, Scarcello,
Pepler and Weiner (2005), they examined teachers’ perceptions and understanding of
bullying. An important highlight of this study is that teachers did not identify repetition
as a key component for a student to have been bullied.
4.2.2 Power Imbalance
The second key component of the CDC’s definition of bullying is the requirement of a
power imbalance between the perpetrator and the victim, which would allow the
perpetrator to exert control over their victim. This characteristic could be through their
physical size, age, or through bullying someone with a disability. Farrington (2013)
describes victims of bullying as being unpopular and rejected by their peers, individuals
with low school attainment, low self‐esteem, and poor social skills. Those who bully
perceive youth who experience problems with socialization as being easier to dominate
and control. Farrington suggests that youth who bully are characterized as individuals
who are dominant, assertive, confident, and find pleasure in aggression, although, this
may not always be the case. This power imbalance is more likely to take place in settings
or situations where an adult is not closely monitoring the behavior of the perpetrator,
allowing to take advantage of the lack of higher authority. Power imbalance is often
found in other definitions on bullying. Dr. Dan Olweus (1993) defines bullying as when a
person is "exposed repeatedly over time to negative actions by one or more individuals
and is unable to defend him or herself, excluding cases where two children of similar
physical and psychological strength are fighting.”

5 STUDY METHODOLOGY
5.1 Data Collection
From May to July 2016, 30 face‐to‐face cognitive interviews were conducted in the
Washington D.C. metropolitan area across three iterative rounds of cognitive testing.
The cognitive interviewing team for these interviews consisted of seven CSM staff
members. Results from each round informed any changes made to questions tested in
the subsequent round. The third and final round of testing was then conducted to assess
whether or not all revised questions perform as expected.
5.1.1 Respondent Selection
During recruitment, we targeted respondents who represented a variety of
demographic characteristics, comprising race, gender, age, and grade level.
Recruitment efforts concentrated on finding individuals who had experienced bullying
within the past school year. Recruitment methods consisted of advertisements through
Craigslist.com, flyers posted in libraries, youth centers, local YMCAs, and housing
complexes, in addition to a broadcast message sent to all U.S. Census Bureau employees
who work at the Suitland headquarters building. Some respondents were referred by
other participants, others were told about the study by individuals who saw the
advertisements and knew the student would qualify, and some were recruited using
personal contacts.
In an effort to test the survey with both bullied and non‐bullied students, half of the
flyers used to recruit participants focused on students who had an experience they
consider to be bullying in the past school year while the other half of the flyers did not
mention this criteria. Parents of interested students, as well as some older teenage
students, called the number provided on the flyers to answer a set of screening
questions. The screener collected information about the students’ demographics, as
well as information about whether or not the student or parent believed the student
was bullied, and if so, when the most recent experience they considered to be bullying
occurred (see Appendix A for the screener questions). All interviews were conducted in
person in the local metropolitan area (i.e., D.C., Maryland, and Virginia). Each
respondent received $25 cash, and parents who brought respondents to the interview
received $25 cash to compensate them for their travel time.
5.1.1.1 Victims
For the purpose of this study, we use the term “victims” to refer to students who
answered the questions on bullying prevalence, repetition, and power imbalance in
ways that meet the criteria set in the CDC definition of bullying. To meet the criteria of a
7

bullying victim for our testing, respondents must report they experienced at least one of
seven bullying behaviors in the SCS, indicate that the behavior(s) either happened
repeatedly or that they thought the behavior(s) would happen again, and indicate that
the perpetrator(s) had more power in at least one of the power dimensions we ask
about. The specific behaviors and dimensions of power included in the survey are
discussed in depth in Section 6.
A total of 16 respondents were identified as victims of bullying in the past school year
based on their responses to the questions measuring bullying prevalence, repetition,
and power imbalances.
5.1.1.2 Non‐victims
A total of 14 respondents were identified as non‐victims based on their responses to
questions in the bullying section. Using data from the screener questions, we scheduled
five participants who had not experienced bullying in the past school year, but had
experienced bullying in previous years. This allowed us to test whether respondents
notice the time frame referenced in the bullying prevalence question. Two of the 14
non‐victims self‐identified as victims of bullying during the cognitive interviews. These
cases are discussed further in section 7.3.
5.1.2 Respondent Characteristics
Our goal was to recruit a diverse group of students based on school level, sex, race and
ethnicity, and socioeconomic status.
We aimed to recruit equal numbers of middle and high school students for the study
and were successful, interviewing 15 students in middle school and 15 students in high
school. We also had an even split for sex, with 15 males and 15 females participating in
the interviews. For race, most of the respondents were either black or white, with a
handful of respondents identifying as Asian, American Indian, or multi‐racial. Only six
respondents were Hispanic or of Spanish origin. The socioeconomic status of
respondents was more evenly distributed, but leaned toward $50,000 and above. See
Table 1 for a more detailed breakdown.
Table 1. Respondent Characteristics by Round

SCS Respondent Characteristics by Round
Type of School

Middle School (15)
High School (15)

Round 1
5
5

Round 2
5
5

Round 3
5
5

Total
15
15

Male

Female

White
Black
Asian
American Indian
Unknown

4
4
1
1
0

4
4
1
0
0

5
4
0
0
1

Multi Race

13
12
2
1
1
1

Hispanic
Non‐Hispanic

0
10

3
7

6
24

Less than $25,000
More than $25,000, less than $50,000
More than $50,000, less than $100,000
More than $100,000

2
0
4
4

1
3
2
4

3
3
2
2

6
6
8

Sex

Race
Ethnicity

Annual
Household
Income

5.1.3 The Cognitive Interview Protocol
The protocols used in this study focused on respondents’ reactions to new and revised
questions about bullying. At the start of the interview, respondents were told that the
purpose of the study was to see if the changes made to questions make sense and are
easy to answer. Respondents were also told that information they provided would be
confidential and their anonymity would be protected. Interviewers then asked
respondents to respond to the interview as if an interviewer had come to their home. In
addition to the questions on bullying, a subset of SCS questions were included in the
protocol to provide context and create a cognitive interview experience that closely
resembles responding to the actual survey. The entire SCS questionnaire was not used
due to interview time constraints.
After administering the survey questions, interviewers asked respondents probing
questions that were designed to address specific testing issues for particular questions.
The specific type of cognitive interview consisted of retrospective probing (Willis, 2015).
Retrospective probes were asked after the full bullying series of questions were
administered because asking a probing question immediately after each survey question
(concurrent probing) would disrupt the flow and could lead to bias in later questions
since probing questions are asked to have a respondent elaborate on things not
included in the question text. There is a trade‐off between probing concurrently and
retrospectively. With concurrent probing, you can probe on respondent thought
processes immediately after they occur, but this disrupts the flow of the survey and
answering the probes may bias how they respond to subsequent survey questions.
While retrospective probing avoids the disruption and potential bias, respondents have
to recall their earlier thought processes after a delay, which may make recall more
difficult.
While asking the survey questions, interviewers made notes of any response difficulty
experienced by respondents, including question incomprehension and the inability to
decide on a response. Interviewers also noted questions that were difficult to
administer. Difficulty administering questions can stem from multiple factors, including
question length and unnatural phrasing.
Finally, interviewers asked all respondents a set of debriefing questions at the end of
the interview. The debriefing questions included items about the respondent’s overall
impressions of the interview and whether they found it easy or difficult. Respondents
were given a chance to make any other final comments about the survey, not limited to
a specific topic. See Attachment A for the debriefing questions included in the protocols
for rounds one through three.

5.1.4 Interviewer Staffing and Training
All interviews were conducted by a team of seven experienced interviewers from the
U.S. Census Bureau’s Center for Survey Measurement. Interviewers were trained on the
SCS protocol prior to the first round of interviews. The team went through the protocol
question by question to discuss the purpose of the questions and probes. All
interviewers conducted a practice interview to ensure interviewer preparedness before
conducting their first interview with a respondent. After changes were made to the
protocol between each round, the project lead met with interviewers to discuss all
revisions and confirm that the interviewers were prepared to administer the new
version of the protocol.
5.1.5 Interview Consent
Parents of all respondents under the age of 18 were required to sign a consent form to
allow their child to be interviewed. One respondent was 18 at the time of the interview
and was able to sign her own consent form. The consent form provides the rights of the
student as a participant in the study and provides authorization for interviewers to
audiotape the interview. The form explains that the purpose of the audiotape is to have
a complete record of all comments, that it will be used to improve the questionnaire,
and that only the staff directly involved in the project will have access to the tape.
Before starting the interview, students under the age of 18 were told that their parents
had signed a consent form giving them permission to participate. We explained their
rights as a participant using language geared towards 12‐18 year‐olds. Interviewers
made sure the students understood their rights and asked if they were comfortable with
the interview being recorded before turning on the tape recorder and beginning the
interview. All respondents who participated in the cognitive interviews consented to be
audiotaped.

6 COGNITIVE INTERVIEW FINDINGS
In this section, we present the question‐by‐question findings from the cognitive
interviews. Each question is presented with findings from each round, highlighting any
changes that occurred from one round to the next. Questions that were not problematic
and did not require revisions are included in the report for context. A brief discussion of
their performance during testing is included.
In the following sections, when multiple direct quotes are used to illustrate the findings,
respondents are referred to using a respondent identifier that indicates which round
they were interviewed in (R1, R2, or R3) and whether or not they were a victim of
bullying according to the CDC definition (V or NV). For example, a student who was
11

interviewed in Round 1 and was a victim of bullying would have a respondent ID of
R1V1, R1V2, etc., whereas a student who was interviewed in Round 2 and was not a
victim of bullying would have an ID of R2NV1, R2NV2, etc.
Since both the number and order of the questions changed throughout the course of
the study, the question number used in the report is the number that will be used in the
final questionnaire. Questions that were included in the testing but removed from the
questionnaire are referred to as, “Formerly Q__”. For each question, there is a sentence
or two explaining the changes in the question number from round to round. To see the
complete question order for each round, see Attachment A, which includes all three
protocols.

6.1 Bullying Prevalence
Question 22 measures the types of bullying behaviors the respondent experiences. This
item briefly defines bullying as things “students do at school that make you feel bad or
are hurtful to you.” It then asks whether they have experienced specific behaviors that
make up bullying (such as making fun, spreading rumors, threatening, etc.).

Q22: Round 1 – Round 3 and Final Recommendation (no changes made)
22.

That is, has another student...

(Read each category a‐g.)

a. Made fun of you, called you names, or insulted you, in a
hurtful way?
134
b. Spread rumors about you or tried to make others dislike 135
you?
136
c. Threatened you with harm?
137
d. Pushed you, shoved you, tripped you, or spit on you?
e. Tried to make you do things you did not want to do, for 138
example, give them money or other things?
f. Excluded you from activities on purpose?
139
g. Destroyed your property on purpose?
140

Yes
1 

2 

1 

2 

1 

2 

1 

2 

1 

2 

1 

2 

1 

2  If all categories a‐g are
marked “No” SKIP to
G_HATE

All 30 respondents answered Q22. To get a better understanding of how students
conceptualize bullying, the protocol included retrospective probes asking all
respondents to define bullying in their own words and what kinds of behaviors they
think count as bullying. Respondents were also asked if there are any types of bullying
that should be included in Q22 that we did not ask about. For students who said “yes”
to at least one item in Q22, we asked them to provide more details about the bullying
behaviors they experienced. Students who said “no” to all items were asked probes to
determine if they experienced any of the behaviors on the list but did not consider to be
bullying.
Findings for Victims:
All 16 victims (according to the CDC definition) were able to easily answer Q22. During
retrospective probing, respondents were asked to tell the interviewer what happened in
13

their bullying experience(s). Based on responses to the items in Q22 and the probe
about their experience(s), Q22 performs well to capture victims’ experiences with
bullying.
Findings for Non‐Victims:
Overall, non‐victim respondents were able to easily answer Q22. Of the 14 non‐victims
who answered this question, nine of them answered “no” to all seven of the bullying
behaviors. Respondents who said ‘no’ to all items were asked if any of the things listed
in Q22 happened to them that they did not count as bullying. Three students responded
yes to this probe, and all three mentioned playful teasing by friends.
R1NV2: “My friends call me names, just playing around.”
R2NV4: “I guess it was kind of like, I don't call it bullying, but if I did
something stupid like when we're doing a new sport in PE my friends
would make fun of me, but nothing like I really care."
R3NV9: “I mean if friends do it, it's not really that bad, because it's
funny.”
These responses suggest that some students are able to differentiate between listed
behaviors that are playful teasing between friends and those that are bullying. These
students picked up on the fact that Q22 includes the phrase, “We often refer to this as
being bullied,” and therefore did not respond “yes” to any part of Q22.
Five non‐victims said yes to experiencing one or more items in Q22. Of these, four of
them were referencing one time occurrences that they did not think would happen
again – being tripped in the hallway, shoved during a fight while playing football in gym
class, someone spreading a rumor, and someone pulling the respondent’s hair. The fifth
respondent reported multiple behaviors from different individuals, such as being called
a bad name, and experiencing mean behaviors from friends when they are mad at each
other. Though some individuals did experience more than one behavior on different
days, responses to the power imbalance question later in the survey indicated there was
no imbalance between the respondents and the perpetrators.
Two of the five non‐victim respondents who reported bullying behaviors self‐identified
as victims of bullying, even though the behaviors were not repeated and they did not
think they would happen again. These cases are discussed further in section 7.3. The
other three non‐victims who said yes to items in Q22 do not consider their experiences
to be bullying. When explicitly asked if she thought the behavior she reported
experiencing was bullying, one respondent said, “Not really, I just think it was kind of
mean,” (R2NV5). This suggests that some students either do not notice the word

“bullied” in the stem, or they forget about it by the time they are answering each
individual item.
Respondent Definitions of Bullying:
All respondents were asked, “Can you tell me, in your own words, what it means to be
bullied?” Though there were variations in what aspects students chose to focus on in
their definitions, all students defined bullying in a similar way. They consider bullying to
be intentionally causing harm to someone, whether it’s physical, mental, or emotional
harm. Respondents do think that mean and hurtful behaviors done by friends can count
as bullying if the friend is doing the behavior intentionally to be hurtful. There were no
noticeable differences between definitions provided by victims of bullying and those
provided by non‐victims.
R2V10: “Somebody targets a certain aspect of you, aspect of your life,
aspect of what you hold in your pride, and they know to target that to
make you feel weak about yourself, and to make you feel insecure about
yourself.”
R2V8: "I think like over and over someone picks on you physically, tries to
get in your head, or tries to get other people… maybe they just do it for
fun, or maybe they do it to try to make themselves feel better."
R1NV3: "Being bullied means to me like somebody is trying to hurt you in
some way, or get to your feelings like emotionally, physically, or some
type of way make you feel bad about yourself or make you hurt in some
way through whatever they can do.”
R3NV12: "Trying to discourage someone else so you can feel like the
bigger person and be liked by other people. [Bullying is] fighting, calling
people insulting names, any way to discourage someone and feel good
for yourself."
When respondents were asked what kinds of behaviors they would consider bullying,
they generally made comments indicating they thought the list of items included in Q22
was an appropriate list of bullying behaviors. If they did give additional examples, all but
five gave variations of the items already included in Q22, or broader terms that refer to
those behaviors like “physically harming someone,” or “teasing.” The remaining five
respondents said that we should add cyberbullying or “online stuff” to this list. This
suggests that some students were not thinking about possible cyberbullying incidents
when responding to Q22. When probed on Q22 and what they were considering, 19
respondents said they were thinking about in‐person bullying only, ten said they were
thinking about both online and in‐person bullying, and one respondent said that they
did not know if they had been thinking about online bullying when answering Q22. Since
15

the majority of students were not thinking about cyberbullying when answering Q22, it
is recommended to revise the question in future cognitive testing to clarify that the
question is asking about both cyberbullying and in‐person bullying.

6.2 Repetition of Bullying
Questions measuring frequency of bullying are used to establish repetition, a key
component of the uniform definition. This set of questions changed the most between
rounds so results are presented in sub‐sections by round.
6.2.1 Frequency of Bullying
6.2.1.1 Frequency Question Included in Round 1

Original Frequency Question (Formerly Q26 & Q24):
The original frequency question was numbered as Q26 in the Round 1 protocol, Q24 in the Round 2
protocol, and replaced by the series of questions Q24‐Q26b in the Round 3 protocol.

26.
During this school year, how often were you bullied?
(READ CATEGORIES 1‐4.)

142

1  Once or twice this school year
2  Once or twice a month ‐ SKIP to: Q28
3  Once or twice a week, or ‐ SKIP to: Q28
4  Almost every day ‐ SKIP to: Q28

Round 1 Findings:
The original frequency question in the survey was problematic for multiple reasons. The
first issue was that the respondents conceptualized what constituted a bullying incident
differently. When answering the original frequency question, most respondents were
thinking of how many times they experienced individual incidents of the bullying
behaviors listed in Q22. However, two respondents in Round 1 thought of a bullying
incident as the overall set of bullying behaviors related to a specific thing. For example,
someone spread a rumor about a respondent and she was bullied in multiple ways
because of that rumor for multiple weeks. She answered the original frequency question
as “once or twice this year,” because that was all one big bullying incident in her mind.
The second respondent had an almost identical situation. The behaviors lasted 2 weeks,
but she made it clear that she considered it one time, even saying “I’ve only been bullied
once in my life, ever,” (R1V4) during probing.
Two alternate versions of the frequency question asked during probing helped reveal
these issues. The first alternative tested was:
16

“During this school year, how many times were you bullied?
1  One time
2  Two times
3  Three to ten times
4  More than ten times
After the first five interviews, it became clear that there was a potential issue with
asking how many times a student was bullied (discussed below), so another alternate
version of the frequency question was added to the protocol for the rest of round 1:
“During this school year, how many days were you bullied?
1  One day
2  Two days
3  Three to ten days
4  More than ten days
The issue with how respondents think of a “time” of bullying raised concerns that
students would be incorrectly categorized as non‐victims because they would not meet
the repetition requirement. Therefore, after Round 1, we added an additional question
immediately preceding the original frequency question (see Added Frequency Question
(Formerly Q23) in section 6.2.1.2 below).
The second issue was that some respondents had difficulty when asked to choose one
of the given response options from the original version of the frequency question.
Respondents who were bullied very frequently or regularly throughout the entire school
year had no trouble answering this. Respondents who only experienced one incident or
thought of their situation as only one incident had no trouble choosing “once or twice
this school year.” As noted above, some of the students selecting this response did so in
error but they could easily choose a response option.
For students who experienced bullying multiple times but infrequently, this question
was difficult to answer. They did their best to find a response option that fit well
enough, but it may not have captured their situation. Respondents were asked why they
chose their response option for each version of the question. They were also asked to
compare the difficulty levels of the different versions of the question, and which version
they preferred.
R1NV3: "It wouldn't be every month, but it wouldn't be every week, so I'd say
month. So it'd be like every three months or something like that… so I said once
or twice a month to say that." (This respondent experienced multiple bullying
behaviors, but did not meet the criteria for bullying because there was no power
imbalance. Her discussion of her experiences indicate that she was not bullied,
and she does not consider herself to be a victim of bullying.)
17

R1V1: "More difficult. Because it's over the span of different timelines. Not
timelines, but like school year, a month, a week. You need one to compare all of
them to." Interviewer: “Did these options fit for you?” R1V1: "No."
While students were able to easily answer the “how many times” question (first
alternative asked during probing), the issue of how students think of an “incident” may
affect how they answer this question. To address the issue of how students think of a
single bullying incident, we added in the second version of the frequency question to
the probing section of the protocol to test with the final four Round 1 respondents (see
above for the question wording). The four respondents asked this question during
Round 1 were able to easily answer this question.

6.2.1.2 Frequency Questions Included in Round 2

Added Frequency Question (Formerly Q23):
Former Q23 was added to the Round 2 protocol, numbered as Q23 in the Round 2 and Round 3 protocol,
and was removed after Round 3.

23.

During this school year, did any of these things happen 1  Yes
on more than one day?
2  No ‐ SKIP to: Q27

24.
During this school year, how often were you bullied?
(READ CATEGORIES 1‐4.)

142

1  Once or twice this school year
2  Once or twice a month ‐ SKIP to: Q28
3  Once or twice a week, or ‐ SKIP to: Q28
4  Almost every day ‐ SKIP to: Q28

Round 2 Findings:
The newly added question, “During this school year, did any of these things happen on
more than one day?” was included as an additional indicator of repetition. Respondents
had no trouble understanding or answering this question.
The original frequency question (shown as Q24 above) was also problematic for some
Round 2 respondents. Since the response options and bullying experiences do not
always align, some respondents chose categories that did not fit their actual experiences
with bullying. Two students answered the original frequency question as “once or twice
this school year,” but answered the alternate frequency questions during probing as
“three to ten times,” and “three to ten days.” When probed on their responses, they
indicated that since the bullying happened sporadically, it was difficult to answer the
bullying frequency question. One respondent (R2V11) said, "It wasn't like it happened
one or two times in the year, it was like in two months. It happened a couple of times in
those two months, but I don't remember how many times it actually happened. I don't
really know. Because it wasn't like repetitive like all the time. But it happened like every
other type of day, or like once one week, and then another week it happened more."
Both of these respondents answered “yes” to the newly added question (“During this
school year, did any of these things happen on more than one day?). Therefore, even
though they answered the frequency question as “once or twice this school year,” their
response that it happened on more than one day would fulfill the repetition
requirement, ensuring that they are correctly categorized as victims of bullying.
Vignette:
In Round 2, we added a short vignette to test all three versions of the frequency
questions to see how respondents would answer the questions if the bullying happened
frequently for a short period of time and then stopped. Students were given a page that
contained the vignette below, followed by all three versions of the frequency question.
The order of the three frequency questions was rotated on the handout.
“A group of students made fun of Mark’s shoes every day for the first
two weeks of school. Because of this, Mark got his parents to buy him
new shoes. When Mark started wearing his new shoes the third week of
school, the students stopped making fun of him for the rest of the
school year.
Pretend you are Mark. Answer all three questions how you think Mark
would answer them.”
All respondents in Round 2 received the vignette. Most students answered the alternate
times and days versions of the question in a consistent manner. For example, if they
19

chose “3 to 10 times” for one version, they would choose “3 to 10 days” for the other
version. There was some variation depending on if they counted two weeks as 14 days
or realized there are only 10 school days in two weeks. A few respondents mentioned
that it was harder to answer the “times” version of the question because you do not
know how many times he was bullied in a day.
Answers to the original frequency question varied, and respondents had more difficulty
choosing an answer. Every answer choice was chosen multiple times. Provided with the
same vignette, answer choices ranged from “almost every day” to “once or twice this
school year.” Students were probed on why they answered the way they did for each
version of the question. For the original version, many students talked through their
process of elimination.
R2NV4: "I said once or twice this school year because it was only the first
two weeks of school, meaning that it couldn't have been once or twice a
month because by the second month it was over, once or twice a week
because not every week was he getting bullied, and not every day,
because clearly, after the first two weeks it was over."
R2NV5: "Again, because he was bullied for like a week. So once or twice a
week, maybe like... I wouldn't say almost every day because that's
probably a lot. Because it said he was being bullied for a few weeks, so I
didn't pick once or twice a month because after he got his new shoes,
they stopped bullying him."
In response to the difficulty respondents had when answering the original frequency
question when the bullying only spanned a short period of time, we recommended a
new series of questions that first established a time span, and then asked about the
frequency of the bullying within that time span. The answer choices for the original
frequency question did not seem sufficient, so they were revised to provide options that
better aligned with possible frequencies. Two versions of the revised frequency
question were created, so that students whose bullying lasted one month or less
received one version of the question with an appropriate fill for their time frame and
the applicable answer options, and students bullied for longer than one month received
the version with fills and answer options that were applicable for their situation. See
question‐by‐question breakdown below.

6.2.1.3 Frequency Questions Included in Round 3
Added Frequency Question (Formerly Q23):
Former Q23 was added to the Round 2 protocol, numbered as Q23 in the Round 2 and Round 3 protocol,
and was removed after Round 3.

23.

During this school year, did any of these things happen on
more than one day?

1  Yes
2  No ‐ SKIP to: Q27

Frequency Question Revision 1 (Formerly Q24):
The original frequency question was numbered as Q26 in the Round 1 protocol, Q24 in the Round 2
protocol, and replaced by the series of questions Q24‐Q26b in the Round 3 protocol. The series of
questions was removed after Round 3.
24.
During this school year, what month did the bullying start?
FIELD REPRESENTATIVE – If the respondent says that the bullying started
before this school year, ask the respondent what month school started this
year.

1  January
2  February
3  March
4  April
5  May
6  June
7  July
8  August
9  September
10  October
11  November
12  December

Frequency Question Revision 1 (Formerly Q25):
The original frequency question was numbered as Q26 in the Round 1 protocol, Q24 in the Round 2
protocol, and replaced by the series of questions Q24‐Q26b in the Round 3 protocol. The series of
questions was removed after Round 3.
25.

What month did the bullying stop?

1  January
2  February
3  March
4  April
5  May
6  June
7  July
8  August
9  September
10  October
11  November
12  December
13  Still happening

IF START AND STOP MONTH ARE THE SAME, then go to Q26a. Else SKIP to Q26b.

Frequency Question Revision 1 (Formerly Q26a & Q26b):
The original frequency question was numbered as Q26 in the Round 1 protocol, Q24 in the Round 2
protocol, and replaced by the series of questions Q24‐Q26b in the Round 3 protocol. The series of
questions was removed after Round 3.

26a.

During {start/stop month} of this school year, how
often were you bullied?

142

(READ CATEGORIES 1‐4.)

1  Almost every day
2  About 3 to 4 times a week
3  About once a week
4  About once or twice in {start/stop month}

SKIP to Q27.

26b.

Between {start month} and {stop month} of this
school year, how often were you bullied?

142

(READ CATEGORIES 1‐5.)

1  Almost every day
2  About 3 to 4 times a week
3  About once a week
4  About once or twice a month, or
5  About once or twice between {start month}
and {stop month}.

Round 3 Findings:
The new series of frequency questions was asked during Round 3, and was only
answered by the three victims of bullying who were interviewed in Round 3.
Respondents were first asked what month the bullying started, then what month the
bullying stopped. This established the time span, which was used to determine which
version of the revised frequency question they were asked and to populate the fills to
include the time span in the question and response options. There was some concern
about how students would answer these questions if the bullying started prior to the
start of the current school year or if the bullying was still happening at the time of the
interview, since response options are not read. Probes to address this were included in
the protocol.
All three bullied students were able to easily answer the series of questions that asks
when the bullying started and stopped, and the frequency of the bullying within that
time frame. Their responses aligned with what they said about the situation, and they
answered the new series of questions and the alternate “days” version of the frequency
question in a fitting way.
It is important to note that only three bullied respondents answered these questions
about their experiences. However, there was an observable range of cognitive abilities
among the respondents, and none of them had trouble answering the questions. In
addition, their experiences included several scenarios we were concerned about:
 One respondent (R3V15) said that the bullying started in March and ended in
22



June “because school ended.”
One respondent (R3V16) said that it started in February and is still happening.
The interviewer did not need to probe or provide further guidance to determine
that it was still happening, even though the question asks for a month and the
answer options are read.
For one respondent (R3V14), the bullying seemed like a consistent thing she has
always experienced. She said it has happened all through middle school. As per
the interviewer instructions, the interviewer asked her when the school year
started and was able to easily use that information to get the start month. For
the stop month, the respondent said it’s still happening.

Overall, the new series of questions performed well. During probing, we continued to
ask the alternate version of the frequency question, “During this school year, how many
days were you bullied?” and this question continued to perform well. Therefore, the
sponsors were informed that both options would work well in the final survey. We
recommended thinking about what they wanted the frequency questions to measure
when deciding which one they would like to use in the final version of the supplement.
6.2.1.4 Frequency Questions: Final Recommendation
Added Frequency Question (Q23a): Final Recommendation
Q23a was asked as an alternative question during probing in all three protocols, and added as Q23a
in the final questionnaire.
23a.

During this school year, how many days were you
bullied?

1  One day ‐ CONTINUE to: Q23b
2  Two days ‐ SKIP to: Q24
3  Three to ten days ‐ SKIP to: Q24
4  More than ten days ‐ SKIP to: Q24

Added Frequency Question (Q23b): Final Recommendation
Q23b was not asked during cognitive testing for the School Crime Supplement. It was modeled after a
question used in the NCVS Supplemental Victimization Survey, which was cognitively tested in the Fall
of 2015.The question performed well for victims of stalking. The constructs of bullying and stalking
have many similarities, which leads us to believe the question, modified to measure bullying
behaviors, will perform well for victims of bullying.
23b.

In that one day, how many times would you say
other students did those things that made you feel
bad or were hurtful to you?

1  Once
2  Two to ten times
3  Eleven to fifty times
4  More than fifty times
5  Too many times to count (do not read)
6  Don’t know (do not read)

Final Frequency Questions:
After the final recommendation meeting, CSM and the sponsors discussed how to
proceed with the frequency questions. It was decided the alternate version of the
frequency question (“During this school year, how many days were you bullied?”)
should be used in the final survey. This version of the question worked well, was easy
for students to answer, and was the question that was most frequently chosen as the
respondents’ preferred version of the frequency question.
However, we were concerned about missing respondents who only experienced bullying
incidents on one day, but those incidents were repeated multiple times throughout the
day. To address this, a new question was added as a follow up for students who answer
that they were only bullied on one day.
23b. In that one day, how many times would you say other students did
those things that made you feel bad or were hurtful to you?
1  Once
2  Two to ten times
3  Eleven to fifty times
4  More than fifty times
5  Too many times to count (do not read)
6  Don’t know (do not read)
Though this question was not cognitively tested during this study, it was modeled after a
question that was cognitively tested by CSM in 2015 and used in the final version of the
2016 National Crime Victimization Survey’s Supplemental Victimization Survey (SVS).
The SVS is a supplement on stalking victimization. The constructs of stalking and bullying
have many similarities, so both the sponsors and CSM feel confident that this question is
appropriate to use in the final version of the SCS.
It is important to note that this question references “things that made you feel bad or
were hurtful to you” rather than bullying. This phrase is used in Q22, followed by “we
often refer to this as being bullied.” The choice to use this phrase rather than “bullied”
in this question is the result of two things. The first is that the stalking question it was
modeled after uses the phrase “unwanted contacts or behaviors” rather than stalking.
The SVS does not include the word stalking at all, and instead uses that phrase to refer
to stalking behaviors throughout the supplement. Since the bullying version of the
question was not cognitively tested, it is important that it resemble the stalking
question as closely as possible. The second reason for this choice has to do with the fact
that some students interpret “times” of bullying as the larger collection of behaviors,
rather than each individual incident. While this question uses the word “times,”
referencing the “things that made you feel bad or were hurtful to you” that they
reported in Q22 indicates that the question is asking how many times the individual
behaviors occurred.
24

6.2.2 Potential Future Repetition of Bullying

This question measures one aspect of the first key component of the CDC definition.
While the frequency questions measure actual repetition, this question measures the
student’s perception of potential future repetition. Potential future repetition can be
used to meet the criteria if actual repetition did not occur. If the bullying has already
occurred multiple times, potential future repetition is not a requirement to meet the
repetition criteria. In Round 1, only students who answered the frequency question
(“During this school year, how often were you bullied?”) with “once or twice the school
year” were asked Q24 (“Did you think the bullying would happen over and over?”). In
rounds two and three, all respondents who reported experiencing bullying behaviors in
Q22 were asked the revised version of the repetition question (“Did you think the
bullying would happen again?”).
Q24: Round 1
Q24 was numbered as Q27 in the Round 1 protocol.

24. Did you think the bullying would happen over and
over?

1  Yes
2  No

Q24 Revision 1: Round 2 – Round 3 and Final Recommendation
Q24 was numbered as Q25 in the Round 2 protocol and Q27 in the Round 3 protocol.

24. Did you think the bullying would happen again?

1  Yes
2  No

Round 1 Findings:
In Round 1, only three respondents were asked, “Did you think the bullying would
happen over and over?” Of those, two responded “yes” and one responded “no.” The
student who responded “no” defined the phrase “over and over” as happening every
day. Because of this, and the fact that the phrase “over and over” is open to
interpretation, we recommended modifying the question by replacing “over and over”
with “again” and continuing to test the original version in probing.
Rounds 2 and 3 Findings:
In Round 2, we also changed the skip pattern so that all respondents who reported
experiencing bullying behaviors were asked the question, as opposed to only asking
respondents who said that the behaviors only occurred once or twice this school year.
25

We also asked the eight respondents in Round 2 who reported experiencing bullying
behaviors both versions of the question. The revised version of the question was asked
during the survey portion, and the old version of the question (containing the phrase
“over and over”) was asked during probing. Three of the eight respondents answered
the two versions of the question differently because the phrase “over and over” was a
higher threshold in their mind. When asked what “over and over” means to them,
respondents said it means “forever”, “happens every day,” and “consistently.” Even the
respondent who just said it means “more than once” seemed to view “over and over” as
a higher threshold, because he answered yes to the “again” version and no to the “over
and over” version. Two respondents were asked if there’s a specific number that comes
to mind when they hear the phrase; one said 5 and the other said 3. Since students do
not interpret the phrase consistently and some interpret it as a constant occurrence,
using the phrase could affect the data.
In Round 3, we removed the original version of the question from the probing section,
as we had sufficient data to confirm that the phrase “over and over” is too ambiguous to
be answered consistently by respondents. The revised version of the question caused no
problems for respondents, and performed well. Therefore, it was kept in the final
version of the questionnaire.
6.2.3 Respondent Thoughts on Repetition as a Requirement for Bullying
Fourteen respondents were either explicitly asked about or made unprompted
statements about repetition in relation to bullying. Of those, seven respondents made
at least one statement saying that behaviors do not need to be repeated to be
considered bullying. The recurring themes were the effect and the intent – if the
behavior was intentional and “affects [the victim] a lot” or was very hurtful, they think it
can be considered bullying. The other seven respondents think repetition is required,
and one‐off behaviors are just “picking on” or name‐calling. A few of these respondents
made comments about how kids will say they’re being bullied when they’re not. As one
respondent (R1V4) said, “A lot of people take bullying out of hand. Like ‘Oh my gosh, she
called me a name, she’s bullying me.’ But it’s a one time thing, she didn’t bully you. She
called you a name and you got mad about it.” Note that respondents were not
specifically asked whether suspected repetition, which fulfills the criteria for repetition
under the uniform definition, was an essential part of bullying.

6.3 Power Imbalance
6.3.1 Perpetrators of Bullying

This section discusses the two questions about the perpetrators of the bullying reported
by respondents. Question 25 measures whether one or more people did the bullying
behaviors reported in Q22. Question 26 is a follow up question asked of respondents
who report that they were bullied by more than one person; it asks whether the
perpetrators acted alone, together as a team, or both. These questions address the
uniform definition of bullying, as multiple, coordinated perpetrators indicate a power
imbalance.
Q25: Round 1 – Round 3 and Final Recommendation (no changes made)
Q25 was numbered as Q23 in the Round 1 protocol, Q26 in the Round 2 protocol, and Q28 in the Round
3 protocol.
25. Thinking about the [time/times] you were bullied this
school year, did more than one person do these
things to you?

1  Yes
2  No ‐ SKIP to: Q27

Q25 Findings:
Twenty respondents were asked this question. Of those, 13 answered “yes,” and seven
answered “no.” There were no probes included in the protocol for this question.
Interviewers were instructed to note any difficulties respondents had when answering
questions, and use an unscripted probe to determine what caused the difficulty. None
of the interviewers observed respondents having trouble with this question. Based on
respondents’ discussions of their experience (in response to other probes), responses to
this question aligned with their experiences. This suggests that respondents were able
to easily understand what the question is asking. Because there were no reported issues
with answering this question, no changes were suggested during testing or for the final
questionnaire.
Q26: Round 1
Q26 was numbered as Q24 in the Round 1 protocol.
26. Did these people act alone or together as a team?

1  Alone
2  Together
3  Don’t know

Q26 Revision 1: Round 2 – Round 3 and Final Recommendation
Q26 was numbered as Q27 in the Round 2 protocol, and Q29 in the Round 3 protocol.
26. Did these people act alone, together as a team, or
both?

1  Alone
2  Together
3  Both
4  Don’t know

Round 1 Findings:
Seven respondents answered the original version of this question in Round 1. Of those,
three said the people acted alone, three said the people acted together as a team, and
one responded both “alone” and “together as a team.” Since it was pointed out that
students can experience bullying perpetrated by individuals as well as groups working
together, we revised the question to measure these occurrences.
Rounds 2 and 3 Findings:
Seven respondents answered the revised version of this question in rounds 2 and 3. Of
those, one answered “alone,” one answered “together as a team,” four answered
“both,” and one respondent said she didn’t know. This respondent was upset by the
series of bullying questions, as well as the probes, and answered many questions and
probes, “I don’t know.” The distribution of responses to Q26 supports our decision to
add a separate category for “both.” The revised version of the question performed well,
and was kept in the final version of the questionnaire.
6.3.2 Dimensions of a Power Imbalance

This question measures the second key component of the CDC definition. The bullying
behaviors a respondent identifies in Q22 are included in the reading of this question. All
respondents who report one or more bullying behaviors in Q22 are asked Q27.

Q27: Round 1
Q27 was numbered as Q25 in the Round 1 protocol.
27. Now I have some additional questions about the
time [another student/ other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the
[person/ people] who did these things to you this
school year,
a. [Was this person/ Were any of these people/ Was
anyone in the group] physically bigger or stronger
than you?
b. [Was this person/ Were any of these people/ Was
anyone in the group] more popular than you?
c. [Did this person/ Did any of these people/ Did
anyone in the group] have more money than you?
d. [Did this person/ Did any of these people/ Did
anyone in the group] have more power than you in
another way?

Yes
1 

1 
1 
1 

No
2 

2 

Q27 Revision 1: Round 2 – Round 3 and Final Recommendation
Q27 was numbered as Q28 in the Round 2 protocol and Q30 in the Round 3 protocol.

27. Now I have some additional questions about the

time [another student/ other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the [person/
people] who did these things to you this school year,
a. [Was this person/ Were any of these people/ Was
anyone in the group] physically bigger or stronger
than you?
b. [Was this person/ Were any of these people/ Was
anyone in the group] more popular than you?
c. [Did this person/ Did any of these people/ Did
anyone in the group] have more money than you?
d. [Did this person/ Did any of these people/ Did
anyone in the group] have the ability to influence
what other students think of you?
e. [Did this person/ Did any of these people/ Did
anyone in the group] have more power than you in
another way?

Yes
1 

1 
1 
1 
1 

No
2 

2 

Round 1 Findings:
Due to the specific interest in how students think about power imbalances in relation to
bullying, extensive probing was done on Q27 and the different forms of power
imbalances. All respondents were probed on Q27, even if they said no to all items in
Q22 and skipped all other questions in the bullying section during the survey. Handouts
were given to show the full text of the question to aid the retrospective probing
process. See page 3 of Attachment B for the handout used during cognitive testing.
Respondents who skipped the follow up questions were shown Q27and told they would
have been asked it if they had been bullied. They were informed that they did not have
to answer the survey question, but that the interviewer was going to ask follow up
questions about it.
The original four items in Q27 performed well in Round 1. Through probing, we
confirmed that students were thinking of family wealth for Q27c (“have more money
than you”). As R1NV3 put it, “Like they… have better clothes than me or better…
everything than me. More money to spend and that stuff. Come to school way more
upper class than me. And always have money every time they need it." Respondents
either mentioned the family’s economic status (“they’re wealthier,” “they live in a big
house and their parents work for a big company”), or having nicer things (“they have
better things, like guys who have the best sneakers,” “they always have nice clothes
on”).
When asked what the phrase “have more power than you” means in Q27d, some
students were unsure of how to answer. One respondent (R1NV2) simply answered,
“Honestly, I don’t know.” Two respondents seemed unsure at first, but were able to
provide appropriate responses. This suggests that even if the phrase “have more power
than you” is vague, students are able to figure out what the question is asking based on
the context and the other items in the question.
R1V3: "What do you mean by power? I think power means to me that
they have more experience doing things that they do, so when you try to
do it … they'll be stronger in it. You can't stop me because I'm better
than you."
R1V6: "At first I didn’t know, but I'm trying to think about ‐ it could either
go back to A [physically bigger / stronger] or B [(more popular] and they
could get people to contribute to the bullying." … "Especially B, if they are
popular, they are more liked, and they can get more people on their side
to contribute."
Aside from repeating the forms of power in the Q27 items, students kept mentioning
influence as another form of power. This was often tied to popularity, but seemed to be
a distinct concept in their minds.
30

R1V4: "When I thought of it, when the girl was being mean to me, I
thought she had more power because she had a bigger mouth. So
therefore she had more power because she had more power to tell more
people stuff. But now, I don't think she had more power than me now,
because she just didn't. Power in the school ‐ power and popularity and
stuff. And power of how many people will believe her, power of how
many people she can get to turn on you."
R1V5: "More power as in… they have the power like physical power, and
like I said… power and ability to like say who gets this and whose team
this person is on, and who gets the work in class sometimes. Who sits
where in the cafeteria sometimes."
The power imbalance question resulted in a false negative in Round 1 (this case is
discussed in depth in Section 7.2). Though the respondent was clearly bullied, she said
no to all four items in Q27, which resulted in her being categorized as a non‐victim. This,
coupled with the emergence of the theme as influence as power but distinct from
popularity, resulted in the addition of a new item for Q27. After Round 1, we added the
following item to Q27: “[Did this person/ Did any of these people/ Did anyone in the
group] have the ability to influence what other students think of you?”
Prior to Round 1, researchers questioned whether a group of students working together
to bully an individual created a power imbalance. A probe was included to determine if
students saw a group against an individual as a power imbalance. Through both
responses to the specific probe and comments made when answering other probes, it
was clear that all ten respondents think that a group working together creates a power
imbalance. The false negative in Round 1 would not have occurred if groups working
together were considered a form of a power imbalance. Therefore, we recommended
considering using the indication of a group of bullies as another form of power in the
criteria. We suggested continuing to probe on this in future rounds before deciding if
any changes were necessary. This is discussed more below in Section 6.3.3: “Groups
Working Together as a Power Imbalance.”
Round 2 and 3 Findings:
In Round 2, we added a probe asking students to say, in their own words, what the new
item on influence was asking. Students were able to easily answer Q27d during the
survey, and were able to accurately interpret what the question was asking during
probing.
R2V11: "I think the question is asking like if what they do will influence
what other people think. Like their thoughts of you, if they want to hang
out with you, if they…. They'll have their own perception of you without
really knowing you."
31

R2NV7: “Maybe like that bully kid telling his or her friends bad things
about me, like '[R2NV7] has this or that about her,' then they'll think that
too and they'll make fun of me for having whatever that is." Interviewer:
“Can anyone do that?” R2NV7:"It depends on who you are. If you're
popular then people will listen to you, if you say someone's weird then
they'll think, 'oh, they have to be weird.' But if someone weird says
something, then no one will listen, because they're weird.”
Respondents in Round 2 and 3 gave similar responses as respondents in Round 1 to the
probes that were used in all three rounds. They were able to easily answer and
understand Q27a‐e. Respondents agreed that the four specific items that we ask are
ways that bullies can have power over someone. Respondents made comments like
“They’re good examples,” (R2NV4), and “Yeah, I believe they are good questions,”
(R2V8).
The power imbalance question did result in one more false negative in Round 2. This
respondent (R2V13) said no to all items. However, when he was giving his interpretation
of Q27d (influence), he referenced his own situation, saying that his bully had the power
to influence some students, just not the majority. This suggests that he applied his own
threshold to the extent of influence necessary for him to answer “yes” to Q27d. This
case is discussed further in Section 7.2.
No additional changes were made to Q27 after Round 1.
6.3.3 Groups Working Together as a Power Imbalance
Of the 30 respondents, 29 were asked probes about whether or not they think a group
of students working together to bully an individual has more power over that individual.
One respondent was not asked the question due to time constraints. However, this
respondent mentioned “the power of numbers” many times during his interview,
suggesting that he does think that a group creates a power imbalance.
Twenty‐eight of the 29 respondents said that they think a group of students working
together has more power over the individual. The only respondent not agreeing
(R3NV14) answered, “No, because they’ve sunk to a lower level.” The 28 respondents
who answered yes were asked if they still think the group working together has more
power, even if everyone in the group and the individual being bullied are about the
same size, about as popular, had about the same amount of money, and the same
ability to influence others. All respondents still thought that the fact that the group was
working together against an individual created a power imbalance. For this reason, we
recommend using responses to Q25 (“…did more than one person do these things to
you?) and Q26 (“Did [they] act alone, together as a team, or both?”) to determine when
respondent is bullied by a group working together. This can be used as an additional
32

indicator of a power imbalance when a respondent answers “no” to Q27a‐e, but says
that more than one person bullied them and they acted together as a team (or both).
This would eliminate false potential false negatives of bullying for this situation.
6.3.4 Respondent Thoughts on a Power Imbalance as a Requirement for Bullying
It was often hard to determine whether or not kids thought a power imbalance was
necessary for bullying. Many kids made conflicting statements; comments imply that
they think a power imbalance is necessary but then they say things like “anyone can
bully anyone”. Respondents were asked a series of probes about whether bullying could
occur with various power differentials. For example, they were asked if a student could
bully someone bigger or stronger than them, or if a less popular student could bully a
more popular student. Multiple respondents said that anyone can bully anyone, but that
it’s rare for a smaller or less popular student to bully a bigger or more popular student
because they’d fear retaliation. While it is possible, it is unlikely.
R2V11: "Have I heard that before…? No... [thinks, laughs]. I mean I think
it's possible, but I haven't ever heard of that."
R2NV5: "She could, it probably wouldn't end very well. She could
blackmail or something. I just don't see that ending well."
Students’ thoughts on this requirement are unclear because there are so many
dimensions of power. In addition to the four forms of power that we ask about,
students talked about confidence, attitude, intelligence, relationships with teachers,
among other things, as ways students can have power over someone. Respondents said
that it really just depends on who the people involved are and the ways in which the
different types of power intersect. For example, a less popular student can bully a more
popular student if they’re bigger or stronger, or a student with less power in general can
bully someone if they have that attitude or willingness to be mean and do bullying
behaviors.
An interesting theme that came up was bullying to gain power. Multiple students
mentioned this without any probing from interviewers, specifically that kids bully to gain
power and popularity. One said that students will not bully if no one else is around
because it won’t make them more popular. One girl gave an example of a kid who
wasn’t popular/had little power, but then he started being a bully, used that behavior to
increase his status and popularity, and was accepted into the popular group. One
student (R2V11) said that some people bully to feel like they have power over someone,
even if they don’t; "Yeah. I don't know if it's [to feel like they have power over
someone]… people say they do it to make themselves feel better. You just want to make
yourself have more power than the other person even though they're the same."

6.4 Location of Bullying
Q28: Round 1 ‐ Round 3 and Final Recommendation (no changes made)
Q28 was numbered as Q28 in the Round 1 protocol, Q29 in the Round 2 protocol, and Q31 in the Round 3
protocol.

28.

Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …

(READ CATEGORIES) Mark (X) all that apply

Where is the other place where bullying occurred?

143
168
169
173
146

Rounds 1 to 3 Findings:
Across all rounds, 20 students were asked this question. All 20 respondents were able to
understand what the question was asking, and were able to easily answer the question.
Three respondents said yes to, “somewhere else inside the school building?” When
asked where that other place was, one said in the theater, one said in the gym, and the
third said outside on the track. The third respondent seemed to miss the fact that this
item specifies “inside the school building.”
Probes for this question focused on the final item, bullying that occurs online or by text.
Respondents were asked to tell us in their own words what it means to be bullied online
or by text. They were also asked probes to determine if they considered bullying online
or by text that occurs when they are not at school but related to school, and if they
would include those incidents in the earlier survey questions asking about bullying that
happens at school.
All respondents defined bullying that happens online or by text appropriately. Many
acknowledged that it is the same thing as bullying that happens in person, but it occurs
on the internet. As one respondent (R1V6) put it, “It’s like bullying in person except for
the physical … During online attacks it can be the same thing ‐ they can insult you, make
fun of you, have people gang up on you and do it together, throw hurtful words to you
whether it is your religion, your sexuality, your nationality." Respondents think of social
media apps as well as bullying via text, email, or on websites. A few respondents said
that most cyberbullying occurs on social media these days, rather than in private text
messages. They mentioned apps such as Kiik, Snapchat, Instagram, and Brighten, among
others. Students also said it was common for cyberbullying to occur in group chats or
group text messages.
34

Respondents considered bullying perpetrated by classmates online or by text to be
related to school, even if the behaviors are done outside of school. Their comments
indicate that the lines are blurred when it comes to bullying in school and online.
R1V4: "Well I feel like everything is tied into school because we all go to
the same school, and everything happens at school, and it all goes home,
and then it happens on social media. So yeah, it's all tied in to school."
R2V10: “Yes, it's from the same person. It carries over, from school to
cyber and vice versa.”
R2NV7: "Yeah. It's the same person, right? You know each other through
school, and you're hearing about what they're doing outside of school,
but it still comes back to school."

6.5 Reporting to Adults
Original Question Q29: Round 1 ‐ Round 3 and Final Recommendation (no changes made)
Q29 was numbered as Q29 in the Round 1 protocol, Q30 in the Round 2 protocol, and Q32 in the Round
3 protocol.

29.

Did you tell a teacher or some other adult at school
about being bullied?

147

1  Yes
2  No

Round 1 to 3 Findings:
Across the three rounds, 20 respondents heard this question. No issues with answering
were reported by the interviewers. Of these respondents, 10 answered ‘no’ to this
question. The cognitive probes for this question centered on a ‘no’ response, to
determine the reasons why a student who had experienced bullying behavior would not
report it.
Of the 10 respondents that answered ‘no,’ six had said they hadn’t told an adult because
they didn’t believe it would be helpful. There were multiple reasons given: (1) the adult
would have no way to really help them, (2) the adult would be uninterested in helping
them, or (3) the adult’s help would involve telling the perpetrator’s or the victim’s
parents, which was an unwanted outcome.
R1V1: “Because there’s no one you really go to and trust enough. The counselor
is always there but is there nothing the counselor can really do.”

R1V5: "Because teachers don't really do nothing. They'll probably ask to talk
about it with you, but they probably wouldn't do nothing. They have like a
million talks and they do nothing.”
R1V6: "I don’t really talk to teachers because they just brush it off or are
disrespectful generally."
R2V8: “Because there’s no one you can really trust. The guidance counselor
doesn't sound really helpful. If they went to the kid and told them someone said
they were being bullied by them, then [the bully would] probably come right to
me and call me a snitch and everything."
R2V9: "Whenever you tell an adult they are so quick to get you a mediation and
that might not be what you want." This respondent also added that adults
sometimes call your parents and you may not want your parents involved.
Four respondents said they prefer to handle their issues themselves. Some also felt that
the bullying behaviors they experienced were not serious enough to be worth going to
an adult.
R1V1: “…but there is nothing the counselor can really do. It's more you have to
do it yourself,” (continuation of quote above).
R1V3: “Because I can handle it.”
R2V10: "No, because it's not really that big of a deal. What they say didn't really
affect me too much."
R2NV5: "Because it really didn't get to me too much for me to tell them. If it got
to me and they kept doing it, I'd probably tell someone.”
Because there were no reported issues with this question, we suggest leaving it the
same.

6.6 Effects of Bullying
Q30: Round 1 ‐ Round 3 and Final Recommendation (no changes made)
Q30 was numbered as Q30 in the Round 1 protocol, Q31 in the Round 2 protocol, and Q33 in the Round 3
protocol.
30. This school year, how much has bullying had a
NEGATIVE effect on:
(READ ANSWER CATEGORIES)

Not
at all

Not very Somewhat
much

A lot

YOUR school work.

YOUR relationships with friends or
family.

1 2 3 4 

How you feel about YOURSELF.

1 2 3 4 

YOUR physical health for example,
caused injuries, gave you headaches or
stomach aches.

1 2 3 4 

1 2 3 4 

Round 1 to 3 Findings:
Twenty respondents across three rounds heard this question. No interviewers reported
issues with answering the question. Twelve respondents were asked what the phrase
“had a negative effect” meant to them in the stem of this question. All 12 had a good
understanding of the phrase ‘negative effect,’ providing variations of a definition of
something that can hurt you emotionally, mentally, or physically, and noted that your
emotional state can affect how well you do in school and how you relate to others. One
respondent felt that being physically hurt had to do more with the perpetrator’s actions
toward the victim.
Five respondents said bullying affected at least one aspect of their life ‘a lot.’ None of
them reported that bullying had affected their physical health, only school work ("I used
to be a straight A student, and now, I'm just passing classes" (R1V7); "When I tried to do
my schoolwork all I could think about is if all the people around me are talking about
me" (R2V9)), relationships (“You're so angry that you don't want to say anything. Your
friends tap you on the shoulders and you're just freaking out. It definitely affects your
family life because when you come home and you're angry and you don't want to deal
with anyone” (R1V1)), or their feelings towards themselves ("I mean like this is like my
whole life. This is not the first time I've been bullied. People commenting on your
physical appearance, that was the big one for me. That just brings you down the most…
A lot is like the depression part. I mean I was depressed for a while. It can be like you
don't even want to live anymore, stuff like that. That part," (R2V11)).
37

Because there were no reported issues with answering this question, we have no
changes to suggest.

6.7 Hate‐related Bullying
Q31: Round 1 ‐ Round 3 and Final Recommendation (no changes made)
Q31 was numbered as Q31 in the Round 1 protocol, Q32 in the Round 2 protocol, and Q34 in the Round
3 protocol.
31. When you were bullied in school this year, did you
ever think it was related to ...

200SCS

Yes

YOUR race?

YOUR religion?

201SCS

Your ethnic background or national
origin ‐ for example, people of Hispanic
origin?

202SCS

203SCS

204SCS

205SCS

206SCS

Any disability you may have – such as
physical, mental, or developmental
disabilities?

YOUR gender?

YOUR sexual orientation ‐ by this we mean
gay, lesbian, bisexual, or straight?

YOUR physical appearance?

Round 1 to 3 Findings:
Twenty respondents across three rounds heard this question. No interviewers reported
issues with answering the question. Ten respondents answered ‘no’ to all items, and the
cognitive probes were created to find out why they had answered that way. Two
respondents said these factors were the same for both herself and for her perpetrators.
Two respondents said that these differences just did not come up during bullying, and
one respondent said that her bullies must have known that picking on those factors
would be mean ("Because I wouldn't think nobody in my school would talk about
somebody's race or religion. I guess they know it's not nice to do that.").
The respondents who answered ‘no’ to all of these items were asked if they felt they
would have to be absolutely certain that the incident was because they had one of these
characteristics for them to say “yes”. Four of the respondents said they would answer
38

‘yes’ to any of these items if they had any hunch that it was for that reason, and they
knew that the bullying they experienced wasn’t for any of these reasons. One
respondent was unsure if they would say yes or no in that case. One respondent just
knew that their bullying experience wasn’t related to any of these reasons.
Because none of the respondents had issues answering, and because the majority of
respondents that were asked said they wouldn’t have an issue reporting ‘yes’ even if
they only had a gut feeling that the bullying was for one of these reasons, we felt the
question could be kept with no changes.

7 NOTEWORTHY CASES SUPPORTING RECOMMENDATIONS
7.1 Overall Performance of Questions Measuring Key Components of the CDC
Definition
Overall, the series of questions designed to identify victims of bullying performed well.
Of the 30 interviews, the survey questions resulted in two false negatives. See section
7.2 for a full discussion of these 2 interviews. The questions that resulted in the false
negatives were revised during testing to reduce the likelihood of measurement error.
The questions were effective at correctly categorizing respondents as non‐victims when
they did not meet the criteria for bullying victims, even when respondents indicated
that they self‐identified as victims through comments made during the interview. Two
respondents considered themselves victims even though their discussion of their
experiences made it clear that they did not meet the criteria in the official definition.
These cases are discussed below in section 7.3.
Three respondents seemed to miss the phrase “We often refer to this as being bullied,”
in the stem of Q22 (bullying prevalence). These individuals did not consider themselves
to be victims of bullying, but said ‘yes’ to one or more items in Q22, which asks about
things other students do that were mean or hurtful to them. During probing, it became
clear that the experiences they reported were not bullying, but rather things like the
aftermath of a falling out with a friend, or being part of a fight during a football game in
gym class. The follow up questions about repetition and power imbalances worked well
to identify them as non‐victims.

7.2 False Negatives
R1V4:
This respondent (a female in 9th grade) answered “yes” to Q22a (“made fun of you,
called you names, or insulted you, in a hurtful way?”) and Q22b (“spread rumors about
you or tried to make others dislike you?”). She said that more than one person did
these things to her, and that they worked together as a team. When asked, “During this
school year, how often were you bullied?” she answered “once or twice this school
year.” She said she did think that the bullying would happen over and over. This
respondent said no to all of the power imbalance questions.
This respondent was a false negative due to her answers to the power imbalance
questions. However, if a group working together as a team against an individual was
considered a power imbalance, she would not have been a false negative. This student’s
responses and discussion of her experiences during probing highlighted the issue of
some respondents thinking of a “time” or an occurrence of bullying differently than
other respondents (discussed in section 6.2.1 Frequency of Bullying). Although this
respondent reported multiple bullying incidents that spanned multiple weeks, she
considered it a single “time” of bullying, since all of the incidents were related to the
initial incident that started the bullying.
R2V13:
This respondent ( a 10th grade male) answered yes to Q22b (“spread rumors about you
or tried to make others dislike you?”). He said that the bullying occurred “once or twice
a month,” and was done by one other student. The student said that he did not think
the bullying would happen again because he reported it to adults who intervened and
put an end to it. This respondent said no to all power imbalance questions, which
resulted in him being categorized as a non‐victim.
When asked what Q22d (“Did this person have the ability to influence what other
students think of you?) was asking, in his own words, the respondent referenced his
own bullying incident. He said that his bully could influence some people, but the
majority of people would not have been influenced by his bully. He said that he was
thinking of the bully's close friend group when asked who his bully could influence.
Although the respondent said “no” to Q22d, his comments during probing indicate that
his bully did have the ability to influence what other students think of the respondent.
The respondent’s comments suggest that he was interpreting Q22d as asking if the bully
could influence what most students or a lot of students thought of the respondent,
rather than any students.

7.3 Self‐identified Victims Who Correctly Screened Out
R1NV1:
This 10th grader considered herself a victim of bullying. She said “yes” to Q22a, has
another student “made fun of you, called you names, or insulted you, in a hurtful way?”
For the question asking, “During this school year, how often were you bullied?” she
answered “once or twice this school year.” When asked if she thought the bullying
would happen over and over, she responded “no.” The student said that only one
student bullied her, although during probing she mentioned the main perpetrator’s
friends laughing and making fun of her at the time of the incident. The respondent
answered “no” to the power imbalance questions about size, popularity, or power in
some other way, and said, “I don’t know” to the power imbalance question about
having more money.
During probing, the respondent mentioned multiple times that the incident was a one‐
time thing. When asked about what happened, the respondent said that a girl made fun
of her and pulled her hair when she walked past her in the hallway, and then the girl’s
friends started laughing at her as she walked past them. This upset the respondent, so
she told the Dean. The Dean suspended the girl who pulled her hair “because he doesn’t
tolerate bullying.” The fact that the Dean labeled this incident as bullying is further
evidence that individual’s conceptualizations of bullying vary, and that school policies
and responses to bullying may not be limited to incidents that meet the CDC’s criteria
for bullying.
Though this respondent incorrectly self‐identified as a victim based on the uniform
definition, her definition of bullying aligned with other students’ definitions. As
previously discussed, almost half of the respondents do not think repetition is a
requirement for bullying. This student’s view on repetition as a requirement is what
resulted in her incorrectly self‐identifying as a victim. When asked what behaviors count
as bullying, R1NV1 said:
"Messing with someone, calling them names, pushing them, physically
harming a person and messing with them, constantly, not stopping. I feel
like that's bullying. But bullying is also a one‐time thing, like it's not just
something that's constant. It's something that can happen maybe once to
make a person feel really bad about themselves."
R2NV6:
This respondent (a 6th grade female) answered Q22a (“made fun of you, called you
names, or insulted you, in a hurtful way?”) and Q22d (“pushed you, shoved you, tripped
you, or spit on you?”). For the question asking, “During this school year, how often were
you bullied?” she answered “once or twice this school year.” When asked if she thought
the bullying would happen again, she responded “no.” The student said that only one
student bullied her. The respondent did indicate that there was a power imbalance
41

between herself and the other student, saying yes to the item about being bigger or
stronger, and the item about having the ability to influence what other students think of
her.
When discussing the incident, the respondent said an 8th grader tripped her in the
hallway and called her a name. She said the 7th and 8th graders in her school “always
bully 6th graders” in this way. This respondent did not think repetition was a
requirement for bullying; she thinks that behaviors that only happen once can still be
considered bullying because the perpetrator is intentionally hurting someone. Though
she self‐identified as a victim of bullying, she did make a distinction between her
experience and that of kids who get bullied consistently. She said, “Well I was bullied
once, but not like that, I wasn't really bully‐bullied. It's kind of difficult to remember
because if you got bullied a lot, you'd remember it like that.”

8 TESTING THE SCHOOL CRIME SUPPLEMENT BROCHURE
During Round 3 interviews, the sponsors asked us to solicit feedback on the student
version of brochure about the School Crime Supplement that is included in the
advanced mailing materials for the NCVS (see pages 14‐15 of Attachment B for
brochure). For the final seven interviews, respondents were shown the student version
of the SCS brochure and then asked a set of probing questions on their thoughts about
the brochure. Respondents were asked what their first impressions of the brochure
were, if they would read the brochure if a parent gave it to them, what stands out about
the brochure, if there is anything they dislike about it, and what the phrase “Stay
tuned!” at the bottom of the brochure means to them.
Overall, reactions to the brochure were positive. Multiple respondents said that they
liked the question and answer style of the brochure because they seemed like questions
someone chosen for the survey would probably ask, and the answers tell them what is
about to happen in the survey. Students mentioned that the questions, “What will the
survey ask me?” and “Will anyone find out what my answers are?” stood out to them as
important information. When asked if they would read the brochure if their parent gave
it to them, two respondents said they would not read it, one said she would “because
it’s colorful,” three said they would “probably read it,” and one said “maybe.”
Only two respondents said yes when asked if there was anything they did not like about
the brochure. One critique was visual, and was due to the brochure being printed on
standard printer paper rather than how the official brochure would appear. The other
respondent said that the answer to the question, “Why am I being asked to complete
this survey?” is somewhat difficult to understand and suggested rewording it. Another
respondent thought the questions were appropriately written for the intended audience
(meaning in the words of 6th to 12th graders) but that the answers seemed like adults are
answering the questions and that the answers should also be in “our own words,” A
42

third respondent, who had just finished 10th grade at the time of the interview, thought
the brochure targeted a younger audience than him. When probed on this, he was
referring to visual aspects of the brochure; this student liked the content in the
brochure.
Since the sponsors were particularly interested in respondents’ reactions to the phrase
“Stay tuned!” at the bottom of the brochure, all respondents were asked what the
phrase meant to them. All respondents understood that the phrase meant that they
would be hearing more about the SCS in the near future. Five of the seven respondents
were asked if they liked the phrase being used in the brochure, and all five said that they
did like it.

9 CONCLUSIONS

Overall, the findings from this study indicate that the original questions for the SCS to
the NCVS were a strong start. Many of the questions performed well and required no
revisions. Of the questions that required revisions, two involved minor tweaks. The
phrase “over and over” was replaced with “again” in the repetition question, and the
question asking if the multiple bullies were working alone or together as a team was
modified to allow respondents to report that both of those occurred. Other questions
had more substantial revisions. A new item was added to the power imbalance
question, and the original frequency question was replaced by two new questions.
The frequency question was problematic and went through many revisions.
Respondents had trouble answering every version of the question. Because the
frequency question is so important in deciding who is considered a victim of bullying,
any possible source of respondent confusion is problematic. Though the series of
frequency questions tested in Round 3 appeared to work well, the question asking how
often a student was bullied in a given time frame was still more difficult to answer than
asking how many days a student was bullied during the school year.
Due to time constraints, this phase of testing was limited. The decision was made to
focus mainly on the repetition and power imbalance questions, but to also collect data
on other potential issues to identify questions of concern for future testing. While
revising the bullying prevalence question (Q22) was not within the scope of this project,
we identified an issue with the question where most students are not thinking about
cyberbullying when answering it.

10 REFERENCES
Espelage, D. L., & Swearer, S. M. (2011). "Bullying in North American Schools : A Socio‐
ecological Perspective on Prevention and Intervention". New York, NY:
Routledge.
Farrington, David. (1993). "Understanding and Preventing Bullying". Crime and Justice
17(1): 381‐458.
Gallo, Laura, L., Milsom, A. (2006). "Bullying in Middle Schools: Prevention and
Intervention". Middle School Journal 37(3): 12‐19.
Mishna, Faye, Scarcello, I., Pepler, D., Wiener, J. (2005). "Teachers' Understanding of
Bullying". Canadian Journal of Education 28(4): 718‐738.
Olweus, Dan. (1990). "Bullying at School: What we Know and What we can do". Oxford,
UK: Blackwell.
Olweus, Dan. (1993). "Bullying among Schoolchildren. " Health Hazards in Adolescence,
edited by Klaus Hurrelmann and Friedrich Losel. Berlin: De Gruyter.
Ttofi, M., Farrington, D., Losel, F., & Loeber, R. (2011). "Do the Victims of School Bullies
tend to become Depressed later in life? A Systematic Review and Meta‐analysis
of Longitudinal Studies". Journal of Aggression, Conflict, and Peace Research
3(2): 63‐73.

Willis, Gordon. (2015). “Analysis of the Cognitive Interview In Questionnaire
Design: Understanding Qualitative Research”. New York, NY: Oxford University
Press.

Appendix A: 2017 SCS/NCVS Cognitive Interview Recruitment
Protocol

SCREENING QUESTIONNAIRE FOR SCHOOL CRIME SUPPLEMENT
IF MORE THAN ONE CHILD: Let’s start with the oldest child first.
4. How old is that child? (Verify child is 12 ‐
18)
5. What is that child’s name?
6. Is _____ male or female?
7. What grade is _____ in?
8. Is _____ Hispanic?
9. Please choose one or more races that
_____considers him/herself to be.
White
Black or African American
Asian
American Indian or Alaska Native
Native Hawaiian or other Pacific Islander

Child 1

Child 2

Child 3

Child 4

10. Does _____ speak English fluently?
11. What city or town does _____ live in?
12. Does _____ attend public school,
attend private school, or is [he/she]
homeschooled?
13. Has _____ ever been bullied in school?
(That you know of)
13b.[IF YES TO 13] When did the most
recent bullying incident occur? (their best
guess is fine)
14. Has _____ ever bullied another student
at school? (That you know of)
15. If necessary, would you be able to bring
_____to our office in Suitland, MD to be
interviewed?
IF MORE THAN ONE CHILD: Now let’s talk about the [second/third/fourth] oldest child.

16. In order to make sure that we recruit students from a variety of backgrounds, my last
question is about your household’s annual income. Is your household's annual income ....
a. above $25,000?
1 [ ] Yes

2 [ ] No ‐ skip to conclusion

b. Is it above $50,000?
1 [ ] Yes

2 [ ] No ‐ skip to conclusion

c. Is it above $100,000?
1 [ ] Yes

2 [ ] No

17. How did you hear about the survey?
___________________________________________________________

Attachment 5:
2017 SCS item description and rationale

2017 SCS ITEM DESCRIPTION AND RATIONALE
Background
The School Crime Supplement (SCS), a supplement to the annual National Crime Victimization Survey
(NCVS), is designed to obtain additional information about school-related victimizations. This
information helps policymakers; academic researchers; practitioners at the federal, state, and local levels;
and special interest groups concerned with crime in schools to make informed decisions about policies
and programs. The Bureau of Justice Statistics (BJS), the National Center for Education Statistics
(NCES), and the U.S. Census Bureau (CB) jointly designed the survey questionnaire. The first SCS was
administered in 1989, and again in 1995, 1999, 2001, 2003, 2005, 2007, 2009, 2011, 2013, and 2015. The
2017 SCS will be the 12th implementation of an occasional supplement to obtain specific information
about school-related victimization and disorder on a national level.
Accurate information regarding the incidence of victimization at school and the school environment is
needed to monitor changes in student experiences with victimization. The SCS presents questions related
to students’ experiences with, and perceptions of crime and safety at school. The question topics include:
awareness of preventive measures employed by schools; students’ participation in school activities;
students’ perception of school rules and enforcement of these rules; the presence of weapons, drugs,
alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to
the fear of victimization at school. These responses supplement the NCVS survey instrument responses
for a more complete understanding of the individual student’s circumstances.
The eight sections of the questionnaire and the specific items in each section are detailed below. New and
revised items for 2017 are highlighted in red.
1. Screen Questions
1a.

Questions
Did you attend school at any time this
school year?

1b.

During that time were you ever home
schooled?

1c.

Was all of your schooling this school
year home schooling?

1d.

How many different schools have you
attended since the start of this school
year?

2a.

During the time you were homeschooled this school year, what grade
would you have been in if you were in a
public or private school? OR
What grade are you in?

2b.
3.

Rationale
These questions establish the eligibility of the
individuals interviewed. The SCS sample universe
is youth in households participating in the NCVS.
However, the SCS is completed only by those youth
ages 12–18 who were in primary or secondary
education programs leading to a high school
diploma (elementary through high school) sometime
during the 6 months prior to the interview. Students
exclusively home-schooled during the current
school year are not included in the remainder of the
survey since many questions in the SCS are not
relevant to their situation.

In what month did your current school
year begin?

2. Environmental Questions
5a.

Questions
Is your school public or private?

5b.

Is this the regular school that most of the
students in your neighborhood attend?

5c.

Is your school affiliated with a religion?

6.
7.

What grades are taught in your school?
How do you get to school most of the
time this school year?

How do you get home from school most
of the time this school year?
During this school year, have you
participated in any of the following
activities sponsored by your school:

a. Athletic teams at school?
b. Spirit groups, for example,
Cheerleading, Dance Team, or
Pep Club?
c. Performing arts, for example,
Band, Choir, Orchestra, or
Drama?
d. Academic clubs, for example,
Debate Team, Honor Society,
Spanish Club, or Math Club?
e. Student government?
f. [IF GRADES 6, 7, or 8 ASK]
Volunteer or community service
clubs sponsored by your school,
for example, Peer Mediators,
Ecology Club, or Recycling
Club?

Rationale
These questions ask about school characteristics that
are used in analyzing levels of school violence.1,2,3

These questions establish student exposure to school
bus stops and routes, and walking routes
immediately around schools, which are considered
part of the school environment.
This question asks about students’ participation in
various types of extra-curricular school activities.
Providing opportunities for extra-curricular
activities is a strategy associated with programs
designed to reduce incidents of crime and bullying.
Research shows that high levels of involvement
within a school are correlated with increased student
connectedness to the academic environment.4
However, some studies have shown the positive
effects of participation vary for different types of
activities and by different student characteristics5,6
making this an area of interest for current research.

[IF GRADES 9, 10, 11, or 12 ASK]
Volunteer or community service clubs
sponsored by your school, for
example, Peer Mediators, Ecology

Van Dorn, R. A. (2004). Correlates of violent and nonviolent victimization in a sample of public high school students. Violence & Victims,
19(3), 303-320.
2
Lab, S. P., & Whitehead, J. T. (1992). School Environment & School Crime: Causes & Consequences; Summary Report.
3
Kuck, D., & Popp, A. (2005). Characteristics of students and schools as predictors of being a victim of bullying: An Opportunity Theory
Analysis. Conference Papers -- American Society of Criminology, N.PAG.
4
DeVoe, J. (2009). Social bonding and school victimization: The ties that bind. Conference Papers. American Society of Criminology, 1.
5
Peguero, A (2008). Bullying Victimization and Extracurricular Activity Journal of School Violence, 7(3), 71-85.
6
Jiang, X. & Peterson, R. (2012). Beyond Participation: The Association Between School Extracurricular Activities and Involvement in Violence
Across Generations of Immigration Journal of Youth & Adolescence, 41(3), 362-378.

Questions
Club, Key Club, or Interact? Do not
include community service hours
required for graduation.

Rationale

g. Other school clubs or school
activities?
10.

The next questions are about security
measures that some schools take.

This series of questions establishes student
awareness of various security measures in their
school.

Does your school have:
a. Security guards or assigned
police officers?
b. Other adults supervising the
hallway, such as teachers,
administrators, or parent
volunteers?
c. Metal detectors, including
wands?
d. Locked entrance or exit doors
during the day?
e. A requirement that visitors sign
in and wear visitor badges or
stickers?
f. Locker checks?
g. A requirement that students
wear badges or picture
identification?
h. One or more security cameras to
monitor the school?
i. A code of student conduct, that
is, a set of written rules or
guidelines that the school
provides you?

Between 2000 and 2010, public schools reported
increased use of various safety and security
measures and procedures.7 Question 10 differs from
similar questions about school procedures in other
school surveys such as SSOCS because it focuses on
student awareness of these procedures. This
awareness is relevant to researchers investigating
whether the environment created by security
measures in schools increases students’ feelings of
security and decreases incidents of school crime, or
creates an atmosphere that is detrimental to learning
and has little effect on school crime.8,9,10

7
Robers, S., Kemp, J. & Truman, J. (2013). Indicators of School Crime and Safety:2012 (NCES 2013-036/NCJ 241446) National Center for
Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.
Washingon, DC.
8
Blosnich, J., & Bossarte, R. (2011). Low-level violence in schools: Is there an association between school safety measures and peer
victimization? The Journal Of School Health, 81(2), 107-113.
9
For an extensive survey of current studies on this topic, see Nance, J. (2013) Students, Security and Race. Emory Law Journal. 63(1), 1-57.
10
Addington, L., & Yablon, Y. (2011). How Safe Do Students Feel at School and While Travelling to School? A Comparative Look at Israel
and the United States. American Journal of Education, 117(4); 465-493.

Questions
If you hear about a threat to school or
student safety, do you have a way to
report it without having to give your
name?

Rationale
This question indicates if students know their school
has a secure procedure for reporting potential school
crime. Organizations such as US Department of
Health and Human Services11 and the National
Crime Prevention Council 12 recommend
establishing anonymous hotlines or websites for
students to anonymously report.

12.

In your classes, how often are you
distracted from doing your schoolwork
because other students are misbehaving,
for example, talking or fighting?

These questions help define the environment in
which crime and bullying incidents occur,13,14
including determining the general level of disruption
and the general level of crime students encounter in
their school and home neighborhoods.15,16

13.

Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following:

11.

a. The school rules are fair.
b. The punishment for breaking
school rules is the same no
matter who you are.
c. The school rules are strictly
enforced.
d. If a school rule is broken,
students know what kind of
punishment will follow.
e. Teachers treat students with
respect

16.

Thinking about the neighborhood where
YOU LIVE, would you strongly agree,
agree, disagree, or strongly disagree
with the following:
There is a lot of crime in the
neighborhood where you live

17.

Thinking about the neighborhood where
YOUR SCHOOL IS LOCATED, would

http://www.stopbullying.gov/prevention/at-school/rules/index.html
http://www.ncpc.org/topics/school-safety/strategies/strategy-school-crime-reporting-hotline
13
Mayer, M. J., & Leone, P. E. (1999). A structural analysis of school violence and disruption: Implications for creating safer schools. Education
& Treatment Of Children, 22(3), 333.
14
Collins, J. J., Messerschmidt, P. P., Ringwalt, C. C., & Research Triangle, I. (1992). Relationship Between School Disruption & School Social
Control Activities: Summary Of Findings,
15
Smith, B. E., & Elstein, S. G. (1993). Effective ways to reduce school victimization: practical and legal concerns. Children's Legal Rights
Journal, 14(1-2), 22-38.
16
Clay-Warner, J., Bunch, J., & James, K. (2009). Procedural Justice and School Crime. Conference Papers -- American Society of Criminology,
1.
12

Questions
you strongly agree, agree, disagree, or
strongly disagree with the following:

18.

There is a lot of crime in the
neighborhood where you go to school.
Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following:

You feel safe at your school.
14. Still thinking about your school, would
you strongly agree, agree, disagree, or
strongly disagree with the following:
There is a TEACHER or other ADULT
at school who…
a. Really cares about you
b. Listens to you when you have
something to say
c. Tells you when you do a
good job

15.

There is a student at school who…
a. Really cares about you
b. Listens to you when you have
something to say
c. Believes that you will be a success

19. The following question refers to the
availability of drugs and alcohol at your
school.

Rationale

This question is designed to collect data for analysis
of the relationship between level of school crime,
presence of security measures in school, and student
perceptions of safety (see Rationale for question 10
above).
These questions ask about relationships in school.
The presence of caring relationships has been found
to be a key protective factor in multiple surveys of
student experiences. Asking these questions on the
SCS allows direct comparison of these factors with
a wide range of potential negative school
experiences such as crime, bullying, and drug
availability.17
Question 14 is adapted from the California Healthy
Kids Survey—one of the most widely quoted
surveys measuring student protective factors. It
consolidates two series of questions on relationships
with adults and teachers from previous versions of
the SCS. The consolidated question is designed to
reduce burden without losing predictive validity.
Question 15 asks about peer relationships in school.
Research indicates that the quality of friendship is
related to protective factors.18,19 This item was
developed and tested during the cognitive lab study
to be an indicator of reciprocal, supportive school
friendships.
The availability of illegal substances is correlated
with the general level of school crime and the
likelihood that students who use these substances
may be involved in crimes.20

Is it possible for students at your school to
get __________________
a. Alcoholic beverages?

DeVoe, J. (2009). Pg. 2
Espelage, D., Green Jr., H., & Wasserman, S. (2007). Statistical analysis of friendship patterns and bullying behaviors among youth. New
Directions for Child & Adolescent Development, 2007(118), 61-75.
19
Boulton, M.J., Trueman, M., Chau, C., Whitehand, C., & Amatya, K. (1999). Concurrent and longitudinal links between friendship and peer
victimization: Implications for befriending interventions. Journal of Adolescence, 22, 461–466.
18

Elliott, E., & Rayne, K. (2008). Victimization rates and drug use among high school and college students. Conference Papers -- American
Society of Criminology, 1.

Questions
b. Marijuana, also known as pot, weed or
mary jane?
c. Prescription drugs illegally obtained
without a presecription, such as
Oxycontin, Ritalin, or Adderall?
d. Other illegal drugs, such as cocaine,
uppers, or heroin?
20.

Rationale

During this school year, did you see
another student who was under the
influence of illegal drugs or alcohol
while they were at school?

3. Fighting, Bullying, and Hate Behaviors
This section is the main focus of the SCS: the type and extent of victimization students experience in
school. This information is a key addition to the data on victimization collected by the NCVS. Using
weighting factors provided by the CB, these data can be used to estimate the extent of fighting, bullying,
and hate crime victimization in schools nationally. This information is crucial to educators and
policymakers in prioritizing funding and program development for school systems across the country.
The 2015 SCS included an embedded split-half design to test two versions of a series of questions on
bullying victimization to capture information on repetition and power imbalance in bullying at school.
The 2017 SCS reverts to use of a single version of the instrument, based on version 1 of the 2015 split
half instrument, with modifications to the clarifying sub-questions added to the bullying victimization
series in 2015 designed to collect information on repetition and power imbalance.
Questions
21a. During this school year, have you been
in one or more physical fights at school?

Rationale
Determine exposure to physical violence in school
as separate from bullying.21

21b. During this school year, how many
times have you been in a physical fight
at school?

Noe, K., & Petras, H. (2009). Peer victimization in middle and high school: An application of latent class analysis. Conference Papers -American Society of Criminology, 1.

22.

Questions
Now I have some questions about what
students do at school that makes you feel
bad or is hurtful to you. We often refer
to this as being bullied. You may include
events you told me about already.
During this school year, has any student
bullied you? That is, has another
student…
a. Made fun of you, called you names, or
insulted you in a hurtful way?
b. Spread rumors about you or tried to
make other dislike you?
c. Threatened you with harm?
d. Pushed you, shoved you, tripped you,
or spit on you?
e. Tried to make you do things you did
not want to do, for example, give them
money or other things?
f. Excluded you from activities on
purpose?
g. Destroyed your property on purpose?

Repetition:
23a. During this school year, how many days
were you bullied?
23b. (If 23a is “one day”) In that one day,
how many times would you say other
students did those things that made you
feel bad or were hurtful to you?
24.

Did you think the bullying would happen
again?

Power Imbalance:
25. Thinking about the [time/times] you were
bullied this school year, did more than
one person do these things to you?
26.

Did these people act alone, or together
as a team?

Rationale
Question 22 has students identify ways in which
they perceive they have been bullied. A single
bullying construct is created from those answering
“yes” to any of these subquestions to indicate that
the student has been a victim of bullying. This
question has been in use since 2005 and is the basis
for the trend data NCES maintains on bullying in
schools.

In 2014, the US Department of Education (ED)
participated in an interagency effort to develop
uniform definitions for tracking and reporting
bullying among youth.22 This definition includes
the elements of power imbalance and repetition as
distinguishing “bullying” from other types of peer
aggression. Previous cognitive testing of the SCS
items and independent research indicate that
students do not always restrict themselves to
reporting incidents of bullying that include the
dimensions of power imbalance and repetition,
although they can identify if these dimensions are
present when they are specified.23
CB, in conjunction with NCES and BJS developed
additional questions to identify the elements of
repetition and power imbalance in bullying reported
on the SCS. Two versions of the questions were
administered in a split-half design in 2015 to test the
effects on the estimates of bullying. The results of
the questions originally developed for the 2015 SCS

22
Gladden, R.M., Vivolo-Kantor, A.M., Hamburger, M.E., & Lumpkin, C.D. (2014). Bullying Surveillance Among Youths: Uniform Definitions
for Public Health and Recommended Data Elements, Version 1.0. Atlanta, GA; National Center for Injury Prevention and Control, Centers for
Disease Control and Prevention andU.S. Department of Education.
23
Ybarra, M.L., Espelage, D.L, & Mitchell, K.J. (2014). Differentiating Youth Who Are Bullied From Other Victims of Peer-Aggression: The
Importance of Differential Power and Repetition. The Journal of Adolescent Health: official publication of the Society for Adolescent Medicine
(Article in Press DOI: 10.1016/j.jadohealth.2014.02.009).

Questions
27. Now I have some additional questions
about the time [another student/ other
students] {behavior1}, {behavior2}, and
{behaviorx…}. Thinking about the
[person/ people] who did these things to
you this school year,
a.[Was this person/ Were any of these
people/ Was anyone in the group]
physically bigger or stronger than
you?
b. [Was this person/ Were any of these
people/ Was anyone in the group]
more popular than you?

c. [Did this person/ Did any of these
people/ Did anyone in the group]
have more money than you?

d. [Did this person/ Did any of these
people/ Did anyone in the group]
have the ability to influence what
other students think of you?

e. [Did this person/ Did any of these
people/ Did anyone in the group]
have more power than you in another
way?

28.

During this school year, where did the
bullying occur? Did it occur…
a.
In a classroom at school?
b.
In a hallway or stairwell at
school?
c.
In a bathroom or locker room at
school?
d.
In a cafeteria or lunchroom at
school?
e.
Somewhere else inside the school
building?
Specify_________________

Rationale
were reviewed24 and the questions were further
modified. Cognitive testing on the revised questions
was completed by the CB Center for Survey
Measurement in May-July 2016 (see attachment 4
for the full report on the cognitive testing results).
Questions 23-24 identify whether any incidents
reported for question 22 include the element of
repetition. The frequency questions included in the
2015 SCS on “how often” students were bullied or
were afraid they would be bullied were confusing to
some students. The revised questions are based on
those that have been used successfully to identify
repetitive stalking in the NCVS Supplemental
Victimization Survey. In this version, multiple days
or multiple incidents can be used as indicators of
repetition.
Questions 25-27 identify whether any incidents
reported include the element of power imbalance.
Cognitive testing results indicated that the examples
provided in the original power imbalance question
were excluding two types of incidents: 1) those in
which power was expressed through influence; and
2) those in which no one person appeared to be
more powerful than the victim reporting the
incident, but multiple people working together
against one individual created a power imbalance.
Affirmative answers on question 25 and 26
(multiple people working together) or on one of the
items under question 27 (individuals with more
power in some area) will be used to indicate the
bullying reported includes a power imbalance.

Noting where bullying occurs is important in
determining trends and to develop strategies to
monitor or prevent the incidences of bullying in
those environments. 25 The 2011 and 2013 SCS
included separate questions about cyber-bullying.
Based on the Uniform Bullying Definition, cyberbullying is a format for bullying, not a separate type
of incident. Cognitive testing results also indicated
that students often experience cyber-bullying by

24
Lessne, D., and Cidade, M. (currently in review). Methodology Report: Split-Half Administration of the 2015 School Crime Supplement to the
National Crime Victimization Survey (NCES 2017004). U.S. Department of Education, Washington, DC. National Center for Education Statistics
25
Ringwalt, C. C., Messerschmidt, P. P., Graham, L. L., Collins, J. J., & Research Triangle, I. (1992). Youths' Victimization Experiences, Fear of
Attack Or Harm, & School Avoidance Behaviors: Summary Of Findings,

f.
g.
h.

Questions
Outside on school grounds?
On the way to or from school such
as on a school bus or at a bus
stop?
Online or by text?

29.

Did you tell a teacher or some other
adult at school about being bullied?

30.

This school year, how much has
bullying had a negative effect on…
a.
b.
c.
d.

31.

Your school work?
Your relationships with friends or
family?
How you feel about yourself?
Your physical health – for
example, caused injuries, gave
you headaches or stomach aches?

When you were bullied in school this
year, did you ever think it was related to:
a.
b.
c.
d.
e.

Your race?
Your religion?
Your ethnic background or
national origin – for example,
people of Hispanic origin?
Any disability you may have –
such as physical, mental or
developmental disabilities?
Your gender?

Rationale
classmates as a continuation or precursor of inperson bullying and therefore include it with reports
of school-based bullying. Item H was added in 2015
to capture information on school-related cyberbullying.26
Research indicates that significant numbers of
bullying incidents go unreported. Collecting this
information in a confidential interview format can
shed light on estimates of bullying in U.S.
schools. 27,28
Additionally, collecting this information with
reports from the same students on school attachment
factors gathered in section 2 can be used to analyze
what factors may increase the likelihood of
reporting bullying.
These questions ask about the effects of bullying
experienced by students. Studies have detailed the
impacts of bullying on youth.29,30 Bullying is
related to serious health concerns that must be
tracked and addressed by medical and mental health
providers.31

Bullying disproportionately affects various
subgroups of students including students with
disabilities32 and students identifying with nonmajority racial, religious or sexual orientation
groups.33 The U.S. Department of Education’s
Office of Special Education and Rehabilitative
Services (OSERS) and Office of Civil Rights (OCR)
have both issued guidance on providing free and
appropriate education to all students that includes
identifying and addressing issues of harassment and
victimization for all students. The data from this

Bagwell, K. (2011). Students use cellphones more than computers to cyberbully. Education Daily, 44(189), 2.
Watkins, A. M., & Maume, M. O. (2011). School victims and crime reporting. Youth Violence & Juvenile Justice, 9(4), 333-351.
Watkins, A., & Maume, M. (2007). We Don't Need No Notification: The Underreporting of Victimization by Students. Conference Papers -American Society of Criminology, 1.
29
Due P, Holstein BE, Lynch J, Diderichsen F, Gabhain SN, Scheidt P, et al. (2005) Bullying and symptoms among school-aged children:
international comparative cross sectional study in 28 countries. European Journal of Public Health 15(2):128-132.
30
Beran TN, Hughes G, Lupart J. (2008) A model of achievement and bullying: Analyses of the Canadian National Longitudinal Survey of
Children and Youth data. Educational Research 50(1):25-39
31
Cf. National Children’s Medical Center’ s statement on bullying health risks at
https://www.childrensnational.org/DepartmentsandPrograms/default.aspx?Id=6089&Type=Program&Name=Clinic%20for%20Health%20Proble
ms%20Related%20to%20Bullying (accessed September 9, 2013).
32
Swearer, S. M., Wang, C., Maag, J. M., Siebecker, A., B., & Frerichs, L. J. (2012). Understanding the bullying dynamic among students in
special and general education. Journal of School Psychology, 50, 503-520.
33
Hightow-Weidman, L. B., Phillips, G., Jones, K. C., Outlaw, A. Y., Fields, S. D., & Smith, f. C. (2011). Racial and Sexual Identity-Related
Maltreatment Among Minority YMSM: Prevalence, Perceptions, and the Association with Emotional Distress. AIDS Patient Care & Stds,
25S39-S45. doi:10.1089/apc.2011.9877
27
28

f.
g.

Questions
Your sexual orientation – by this
we mean gay, lesbian, bisexual or
straight?
Your physical appearance?

32.

During this school year, has anyone
called you an insulting or bad name at
school having to do with your race,
religion, ethnic background or national
origin, disability, gender or sexual
orientation? We call these hate-related
words.

33.

Were any of the hate related words
related to:
a.
Your race?
b.
Your religion?
c.
Your ethnic background or
national origin – for example,
people of Hispanic origin?
d.
Any disability you may have –
such as physical, mental or
developmental disabilities?
e.
Your gender?
f.
Your sexual orientation – by this
we mean gay, lesbian, bisexual or
straight?

34.

During this school year, have you seen
any hate-related words or symbols
written in school classrooms, school
bathrooms, school hallways, or on the
outside of your school building?

Rationale
question can be used to generate national estimates
on bullying based on perceived subgroup
characteristics.
Hate-related speech is not reported by adolescents
as often as bullying because students are often
embarrassed about the message conveyed or not
sure where it falls with relation to various categories
of crime/bullying that should be reported. Collecting
specific information on use of hate-related words in
this anonymous survey will provide school
personnel and policymakers information about the
extent and seriousness of the crime34 and its
relationship to other forms of victimization.

Van Dorn, R. (2002). Unrecognized warning signs. Education Week, 22(11), 41.

4. Avoidance
35.

Questions
During this school year, did you ever stay away
from any of the following places because you
thought someone might attach or harm you there?
a. For example, did you ever stay away from the
shortest route to school because you thought
someone might attack or harm you?
b. The entrance into the school?
c. Any hallways or stairs in school?
d. Parts of the school cafeteria?
e. Any school restrooms?
f. Other places inside the school building?
g. School parking lot?
h. Other places on school grounds?
i. School bus or bus stop?

36a. Did you avoid any activities at your school because
you thought someone might attack or harm you?
36b. Did you avoid any classes because you thought
someone might attack or harm you?

Rationale
This section asks about places and activities
students avoid because of the likelihood of
bullying, cyber-bullying, and physical
attacks. Avoidance, where warranted,
reduces the actual number of such incidents
without reducing the risk that they will
occur. Students who avoid going to classes
are negatively affected not only by the
experience of crime, but also by the loss of
instructional time35.
The information about avoidance collected
here can be used to (a) estimate overall
actual crime in schools in addition to that
experienced by the absence of direct
reporting from the individuals interviewed,
and (b) analyze the impact it has on student
behavior and academic performance
36,37,38,39,40,41 .

36c. Did you stay home from school because you thought
someone might attack or harm you in the school
building, on school property, on a school bus, or
going to or from school?

35
Barrett, Kimberly L.; Jennings, Wesley G.; Lynch, Michael J. (2012). The relationship between youth fear and avoidance of crime in school
and academic experiences. Journal of School Violence. Vol. 11 (1), 1-20.
36
Pearson, F. S., Toby, J. J., & Rutgers, U. (1992). Perceived & Actual Risks Or School-Related Victimization: Final Activities Report,
37
Randa, R. (2007). The impact of incivilities on fear and routine activities in high schools. Conference Papers -- American Society Of
Criminology, 1.
38
Lab, S. P., & Whitehead, J. T. (1994). Avoidance behavior as a response to in-school victimization. Journal of Security Administration, 17(2),
32-45.
39
Ringwalt, C. C., Messerschmidt, P. P., Graham, L. L., Collins, J. J., pg. 5
40
Randa, R., Drayer, A., & Lytle, D. (2008). Routine Activities of School Children: How Fear and Disorder Influence Avoidance of Specific
Places. Conference Papers -- American Society Of Criminology, 1.
41
Hutzell, K. (2009). The Impact of Bullying Behaviors on School Avoidance. Conference Papers -- American Society of Criminology, 1.

5. Fear
Questions
37a. How often are you afraid that someone will attack or
harm you in the school building or on school property?
37b. How often are you afraid that someone will attack or
harm you on a school bus or on the way to or from
school?
37c. Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?

Rationale
This section adds to the information in
Section 4, Avoidance, by asking how
often students fear attack or harm.
Students may not be able to avoid school
activities even though they may fear
attending42. Fear, like avoidance, harms
adolescents beyond the harm attributed to
the actual crimes experienced43. Fear
results in stress, which negatively affects
academic performance, can lead to
inappropriate psycho-social outcomes
such as acting out, and can impact future
orientation such as plans to complete
school.44,45

42
Jenkins, Patricia H. (1997). School delinquency and the school social bond. Journal of Research in Crime & Delinquency. Vol. 34 (3), 337367.
43
U.S. Department of Education. (2006). Indicators of School Crime & Safety: 2006.
44
Ades, L. (2007). Horror in the Halls: Examining Adolescent Fear, Avoidance, and Academic Difficulty. Conference Papers -- American
Sociological Association, 1.
45
Randa, R., Drayer, A., & Lytle, D., pg. 6.

6. Weapons
38.

Questions
Some people bring guns, knives, or objects
that can be used as weapons to school for
protection. During this school year, did
you ever bring the following to school or
onto school grounds:
a.
b.
c.

A gun?
A knife brought as a weapon?
Some other weapon?
39a. Do you know of any other students who
have brought a gun to your school during
this school year?
39b. Have you actually seen another student
with a gun at school during this school
year?
40. During this school year, could you have
gotten a loaded gun without adult
permission, either at school or away from
school?

Rationale
This section asks about experiences with
weapons in school. Bringing weapons to
school for personal protection is another
indicator of the extent of the perceived level
of violence in the school. Although a student
may not be directly threatened or harmed by
a weapon, knowing that weapons are on
campus can also lead to fear and avoidance
of school.46 Potential for violence escalates
when students carry weapons in school.
Negative academic and psycho-social
outcomes are correlated with fear of weapons
on campus. 47,48,49

7. Gangs
Questions
41a. Are there any gangs at your school?
41b. During this school year, how often have
gangs been involved in fights, attacks, or
other violence at your school?

Rationale
This part of the survey examines the extent of gang
activity in schools. Gangs are an indicator of
increased crime in schools50 and require separate
types of interventions to address from specific
incidences of crime and bullying.51

41c. Have gangs been involved in the sale of
drugs at your school during this school
year?

46
Mooij, Ton; Smeets, Ed; de Wit, Wouter. (2011). multi-level aspects of social cohesion of secondary schools and pupils' feelings of safety.
British Journal of Educational Psychology. Vol. 81(3)3.
47
Cao, L., Zhang, Y., & He, N. (2008). Carrying weapons to school for protection: An analysis of the 2001 school crime supplement data.
Journal Of Criminal Justice, 36(2), 154-164.
48
Noonan, M. (2005). Guns in schools: results from the 2003 School Crime Supplement. Conference Papers -- American Society of Criminology.
49
Hong, Jun; Eamon, Mary. (2012). Students' perceptions of unsafe schools: An ecological systems analysis. Journal of Child & Family Studies.
Vol. 21(3), p428-438.
50
Bradshaw, C., Waasdorp, T., Goldweber, A., Johnson, S. (2013) Bullies, Gangs, Drugs and School: Understanding the Overlap and the Role of
Ethnicity and Urbanicity. Journal of Youth & Adolescence. 42(2), pp 220-234.
51
U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention (2010). Best Practices to Address Community Gang
Problems, OJJDP’s Comprehensive Gang Model, Second edition (NCJ 231200) Washington, DC.

8. Student Characteristics
42.

Questions
During this school year, across all
subjects, have you gotten mostly: A’s,
B’s, C’s D’s F’s or school does not give
grades/no alphabetic grade equivalents.

43a. During the last 4 weeks of school, did
you skip any classes?
43b. During the last 4 weeks of school, on
how many days did you skip at least one
class?
44.

Rationale
These questions focus specifically on student
academic characteristics. Information about
demographic characteristics is included in the main
NCVS survey. These are indicators of academic
behavior and planning, which may be analyzed

with regard to the impact of student experiences
with school violence and bullying.52,53,54,55

Thinking about the future, do you think
you will:
a. Attend school after high school,
such as a college or technical
school?
b. Graduate from a 4-year college?

Wynne, S. L., & Hee-Jong, J. (2011). Predictors of school victimization: Individual, familial, and school factors. Crime & Delinquency, 57(3),
458-488.
53
Wynne, S., & Joo, H. (2007). Predicting School Victimization: A Multi-level Approach. Conference Papers -- American Society of
Criminology, 1.
54
Kuck, D., & Popp, A., pg. 2
55
DeVoe, J.,(2009) pg. 2

Attachment 6:
Nonfederal publications citing data from the NCVS SCS

Nonfederal Publications Citing Data from the NCVS SCS
1991
Pearson, F.S., and Toby, J. (1991). Fear of School‐Related Predatory Crime. Sociology and Social
Research, 75(3): 117‐125.
1992
Collins, J.J., Messerschmidt, P.P., and Ringwalt, C.C. (1992). Relationship Between School Disruption and
School Social Control Activities: Summary of Findings. U.S. Department of Justice. Washington DC:
National Institute of Justice.
Lab, S.P., and Whitehead, J.T. (1992). School Environment and School Crime: Causes and Consequences;
Summary Report. U.S. Department of Justice. Washington DC: National Institute of Justice.
Pearson, F.S., Toby, J.J., and Rutgers, U. (1992). Perceived and Actual Risks or School‐Related
Victimization: Final Activities Report. U.S. Department of Justice. Washington DC: National Institute of
Justice.
Ringwalt, C., Messerschmidt, P., Graham, L., and Collins, J. (1992). Youth’s Victimization Experiences,
Fear of Attack or Harm, and School Avoidance Behaviors: Summary of Findings. U.S. Department of
Justice. Washington DC: National Institute of Justice.
1993
Smith, B.E., and Elstein, S.G. (1993). Effective Ways to Reduce School Victimization: Practical and Legal
Concerns. Children’s Legal Rights Journal, 14(1‐2): 22‐38.
1994
Furlong, M.M. (1994). Evaluating School Violence Trends. School Safety, 23‐27. Lab, S., and Whitehead, J.
(1994, December). Avoidance Behavior as a Response to In‐School Victimization. Journal of Security
Administration, 17(2): 32‐45.
1998
Kingery, P., Coggeshall, M., and Alford, A. (1998). Violence at School: Recent Evidence From Four
National Surveys. Psychology in the Schools, 35(3): 247‐258.
1999
Mayer, M.J., and Leone, P.E. (1999). A Structural Analysis of School Violence and Disruption: Implications
for Creating Safer Schools. Education & Treatment of Children, 22(3): 333‐56.
2002
Addington, L.A. (2002). The Columbine Effect: The Impact of Violent School Crime on Students’ Fear of
Victimization. Ph.D. dissertation, State University of New York at Albany, United States—New York.
Retrieved August 11, 2008, from Dissertations and Theses: Full Text database. (Publication No. AAT
3052923).

Van Dorn, R. (2002). Unrecognized Warning Signs. Education Week, 22(11): 41‐41.
2003
Addington, L.A. (2003). Fear After Columbine: Findings From a Randomized Experiment. Journal of
Quantitative Criminology, 19(4): 367‐387.
Planty, M. (2003, August). Telescoping Events in Student Surveys on Victimization. Paper presented at
the annual meeting of the American Association for Public Opinion Research, Sheraton Music City,
Nashville, Tennessee.
Scott, L., and Ruddy, S. (2003, August). How Students Identify Gangs at School: An Analysis of Multiple
Gang Identification Questions in the 1995 SCS/NCVS. Paper presented at the annual meeting of the
American Association for Public Opinion Research, Sheraton Music City, Nashville, Tennessee.
2004
Van Dorn, R.A. (2004). Correlates of Violent and Nonviolent Victimization in a Sample of Public High
School Students. Violence and Victims, 19(3): 303‐320.
2005
Addington, L.A. (2005). Disentangling the Effects of Bounding and Mobility on Reports of Criminal
Victimization. Journal of Quantitative Criminology, 21(3): 321‐343.
Addington, L.A. (2005). Following in Her Footsteps: Revisiting the Record on Adolescents’ College Plans.
Gender Issues, 22(2): 31‐44.
DeVoe, J. F., Peter, K., Kaufman, P., Miller, A., Noonan, M., Snyder, T. D. et al. (2005). Indicators of
school crime and safety: 2004. Education Statistics Quarterly, 6.
Greene, M.B. (2005). Reducing Violence and Aggression in Schools. Trauma, Violence, & Abuse, 6(3):
236‐253.
Kuck, D., and Popp, A. (2005). Characteristics of Students and Schools as Predictors of Being a Victim of
Bullying: An Opportunity Theory Analysis. Paper presented at the annual meeting of the American Society
of Criminology, Royal York, Toronto.
Noonan, M. (2005). Guns in Schools: Results From the 2003 School Crime Supplement. Paper presented at
the annual meeting of the American Society of Criminology, Royal York, Toronto.
2006
Adams, Jacqueline (2006). What makes a bully tick? Scientists search for answers. Science
World, 63, 10.
Amherst, P. W. (2006). School crime and safety. New York: Novinka Books.
Moore‐Polanco, R., and Raghavan, C. (2006). The Association of Social Development/Age on Juvenile
Fear of Crime Levels in New York City Public Schools. Paper presented at the annual meeting of the
American Society of Criminology (ASC), Los Angeles Convention Center, Los Angeles, California.

Myers, K. A. (2006). School violence and its effects on academic achievement among eighth graders
[Dissertation].
2007
Ades, L. (2007, August). Horror in the Halls: Examining Adolescent Fear, Avoidance, and Academic
Difficulty. Paper presented at the annual meeting of the American Sociological Association, TBA, New
York, New York City.
Randa, R. (2007, November). The Impact of Incivilities on Fear and Routine Activities in High Schools.
Paper presented at the annual meeting of the American society of Criminology, Atlanta Marriott
Marquis, Atlanta, Georgia.
Watkins, A., and Maume, M. (2007, November). We Don’t Need No Notification: The Underreporting of
Victimization by Students. Paper presented at the annual meeting of the American society of Criminology,
Atlanta Marriott Marquis, Atlanta, Georgia.
Wynne, S., and Joo, H. (2007, November). Predicting School Victimization: A Multi‐Level Approach.
Paper presented at the annual meeting of the American society of Criminology, Atlanta Marriott
Marquis, Atlanta, Georgia.
2008
Cao, L., Zhang, Y., and He, N. (2008). Carrying Weapons to School for Protection: An Analysis of the 2001
School Crime Supplement Data. Journal of Criminal Justice, 36(2): 154‐164.
Elliott, E., and Rayne, K. (2008, November). Victimization Rates and Drug Use Among High School and
College Students. Paper presented at the annual meeting of the ASC Annual Meeting, St. Louis Adam’s
Mark, St. Louis, Missouri.
Popp, A. (2008, November). The Importance of Confidentiality and Anonymity for Victimization Surveys of
Adolescents. Paper presented at the annual meeting of the ASC Annual Meeting, St. Louis Adam’s Mark,
St. Louis, Missouri.
Randa, R., Drayer, A., and Lytle, D. (2008). Routine Activities of School Children: How Fear and Disorder
Influence Avoidance of Specific Places. Paper presented at the annual meeting of the ASC Annual
Meeting, St. Louis Adam’s Mark, St. Louis, Missouri.
Toldson, I. A. (2008). Breaking barriers plotting the path to academic success for school‐age
African‐American males. Washington, D.C.: Congressional Black Caucus Foundation, Inc. Available
from http://www.cbcfinc.org/images/pdf/breaking_barriers.pdf.
Urbanski, J. (2008). The relationship between school connectedness and bullying victimization in
secondary students [Dissertation].
2009
Addington, L. A. (2009). Cops and cameras. Public school security as a policy response to Columbine.
American Behavioral Scientist, 52, 1426‐1446.

Clay‐Warner, J., Bunch, J., and James, K. (2009, November). Procedural Justice and School Crime. Paper
presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown,
Philadelphia, Pennsylvania.
DeVoe, J. (2009, November). Social Bonding and School Victimization: The Ties That Bind. Paper
presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown,
Philadelphia, Pennsylvania.
DeVoe, J. F. & Kaffenberger, S. (2009). Student reports of bullying: Results from the 2001 School
Crime Supplement to the National Crime Victimization Survey. In D.N.Rickler (Ed.), Bullying in
schools (pp. 43‐97). New York: Nova Science Publishers.
Hutzell, K. (2009). The Impact of Bullying Behaviors on School Avoidance. Paper presented at the annual
meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown, Philadelphia, Pennsylvania.
Noe, K., and Petras, H. (2009). Peer Victimization in Middle and High School: An Application of Latent Class
Analysis. Paper presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott
Downtown, Philadelphia, Pennsylvania.
Randa, R. W. (2009). The impact of disorder and fear on the routine activities of high school
students [Dissertation].
Toldson, I. A. (2009). Editor's comment: Improving security and creating a culture of learning in
schools. The Journal of Negro Education, 78, 365‐366.
2010
Cook, P. J., Gottfredson, D. C., & Na, C. (2010). School crime control and prevention. Crime and
Justice, 39, 313‐440.
Hutzell, K. L. (2010). The impact of bullying behaviors on social and situational avoidance in
schools [Dissertation].
Mayer, J.M. (2010). Structural Analysis of 1995‐2005 School Crime Supplement Datasets: Factors
Influencing Students’ Fear, Anxiety, and Avoidant Behaviors. Journal of School Violence, 9(1): 37‐55.
Mayer, M. J. & Furlong, M. J. (2010). How safe are our schools? Educational Researcher, 39, 16
26.
Randa, R. & Wilcox, P. (2010). School disorder, victimization, and general v. place‐specific
student avoidance. Journal of Criminal Justice, 38, 854‐861.
2011
Addington, L. A. & Yablon, Y. B. (2011). A cross‐national examination of fear in disadvantaged
schools: U.S. and Israeli‐Arab student experiences. Victims & Offenders, 6, 325‐340.
Addington, L. A. & Yablon, Y. B. (2011). How safe do students feel at school and while traveling to
school? A comparative look at Israel and the United States. American Journal of Education, 117,
465‐493.

Bachman, R., Randolph, A., and Brown, B.L. (2011). Predicting Perceptions of Fear at School and Going To
and From School for African American and White Students: The Effects of School Security Measures.
Youth & Society, 43(2): 705‐726.
Bagwell, K. (2011). Students Use Cellphones More Than Computers to Cyberbully. Education Daily,
44(189): 2.
Blosnich, J., and Bossarte, R. (2011). Low‐Level Violence in Schools: Is There an Association Between
School Safety Measures and Peer Victimization? Journal of School Health, 81(2): 107‐113.
Bohn, C. M. (2011). Predicting bullying among high school students using individual and school factors:
Analysis of a national survey [Dissertation].
Rivera, L. K. (2011). Bullying of sexual minorities: How does multiple minority status affect the likelihood of
being victimized [Dissertation].
Toldson, I. A. (2011). Breaking barriers 2: Plotting the path away from juvenile detention and toward
academic success for school‐age African American males. Washington, D.C.: Congressional Black Caucus
Foundation, Inc. Available from http://cbcfinc.org/oUploadedFiles/BreakingBarriers2.pdf.
Watkins, A.M., and Maume, M.O. (2011). School Victims and Crime Reporting. Youth Violence & Juvenile
Justice, 9(4): 333‐351.
Wynne, S.L., and Joo, H. (2011). Predictors of School Victimization: Individual, Familial, and School
Factors. Crime & Delinquency, 57(3): 458‐488.
2012
Barrett, K. L., Jennings, W. G., & Lynch, M. J. (2012). The Relation between Youth Fear and Avoidance of
Crime in School and Academic Experiences. Journal of School Violence, 11(1), 1‐20.
Bouchard, M., Wang, W., & Beauregard, E. (2012). Social capital, opportunity, and school‐based
victimization. Violence and Victims, 27(5), 656‐673.
Clark, S. L. (2012). Factors related to school violence victimization: The role of extracurricular activities
[Dissertation].
Hutzell, K.L., and Payne, A.A. (2012). The impact of bullying victimization on school avoidance. Youth
Violence & Juvenile Justice, 10(4), 370‐385.
Oblad, T. P. (2012). Understanding cyberbullying in the net generation: A meta‐analytic review
[Dissertation].
Popp, A. M. (2012). The difficulty in measuring suitable targets when modeling victimization. Violence
and Victims, 27, 689‐709.
Popp, A. M. (2012). The effects of exposure, proximity, and capable guardians on the risk of bullying
victimization. Youth Violence and Juvenile Justice, 10, 315‐332.

Randa, W. & Wilcox, P. (2012). Avoidance at school: Further specifying the influence of disorder,
victimization, and fear. Youth Violence and Juvenile Justice, 10, 190‐204.
Voelkl, K. E. (2012). School identification. In S.L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of
Research on Student Engagement (pp. 193‐218). New York: Springer.

2013
Addington, L. (2013). Reporting and clearance of cyberbullying incidents: Applying ‘offline’ theories to
online victims. Journal of Contemporary Criminal Justice, 29(4), 454‐474.
Jeong, S., Kwak, D., Moon, B., & San Miguel, C. (2013). Predicting school bullying victimization: Focusing
on individual and school environmental/security factors. Journal of Criminology, vol. 2013, Article ID
401301, 13 pages.
2014
Cooc, N., & Gee, K. (2014). National trends in school victimization among Asian American adolescents.
Journal Of Adolescence, 37(6), 839‐849.
Randa, R., & Reyns, B. W. (2014). Cyberbullying victimization and adaptive avoidance behaviors at school.
Victims and Offenders. 9, (3), 255‐275.
2015
Barboza, G. E. (2015). The association between school exclusion, delinquency and subtypes of cyber‐ and
F2F‐victimizations: Identifying and predicting risk profiles and subtypes using latent class analysis. Child
Abuse & Neglect, 39, 109‐122.
Earl, Kevin J. (2015). Diagnosis of Cyber and Nonphysical Bullying Victimization: A Routine Activities
Approach to Constructing Effective Preventive Measures. Thesis, Bridgewater State University
James, K., Clay‐Warner, J., & Bunch, J. (2015). Perceived injustice and school violence: An application of
General Strain Theory. Youth Violence and Juvenile Justice. 13, (2), 169‐189.
PROFILES: Bully Prospects. (2015). American School & University, 87(10), 34.
Randa, R., Nobles, M.R., & Reyns, B.W. (2015). Is Cyberbullying a Stand Alone Construct? Using
Quantitative Analysis to Evaluate a 21st Century Social Question. Societies 5, 171‐186.
Watkins, Nichole J. (2015). Situation Crime Prevention in Schools: Implications for Victimization,
Delinquency, and Aviodance Behaviors. Thesis, George Mason University.
2016
Fisher, B. W., & Tanner‐Smith, E. E. (2016). Examining school security measures as moderators of the
association between homophobic victimization and school avoidance. Journal Of School Violence, 15(2),
234‐257.
Greenwood, Ian D. (2016). Cyber‐Victimization and Delinquency: A General Strain Perspective. Thesis,
University of Montana

Mindrila, D., Moore, L., & Davis, P. (2016) Cyber‐victimization and Its Psychosocial Consequences:
Relationships with Behavior Management and Traditional Bullying. Journal of Research in Education. 25,
(2), 53‐67.
Tanner‐Smith, E., & Fisher, B. (2016). Visible school security measures and student academic performance,
attendance, and postsecondary aspirations. Journal Of Youth & Adolescence, 45(1), 195‐210.

Attachment 7:
Incoming introductory letter from Census (NCVS‐572(L))

NCVS-572(L) PHILADELPHIA
(1-2016)

UNITED STATES DEPARTMENT OF COMMERCE
Economics and Statistics Administration

U.S. Census Bureau
Washington, DC 20233-0001
OFFICE OF THE DIRECTOR

FROM THE DIRECTOR
U.S. CENSUS BUREAU
The U.S. Census Bureau is conducting a survey for the U.S. Department of Justice to obtain
information on the type and amount of crime committed against households and individuals
throughout the country. A Census Bureau representative will be contacting you soon. Our
representative will show an official identification card and ask for some important information
on this subject from you and your household.
The information you provide our representative will help inform the country about how much
crime there is, where it occurs, when it occurs, what crime costs victims, and which segments
of the population are most frequently victimized. Since many crimes are never reported to the
police, information from this survey will show a more complete picture of the amount and types
of crime occurring in the United States. The survey results are used in many ways, including
by citizens to evaluate their vulnerabilities, by legislators and policymakers to develop
programs to aid crime victims and prevent crime, and by researchers to understand various
aspects of crime victimization.
Your address is part of a scientifically selected sample of addresses chosen throughout the
country for participation in this survey. Because this is a sample survey, your answers
represent not only you and your household, but also hundreds of other households like yours.
For this reason, your voluntary cooperation is very important. I hope you will answer all the
survey questions as completely and accurately as possible. Although there are no penalties for
failure to answer any question, each unanswered question substantially lessens the accuracy
of the final data. Your answers will be used only to prepare statistical summaries, and no
information about your household or you as an individual can be identified from these
statistics. The law completely protects your confidential answers from disclosure.
Answers to the most frequently asked survey questions are on the reverse side of this letter.
If you would like further information, contact the Census Bureau by writing or calling the
following office:
REGIONAL DIRECTOR
US CENSUS BUREAU
100 S INDEPENDENCE MALL W #410
PHILADELPHIA PA 19106-2320
Telephone: 1–800–262–4236
Thank you for your cooperation. The Census Bureau appreciates your help.
Sincerely,

John H. Thompson
Director

census.gov

What is the National Crime Victimization Survey all about?
This survey, called the National Crime Victimization Survey, collects data measuring the types
and amount of crime involving people age 12 or older. Periodically, the survey includes such
additional topics as crime in schools, contacts with law enforcement, and identity theft.
How was I selected for this survey?
Actually, we selected your living quarters, not you personally for this survey. We scientifically
selected a sample of addresses across the country to represent the entire population. At each
selected address, we interview household members age 12 or older. If your household should
move away while your address is still in the survey, we would interview the new family that
moves in.
Will information I provide be confidential?
We are conducting this survey under the authority of Title 13, United States Code (U.S.C.),
Section 8. Section 9 of this law requires us to keep all information about you and your
household strictly confidential. We may use this information only for statistical purposes. Also,
Title 42, U.S.C., Section 3732, authorizes the Bureau of Justice Statistics, Department of
Justice, to collect information using this survey. Title 42, U.S.C., Sections 3789g and 3735, also
requires us to keep all information about you and your household strictly confidential.
(OMB Number: 1121-0111; Expiration Date: 08/31/2018.)
Do I have to participate?
The survey is voluntary, and there are no penalties for not participating. We expect the interview
to take about 25 minutes. Your interview may be somewhat shorter or longer than this
depending on your circumstances. If you have any comments about this survey or have
recommendations for reducing its length, send them to the Chief, Victimization Statistics Branch,
Bureau of Justice Statistics, Washington, DC 20531.
How are the data used?
Data from this survey are used to provide information on many topics related to crime and
victimization, including crime in schools, trends in violent crime, costs of crime, and the response
of law enforcement to reports of victimization. To see examples of reports, tables, and charts
that use data from the survey, you can visit the Bureau of Justice Statistics’ Web site at
.
I thought that the Census Bureau only operated every 10 years, when they
counted people. What is the Census Bureau doing now?
In addition to the decennial census, which is conducted every 10 years, the Census Bureau
collects many different types of statistics. We conduct other censuses required by law on a
regular basis, including the censuses of business and manufacturers and the census of state
and local governments. Additionally, we collect data on a monthly basis to provide current
information on such topics as labor force participation, retail and wholesale trade, various
manufacturing activities, and trade statistics, as well as yearly surveys of business,
manufacturing and governments, family income, and education.

NCVS-572(L)

Attachment 8:
Continuing household introductory letter from Census (NCVS‐573(L))

NCVS-573(L) PHILADELPHIA
(1-2016)

UNITED STATES DEPARTMENT OF COMMERCE
Economics and Statistics Administration

U.S. Census Bureau
Washington, DC 20233-0001
OFFICE OF THE DIRECTOR

FROM THE DIRECTOR
U.S. CENSUS BUREAU
Several months ago, a representative from the U.S. Census Bureau contacted residents at your
address in connection with the National Crime Victimization Survey, which the Census Bureau
is conducting for the U.S. Department of Justice. The survey now calls for us to interview at
your address again. Our representative needs to update the characteristics and experiences of
the current residents of this address, whether we talked with you before or whether you moved
to this address since our last interview.
This survey collects important information on the extent to which individuals in this country are
victims of crime. The survey results are used in many ways, including by citizens to evaluate
their vulnerabilities, by legislators and policymakers to develop programs to aid crime victims
and prevent crime, and by researchers to understand various aspects of crime victimization.
A Census Bureau representative from our field office will contact you shortly to ask you and
other members of your household some questions on this subject. We conduct this survey
under the authority of Title 13, United States Code (U.S.C.), Section 8. Section 9 of this law
requires us to keep all information about you and your household strictly confidential. We may
use this information only for statistical purposes. Also, Title 42, U.S.C., Section 3732, authorizes
the Bureau of Justice Statistics, U.S. Department of Justice, to collect information using this
survey. Title 42, U.S.C., Sections 3789g and 3735, also requires us to keep all information
about you and your household strictly confidential.
Because this is a sample survey, your answers represent not only you and your household, but
also hundreds of other households like yours. For this reason, your participation in this voluntary
survey is extremely important to ensure the completeness and accuracy of the final results.
Although there are no penalties for failure to answer any question, each unanswered question
substantially lessens the accuracy of the final data.
Answers to the most frequently asked survey questions are on the reverse side of this letter.
If you would like further information, contact the Census Bureau by writing or calling the
following office:
REGIONAL DIRECTOR
US CENSUS BUREAU
100 S INDEPENDENCE MALL W #410
PHILADELPHIA PA 19106-2320
Telephone: 1–800–262–4236
Thank you for your cooperation. The Census Bureau appreciates your help.
Sincerely,

John H. Thompson
Director

census.gov

NCVS-573(L)

Attachment 9:
SCS brochure for parents in English

Some findings from the 2013 SCS
include:
• About 22 percent of students ages 12–18
reported that they were bullied at school.
• About 7 percent of students ages 12–18
reported being cyber-bullied anywhere.
• The percentage of students bullied at
school who reported notifying an adult
(39 percent) was higher than the percentage
of students cyber-bullied anywhere who
reported notifying an adult (23 percent).
• About 33 percent of students who reported
bullying problems at school indicated that this
occurred at least once or twice a month.
• About 12 percent of students reported that
gangs were present at their school.
• About 3 percent of students ages 12–18
reported that they were victims of any crime
at school.
• About 2 percent of students ages 12–18
reported that they were victims of theft
at school.

Your
Child’s
Child’s
Experiences
at School
National Center for Education Statistics
Institute of Education Sciences
550 12th Street SW
Washington, DC 20202
nces.ed.gov
202-403-5551

Publications
The NCES publishes a wide variety of reports on
crime and safety in schools, including the Crime,
Violence, Discipline, and Safety in U.S. Public
Schools and Indicators of School Crime and
Safety. To learn more about these reports or the
SCS, please visit http:/nces.ed.gov/programs/crime.

Resources
• www.StopBullying.gov
• Suicide Prevention Lifeline
1-800-273-TALK (1-800-273-8255)
• Child Help USA National Child
Abuse Hotline
1-800-4-A-CHILD (1-800-422-4453)
• www.victimsofcrime.org/help-for-crimevictims/

The School Crime Supplement
(SCS) to the
National Crime Victimization
Survey for Students in
Grades 6 Through 12
Coming soon:
Your child will be contacted to complete the
survey between January and June 2017.

NCES 2016-132
U.S. DEPARTMENT OF EDUCATION

The School Crime Supplement (SCS) is a national survey that asks students in
grades 6 through 12 about experiences they had in school.
What is the purpose of this survey?

Who sponsors this survey?

The survey will collect information about
school-related crimes on a national level,
including crime and safety in schools and how
it affects students.

The National Center for Education Statistics
(NCES) and Bureau of Justice Statistics (BJS)
sponsor the SCS. The U.S. Census Bureau
collects data for the SCS.

Why is my child being asked to
complete this survey?

How often is this survey conducted?

Your household is one of the more than
50,000 households selected to participate
in the National Crime Victimization Survey
(NCVS). All students in grades 6 through 12 in
households selected for the NCVS are asked to
complete the 2017 School Crime Supplement
(SCS). Your child’s responses will represent the
opinions and experiences of hundreds of other
students who were not selected for the SCS.

What is the benefit of my child
answering the survey?
Your child’s answers will provide valuable
information that contributes to making schools
safer around the country. It will help people
make decisions about how to prevent and
reduce crime in schools.

The SCS is conducted every two years with the
NCVS. Your child is being asked to participate
in the 2017 SCS.

What will you ask my child?

Will anyone find out what my child’s
answers are?
No, your child’s answers to the survey are
confidential. Information about specific
individuals will not be revealed and the SCS
findings are released ONLY as statistical
summaries. Names will never be associated
with answers. Only Census Bureau employees
sworn to preserve this confidentiality may
see the completed questionnaires, and
respondents’ confidentiality is assured.

We will ask your child questions about his or
her school, including:

Does my child have to complete this
survey?

• perceptions of practices that the school uses
to prevent school-related crimes;
• perceptions of rules and equity at school;
• the availability of drugs, alcohol, and
weapons at school;
• the presence of gangs at school;
• whether he or she has been victimized at
school or bullied; and
• participation in extracurricular activities.

No, this survey is voluntary. There are no
penalties for not participating, but we hope
that your child will respond. Your child’s
responses will represent the opinions and
experiences of hundreds of other students who
were not selected for the SCS.

Who uses the information from
this survey?
The U.S. Department of Education and the
U.S. Department of Justice use information
from the SCS to help develop the Indicators of
School Crime and Safety. People who use this
information include legislators; policymakers;
academic researchers; and practitioners at the
federal, state, and local government levels.

Attachment 10:
SCS brochure for students in English

Publications
The NCES publishes a wide variety of
reports on crime in schools, including
Crime, Violence, Discipline, and Safety
in U.S. Public Schools and Indicators of
School Crime and Safety. To learn more
about these reports or the SCS, please
visit http://nces.ed.gov/programs/crime.

Useful Information
•

www.StopBullying.gov

•

Suicide Prevention Lifeline
1-800-273-TALK (1-800-273-8255)

•

Child Help USA National Child
Abuse Hotline
1-800-4-A-CHILD (1-800-422-4453)

•

www.victimsofcrime.org/help-for-crimevictims/

The School Crime
Supplement (SCS) to the
National Crime Victimization
Survey for Students in
Grades 6 Through 12

National Center for Education Statistics
Institute of Education Sciences
550 12th Street SW
Washington, DC 20202
nces.ed.gov
202-403-5551

NCES 2016-134
U.S. DEPARTMENT OF EDUCATION

The School Crime
Supplement (SCS) is a
national survey that asks
students in grades 6 through
12 about experiences they
have in school.

Do I have to
take the survey?
No, the survey is voluntary
and there are no penalties
for not participating, but we
hope that you will respond.

Why are my
answers to the
survey important?
Your answers will help school
administrators and others
interested in school crime make
important decisions about how
to keep schools safe.

What will the
survey ask me?
We will ask you about fighting, bullying,
weapons, drugs, and gangs at your
school, among other things.

Why am I being asked to
complete this survey?
Your household was one of more than 50,000
households selected to participate in the National Crime
Victimization Survey. We’re asking all students in grades
6 through 12 in those households to complete the SCS.
We will collect data about crime in schools and how it
affects students.

Will anyone find out
what my answers are?
Your answers will not be
shared with your parents,
teacher, or school. Your name
will not appear in any report.

Stay tuned!
You will be contacted to complete the survey between January and June 2017.

Attachment 11:
SCS brochure for parents in Spanish

Estas son algunas de los resultados del
SCS del 2013:
• Alrededor del 22% de los estudiantes entre las
edades de 12 y 18 años informaron haber sido
objeto de acoso escolar (“bullying”).
• Alrededor del 7% de los estudiantes entre las
edades de 12 y 18 años informaron haber sido
objeto de acoso a través de Internet dentro o
fuera de la escuela.
• El porcentaje de estudiantes víctimas del acoso
escolar en la escuela que informaron que se lo
habían contado a un adulto (39%) fue superior
al porcentaje de estudiantes víctimas de acoso
a través de Internet dentro o fuera de la escuela
que informaron que se lo habían contado a un
adulto (23%).
• Alrededor del 33% de los estudiantes que
informaron sobre problemas de acoso en la
escuela indicaron que estos ocurrían al menos
una o dos veces al mes.
• Alrededor del 12% de los estudiantes indicaron
la presencia de pandillas en su escuela.
• Alrededor del 3% de los estudiantes entre las
edades de 12 y 18 años informaron que fueron
víctimas de algún delito en la escuela.
• Alrededor del 2% de los estudiantes entre las
edades de 12 y 18 años informaron que fueron
víctimas de robos en la escuela.

Publicaciones
El NCES publica una amplia variedad de informes
sobre criminalidad y seguridad en las escuelas,
entre los que se encuentran Delitos, violencia,
disciplina y seguridad en las escuelas públicas en
los Estados Unidos e Indicadores de criminalidad
y seguridad en las escuelas. Para conocer más
acerca de estos informes o sobre el SCS, visite
http:/nces.ed.gov/programs/crime.

Recursos
• espanol.stopbullying.gov/
• Red de Prevención del Suicidio
(Suicide Prevention Lifeline)
1-888-628-9454
• Línea Directa Nacional de ChildHelp USA
para casos de maltrato infantile
(ChildHelp USA National Child Abuse
Hotline) 1-800-4-A-CHILD (1-800-422-4453)
• www.victimsofcrime.org/help-for-crimevictims/

Child’s
Experiencias
de su hijo
en la escuela

El Centro Nacional para Estadísticas
de la Educación
Instituto de Ciencias de la Educación
550 12th Street SW
Washington, DC 20202
nces.ed.gov
202-403-5551

Suplemento sobre Delitos Escolares
de la Encuesta Nacional de Víctimas de
Delitos para los estudiantes
de 6.º a 12.º grado

Próximamente:
Su hijo recibirá la invitación para completar la
encuesta entre enero y junio del 2017.

NCES 2016-133
U.S. DEPARTMENT OF EDUCATION

El Suplemento sobre Delitos Escolares (School Crime Supplement, SCS)
es una encuesta nacional en la que se les pregunta a estudiantes de 6.º a 12.º
grado sobre sus experiencias en la escuela.
¿Cuál es el propósito de esta
encuesta?
La encuesta recopilará información a nivel
nacional sobre los delitos en las escuelas,
incluyendo la criminalidad y la seguridad en las
escuelas, y cómo estas afectan a los estudiantes.

¿Por qué se le pide a mi hijo que
conteste esta encuesta?
Su hogar es uno de los más de 50,000 hogares
seleccionados para participar en la Encuesta
Nacional de Víctimas de Delitos (National
Crime Victimization Survey, NCVS). A todos
los estudiantes de los grados entre 6 y 12
provenientes de hogares seleccionados para la
NCVS se les pedirá que llenen el Suplemento
sobre Delitos Escolares de 2017 (SCS). Las
respuestas de su hijo representarán las opiniones
y las experiencias de cientos de estudiantes que
no fueron seleccionados para el SCS.

¿Cuál será el beneficio si mi hijo
contesta la encuesta?
Las respuestas de su hijo aportarán información
valiosa que contribuirá a hacer que las
escuelas sean más seguras en todo el país.
Esa información ayudará a las personas
tomar decisiones para prevenir y reducir la
criminalidad en las escuelas.

¿Quién auspicia esta encuesta?
El Centro Nacional para Estadísticas de la
Educación (NCES) y la Oficina de Estadísticas
de Justicia (BJS) auspician el SCS. La Oficina del
Censo de los EE. UU. recopila datos para el SCS.

¿Con qué frecuencia se realiza esta
encuesta?
El SCS se realiza cada dos años al mismo tiempo
que la NCVS. A su hijo se le pedirá que conteste
el SCS del 2017.

¿Qué tipo de preguntas le harán a
mi hijo?

¿Sabrá alguien cuáles son las
respuestas de mi hijo?
No, las respuestas a la encuesta que su hijo
proporciona son confidenciales. No se revelarán
los datos de los participantes individuales y los
resultados del SCS se publicarán ÚNICAMENTE
en forma de resúmenes estadísticos. En ningún
momento se asociarán los nombres con las
respuestas. Solo los empleados de la Oficina
del Censo que han prestado juramento de
proteger esta confidencialidad podrán ver los
cuestionarios completados y se garantizará la
confidencialidad del encuestado.

Se le harán preguntas sobre su escuela, incluso
aspectos tales como:

¿Está mi hijo obligado a completar
la encuesta?

• sus percepciones sobre lo que hace su
escuela para prevenir delitos escolares;
• sus percepciones sobre las reglas y la
equidad en la escuela;
• la disponibilidad de drogas, alcohol y armas
en la escuela;
• la presencia de pandillas en la escuela;
• si ha sido víctima de un delito o de acoso
escolar y
• su participación en actividades
extracurriculares.

No, esta encuesta es voluntaria. No se aplicará
ninguna sanción por no participar en ella, pero
esperamos que su hijo la complete.

¿Quién usa la información que se
recopila con esta encuesta?
El Departamento de Educación y el
Departamento de Justicia de los Estados Unidos
la usan para ayudar a producir los Indicadores
de criminalidad y seguridad en las escuelas.
Entre las personas que usan esta información
se encuentran legisladores responsables de
formular políticas, investigadores académicos y
profesionales a nivel federal, estatal y local.

Attachment 12:
SCS brochure for students in Spanish

Publicaciones
El NCES publica una amplia variedad
de informes sobre los delitos escolares
entre los que se encuentran Delitos,
violencia, disciplina y seguridad en las
escuelas públicas en los Estados Unidos e
Indicadores de criminalidad y seguridad en
las escuelas. Para conocer más acerca
de estos informes o sobre el SCS, visita
http://nces.ed.gov/programs/crime.

Información útil
•

espanol.stopbullying.gov/

•

Red de Prevención del Suicidio
(Suicide Prevention Lifeline)
1-888-628-9454)

•

Línea Directa Nacional de ChildHelp
USA para casos de maltrato infantil
(ChildHelp USA National Child
Abuse Hotline) 1-800-4-A-CHILD
(1-800-422-4453)

•

www.victimsofcrime.org/help-for-crimevictims/

Cuéntanos
tus

experiencias
en la

escuela
Suplemento sobre Delitos
Escolares de la Encuesta
Nacional de Víctimas de
Delitos para los estudiantes
de 6.º a 12.º grado

El Centro Nacional para Estadísticas de la Educación
Instituto de Ciencias de la Educación
550 12th Street SW
Washington, DC 20202
nces.ed.gov
202-403-5551

NCES 2016-135
U.S. DEPARTMENT OF EDUCATION

El Suplemento sobre Delitos
Escolares (School Crime
Supplement, SCS) es una
encuesta nacional en la que
se les pregunta a estudiantes
de 6.º a 12.º grado sobre sus
experiencias en la escuela.

¿Estoy obligada
a contestar
la encuesta?
No, la encuesta es voluntaria y
no se aplicará ninguna sanción
por no participar en ella, pero
esperamos que la contestes.

¿Por qué son
importantes mis
respuestas a esta
encuesta?
Sus respuestas ayudarán a los
administradores escolares y a otras
personas interesadas en el tema de los
delitos escolares a tomar decisiones
importantes para hacer que las escuelas
sean lugares seguros.

¿Qué preguntas me
harán en la encuesta?
Las preguntas serán sobre las peleas, el
acoso escolar (”bullying”), las armas, las
drogas y las pandillas en tu escuela, entre
otras cosas.

¿Por qué me están
pidiendo a mí que
complete esta encuesta?
Tu hogar fue uno de los más de 50,000 hogares
seleccionados para participar en la Encuesta Nacional de
Víctimas de Delitos (National Crime Victimization Survey).
Estamos pidiendo a todos los estudiantes de los grados
entre 6 y 12 de esos hogares que contesten el SCS. Vamos
a recopilar datos sobre los delitos en las escuelas y cómo
afectan a los estudiantes.

¿Sabrá alguien cuáles
son mis respuestas?
Tus respuestas no se compartirán
con tus padres, con tu maestro o
maestra ni con la escuela. Tu
nombre no aparecerá en ningún
informe.

¡No lo olvides!
Entre enero y junio del 2017, se comunicarán contigo para que respondas a la encuesta.

Attachment 13:
Nonresponse Bias Report for the 2015 School Crime Supplement to the National Crime Victimization
Survey

Attachment 14:
2017 National Crime Victimization Survey School Crime Supplement Cognitive Pretesting Protocols

COGNITIVE PRETESTING OF THE
SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

PROTOCOLS

2017 SCS to the NCVS
Round 1 Cognitive Interview Protocol

5/9/2016
2

Cognitive Testing of NCVS SCS
PARTICIPANT ID #: _________________________

DATE: ____ / ____ / 2016

INTERVIEWER’S NAME:_________________________________________________
START TIME: ______: ______

AM / PM

Hello, my name is ______ and I work for the Census Bureau. It’s nice to meet you and thank you very much for helping us out
today.
IF NECESSARY, CREATE SMALL TALK TO BUILD RAPPORT WITH THE STUDENT BY ASKING A QUESTION, SUCH AS:
 What is your favorite subject in school? RESPOND ACCORDINGLY (e.g., if the student responds with “science,” ask them
what they are studying in their science class).
Section 1: (If applicable) Observers:
Before we get started let me mention that there are some observers watching the interview in another room. They are only
watching to get an idea of how the questions in the survey we are going to talk about are working.
Section 2: Information about today’s survey
Let me start by telling you a little bit about what we're doing here. The Census Bureau conducts many surveys in addition to the
head count every 10 years. Since so many agencies rely on data from the Census Bureau, it is extremely important that this
information be as accurate as possible.
In order to help us improve our surveys, we turn to people like you to find out if our questions make sense and are easy to
understand and answer. The survey we'll talk about today is sponsored by the National Center for Education Statistics, which is
part of the U.S. Department of Education, who recently made some changes to their questionnaire. The research we’re doing
today will help us figure out if those changes are working for students like you, and it will help us improve the accuracy of our
data.
I'm going to go through the questionnaire like a real interview, but I'm mainly interested in your reactions to the questions. So
after we go through some of the questions, I'll stop and ask you some follow up questions about the survey questions you
answered. For example, I might reread a question from the survey, and ask you what certain words or phrases in the question
mean to you, or what you were thinking about when you were answering. There are no right or wrong answers, we just want to
know your thoughts and reactions to the questions to help us make them better so that other students like you can easily
understand them.
The things we will talk about in the interview today will only be used in our research to help us improve the survey. Your name
will not be attached to anything you say. Direct quotes may be used in research papers and professional presentations, but your
name and any names you might mention today will never be used in our reports and presentations. Your participation in this
study is completely voluntary. You can refuse to answer or skip over any particular questions. If at any time you decide you do
not want to go on, that is your choice and you may stop. Please feel free to ask me any questions at anytime. I may not be able
to answer every question you have, but I will try.

Section 3: Taping:
I'd like to ask for your permission to audio tape the session today. The main reason we tape these interviews is so that we don't
have to rely on notes or our memories later. This allows me to concentrate on what you're saying during the interview. What you
say on the tape may be used only for research purposes and cannot be told to anybody else not working on this project except
as required by law (20 U.S.C., § 9573).
Do you have any questions about the recording?
AFTER ANSWERING QUESTIONS AND GIVING FURTHER EXPLANATION, CONTINUE. IF THE PARTICIPANT IS NO
LONGER INETERESTED IN PARTICIPATING, THANK THE PARTICIPANT FOR HIS/HER TIME AND END THE INTERVIEW.

Section 4: Informed Consent
[If student is under 18]:
Your parent signed a form giving you permission to participate today. I am going to tell you about what was in that document.
The document that your parent signed explains the purpose of the study and how we will protect your information. In addition to
what I have just mentioned about never sharing your name or any names you say during the interview, I would like to draw your
attention to the fact that:
•
•
•
•

Your participation is voluntary and you may stop the interview at any time
You can refuse to answer any of the questions asked or take a break at any time
Your responses in this study may be used only for research purposes and will not be disclosed, or used, in identifiable
form for any other purpose, except as required by law. (20 U.S.C. § 9573)
As stated in the form, we would like to record this interview to assist in our ability to write a report summarizing the
interview.

[If student is 18]:
Before we start, I’m going to give you a written consent form.
HAND 1 COPY OF THE INFORMED CONSENT DOCUMENT TO THE PARTICIPANT
This document explains the purpose of the study and how we will protect your information. In addition to what I have just
mentioned about never sharing your name or any names you say during the interview, I would like to draw your attention to the
fact that:
•
•
•
•

Thank you for signing the consent form. I will also sign this form to show that I agree to everything in the form. At the end of the
interview, I’ll be sure to give you a copy for you to take with you.
1. ASK PARTICIPANT IF (S)HE HAS ANY QUESTIONS ABOUT THE CONSENT FORM.
2. IF PARTICIPANT AGREES, OBTAIN THE RESPONDENT’S SIGNATURE TO PROCEED ON ONE COPY OF THE
FORM; INTERVIEWER SHOULD ALSO SIGN THE FORM AT THIS TIME.
3. MAKE SURE RESPONDENT TAKES ONE COPY WITH THEM WHEN THE INTERVIEW IS OVER AT THE END OF
THE INTERVIEW.

[All students]:
Are you comfortable with me recording this interview?
IF PARTICIPANT PROVIDES CONSENT TO HAVE THE SESSION AUDIO-TAPED:
I’m going to turn on the recorder now, and once it is on, I’m going to ask for your permission to record today, and then we will get
started.
TURN ON TAPE RECORDER, ASK FOR PERMISSION TO RECORD ON THE TAPE, AND BEGIN THE INTERVIEW.
OK, let’s begin.
INTERVIEWER INSTRUCTIONS:
NOTE ANY CONFUSION OR DIFFICULTIES RESPONDENTS HAVE WITH THE QUESTIONS.
RETROSPECTIVE PROBING (R=respondent):
IF YOU NOTICED R HAVING COGNITIVE DIFFICULTY ANSWERING ANY OF THE QUESTIONS YOU ARE PROBING ON,
MAKE SURE TO PROBE ON R’S DIFFICULTY WITH THE QUESTION. GO THROUGH THE SURVEY WITHOUT PROBING
UNTIL YOU GET TO QUESTION 34. GO THROUGH THE RETROSPECTIVE PROBES WITH R. BE SURE TO PROBE ON
ANY OF THE RESPONDENT’S APPARENT DIFFICULTY OR HESITATION. AFTER ALL PROBES, CONTINUE THE SURVEY
AT QUESTION 35, FOLLOWED BY THE DEBRIEFING QUESTIONS.

ASK OF ALL PEOPLE AGES 12-18

FORM

SCS-1

Economics and Statistics Administration

U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
SCHOOL CRIME SUPPLEMENT
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2017

Control number
Survey Code PSU Frame Code Sample Designation/Suffix Sequence # HH # Time of
Interview

Line No.



Age

002 

003 

005

C. Type of SCS Interview
1
2
3
4
5

Name

D. Reason for SCS noninterview

FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.

004

QUESTIONNAIRE

B. Respondent

A. FR Code
001

U.S. DEPARTMENT OF COMMERCE

Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D

SKIP to END

E. SCREEN QUESTIONS FOR SUPPLEMENT
E_ATTENDSCHOOL

1a.

Did you attend school at any time this school year?
_________________________________________

E_HOMESCHOOL

1b.

During that time, were you ever homeschooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
_________________________________________

092

1  Yes - SKIP to END
2  No
___________________________________________

Was all of your schooling this school year
homeschooling?
____________________________________________

007

E_DIFFSCHOOL_ATTENDED

1d.

1  Yes
2  No - SKIP to Q1d

____________________________________________

E_ALLHOMESCHOOL

1c.

1  Yes
2  No - SKIP to END
_____________________________________________
006

185SCS 1  One school
2  Two schools
3  Three or more schools

How many different schools have you
attended this school year?
Include your homeschooling as one school.
(only asked if student answered “yes” to being
homeschooled)

E_WHATGRADE

2b.

008

What grade are you in?

0  Fifth or under - SKIP to END
1
2
3
4
5
6
7
8

E_WHATGRADEOTHER

Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify

SKIP to INTRO_2

9  College/GED/Post-graduate/
Other noneligible - SKIP to END
INTRO_2

INTERVIEWER - Read introduction if R was homeschooled part of the year (Q1b = “Yes” and Q1c = “No”); ELSE skip to Q6
The following questions pertain only to your attendance at a public or private school and not to being homeschooled.
6.

Grades:

What grades are taught in your school?
Pre-K or Kindergarten

00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30

020

 (lowest) F_GRADES_LOW
TO

021

H.S. Senior
Post-graduate
All ungraded
All Special Education

 (highest) F_GRADES_HIGH

10. The next questions are about security measures that
some schools take.

Yes

Does your school have:

F_SAFETY_POLICE

a. Security guards or assigned police officers?

F_SAFETY_ METAL_DETECTORS

F_SAFETY_DOORS_LOCKED

d. Locked entrance or exit doors during the day?

029

1

2

3 

030

1

2

3 

1

2

3 

1

2

3 

1

2

3

1

2

3 

1

2

3 

1

2

3 

Yes

Don’t know

167

1

2

3

156

1
2
3
4

A requirement that visitors sign in AND wear
visitor badges or stickers?

032

F_SAFETY_LOCKER_CHECKS

Locker checks?

033

F_SAFETY_STUDENT_ID

g. A requirement that students wear badges or
picture identification?

094

F_SAFETY_CAMERAS

h. One or more security cameras to monitor
the school?

095

F_SAFETY_CODE_OF_CONDUCT

3 

031

F_SAFETY_SIGN_IN

2

b. Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?

1

028

F_SAFETY HALLSTAFF

A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?

096

F_REPORT

11.

If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?

F_DISTRACTED

12.

Don’t know School does not
have lockers

In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?

(READ CATEGORIES.)

Never
Almost never
Sometimes
Most of the time

4 

13.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

F_RULES_FAIR

The school rules are fair.

F_PUNISHMENT_SAME

The punishment for breaking school rules is the
same no matter who you are.

F_RULES_ENFORCED

The school rules are strictly enforced.
(Strictly enforced rules means that the school
consistently carries out disciplinary actions against
any students who break school rules.)

Strongly
Agree

Agree

Strongly
Disagree Disagree

035

1

2

3

4

036

1

2

3

4

037

1

2

3

4

038

1

2

3

4

127

1

2

3

4

F_PUNISHMENT_KNOWN

d. If a school rule is broken, students know what
kind of punishment will follow.

F_TEACHERS_RESPECT

e. Teachers treat students with respect.

14.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

Strongly
Agree
Agree

Disagree

Strongly
Disagree

There is a TEACHER or other ADULT at school who…

F_ADULT_REALLYCARES

173SCS 1 

2

3

4

Listens to you when you have something to
say.

175SCS 1 

2

3

4

Tells you when you do a good job.

176SCS 1 

2

3

4

Disagree

Strongly
Disagree

Really cares about you.

F_ADULT_LISTENS

F_ADULT_GOOD_JOB

c.
15.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

Strongly
Agree
Agree

There is a STUDENT at school who…

186SCS 1 

Really cares about you.

187SCS 1 

Listens to you when you have something to say.

188SCS 1 

Believes that you will be a success.

F_STUDENT_REALLYCARES

2

3

4

2

3

4

2

3

4

F_STUDENT_LISTENS

F_STUDENT_SUCCESS

18.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

Strongly
Agree
Agree

Disagree

Strongly
Disagree

F_SAFE_IN_SCHOOL

You feel safe in your school
SCS_INTRO 3

189SCS 1 

2

3

4

19.

The following question refers to the availability of
drugs and alcohol at your school.

Yes

040

1

2

041

1

2

159

1

2

209SCS

1

2

Is it possible for students at your school to get…
F_ ALCOHOL

a. Alcoholic beverages?
F_MARIJUANA

b. Marijuana, also known as pot, weed or mary jane?
F_PRESCRIPTION_DRUGS

c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin, or
Adderall?
F_OTHER_ILLEGAL

d. Other illegal drugs, such as cocaine, uppers,
or heroin?

G. FIGHTING, BULLYING AND HATE BEHAVIORS
G_FIGHT_AT_SCHOOL

21a.

103

During this school year, have you been in one or
more physical fights at school?

G_FIGHT_HOW_OFTEN

21b.

104

During this school year, how many times have you
been in a physical fight at school?

1  Yes
2  No - SKIP to Q22

 (Number of times)

22.

G_BULLY_MADE_FUN

a. Made fun of you, called you names, or insulted
you, in a hurtful way?
b. Spread rumors about you or tried to make others
dislike you?

G_BULLY_RUMOR

Yes

134

1

2

135

1

2

G_BULLY_THREAT

c. Threatened you with harm?

136

1

2

d. Pushed you, shoved you, tripped you, or spit on
you?

137

1

2

e. Tried to make you do things you did not want to
do, for example, give them money or other
things?

138

1

2

139

1

2

140

1

2  If all categories a-g are
marked “No” SKIP to
Q32

G_BULLY_CONTACT
G_BULLY_COERCED

G_BULLY_EXCLUDED

Excluded you from activities on purpose?

G_BULLY_DESTROYED_PROP

Destroyed your property on purpose?

23.

Thinking about the [time/times] you were bullied this
school year, did more than one person do these
things to you?

1  Yes
2  No - SKIP to: Q25

24.

Did these people act alone or together as a team?

1  Alone
2  Together
3  Don’t know

G_BULLY_MORE_POWER

25.

1

2

1

2

[Did this person/ Did any of these people/ Did anyone
in the group] have more money than you?

1

2

d. [Did this person/ Did any of these people/ Did anyone
in the group] have more power than you in another
way?

1

2

a. [Was this person/ Were any of these people/ Was
anyone in the group] physically bigger or stronger
than you?
b. [Was this person/ Were any of these people/ Was
anyone in the group] more popular than you?
c.

G_BULLY_HOW_OFTEN

26.

142

During this school year, how often were you
bullied?

1  Once or twice this school year
2  Once or twice a month - SKIP to: Q28
3  Once or twice a week, or - SKIP to: Q28
4  Almost every day - SKIP to: Q28

(READ CATEGORIES 1-4.)

G_BULLY_OVER_AND_OVER

27.

Did you think the bullying would happen over and
over?

G_BULLY_WHERE1 through G_BULLY_WHERE8

28.

Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …
(READ CATEGORIES) Mark (X) all that apply

G_BULLY_WHERE_SPECIFY

Where is the other place where bullying occurred?

G_BULLY_ADULT_TOLD

29.

Did you tell a teacher or some other adult at school
about being bullied?

1  Yes
2  No

147

1  Yes
2  No

30.

Not
at all

This school year, how much has bullying had a
NEGATIVE effect on:
(READ ANSWER CATEGORIES)

G_SCHOOL_WORK

1 2 3 4 

197SCS

1 2 3 4 

How you feel about YOURSELF.

198SCS

1 2 3 4 

YOUR physical health for example, caused
injuries, gave you headaches or stomach
aches.

199SCS

1 2 3 4 

YOUR school work.

YOUR relationships with friends or family.

G_ABOUT_YOURSELF

G_PHYSICAL_HEALTH

When you were bullied in school this year, did
you ever think it was related to ...

Yes

1

2

201SCS

1

2

202SCS

1

2

203SCS

1

2

204SCS

1

2

205SCS


1

2

206SCS

1

2

G_BULLY_RACE

YOUR race?

200SCS

G_BULLY_RELIGION

YOUR religion?

G_BULLY_ETHNIC_ORIGIN

YOUR ethnic background or national origin
- for example, people of Hispanic origin?

G_BULLYING_DISABILITY

Any disability you may have – such as
physical, mental, or developmental
disabilities?

G_BULLYING_GENDER

YOUR gender?

YOUR sexual orientation - by this we mean gay,
lesbian, bisexual, or straight?

G_BULLYING_ORIENTATION
G_BULLYING_APPEARANCE

YOUR physical appearance?
.



G_HATE

32.

A lot

196SCS

G_RELATION_FRIEND_FAMILY

31.

Not very Somewhat
much

065

1  Yes
2  No - SKIP to Q34

33.

Yes

Don’t know

107SCS

1

2

3

108SCS

1

2

3

109SCS

1

2

3

110SCS

1

2

3

111SCS

1

2

3

112SCS

1

2

3

Were any of the hate-related words related to ...

G_HATE_RACE

Your race?

G_HATE_RELIGION

Your religion?

G_HATE_ETHNICITY

Your ethnic background or national origin- for
example, people of Hispanic origin?

G_HATE_DISABILITY

Any disability you may have – such as physical,
mental, or developmental disabilities?

G_HATE_GENDER

Your gender?

G_HATE_SEXUAL_ORIENTATION

Your sexual orientation – by this we mean gay,
lesbian, bisexual or straight?

G_HATE_WORDS

34.

During this school year, have you seen any
hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or
on the outside of your school building?

066

1  Yes
2  No

Probes (Q22):
Now I have a few questions about some of the items you just answered.
Earlier I asked you this question: [HAND R THE SINGLE PAGE OF Q22 TO REFERENCE, R WILL
REFERENCE THIS THROUGH THE INTERVIEW, SO DON’T TAKE IT BACK]
If any Q22 a – g = yes:
When I asked you if any student had bullied you and read a list of things bullies might do,
you said yes to items _______ [SAY WHICH LETTERS R SAID YES TO, DO NOT READ BEHAVIORS. Ex –
“you said yes to items b and d”].
a. Can you tell me about what happened?

If Q22 = no to all:
When I asked you if any student had bullied you and read a list of things bullies might do,
you said no to all items.
b. Did any of those things happen to you that you didn’t count as bullying? Can you tell me
more about why you didn’t include them here?
c. Did other students do any other things that made you feel bad or were hurtful to you?
Can you tell me more about that?
d. [If applicable] Do you think those things they did count as bullying? (Why or Why not?)
All respondents:
e. Can you tell me, in your own words, what it means to be bullied?

What kinds of behavior do you think count as bullying? (Why?)

g. Are there other examples of bullying that we didn’t ask about?

IF R SAID NO TO ALL ITEMS IN Q22, SKIP TO: PROBES (Q25).

Probes (Q24): (skipped if Q23 = no)
Interviewer note: We want to know if they experienced multiple isolated incidents by different
people, or if the same person did multiple things.

Now let’s think about this question: “Did these people act alone or together as a team?”
If Q24 = Alone:
a. Can you tell me why you answered the way you did?
b. How many different people bullied you?
c. Did any of these people do more than one thing or do the same thing more than once?

d. (If necessary) Can you tell me which people did the different things to bully you?

e. Even though these people acted alone, do you think that some of the things that
different people did to you were related in some way? Can you tell me more about that?

If Q24 = Together or DK:
f. Can you tell me why you answered the way you did?
g. (If necessary) Can you tell me more about the people who bullied you in each incident?

All respondents:
h. (If necessary) What bullying incidents were you thinking of when you were answering this
question?

Probes (Q25):
If any in Q22 = yes: Earlier I asked you about whether [the person was/ the people were
/anyone in the group was] bigger, stronger, more popular, had more money, or had more power
than you in some other way. Here are those questions for you to look at when I ask the next
questions. [HAND R PAGE WITH Q25 WITH APPROPRIATE FILLS]
If all in Q22 = no: Now I am
had been bullied. You do not
going to ask you some follow
questions for you to look at
Q25 WITH GROUP FILLS.

going to read you some questions you would have been asked if you
have to answer the questions. Instead, after I read them, I am
up questions to get your thoughts and opinions. Here are those
while I read them and ask follow up questions. HAND R PAGE WITH

If any in Q25a-c = yes:
[ASK PROBES A & B FOR EACH YES IN Q25A-C, THEN ASK PROBE C]
a. You said yes to __. Can you tell me more about that?

b. Did the fact that they [were bigger/ were more popular/ had more money] than you make
you feel like they were bullying you when they did the things you told me about? (Why or
why not?)

(REPEAT 1 & 2 FOR EACH YES BEFORE ASKING 3)
c. Which bullying incidents were you thinking of when you were answering these questions
[POINT TO Q25 HANDOUT]?

If Q25d = yes:
d. You said yes to Q25d. In what other way did they have more power than you?

All respondents:
e. One question asks “[Did this person/ Did any of these people/ Did anyone in the group]
have more money than you?” What does the phrase “have more money than you” mean to you
in this question?

Another question asks “[Did this person/ Did any of these people/ Did anyone in the
group] have more power than you in another way?” What does the phrase “have more power
than you” mean to you in this question?

g. We gave three examples of having more power – being bigger or stronger, being more
popular, or having more money. Do you agree or disagree that these are ways bullies
have more power over someone? Why or why not? Can you think of other ways a bully can
have more power over someone?

h. If two students are about the same size, are just as strong, equally popular, and have
about the same amount of money, but one student is older than the other one, does the
older student have more power than the younger student? What about if one student was in
a higher grade than the other student, does the student in the higher grade have more
power?

If a group of students are working together to bully a student named Mark, do you think
they would have more power over Mark? (IF yes): Is this true even if none of the
students in the group are bigger, stronger, more popular, or have more money than Mark?
(Why or why not?)

Do you think that if 2 students have about the same power that one of them could bully
the other? (Why or why not?)

k. Do you think that if one student is smaller than another student (s)he could bully the
other student who is bigger? (Why or why not?)

What about a less popular student, could they bully a student who is more popular? (Why
or why not?)

m. What about a student with less money, could they bully a student with more money? (Why
or why not?)
Interviewer note: We want to determine if respondent believes that given all else equal, the
outnumbering of students is considering having power.

IF R SAID NO TO ALL ITEMS IN Q22, SKIP TO: PROBES (Q28).

Probes (Q26):
Interviewer note: We want to know the frequency and pattern to see if these categories work
for most cases. For example, if they were bullied twice a week for a month and then it
stopped, how do they respond? Do they have trouble answering this question?
ALTERNATE Q26:
Now I am going to read you another question that I’d like you to answer.
During this school year, how many times were you bullied?
1  One time
2  Two times
3  Three to ten times
4  More than ten times
a. Can you tell me why you answered the way you did?
b. (If necessary) Was it easy or difficult for you to come up with your answer to this
question? Why?
c. (If necessary) What incident(s) were you thinking of when you answered this question?
Now I have another question I’d like you to answer.
During this school year, how many days were you bullied?
1  One day
2  Two days
3  Three to ten days
4  More than ten days
d. Can you tell me why you answered the way you did?
e. (If necessary) Was it easy or difficult for you to come up with your answer to this
question? Why?
f.

(If necessary) What incident(s) were you thinking of when you answered this question?

Earlier I asked you, “During this school year, how often were you bullied?” The options were
“Once or twice this school year,” “Once or twice a month,” “Once or twice a week,” or “Almost
every day.” You answered ______.
g. Can you tell me why you answered the way you did?
h. How long did the bullying go on? When did it start? When did it stop?
i.

When you answered this question, which parts of that time were you thinking of?

(If necessary) Was it easy or difficult for you to come up with your answer to this
question? Why?

k. [HAND R PAGE WITH 3 VERSIONS OF Q26 AND A PEN] Please take a minute to read the
following situation. After you finish reading it, I’d like you to pretend that you are
Mark and answer all 3 questions how you think Mark would answer them. There are no right
or wrong answers. [WAIT FOR R TO ANSWER THEM] Can you tell me why you answered the way
you did for A? What about B? What about C?
l.

Which of these question makes more sense, if any? Why do you think that?

m. Is one of these questions easier to answer than the others? Why or why not?

Probes (Q27):
[If Q26 = “once or twice this school year]:
Now I’d like to ask you about another question I asked earlier - “Did you think the bullying
would happen over and over?”
a. Can you tell me why you answered the way you did? (If necessary) What does “over and
over” mean to you?

b. IF NO: Can you give me an example of a situation where a student does something hurtful
to another student only one time, but something about the incident makes them afraid
that it would happen over and over?
c. If someone did something that made you feel bad or was hurtful only one time and it is
not likely to happen again, could it be considered bullying? (Why or why not?)

d. (If necessary) Do you think of bullying as something that is repeated over and over?

Probes (Q28):
If any in Q22= yes: Earlier I asked, (read Q28 below)
If all in Q22 = no: Now I am going to read you another question you would have been asked if
you had been bullied. You do not have to answer the question. After I read it, I am going to
ask you some follow up questions to get your thoughts and opinions.

Q28. “Still thinking about all of the times that you were bullied, where did the bullying
occur?” One of the options I read was “online or by text.”
All respondents:
a. Can you tell me, in your own words, what it means to be bullied online or by text?

b. (If necessary) Were you thinking of social media apps when I asked if the bullying
occurred online or by text?

c. A little earlier I asked whether you were bullied (point to Q22 page if necessary). Were
you thinking of bullying that can happen online or by text when I first asked that
question, or just bullying that happens in person?

d. Did any kind of bullying happen to you online or by text that you did not think about or
didn’t mention when I first asked that question? (Why or why not?)

e. What if a schoolmate bullied you online or by text but it never happened in person at
school – do you think you would say yes or no to “online or by text” since all of the
other answer choices are places at school? Why?

If bullying started at school but then continued online or by text – would you think of
the online or text bullying as being related to school in some way, even though it
didn’t actually happen at your school? (Why or why not?)

IF R SAID NO TO ALL ITEMS IN Q22, SKIP TO: H. AVOIDANCE (Q35)

Probes (Q29):
If no:
When I asked you, “Did you tell a teacher or some other adult at school about being bullied?”
you said no.
a. Can you tell me why you answered the way you did?

b. Did somebody else tell a teacher or some other adult at school about you being bullied?

c. Did you tell a teacher or some other adult at school about any things that other
students did that made you feel bad or were hurtful to you? If necessary: Can you tell
me more about that?

Probes (Q30):
I asked, “This school year, how much has bullying had a NEGATIVE effect on: YOUR school work,
YOUR relationships with friends or family, How you feel about YOURSELF, and YOUR physical
health for example, caused injuries, gave you headaches or stomach aches.”
All respondents:
a. Can you tell me, in your own words, what the phrase “had a negative effect” means to you
in this question?

If “Not at all” to 30a-d:
b. You answered “not at all” to all of the categories. Can you tell me why you answered
the way you did?

If “A lot” to any in 30a-d:
c. You answered “a lot” for item ___. Can you tell me why you answered the way you did?

d. (Repeat for each item R answered “a lot” - if necessary) You also answered “a lot”
for item ___. Can you tell me why you answered the way you did for that one?

Probes (Q31):
If no to all in 31a-g:
When I asked you, “When you were bullied in school this year, did you ever think it was
related to…” your race, your gender, your physical appearance, and so on, you said no to all
categories.
a. Can you tell me why you answered the way you did? I can re-read you all of the
categories if that would be helpful.

b. (If necessary) Did you feel you’d have to be certain that the incident was because you
had one of these characteristics for you to say “yes”? Or do you think you could say
“yes” even if you were not absolutely certain that was the reason you were bullied?

H. AVOIDANCE
35.

During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?

H_AVOID_SHORTCUT

Yes

For example, did you ever stay away from the
shortest route to school, because you thought
someone might attack or harm you?

068

1

2

The entrance into the school?

069

1

2

Any hallways or stairs in school?

070

1

2

Parts of the school cafeteria or lunchroom?

071

1

2

Any school restrooms?

072

1

2

Other places inside the school building?

073

1

2

School parking lot?

074

1

2

Other places on school grounds?

075

1

2

School bus or bus stop?

208SCS

1

2

H_AVOID_ENTRANCE

H_AVOID_HALLWAYS

H_AVOID_CAFETERIA

H_AVOID_RESTROOMS

H_AVOID_OTHER_PLACES
H_AVOID_PARKING_LOT

H_AVOID_OTHER_SCHOOL
H_SCHOOL_BUS_STOP

H_AVOID_ACTIVITIES

36a.

Did you AVOID any activities at your school because
you thought someone might attack or harm you?

H_AVOID_CLASSES

36b.

Did you AVOID any classes because you thought
someone might attack or harm you?

H_STAY_HOME

36c.

076

1  Yes
2  No

077

1  Yes
2  No

078

1  Yes
2  No

Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
I. FEAR

079

1
2
3
4

Never
Almost never
Sometimes
Most of the time

080

1
2
3
4

Never
Almost never
Sometimes
Most of the time

(READ ANSWER CATEGORIES.)
I_AFRAID_ON_BUS

37b.

How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?

(READ ANSWER CATEGORIES)

I_AFRAID_NONSCHOOL

37c.

081

Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?

1
2
3
4

Never
Almost never
Sometimes
Most of the time

(READ ANSWER CATEGORIES)
L. STUDENT CHARACTERISTICS
L_GRADES

42.

116

During this school year, across all subjects have you
gotten mostly (READ CATEGORIES 1-5)

44.

Thinking about the future, do you think you will ...

A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent

Yes

117

1

2  -- END

3

118

1

2

3

L_SCHOOL_AFTER_SCHOOL

a. Attend school after high school, such as a college
or technical school? . . . . . . . . . .

1
2
3
4
5
6

Don't know

L_GRADUATE_4YR

Graduate from a 4-year college? . . . . . . . . . . .

DEBRIEFING QUESTIONS:
[IF R SEEMED UNCOMFORTABLE OR WOULDN’T SAY MUCH WHEN ANSWERING PROBES, PUT DOWN PEN/PROTOCOL
AND MAKE THE DB Qs FEEL MORE LIKE A CONVERSATION. THIS HAS MADE SOME Rs MORE COMFORTABLE AND
THEY THEN PROVIDED INFORMATION THEY DIDN’T SAY WHEN PROBED. SAY SOMETHING LIKE “Really, what
we’re trying to figure out today is how kids think about bullying. It’s just been a while
since I was in school, and we want to make sure that what we think kids think about bullying
is actually right.” FAMILIARIZE YOURSELF WITH THE DB Qs SO THAT YOU CAN ASK THEM NATURALLY
WITHOUT READING FROM THE PROTOCOL IN THESE SITUATIONS.]
a. Overall, what did you think of this interview? Was it easy or difficult?

b. Do adults at your school talk to students about bullying? What do they say?

c. Do kids talk about bullying? What kinds of things do they say about it?

d. I asked you all of those questions about different kinds of power (point to Q25
page). Do you think kids ever think about power when they think about bullying?

e. If your friends were doing those hurtful things to you (point to Q22 page),
would you think of it as bullying? (If no) What would have to happen for you to
think of that as bullying?
f.

(If R skipped Q27) If someone did something that made you feel bad or was hurtful only
one time and it is not likely to happen again, could it be considered bullying? (Why or
why not?)

g. Were there any questions you think some people might find difficult to answer?

h. Did you have any other thoughts about the topics we discussed today, or the
questions on this survey?

Those are all of the questions that I had for you today. Thank you very much for your participation.
Here is an envelope containing your $25.
Here is a voucher form that verifies I gave you the money.
Please complete the information in the highlighted areas and sign and date
TURN OFF THE TAPE RECORDER.
HAND THE CASH INCENTIVE TO THE PARTICIPANT.

2017 SCS to the NCVS
Round 2 Cognitive Interview Protocol

6/06/16

Cognitive Testing of NCVS SCS
PARTICIPANT ID #: _________________________

DATE: ____ / ____ / 2016

INTERVIEWER’S NAME:_________________________________________________
START TIME: ______: ______

AM / PM

Thank you for signing the consent form. I will also sign this form to show that I agree to everything in the form. At the end of the
interview, I’ll be sure to give you a copy for you to take with you.
4. ASK PARTICIPANT IF (S)HE HAS ANY QUESTIONS ABOUT THE CONSENT FORM.
5. IF PARTICIPANT AGREES, OBTAIN THE RESPONDENT’S SIGNATURE TO PROCEED ON ONE COPY OF THE
FORM; INTERVIEWER SHOULD ALSO SIGN THE FORM AT THIS TIME.
6. MAKE SURE RESPONDENT TAKES ONE COPY WITH THEM WHEN THE INTERVIEW IS OVER AT THE END OF
THE INTERVIEW.

ASK OF ALL PEOPLE AGES 12-18

FORM

SCS-1

Economics and Statistics Administration

U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
SCHOOL CRIME SUPPLEMENT
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2017

Control number
Survey Code PSU Frame Code Sample Designation/Suffix Sequence # HH # Time of
Interview

Line No.



Age

002 

003 

005

C. Type of SCS Interview
1
2
3
4
5

Name

D. Reason for SCS noninterview

FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.

004

QUESTIONNAIRE

B. Respondent

A. FR Code
001

U.S. DEPARTMENT OF COMMERCE

Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D

SKIP to END

E. SCREEN QUESTIONS FOR SUPPLEMENT
E_ATTENDSCHOOL

1a.

Did you attend school at any time this school year?
_________________________________________

E_HOMESCHOOL

1b.

During that time, were you ever homeschooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
_________________________________________

092

1  Yes - SKIP to END
2  No
___________________________________________

Was all of your schooling this school year
homeschooling?
____________________________________________

007

E_DIFFSCHOOL_ATTENDED

1d.

1  Yes
2  No - SKIP to Q1d

____________________________________________

E_ALLHOMESCHOOL

1c.

1  Yes
2  No - SKIP to END
_____________________________________________
006

185SCS 1  One school
2  Two schools
3  Three or more schools

How many different schools have you
attended this school year?
Include your homeschooling as one school.
(only asked if student answered “yes” to being
homeschooled)

E_WHATGRADE

2b.

008

What grade are you in?

0  Fifth or under - SKIP to END
1
2
3
4
5
6
7
8

E_WHATGRADEOTHER

Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify

SKIP to INTRO_2

9  College/GED/Post-graduate/
Other noneligible - SKIP to END
INTRO_2

Grades:

What grades are taught in your school?
Pre-K or Kindergarten

00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30

020

 (lowest) F_GRADES_LOW
TO

021

H.S. Senior
Post-graduate
All ungraded
All Special Education

 (highest) F_GRADES_HIGH

10. The next questions are about security measures that
some schools take.

Yes

Does your school have:

F_SAFETY_POLICE

Security guards or assigned police officers?

k. Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?

F_SAFETY_ METAL_DETECTORS

l. Metal detectors, including wands?
(The definition for the term ‘metal detector’ is a device used to
check for weapons students might be trying to bring onto school
property. The metal detector may be in a form of a doorframe,
which you are asked to walk through. It may also be in the form
of a hand-held metal detector that looks like a wand or paddle,
which is moved around your body.)

F_SAFETY_DOORS_LOCKED

m. Locked entrance or exit doors during the day?
A requirement that visitors sign in AND wear
visitor badges or stickers?

029

1

2

3 

030

1

2

3 

1

2

3 

1

2

3 

1

2

3

1

2

3 

1

2

3 

1

2

3 

Yes

Don’t know

167

1

2

3

156

1
2
3
4

032

Locker checks?

033

F_SAFETY_STUDENT_ID

p. A requirement that students wear badges or
picture identification?

094

F_SAFETY_CAMERAS

q. One or more security cameras to monitor
the school?

095

F_SAFETY_CODE_OF_CONDUCT

3 

F_SAFETY_LOCKER_CHECKS

2

031

F_SAFETY_SIGN_IN

1

028

F_SAFETY HALLSTAFF

A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?

096

F_REPORT

11.

If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?

F_DISTRACTED

12.

Don’t know School does not
have lockers

In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?

(READ CATEGORIES.)

Never
Almost never
Sometimes
Most of the time

4 

13.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

F_RULES_FAIR

The school rules are fair.

F_PUNISHMENT_SAME

The punishment for breaking school rules is the
same no matter who you are.

F_RULES_ENFORCED

The school rules are strictly enforced.
(Strictly enforced rules means that the school
consistently carries out disciplinary actions against
any students who break school rules.)

Strongly
Agree

Agree

Strongly
Disagree Disagree

035

1

2

3

4

036

1

2

3

4

037

1

2

3

4

038

1

2

3

4

127

1

2

3

4

F_PUNISHMENT_KNOWN

d. If a school rule is broken, students know what
kind of punishment will follow.

F_TEACHERS_RESPECT

e. Teachers treat students with respect.

14.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

Strongly
Agree
Agree

Disagree

Strongly
Disagree

There is a TEACHER or other ADULT at school who…

F_ADULT_REALLYCARES

173SCS 1 

2

3

4

Listens to you when you have something to
say.

175SCS 1 

2

3

4

Tells you when you do a good job.

176SCS 1 

2

3

4

Disagree

Strongly
Disagree

Really cares about you.

F_ADULT_LISTENS

F_ADULT_GOOD_JOB

c.
15.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

Strongly
Agree
Agree

There is a STUDENT at school who…

186SCS 1 

Really cares about you.

187SCS 1 

Listens to you when you have something to say.

188SCS 1 

Believes that you will be a success.

F_STUDENT_REALLYCARES

2

3

4

2

3

4

2

3

4

F_STUDENT_LISTENS

F_STUDENT_SUCCESS

18.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

Strongly
Agree
Agree

Disagree

Strongly
Disagree

F_SAFE_IN_SCHOOL

You feel safe in your school

189SCS 1 

2

3

4

SCS_INTRO 3

19.

The following question refers to the availability of
drugs and alcohol at your school.

Yes

040

1

2

041

1

2

159

1

2

209SCS

1

2

Is it possible for students at your school to get…
F_ ALCOHOL

a. Alcoholic beverages?
F_MARIJUANA

b. Marijuana, also known as pot, weed or mary jane?
F_PRESCRIPTION_DRUGS

c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin, or
Adderall?
F_OTHER_ILLEGAL

d. Other illegal drugs, such as cocaine, uppers,
or heroin?

G. FIGHTING, BULLYING AND HATE BEHAVIORS
G_FIGHT_AT_SCHOOL

21a.

103

During this school year, have you been in one or
more physical fights at school?

G_FIGHT_HOW_OFTEN

21b.

104

During this school year, how many times have you
been in a physical fight at school?

1  Yes
2  No - SKIP to Q22

 (Number of times)

22.

G_BULLY_MADE_FUN

a. Made fun of you, called you names, or insulted
you, in a hurtful way?
b. Spread rumors about you or tried to make others
dislike you?

G_BULLY_RUMOR

Yes

134

1

2

135

1

2

G_BULLY_THREAT

c. Threatened you with harm?

136

1

2

d. Pushed you, shoved you, tripped you, or spit on
you?

137

1

2

e. Tried to make you do things you did not want to
do, for example, give them money or other
things?

138

1

2

139

1

2

140

1

2  If all categories a-g are
marked “No” SKIP to
Q35

G_BULLY_CONTACT
G_BULLY_COERCED

G_BULLY_EXCLUDED

Excluded you from activities on purpose?

G_BULLY_DESTROYED_PROP

23.

Destroyed your property on purpose?

1  Yes
2  No - SKIP to: Q25

During this school year, did any of these things
happen on more than one day?

G_BULLY_HOW_OFTEN

24.

142

During this school year, how often were you
bullied?

1  Once or twice this school year
2  Once or twice a month
3  Once or twice a week, or
4  Almost every day

(READ CATEGORIES 1-4.)

G_BULLY_OVER_AND_OVER

25.

Did you think the bullying would happen again?

1  Yes
2  No

26.

Thinking about the [time/times] you were bullied this
school year, did more than one person do these
things to you?

1  Yes
2  No - SKIP to: Q28

27.

1  Alone
2  Together
3  Both
3  Don’t know

Did these people act alone, together as a team, or
both?

G_BULLY_MORE_POWER

28.

1

2

f. [Was this person/ Were any of these people/ Was
anyone in the group] more popular than you?

1

2

g. [Did this person/ Did any of these people/ Did anyone
in the group] have more money than you?

1

2

h. [Did this person/ Did any of these people/ Did anyone
in the group] have the ability to influence what other
students think of you?

1

2

1

2

e. [Was this person/ Were any of these people/ Was
anyone in the group] physically bigger or stronger
than you?

[Did this person/ Did any of these people/ Did anyone
in the group] have more power than you in another
way?

G_BULLY_WHERE1 through G_BULLY_WHERE8

29.

Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …
(READ CATEGORIES) Mark (X) all that apply

G_BULLY_WHERE_SPECIFY

Where is the other place where bullying occurred?

G_BULLY_ADULT_TOLD

30.

Did you tell a teacher or some other adult at school
about being bullied?

143
168
169
173
146

147

1  Yes
2  No

31.

Not
at all

This school year, how much has bullying had a
NEGATIVE effect on:
(READ ANSWER CATEGORIES)

G_SCHOOL_WORK

1 2 3 4 

197SCS

1 2 3 4 

How you feel about YOURSELF.

198SCS

1 2 3 4 

YOUR physical health for example, caused
injuries, gave you headaches or stomach
aches.

199SCS

1 2 3 4 

YOUR school work.

YOUR relationships with friends or family.

G_ABOUT_YOURSELF

G_PHYSICAL_HEALTH

When you were bullied in school this year, did
you ever think it was related to ...

Yes

1

2

201SCS

1

2

202SCS

1

2

203SCS

1

2

204SCS

1

2

205SCS


1

2

206SCS

1

2

G_BULLY_RACE

YOUR race?

200SCS

G_BULLY_RELIGION

YOUR religion?

G_BULLY_ETHNIC_ORIGIN

YOUR ethnic background or national origin
- for example, people of Hispanic origin?

G_BULLYING_DISABILITY

Any disability you may have – such as
physical, mental, or developmental
disabilities?

G_BULLYING_GENDER

YOUR gender?

G_BULLYING_ORIENTATION

m. YOUR sexual orientation - by this we mean gay,
lesbian, bisexual, or straight?

G_BULLYING_APPEARANCE

YOUR physical appearance?
.



G_HATE

33.

A lot

196SCS

G_RELATION_FRIEND_FAMILY

32.

Not very Somewhat
much

065

1  Yes
2  No - SKIP to Q35

34.

Yes

Don’t know

107SCS

1

2

3

108SCS

1

2

3

109SCS

1

2

3

110SCS

1

2

3

111SCS

1

2

3

112SCS

1

2

3

Were any of the hate-related words related to ...

G_HATE_RACE

Your race?

G_HATE_RELIGION

Your religion?

G_HATE_ETHNICITY

Your ethnic background or national origin- for
example, people of Hispanic origin?

G_HATE_DISABILITY

Any disability you may have – such as physical,
mental, or developmental disabilities?

G_HATE_GENDER

Your gender?

G_HATE_SEXUAL_ORIENTATION

Your sexual orientation – by this we mean gay,
lesbian, bisexual or straight?

G_HATE_WORDS

35.

During this school year, have you seen any
hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or
on the outside of your school building?

066

1  Yes
2  No

If Q22 = no to all:
When I asked you if any student had bullied you and read a list of things bullies might do,
you said no to all items.
i.

Did any of those things happen to you that you didn’t count as bullying? Can you tell me
more about why you didn’t include them here?

Did other students do any other things that made you feel bad or were hurtful to you?
Can you tell me more about that?

k. [If applicable] Do you think those things they did count as bullying? (Why or Why not?)
All respondents:
l. Can you tell me, in your own words, what it means to be bullied?

m. What kinds of behavior do you think count as bullying? (Why?)

n. Are there other examples of bullying that we didn’t ask about?
o. Can you tell me, in your own words, what the phrase “at school” means to
you in the first sentence of this question? (point to Q22 handout)

IF R SAID NO TO ALL ITEMS IN Q22, SKIP TO: PROBE K (Q28) on page 18.

Probes (Q24):
IF R SAID NO TO Q23 (MORE THAN ONE DAY), SKIP TO PROBES K & L BELOW
Interviewer note: We want to know the frequency and pattern to see if these categories work
for most cases. For example, if they were bullied twice a week for a month and then it
stopped, how do they respond? Do they have trouble answering this question?
ALTERNATE Q24:
Now I am going to read you another question that I’d like you to answer.
During this school year, how many times were you bullied?
1  One time
2  Two times
3  Three to ten times
4  More than ten times
n. Can you tell me why you answered the way you did?
o. (If necessary) Was it easy or difficult for you to come up with your answer to this
question? Why?
p. What does it mean to you to be bullied just one time?
q. (If necessary) What incident(s) were you thinking of when you answered this question?
Now I have another question I’d like you to answer.
During this school year, how many days were you bullied?
1  One day
2  Two days
3  Three to ten days
4  More than ten days
r.

Can you tell me why you answered the way you did?

s. (If necessary) Was it easy or difficult for you to come up with your answer to this
question? Why?
t.

(If necessary) What incident(s) were you thinking of when you answered this question?

Earlier I asked you, “During this school year, how often were you bullied?” The options were
“Once or twice this school year,” “Once or twice a month,” “Once or twice a week,” or “Almost
every day.” You answered ______.
u. How long did the bullying go on? When did it start? When did it stop?
v. (IF DURATION IN PROBE H DOESN’T ALIGN WITH CATEGORY THEY CHOSE FOR Q24) Can you tell me
why you answered the way you did?
w. (If necessary) Was it easy or difficult for you to come up with your answer to this
question? Why?
ASK PROBES K & L IF R SAID NO TO Q23 (MORE THAN ONE DAY)
x. [HAND R PAGE WITH 3 VERSIONS OF Q24 AND A PEN] Please take a minute to read the
following situation. After you finish reading it, I’d like you to pretend that you are
Mark and answer all 3 questions how you think Mark would answer them. There are no right
or wrong answers. [WAIT FOR R TO ANSWER THEM] Can you tell me why you answered the way
you did for A? What about B? What about C?
y. Is one of these questions easier to answer than the others? Why or why not?

Probes (Q25):
Now I am going to read you another question that I’d like you to answer.
“Did you think the bullying would happen over and over?”
1  Yes
2  No
e. Can you tell me why you answered the way you did?
f.

What does the phrase “over and over” mean to you in this question?

g. Do you think of bullying as something that is repeated over and over?
Earlier I asked you, “Did you think the bullying would happen again?” You answered ___.

h. Can you tell me why you answered the way you did?

If someone did something that made you feel bad or was hurtful only one time and it is
not likely to happen again, could it be considered bullying? (Why or why not?)

Probes (Q27): (skipped if Q26 = no)
Interviewer note: We want to know if they experienced multiple isolated incidents by different
people, or if the same person did multiple things.

Now let’s think about this question: “Did these people act alone, together as a team, or
both?” You answered ____.
All respondents:
i. Can you tell me why you answered the way you did?
j.

How many different people bullied you?

k. What does the phrase “together as a team” mean to you in this question?

If Q27 = Alone or Both:

Did any of the people acting alone do more than one thing or do the same thing more than
once?

m. (If necessary) Can you tell me which people did the different things to bully you?

n. Even though these people acted alone, do you think that some of the things that
different people did to you were related in some way? Can you tell me more about that?

If Q27 = Together or DK:

o. (If necessary) Can you tell me more about the people who bullied you in each incident?

All respondents:
p. (If necessary) What bullying incidents were you thinking of when you were answering this
question?

Probes (Q28):
If any in Q22 = yes: Earlier I asked you about whether [the person was/ the people were
/anyone in the group was] bigger, stronger, more popular, had more money, had the ability to
influence what other students think of you, or had more power than you in some other way. Here
are those questions for you to look at when I ask the next questions. [HAND R PAGE WITH Q28
WITH APPROPRIATE FILLS]
If all in Q22 = no: Now I am going to read you some questions you would have been asked if
other students had done things that made you feel bad or were hurtful to you at school. You do
not have to answer the questions. Instead, after I read them, I am going to ask you some
follow up questions to get your thoughts and opinions. Here are those questions for you to
look at while I read them and ask follow up questions. HAND R PAGE WITH Q28 WITH GROUP FILLS.
All respondents:
n. One question asks “[Did this person/ Did any of these people/ Did anyone in the group]
have more money than you?” What does the phrase “have more money than you” mean to you
in this question?

o. Another question asks “[Did this person/ Did any of these people/ Did anyone in the
group] have the ability to influence what other students think of you?” Can you tell
me, in your own words, what this question is asking?
p. Another question asks “[Did this person/ Did any of these people/ Did anyone in the
group] have more power than you in another way?” What does the phrase “have more power
than you” mean to you in this question?

If any in Q28a-d = yes:
[ASK PROBES D & E FOR EACH YES IN Q25A-D, THEN ASK PROBE F]
q. You said yes to __. Can you tell me more about that?

Did the fact that they [were bigger than you / were more popular than you / had more
money than you /had the ability to influence what other students think about you] make
you feel like the things you told me about were bullying? (Why or why not?)

(REPEAT A & B FOR EACH YES BEFORE ASKING C)
s. Which bullying incidents were you thinking of when you were answering these questions
[POINT TO Q28 HANDOUT]?

If Q28e = yes:
t. You said yes to Q28e. In what other way did they have more power than you?

All respondents:
u. We gave four examples of having more power – being bigger or stronger, being more
popular, having more money, or being able to influence what others think of you. Do you
agree or disagree that these are ways bullies have more power over someone? Why or why
not? Can you think of other ways a bully can have more power over someone?

v. If two students are about the same size, are just as strong, equally popular, have about
the same amount of money, and equal ability to influence others, can one of those
students bully the other one? What about if one of those students is older than the
other one, does the older student have more power than the younger student? What about
if one of those students was in a higher grade than the other student, does the student
in the higher grade have more power?

w. If a group of students are working together to bully a student named Mark, do you think
they would have more power over Mark? (IF yes): Is this true even if none of the
students in the group are bigger, stronger, more popular, have more money, or can
influence what others think of Mark? (Why or why not?)

x. Do you think that if one student is smaller than another student (s)he could bully the
other student who is bigger? (Why or why not?)

y. What about a less popular student, could they bully a student who is more popular? (Why
or why not?)

What about a student with less money, could they bully a student with more money? (Why
or why not?)

aa. What about a student without the ability to influence what other students think of
people, could they bully a student with the ability to influence what other students
think of people? (Why or why not?)

Interviewer note: We want to determine if respondent believes that given all else equal, the
outnumbering of students is considering having power.

IF R SAID NO TO ALL ITEMS IN Q22, CONTINUE TO: PROBES (Q29).

Probes (Q29):
If any in Q22= yes: Earlier I asked, “Still thinking about all of the times that you were
bullied, where did the bullying occur?” One of the options I read was “online or by text.”

If all in Q22 = no: Now I am going to show you another question you would have been asked if
you said that other kids had done things that made you feel bad or were hurtful to you at
school. You do not have to answer the question. After you finish reading the question and
answer choices , I am going to ask you some follow up questions to get your thoughts and
opinions. [HAND R PAGE WITH Q29, WAIT FOR R TO FINISH READING, THEN ASK PROBES]

All respondents:
g. Can you tell me, in your own words, what it means to be bullied online or by text?

h. (If necessary) Were you thinking of social media apps when I asked if the bullying
occurred online or by text?

A little earlier I asked whether you were bullied (point to Q22 page if necessary). Were
you thinking of bullying that can happen online or by text when I first asked that
question, or just bullying that happens in person?

Did any kind of bullying happen to you online or by text that you did not think about or
didn’t mention when I first asked that question (point to Q22 page if necessary)? (Why
or why not?)

k. What if a schoolmate bullied you online or by text but it never happened in person at
school – do you think you would say yes or no to “online or by text” since all of the
questions are asking about bullying that happens at school? Why?

If bullying started at school in person but then continued online or by text, would you
think of the online or text bullying as being related to school in some way, even though
it didn’t actually happen at your school? (Why or why not?)

IF R SAID NO TO ALL ITEMS IN Q22, SKIP TO SURVEY QUESTIONS ON PAGE 22: H. AVOIDANCE (Q36)

Probes (Q30):
If no:
When I asked you, “Did you tell a teacher or some other adult at school about being bullied?”
you said no.
d. Can you tell me why you answered the way you did?

e. Did somebody else tell a teacher or some other adult at school about you being bullied?

Did you tell a teacher or some other adult at school about any things that other
students did that made you feel bad or were hurtful to you? If necessary: Can you tell
me more about that?

Probes (Q31):
I asked, “This school year, how much has bullying had a NEGATIVE effect on: YOUR school work,
YOUR relationships with friends or family, How you feel about YOURSELF, and YOUR physical
health for example, caused injuries, gave you headaches or stomach aches.”
All respondents:
e. Can you tell me, in your own words, what the phrase “had a negative effect” means to you
in this question?

If “Not at all” to 31a-d:
f. You answered “not at all” to all of the categories. Can you tell me why you answered
the way you did?

If “A lot” to any in 31a-d:
g. You answered “a lot” for item ___. Can you tell me why you answered the way you did?

h. (Repeat for each item R answered “a lot” - if necessary) You also answered “a lot”
for item ___. Can you tell me why you answered the way you did for that one?

Probes (Q32):
If no to all in 32a-g:
When I asked you, “When you were bullied in school this year, did you ever think it was
related to…” your race, your gender, your physical appearance, and so on, you said no to all
categories.
c. Can you tell me why you answered the way you did? I can re-read you all of the
categories if that would be helpful.

d. (If necessary) Did you feel you’d have to be certain that the incident was because you
had one of these characteristics for you to say “yes”? Or do you think you could say
“yes” even if you were not absolutely certain that was the reason you were bullied?

H. AVOIDANCE
36.

During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?

H_AVOID_SHORTCUT

Yes

For example, did you ever stay away from the
shortest route to school, because you thought
someone might attack or harm you?

068

1

2

The entrance into the school?

069

1

2

Any hallways or stairs in school?

070

1

2

Parts of the school cafeteria or lunchroom?

071

1

2

Any school restrooms?

072

1

2

Other places inside the school building?

073

1

2

School parking lot?

074

1

2

Other places on school grounds?

075

1

2

School bus or bus stop?

208SCS

1

2

H_AVOID_ENTRANCE

H_AVOID_HALLWAYS

H_AVOID_CAFETERIA

H_AVOID_RESTROOMS

H_AVOID_OTHER_PLACES
H_AVOID_PARKING_LOT

H_AVOID_OTHER_SCHOOL
H_SCHOOL_BUS_STOP

H_AVOID_ACTIVITIES

37a.

Did you AVOID any activities at your school because
you thought someone might attack or harm you?

H_AVOID_CLASSES

37b.

Did you AVOID any classes because you thought
someone might attack or harm you?

H_STAY_HOME

37c.

076

1  Yes
2  No

077

1  Yes
2  No

078

1  Yes
2  No

Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
I. FEAR

I_INTRO_FEAR: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
I_AFRAID
38a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?

079

1
2
3
4

Never
Almost never
Sometimes
Most of the time

080

1
2
3
4

Never
Almost never
Sometimes
Most of the time

(READ ANSWER CATEGORIES.)
I_AFRAID_ON_BUS

38b.

How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?

(READ ANSWER CATEGORIES)

I_AFRAID_NONSCHOOL

38c.

081

Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?

1
2
3
4

Never
Almost never
Sometimes
Most of the time

(READ ANSWER CATEGORIES)
L. STUDENT CHARACTERISTICS
L_GRADES

43.

116

During this school year, across all subjects have you
gotten mostly (READ CATEGORIES 1-5)

45.

Thinking about the future, do you think you will ...

A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent

Yes

117

1

2  -- END

3

118

1

2

3

L_SCHOOL_AFTER_SCHOOL

a. Attend school after high school, such as a college
or technical school? . . . . . . . . . .

1
2
3
4
5
6

Don't know

L_GRADUATE_4YR

b. Graduate from a 4-year college? . . . . . . . . . . .

Overall, what did you think of this interview? Was it easy or difficult?

Do adults at your school talk to students about bullying? What do they say?

k. Do kids talk about bullying? What kinds of things do they say about it?

I asked you all of those questions about different kinds of power (point to Q25
page). Do you think kids ever think about power when they think about bullying?

m. If your friends were doing those hurtful things to you (point to Q22 page),
would you think of it as bullying? (If no) What would have to happen for you to
think of that as bullying?

n. Were there any questions you think some people might find difficult to answer?

o. Did you have any other thoughts about the topics we discussed today, or the
questions on this survey?

2017 SCS to the NCVS
Round 3 Cognitive Interview Protocol

6/27/16

Cognitive Testing of NCVS SCS
PARTICIPANT ID #: _________________________

DATE: ____ / ____ / 2016

INTERVIEWER’S NAME:_________________________________________________
START TIME: ______: ______

AM / PM

Thank you for signing the consent form. I will also sign this form to show that I agree to everything in the form. At the end of the
interview, I’ll be sure to give you a copy for you to take with you.
7. ASK PARTICIPANT IF (S)HE HAS ANY QUESTIONS ABOUT THE CONSENT FORM.
8. IF PARTICIPANT AGREES, OBTAIN THE RESPONDENT’S SIGNATURE TO PROCEED ON ONE COPY OF THE
FORM; INTERVIEWER SHOULD ALSO SIGN THE FORM AT THIS TIME.
9. MAKE SURE RESPONDENT TAKES ONE COPY WITH THEM WHEN THE INTERVIEW IS OVER AT THE END OF
THE INTERVIEW.

[All students]:
Are you comfortable with me recording this interview?
IF PARTICIPANT PROVIDES CONSENT TO HAVE THE SESSION AUDIO-TAPED:
I’m going to turn on the recorder now, and once it is on, I’m going to ask for your permission to record today, and then we will get
started.
TURN ON TAPE RECORDER, ASK FOR PERMISSION TO RECORD ON THE TAPE, AND BEGIN THE INTERVIEW.
OK, let’s begin.
INTERVIEWER INSTRUCTIONS:
NOTE ANY CONFUSION OR DIFFICULTIES RESPONDENTS HAVE WITH THE QUESTIONS.
RETROSPECTIVE PROBING (R=respondent):
IF YOU NOTICED R HAVING COGNITIVE DIFFICULTY ANSWERING ANY OF THE QUESTIONS YOU ARE PROBING ON,
MAKE SURE TO PROBE ON R’S DIFFICULTY WITH THE QUESTION. GO THROUGH THE SURVEY WITHOUT PROBING
UNTIL YOU GET TO QUESTION 37. GO THROUGH THE RETROSPECTIVE PROBES WITH R. BE SURE TO PROBE ON
ANY OF THE RESPONDENT’S APPARENT DIFFICULTY OR HESITATION. AFTER ALL PROBES, CONTINUE THE SURVEY
AT QUESTION 38, FOLLOWED BY THE DEBRIEFING QUESTIONS.

ASK OF ALL PEOPLE AGES 12-18

FORM

SCS-1

Economics and Statistics Administration

U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
SCHOOL CRIME SUPPLEMENT
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2017

Control number
Survey Code PSU Frame Code Sample Designation/Suffix Sequence # HH # Time of
Interview

Line No.



Age

002 

003 

005

C. Type of SCS Interview
1
2
3
4
5

Name

D. Reason for SCS noninterview

FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.

004

QUESTIONNAIRE

B. Respondent

A. FR Code
001

U.S. DEPARTMENT OF COMMERCE

Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D

SKIP to END

E. SCREEN QUESTIONS FOR SUPPLEMENT
E_ATTENDSCHOOL

1a.

Did you attend school at any time this school year?
_________________________________________

E_HOMESCHOOL

1b.

During that time, were you ever homeschooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
_________________________________________

092

1  Yes - SKIP to END
2  No
___________________________________________

Was all of your schooling this school year
homeschooling?
____________________________________________

007

E_DIFFSCHOOL_ATTENDED

1d.

1  Yes
2  No - SKIP to Q1d

____________________________________________

E_ALLHOMESCHOOL

1c.

1  Yes
2  No - SKIP to END
_____________________________________________
006

185SCS 1  One school
2  Two schools
3  Three or more schools

How many different schools have you
attended this school year?
Include your homeschooling as one school.
(only asked if student answered “yes” to being
homeschooled)

E_WHATGRADE

2b.

008

What grade are you in?

0  Fifth or under - SKIP to END
1
2
3
4
5
6
7
8

E_WHATGRADEOTHER

Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify

SKIP to INTRO_2

9  College/GED/Post-graduate/
Other noneligible - SKIP to END
INTRO_2

Grades:

What grades are taught in your school?
Pre-K or Kindergarten

00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30

020

 (lowest) F_GRADES_LOW
TO

021

H.S. Senior
Post-graduate
All ungraded
All Special Education

 (highest) F_GRADES_HIGH

10. The next questions are about security measures that
some schools take.

Yes

Does your school have:

F_SAFETY_POLICE

s. Security guards or assigned police officers?
t.

Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?

F_SAFETY_ METAL_DETECTORS

u. Metal detectors, including wands?
(The definition for the term ‘metal detector’ is a device used to
check for weapons students might be trying to bring onto school
property. The metal detector may be in a form of a doorframe,
which you are asked to walk through. It may also be in the form
of a hand-held metal detector that looks like a wand or paddle,
which is moved around your body.)

F_SAFETY_DOORS_LOCKED

v. Locked entrance or exit doors during the day?

029

1

2

3 

030

1

2

3 

1

2

3 

1

2

3 

1

2

3

1

2

3 

1

2

3 

1

2

3 

Yes

Don’t know

167

1

2

3

156

1
2
3
4

032

F_SAFETY_LOCKER_CHECKS

Locker checks?

033

F_SAFETY_STUDENT_ID

y. A requirement that students wear badges or
picture identification?

094

F_SAFETY_CAMERAS

3 

A requirement that visitors sign in AND wear
visitor badges or stickers?

2

031

F_SAFETY_SIGN_IN

1

028

F_SAFETY HALLSTAFF

One or more security cameras to monitor
the school?

095

F_SAFETY_CODE_OF_CONDUCT

aa. A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?

096

F_REPORT

11.

If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?

F_DISTRACTED

12.

Don’t know School does not
have lockers

In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?

(READ CATEGORIES.)

Never
Almost never
Sometimes
Most of the time

4 

13.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

F_RULES_FAIR

The school rules are fair.

F_PUNISHMENT_SAME

The punishment for breaking school rules is the
same no matter who you are.

F_RULES_ENFORCED

The school rules are strictly enforced.
(Strictly enforced rules means that the school
consistently carries out disciplinary actions against
any students who break school rules.)

Strongly
Agree

Agree

Strongly
Disagree Disagree

035

1

2

3

4

036

1

2

3

4

037

1

2

3

4

038

1

2

3

4

127

1

2

3

4

F_PUNISHMENT_KNOWN

d. If a school rule is broken, students know what
kind of punishment will follow.

F_TEACHERS_RESPECT

e. Teachers treat students with respect.

14.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

Strongly
Agree
Agree

Disagree

Strongly
Disagree

There is a TEACHER or other ADULT at school who…

F_ADULT_REALLYCARES

173SCS 1 

2

3

4

Listens to you when you have something to
say.

175SCS 1 

2

3

4

Tells you when you do a good job.

176SCS 1 

2

3

4

Disagree

Strongly
Disagree

Really cares about you.

F_ADULT_LISTENS

F_ADULT_GOOD_JOB

c.
15.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…

Strongly
Agree
Agree

There is a STUDENT at school who…

186SCS 1 

Really cares about you.

187SCS 1 

Listens to you when you have something to say.

188SCS 1 

Believes that you will be a success.

F_STUDENT_REALLYCARES

2

3

4

2

3

4

2

3

4

F_STUDENT_LISTENS

F_STUDENT_SUCCESS

18.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...

Strongly
Agree
Agree

Disagree

Strongly
Disagree

F_SAFE_IN_SCHOOL

You feel safe in your school

189SCS 1 

2

3

4

SCS_INTRO 3

19.

The following question refers to the availability of
drugs and alcohol at your school.

Yes

040

1

2

041

1

2

159

1

2

209SCS

1

2

Is it possible for students at your school to get…
F_ ALCOHOL

a. Alcoholic beverages?
F_MARIJUANA

b. Marijuana, also known as pot, weed or mary jane?
F_PRESCRIPTION_DRUGS

c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin, or
Adderall?
F_OTHER_ILLEGAL

d. Other illegal drugs, such as cocaine, uppers,
or heroin?

G. FIGHTING, BULLYING AND HATE BEHAVIORS
G_FIGHT_AT_SCHOOL

21a.

103

During this school year, have you been in one or
more physical fights at school?

G_FIGHT_HOW_OFTEN

21b.

104

During this school year, how many times have you
been in a physical fight at school?

1  Yes
2  No - SKIP to Q22

 (Number of times)

22.

G_BULLY_MADE_FUN

a. Made fun of you, called you names, or insulted
you, in a hurtful way?
b. Spread rumors about you or tried to make others
dislike you?

G_BULLY_RUMOR

Yes

134

1

2

135

1

2

G_BULLY_THREAT

c. Threatened you with harm?

136

1

2

d. Pushed you, shoved you, tripped you, or spit on
you?

137

1

2

e. Tried to make you do things you did not want to
do, for example, give them money or other
things?

138

1

2

139

1

2

140

1

2  If all categories a-g are
marked “No” SKIP to
Q37 on page 13

G_BULLY_CONTACT
G_BULLY_COERCED

G_BULLY_EXCLUDED

Excluded you from activities on purpose?

G_BULLY_DESTROYED_PROP

Destroyed your property on purpose?

23.

During this school year, did any of these things
happen on more than one day?

1  Yes
2  No - SKIP to: Q27 on page 11

24.

During this school year, what month did the bullying
start?

1  January
2  February
3  March
4  April
5  May
6  June
7  July
8  August
9  September
10  October
11  November
12  December

FIELD REPRESENTATIVE – If the respondent says that the
bullying started before this school year, ask the respondent
what month school started this year.

25.

1  January
2  February
3  March
4  April
5  May
6  June
7  July
8  August
9  September
10  October
11  November
12  December
13  Still happening

What month did the bullying stop?

IF START AND STOP MONTH ARE THE SAME, then go to Q26a. Else SKIP to Q26b.
G_BULLY_HOW_OFTEN

26a.

During {start/stop month} of this school year, how
often were you bullied?

142

1  Almost every day
2  About 3 to 4 times a week
3  About once a week
4  About once or twice in {start/stop month}

142

1  Almost every day
2  About 3 to 4 times a week
3  About once a week
4  About once or twice a month, or
5  About once or twice between {start month}
and {stop month}.

(READ CATEGORIES 1-4.)
G_BULLY_HOW_OFTEN

26b.

Between {start month} and {stop month} of this
school year, how often were you bullied?

(READ CATEGORIES 1-5.)

G_BULLY_OVER_AND_OVER

27.

Did you think the bullying would happen again?

1  Yes
2  No

28.

Thinking about the [time/times] you were bullied this
school year, did more than one person do these
things to you?

1  Yes
2  No - SKIP to: Q30 on page 12

29.

Did these people act alone, together as a team, or
both?

1  Alone
2  Together
3  Both
3  Don’t know

G_BULLY_MORE_POWER

30.

1

2

1

2

[Did this person/ Did any of these people/ Did anyone
in the group] have more money than you?

1

2

m. [Did this person/ Did any of these people/ Did anyone
in the group] have the ability to influence what other
students think of you?

1

2

1

2

j. [Was this person/ Were any of these people/ Was
anyone in the group] physically bigger or stronger
than you?
k.[Was this person/ Were any of these people/ Was
anyone in the group] more popular than you?
l.

n. [Did this person/ Did any of these people/ Did anyone
in the group] have more power than you in another
way?
G_BULLY_WHERE1 through G_BULLY_WHERE8

31.

Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …
(READ CATEGORIES) Mark (X) all that apply

G_BULLY_WHERE_SPECIFY

Where is the other place where bullying occurred?

G_BULLY_ADULT_TOLD

32.

33.

Did you tell a teacher or some other adult at school
about being bullied?

143
168
169
173
146

147

1  Yes
2  No

Not
at all

This school year, how much has bullying had a
NEGATIVE effect on:
(READ ANSWER CATEGORIES)

G_SCHOOL_WORK

Not very Somewhat
much

A lot

196SCS

1 2 3 4 

197SCS

1 2 3 4 

How you feel about YOURSELF.

198SCS

1 2 3 4 

YOUR physical health for example, caused
injuries, gave you headaches or stomach
aches.

199SCS

1 2 3 4 

YOUR school work.

YOUR relationships with friends or family.

G_RELATION_FRIEND_FAMILY
G_ABOUT_YOURSELF

G_PHYSICAL_HEALTH

34.

When you were bullied in school this year, did
you ever think it was related to ...

Yes

1

2

201SCS

1

2

202SCS

1

2

203SCS

1

2

204SCS

1

2

205SCS


1

2

206SCS

1

2

G_BULLY_RACE

YOUR race?

200SCS

G_BULLY_RELIGION

YOUR religion?

G_BULLY_ETHNIC_ORIGIN

YOUR ethnic background or national origin
- for example, people of Hispanic origin?

G_BULLYING_DISABILITY

Any disability you may have – such as
physical, mental, or developmental
disabilities?

G_BULLYING_GENDER

YOUR gender?

YOUR sexual orientation - by this we mean gay,
lesbian, bisexual, or straight?

G_BULLYING_ORIENTATION
G_BULLYING_APPEARANCE

YOUR physical appearance?
.



G_HATE

35.

36.

065

1  Yes
2  No - SKIP to Q37

Were any of the hate-related words related to ...

Yes

Don’t know

107SCS

1

2

3

108SCS

1

2

3

109SCS

1

2

3

110SCS

1

2

3

111SCS

1

2

3

112SCS

1

2

3

G_HATE_RACE

Your race?

G_HATE_RELIGION

Your religion?

G_HATE_ETHNICITY

Your ethnic background or national origin- for
example, people of Hispanic origin?

G_HATE_DISABILITY

Any disability you may have – such as physical,
mental, or developmental disabilities?

G_HATE_GENDER

Your gender?

G_HATE_SEXUAL_ORIENTATION

Your sexual orientation – by this we mean gay,
lesbian, bisexual or straight?

G_HATE_WORDS

37.

During this school year, have you seen any
hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or
on the outside of your school building?

066

1  Yes
2  No

If Q22 = no to all:
When I asked you if any student had bullied you and read a list of things bullies might do,
you said no to all items.
q. Did any of those things happen to you that you didn’t count as bullying? Can you tell me
more about why you didn’t include them here?
r.

Did other students do any other things that made you feel bad or were hurtful to you?
Can you tell me more about that?

s. [If applicable] Do you think those things they did count as bullying? (Why or Why not?)
All respondents:
t. Can you tell me, in your own words, what it means to be bullied?

u. What kinds of behavior do you think count as bullying? (Why?)

v. Are there other examples of bullying that we didn’t ask about?
w.

When you were answering this question (point to Q22, were you thinking
of any things that other students did that made you feel bad or were
hurtful to you that didn’t happen at school?

IF R SAID NO TO ALL ITEMS IN Q22, SKIP TO: PROBE E (Q26) on page 15.
Probes (Q24):
When I asked, “During this school year, what month did the bullying start?” You answered
______.

a. Was it easy or difficult for you to answer this question?

Why?

Probes (Q25):
When I asked, “During this school year, what month did the bullying stop?” You answered
______.
a. (If R answered current month) Can you tell me why you answered the way you did? (If
necessary) Is the bullying still going on?
b. (If R answered the same month for start and stop months) Can you tell me why you
answered the way you did?
c. Was it easy or difficult for you to answer this question? Why?

Probes (Q26a & 26b):
Interviewer note: We want to know the frequency and pattern to see if these categories work
for most cases. For example, if they were bullied twice a week for a month and then it
stopped, how do they respond? Do they have trouble answering this question?
IF R SAID YES TO Q23:
ALTERNATE Q26:
Now I am going to read you another question that I’d like you to answer.
During this school year, how many days were you bullied?
1  One day
2  Two days
3  Three to ten days
4  More than ten days
z.

Can you tell me why you answered the way you did?

aa. (If necessary) Was it easy or difficult for you to come up with your answer to this
question? Why?
IF R ANSWERED Q26A (SAME START/STOP MONTH):
Earlier I asked you, ”DURING {start/stop month} of this school year, how often were you
bullied?” The options were ”Almost every day, About 3 to 4 times a week, About once a week, or
About once or twice in {start/stop month}.” You answered ______.
bb. Was it easy or difficult for you to come up with your answer to this question? Why?
IF R ANSWERED Q26B (DIFFERENT START/STOP MONTH):
Earlier I asked you, ”Between {start month} and {stop month} of this school year, how often
were you bullied?” The options were ”Almost every day, About 3 to 4 times a week, About once a
week, About once or twice a month, or About once or twice between {start month} and {stop
month}.” You answered ______.
cc. Was it easy or difficult for you to come up with your answer to this question? Why?
ALL RESPONDENTS:
dd. [HAND R PAGE WITH 2 VERSIONS OF Q26 AND A PEN] Please take a minute to read the
following situation. After you finish reading it, I’d like you to pretend that you are
Mark and answer both questions how you think Mark would answer them. There are no right
or wrong answers.
[WAIT FOR R TO ANSWER Qs] Can you tell me why you answered the way you did for A? What
about B?
ee. Is one of these questions easier to answer than the other? Why or why not?

IF R SAID NO TO ALL ITEMS IN Q22, SKIP TO: PROBES (Q30) ON PAGE 17.

Probes (Q27):
Earlier I asked you, “Did you think the bullying would happen again?” You answered ___.

Can you tell me why you answered the way you did?

k. If someone did something that made you feel bad or was hurtful only one time and it is
not likely to happen again, could it be considered bullying? (Why or why not?)

Probes (Q29): (skipped if Q28 = no)
Interviewer note: We want to know if they experienced multiple isolated incidents by different
people, or if the same person did multiple things.

Now let’s think about this question: “Did these people act alone, together as a team, or
both?” You answered ____.
All respondents:
q. Can you tell me why you answered the way you did?
r.

How many different people bullied you?

s. What does the phrase “together as a team” mean to you in this question?

If Q29 = Alone or Both:

Did any of the people acting alone do more than one thing or do the same thing more than
once?

u. (If necessary) Can you tell me which people did the different things to bully you?

v. Even though these people acted alone, do you think that some of the things that
different people did to you were related in some way? Can you tell me more about that?

If Q29 = Together or DK:

w. (If necessary) Can you tell me more about the people who bullied you in each incident?

All respondents:
x. (If necessary) What bullying incidents were you thinking of when you were answering this
question?

Probes (Q30):
If any in Q22 = yes: Earlier I asked you about whether [the person was/ the people were
/anyone in the group was] bigger, stronger, more popular, had more money, had the ability to
influence what other students think of you, or had more power than you in some other way. Here
are those questions for you to look at when I ask the next questions. [HAND R PAGE WITH Q30
WITH APPROPRIATE FILLS]
If all in Q22 = no: Now I am going to read you some questions you would have been asked if
other students had done things that made you feel bad or were hurtful to you at school. You do
not have to answer the questions. Instead, after I read them, I am going to ask you some
follow up questions to get your thoughts and opinions. Here are those questions for you to
look at while I read them and ask follow up questions. HAND R PAGE WITH Q30 WITH GROUP FILLS.
All respondents:
bb. Another question asks “[Did this person/ Did any of these people/ Did anyone in the
group] have the ability to influence what other students think of you?” Can you tell
me, in your own words, what this question is asking?
cc. Another question asks “[Did this person/ Did any of these people/ Did anyone in the
group] have more power than you in another way?” What does the phrase “have more power
than you” mean to you in this question?

If Q30e = yes:
dd. You said yes to Q30e. In what other way did they have more power than you?

All respondents:
ee. We gave four examples of having more power – being bigger or stronger, being more
popular, having more money, or being able to influence what others think of you. Do you
think that these are ways bullies have more power over someone? Why or why not?
ff. If a group of students are working together to bully a student named Mark, do you think
they would have more power over Mark? (IF yes): Is this true even if none of the
students in the group are bigger, stronger, more popular, have more money, or can
influence what others think of Mark? (Why or why not?)

Interviewer note: We want to determine if respondent believes that given all else equal, the
outnumbering of students is considering having power.

IF R SAID NO TO ALL ITEMS IN Q22, CONTINUE TO: PROBES (Q31).

Interviewer note: We want to determine if respondent believes that given all else equal, the
outnumbering of students is considering having power.

IF R SAID NO TO ALL ITEMS IN Q22, CONTINUE TO: PROBES (Q31).
Probes (Q31):
If any in Q22= yes: Earlier I asked, “Still thinking about all of the times that you were
bullied, where did the bullying occur?” One of the options I read was “online or by text.”

All respondents:
m. Can you tell me, in your own words, what it means to be bullied online or by text?

n. A little earlier I asked whether you were bullied (point to Q22 page if necessary). Were
you thinking of bullying that can happen online or by text when I first asked that
question, or just bullying that happens in person?

o. Did any kind of bullying happen to you online or by text that you did not think about or
didn’t mention when I first asked that question (point to Q22 page if necessary)? (Why
or why not?)

IF R SAID NO TO ALL ITEMS IN Q22, SKIP TO SURVEY QUESTIONS ON PAGE 20: H. AVOIDANCE (Q38)

Probes (Q32):
If no:
When I asked you, “Did you tell a teacher or some other adult at school about being bullied?”
you said no.
g. Can you tell me why you answered the way you did?

h. Did somebody else tell a teacher or some other adult at school about you being bullied?

Did you tell a teacher or some other adult at school about any things that other
students did that made you feel bad or were hurtful to you? If necessary: Can you tell
me more about that?

Probes (Q33):
I asked, “This school year, how much has bullying had a NEGATIVE effect on: YOUR school work,
YOUR relationships with friends or family, How you feel about YOURSELF, and YOUR physical
health for example, caused injuries, gave you headaches or stomach aches.”
All respondents:
i. Can you tell me, in your own words, what the phrase “had a negative effect” means to you
in this question?

If “Not at all” to 33a-d:
j. You answered “not at all” to all of the categories. Can you tell me why you answered
the way you did?

If “A lot” to any in 33a-d:
k. You answered “a lot” for item ___. Can you tell me why you answered the way you did?

(Repeat for each item R answered “a lot” - if necessary) You also answered “a lot”
for item ___. Can you tell me why you answered the way you did for that one?

Probes (Q34):
If no to all in 34a-g:
When I asked you, “When you were bullied in school this year, did you ever think it was
related to…” your race, your gender, your physical appearance, and so on, you said no to all
categories.
e. Can you tell me why you answered the way you did? I can re-read you all of the
categories if that would be helpful.

(If necessary) Did you feel you’d have to be certain that the incident was because you
had one of these characteristics for you to say “yes”? Or do you think you could say
“yes” even if you were not absolutely certain that was the reason you were bullied?

H. AVOIDANCE
38.

During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?

H_AVOID_SHORTCUT

Yes

For example, did you ever stay away from the
shortest route to school, because you thought
someone might attack or harm you?

068

1

2

The entrance into the school?

069

1

2

Any hallways or stairs in school?

070

1

2

Parts of the school cafeteria or lunchroom?

071

1

2

Any school restrooms?

072

1

2

Other places inside the school building?

073

1

2

School parking lot?

074

1

2

Other places on school grounds?

075

1

2

School bus or bus stop?

208SCS

1

2

H_AVOID_ENTRANCE

H_AVOID_HALLWAYS

H_AVOID_CAFETERIA

H_AVOID_RESTROOMS

H_AVOID_OTHER_PLACES
H_AVOID_PARKING_LOT

H_AVOID_OTHER_SCHOOL
H_SCHOOL_BUS_STOP

H_AVOID_ACTIVITIES

39a.

Did you AVOID any activities at your school because
you thought someone might attack or harm you?

H_AVOID_CLASSES

39b.

Did you AVOID any classes because you thought
someone might attack or harm you?

H_STAY_HOME

39c.

076

1  Yes
2  No

077

1  Yes
2  No

078

1  Yes
2  No

Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
I. FEAR

I_INTRO_FEAR: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
I_AFRAID
40a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?

079

1
2
3
4

Never
Almost never
Sometimes
Most of the time

080

1
2
3
4

Never
Almost never
Sometimes
Most of the time

(READ ANSWER CATEGORIES.)
I_AFRAID_ON_BUS

40b.

How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?

(READ ANSWER CATEGORIES)

I_AFRAID_NONSCHOOL

40c.

081

Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?

1
2
3
4

Never
Almost never
Sometimes
Most of the time

(READ ANSWER CATEGORIES)
L. STUDENT CHARACTERISTICS
L_GRADES

45.

116

During this school year, across all subjects have you
gotten mostly (READ CATEGORIES 1-5)

47.

Thinking about the future, do you think you will ...

A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent

Yes

117

1

2  -- END

3

118

1

2

3

L_SCHOOL_AFTER_SCHOOL

a. Attend school after high school, such as a college
or technical school? . . . . . . . . . .

1
2
3
4
5
6

Don't know

L_GRADUATE_4YR

b. Graduate from a 4-year college? . . . . . . . . . . .

Questions about brochure (before debriefing questions):
Hand R the brochure. “I have this brochure about the survey for you.” Pause for a second as they look over it. Do
not tell them to read it yet. If they start reading it without prompting, wait for them to finish before starting probes. If
they glance at it and look back up, begin with probe 1 below.
1. What is your first impression of the brochure? Would you read it if your parent gave it to you?
If the respondent has not yet read the brochure: “Please take a few minutes to look over the brochure.”
2. Having just answered this survey, does this brochure do a good job of explaining what the survey is about?
3. Is there anything you read that stands out about the brochure?
4. Is there anything that you do not like about the brochure?
5. What does the phrase “stay tuned” mean to you in this brochure?
Continue on to debriefing questions

DEBRIEFING QUESTIONS:
[IF R SEEMED UNCOMFORTABLE OR WOULDN’T SAY MUCH WHEN ANSWERING PROBES, PUT DOWN PEN/PROTOCOL
AND MAKE THE DB Qs FEEL MORE LIKE A CONVERSATION. THIS HAS MADE SOME Rs MORE COMFORTABLE AND
THEY THEN PROVIDED INFORMATION THEY DIDN’T SAY WHEN PROBED. SAY SOMETHING LIKE “Really, what
we’re trying to figure out today is how kids think about bullying. It’s just been a while
since I was in school, and we want to make sure that what we think kids think about bullying
is actually right.” FAMILIARIZE YOURSELF WITH THE DB Qs SO THAT YOU CAN ASK THEM NATURALLY
WITHOUT READING FROM THE PROTOCOL IN THESE SITUATIONS.]
p. Overall, what did you think of this interview? Was it easy or difficult?

q. Do adults at your school talk to students about bullying? What do they say?

Were there any questions you think some people might find difficult to answer?

s. Did you have any other thoughts about the topics we discussed today, or the
questions on this survey?

Attachment 15:
2017 National Crime Victimization Survey School Crime Supplement Cognitive Pretesting Handouts

COGNITIVE PRETESTING OF THE
SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

HANDOUTS USED DURING INTERVIEWS

Round 1 Handouts
Bullying prevalence question for reference during probing
22.

Now I have some questions about what students do at school that make you feel bad or
are hurtful to you. We often refer to this as being bullied. You may include events you told
me about already. During this school year, has any student bullied you?
That is, has another student...
a. Made fun of you, called you names, or insulted you, in a hurtful way?
b. Spread rumors about you or tried to make others dislike you?
c. Threatened you with harm?
d. Pushed you, shoved you, tripped you, or spit on you?
e. Tried to make you do things you did not want to do, for example, give them money or
other things?
f.

Excluded you from activities on purpose?

g. Destroyed your property on purpose?

Power imbalance question with different fills for students who were
bullied
25.

Now I have some additional questions about the time another student _________.
Thinking about the person who did these things to you this school year,

a. Was this person physically bigger or stronger than you?
b. Was this person more popular than you?
c.

Did this person have more money than you?

d. Did this person have more power than you in another way?

(One)

25.

Now I have some additional questions about the time other students __________.
Thinking about the people who did these things to you this school year,

a. Were any of these people physically bigger or stronger than you?
b. Were any of these people more popular than you?
c.

Did any of these people have more money than you?

d. Did any of these people have more power than you in another way?

(Multiple)

25.

Now I have some additional questions about the time other students __________.
Thinking about the people who did these things to you this school year,

a. Was anyone in the group physically bigger or stronger than you?
b. Was anyone in the group more popular than you?
c.

Did anyone in the group have more money than you?

d. Did anyone in the group have more power than you in another way?

(Group)

Hypothetical power imbalance question for students who were not
bullied
Q25. Now I have some additional questions about the time other students made fun of you, called
you names, or insulted you, in a hurtful way, and Pushed you, shoved you, tripped you, or spit on
you. Thinking about the people who did these things to you this school year,

a. Was anyone in the group physically bigger or stronger than you?

b. Was anyone in the group more popular than you?

Did anyone in the group have more money than you?

d. Did anyone in the group have more power than you in another way?

Frequency question with vignette and alternate versions
(order of question versions is varied in interviews)
A group of students made fun of Mark’s shoes every day for the first two weeks of school.
Because of this, Mark got his parents to buy him new shoes. When Mark started wearing his new
shoes the third week of school, the students stopped making fun of him for the rest of the school
year.

Pretend you are Mark. Answer all three questions how you think Mark would answer them.

A. During this school year, how many times were you bullied?
1  One time
2  Two times
3  Three to ten times
4  More than ten times

B. During this school year, how many days were you bullied?
1  One day
2  Two days
3  Three to ten days
4  More than ten days

C. During this school year, how often were you bullied?
1  Once or twice this school year
2  Once or twice a month
3  Once or twice a week
4  Almost every day

Round 2 Handouts
Bullying prevalence for reference during probing
22.

Excluded you from activities on purpose?

g. Destroyed your property on purpose?

Frequency question with vignette and alternate versions
(order of versions is varied in interviews)
A group of students made fun of Mark’s shoes every day for the first two weeks of school.
Because of this, Mark got his parents to buy him new shoes. When Mark started wearing his new
shoes the third week of school, the students stopped making fun of him for the rest of the school
year.

Pretend you are Mark. Answer all three questions how you think Mark would answer them.

A. During this school year, how many times were you bullied?
1  One time
2  Two times
3  Three to ten times
4  More than ten times

B. During this school year, how many days were you bullied?
1  One day
2  Two days
3  Three to ten days
4  More than ten days

C. During this school year, how often were you bullied?
1  Once or twice this school year
2  Once or twice a month
3  Once or twice a week
4  Almost every day

Power imbalance question with different fills for students who were
bullied
28.

Now I have some additional questions about the time another student _________.
Thinking about the person who did these things to you this school year,

a. Was this person physically bigger or stronger than you?
b. Was this person more popular than you?
c.

Did this person have more money than you?

d. Did this person have the ability to influence what other students think of you?
e. Did this person have more power than you in another way?

(One)

28.

Now I have some additional questions about the time other students __________.
Thinking about the people who did these things to you this school year,

a. Were any of these people physically bigger or stronger than you?
b. Were any of these people more popular than you?
c.

Did any of these people have more money than you?

d. Did any of these people have the ability to influence what other students think of you?
e. Did any of these people have more power than you in another way?

(Multiple)

28.

Now I have some additional questions about the time other students _____. Thinking
about the people who did these things to you this school year,

a. Was anyone in the group physically bigger or stronger than you?
b. Was anyone in the group more popular than you?
c.

Did anyone in the group have more money than you?

d. Did anyone in the group have the ability to influence what other students think of you?
e. Did anyone in the group have more power than you in another way?

(Group)

Hypothetical power imbalance question for students who were not
bullied
Q28. Now I have some additional questions about the time other students made fun of you, called
you names, or insulted you, in a hurtful way, and Pushed you, shoved you, tripped you, or spit on
you. Thinking about the people who did these things to you this school year,

a. Was anyone in the group physically bigger or stronger than you?

b. Was anyone in the group more popular than you?

Did anyone in the group have more money than you?

d. Did anyone in the group have the ability to influence what other students think of you?

e. Did anyone in the group have more power than you in another way?

Location of bullying question for reference for students who were not
bullied
29.

Still thinking about all of the times that you were bullied, where did the bullying occur?
Did it occur …
1  In a classroom at school?
2  In a hallway or stairwell at school?
3  In a bathroom or locker room at school?
4  In a cafeteria or lunch room at school?
5  Somewhere else inside the school building?
Where is the other place where bullying occurred?_____________
6  Outside on school grounds?
7  On the way to or from school such as on a school bus or at a bus stop?
8
Online or by text?

Round 3 Handouts
Bullying prevalence question for reference during probing
22.

Now I have some questions about what students do at school that make you feel bad or
are hurtful to you. We often refer to this as being bullied. You may include events you
told me about already. During this school year, has any student bullied you?
That is, has another student...
a. Made fun of you, called you names, or insulted you, in a hurtful way?
b. Spread rumors about you or tried to make others dislike you?
c. Threatened you with harm?
d. Pushed you, shoved you, tripped you, or spit on you?
e. Tried to make you do things you did not want to do, for example, give them money or
other things?
f.

Excluded you from activities on purpose?

g. Destroyed your property on purpose?

Frequency question with vignette and alternate versions
(order of versions is varied in interviews)
A group of students made fun of Mark’s shoes every day for the first two weeks of school in
August. Because of this, Mark got his parents to buy him new shoes. When Mark started wearing
his new shoes the third week of school, the students stopped making fun of him for the rest of the
school year.

Pretend you are Mark. Answer both questions how you think Mark would answer them. There are
no right or wrong answers.

A. During this school year, how many days were you bullied?
1  One day
2  Two days
3  Three to ten days
4  More than ten days

B. During August of this school year, how often were you bullied?
1  Almost every day
2  About 3 to 4 times a week
3  About once or twice a week
4  About once or twice in August

Power imbalance question with different fills for students who were
bullied
30.

Now I have some additional questions about the time another student _________.
Thinking about the person who did these things to you this school year,

a. Was this person physically bigger or stronger than you?
b. Was this person more popular than you?
c.

Did this person have more money than you?

d. Did this person have the ability to influence what other students think of you?
e. Did this person have more power than you in another way?

(One)

30.

Now I have some additional questions about the time other students __________.
Thinking about the people who did these things to you this school year,

a. Were any of these people physically bigger or stronger than you?
b. Were any of these people more popular than you?
c.

Did any of these people have more money than you?

d. Did any of these people have the ability to influence what other students think of you?
e. Did any of these people have more power than you in another way?

(Multiple)

30.

Now I have some additional questions about the time other students _____. Thinking
about the people who did these things to you this school year,

a. Was anyone in the group physically bigger or stronger than you?
b. Was anyone in the group more popular than you?
c.

Did anyone in the group have more money than you?

d. Did anyone in the group have the ability to influence what other students think of you?
e. Did anyone in the group have more power than you in another way?

(Group)

Hypothetical power imbalance question for students who were not
bullied
Q30. Now I have some additional questions about the time other students made fun of you, called
you names, or insulted you, in a hurtful way, and Pushed you, shoved you, tripped you, or spit on
you. Thinking about the people who did these things to you this school year,

a. Was anyone in the group physically bigger or stronger than you?

b. Was anyone in the group more popular than you?

Did anyone in the group have more money than you?

d. Did anyone in the group have the ability to influence what other students think of you?

e. Did anyone in the group have more power than you in another way?

Location of bullying question for reference for students who were not
bullied
31.

School Crime Supplement student brochure

Attachment 16:
2017 National Crime Victimization Survey School Crime Supplement finalized bullying section

FINALIZED BULLYING SECTION
22.

G_BULLY_MADE_FUN

Yes

a. Made fun of you, called you names, or insulted
you, in a hurtful way?

134

1

2

b. Spread rumors about you or tried to make others
dislike you?

135

1

2

c. Threatened you with harm?

136

1

2

d. Pushed you, shoved you, tripped you, or spit on
you?

137

1

2

e. Tried to make you do things you did not want to
do, for example, give them money or other
things?

138

1

2

139

1

2

140

1

2  If all categories a-g are
marked “No” SKIP to
G_HATE

G_BULLY_RUMOR

G_BULLY_THREAT

G_BULLY_CONTACT
G_BULLY_COERCED

G_BULLY_EXCLUDED

Excluded you from activities on purpose?

G_BULLY_DESTROYED_PROP

Destroyed your property on purpose?

G_BULLY_DAY_PLUS
23a.
During this school year, how many days were you
bullied?
(READ ANSWER CATEGORIES)

214SCS
1  One day – Go to G_BULLY_TIMES
2  Two days
3  Three to ten days
4  More than ten days

G_BULLY_TIMES
23b.
In that one day, how many times would you say
other students did those things that made you feel
bad or were hurtful to you?
(READ ANSWER CATEGORIES 1-4)

215SCS
1
2
3
4
5
6

Once
Two to ten times
Eleven to fifty times
More than fifty times
Too many times to count
Don’t know

SKIP to G_BULLY_
HAPPEN_AGAIN

G_BULLY_HAPPEN_AGAIN

24.

Did you think the bullying would happen again?

216SCS
1  Yes
2  No

G_BULLY_MULTI_PERS
25.
Thinking about the [time/times] you were bullied this
school year, did more than one person do
[this/these things] to you?

G_BULLY_HOW_ACT
26.
Did these people act alone, together as a team, or
both?

217SCS
1  Yes
2  No - SKIP to: G_BULLY_STRONGER

218SCS
1  Alone
2  Together
3  Both
4  Don’t know

27.

G_BULLY_STRONGER
a. [Was this person/ Were any of these people/ Was
anyone in the group] physically bigger or stronger
than you?

Yes

219SCS

1

2

G_BULLY_POPULAR
b. [Was this person/ Were any of these people/ Was
anyone in the group] more popular than you?

220SCS

1

2

G_BULLY_MONEY
c. [Did this person/ Did any of these people/ Did anyone
in the group] have more money than you?

221SCS

1

2

G_BULLY_INFLUENCE
d. [Did this person/ Did any of these people/ Did anyone
in the group] have the ability to influence what other
students think of you?

222SCS

1

2

223SCS

1

2 

G_BULLY_OTHER_POWER
e. [Did this person/ Did any of these people/ Did anyone
in the group] have more power than you in another
way?

G_BULLY_WHERE1 through G_BULLY_WHERE8

28.

Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …
(READ CATEGORIES) Mark (X) all that apply

G_BULLY_WHERE_SPECIFY

Where is the other place where bullying occurred?

G_BULLY_ADULT_TOLD

29.

30.

Did you tell a teacher or some other adult at school
about being bullied?

143
168
169
173
146

147

1  Yes
2  No

Not
at all

This school year, how much has bullying had a
NEGATIVE effect on:
(READ ANSWER CATEGORIES)

G_SCHOOL_WORK

1 2 3 4 

197SCS

1 2 3 4 

How you feel about YOURSELF.

198SCS

1 2 3 4 

YOUR physical health for example, caused
injuries, gave you headaches or stomach
aches.

199SCS

1 2 3 4 

YOUR school work.

YOUR relationships with friends or family.

G_RELATION_FRIEND_FAMILY
G_ABOUT_YOURSELF

G_PHYSICAL_HEALTH

31. When you were bullied in school this year, did you ever
think it was related to ...

Yes

1

2

201SCS

1

2

202SCS

1

2

203SCS

1

2

204SCS

1

2

205SCS


1

2

206SCS

1

2

G_BULLY_RACE

YOUR race?

200SCS

G_BULLY_RELIGION

Your ethnic background or national origin for example, people of Hispanic origin?

G_BULLYING_DISABILITY

Any disability you may have – such as
physical, mental, or developmental
disabilities?

G_BULLYING_GENDER

YOUR gender?

YOUR sexual orientation - by this we mean gay,
lesbian, bisexual, or straight?

G_BULLYING_ORIENTATION
G_BULLYING_APPEARANCE

YOUR religion?

G_BULLY_ETHNIC_ORIGIN

A lot

196SCS

Not very Somewhat
much

YOUR physical appearance?
.



G_HATE

32.

065

1  Yes
2  No - SKIP to G_HATE_WORDS

33.

Yes

Don’t know

107SCS

1

2

3

108SCS

1

2

3

109SCS

1

2

3

110SCS

1

2

3

111SCS

1

2

3

112SCS

1

2

3

Were any of the hate-related words related to ...

G_HATE_RACE

Your race?

G_HATE_RELIGION

Your religion?

G_HATE_ETHNICITY

Your ethnic background or national origin- for
example, people of Hispanic origin?

G_HATE_DISABILITY

Any disability you may have – such as physical,
mental, or developmental disabilities?

G_HATE_GENDER

Your gender?

G_HATE_SEXUAL_ORIENTATION

Your sexual orientation – by this we mean gay,
lesbian, bisexual or straight?

G_HATE_WORDS

34.

During this school year, have you seen any
hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or
on the outside of your school building?

066

1  Yes
2  No

File Type	application/pdf
File Title	Microsoft Word - 2017 SCS OMB Part C. List of Attachments.docx
Author	morganra
File Modified	2016-09-13
File Created	2016-08-26