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Classroom paraprofessionals are hired at higher rates than certified teachers in the US and provide critical behavior support to K-12 grade students with greatest needs. However, research is very limited on paraprofessional experiences with student-directed violence and factors that may mediate their decisions to remain or leave schools. Using a sample of 943 K-12 paraprofessionals, this study examined the effects of violence from students on transfer/quit decisions. We examined the serial mediation effects of staff victimization of students, classroom disciplinary problems, anxiety/stress, and administrator support on transfer/quit intentions. Verbal/threatening victimization indirectly related to transfer/quit intentions through paraprofessionals’ perceptions of classroom disciplinary problems, staff victimizing students, anxiety/stress, and administrative support. Implications of findings are discussed.
Andrew Holmes Perry, The Ohio State University
Linda Reddy, Rutgers University
Andrew Martinez, Center for Court Innovation
Susan D. McMahon, DePaul University
Dorothy L. Espelage, University of North Carolina - Chapel Hill
Eric M. Anderman, The Ohio State University
Ron Avi Astor, University of California - Los Angeles
Frank C. Worrell, University of California - Berkeley