Download:
pdf |
pdfSupporting Statement – 2025 National Crime Victimization Survey (NCVS) School Crime Supplement
(SCS)
C. List of attachments
1. 2025 SCS questionnaire……………………………………………………………………………………………………2
2. Title 34, U.S.C., Section 10132 of the Justice Systems Improvement Act of 1979…..…………36
3. 2025 SCS 60-day notice…………………………………………...........................................................47
4. Comments on the 2025 SCS from the 60-day notice…………….…………………………………………53
5. Letter from the Director (NCVS-572(L))……………………………………………………………………………57
6. 2025 SCS item justification and rationale……….....................…………………………………………..60
7. 2022 SCS parent and student (English) brochure………………………………………………........….....80
8. 2022 NCVS SCS School Crime Letter…………………………………………………….............................85
Attachment 1:
2025 SCS questionnaire
2025 SCHOOL CRIME SUPPLEMENT (SCS)
SCREEN QUESTIONS FOR SUPPLEMENT
INTRO_1
Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of these
data and requires us not to share your responses with your school or family.
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1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish
1a. E_ATTENDSCHOOL_INPERSON
At any time during this school year did you attend a public or private school in person?
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1 = Yes
2 = No
1b. E_ATTENDSCHOOL_VIRTUAL
At any time during this school year did you receive any online schooling or virtual learning provided
by a public or private school?
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1 = Yes
2 = No
1c. E_ATTENDSCHOOL_HOMESCHOOL
At any time during this school year did you receive homeschooling instead of being enrolled in a
public or private school?
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1 = Yes – ASK E_HOMESCHOOL_COOP
2 = No – GOTO to CHECK ITEM A
CHECK ITEM A: If student answers “No,” “Don’t know,” or “Refused” to
E_ATTENDSCHOOL_HOMESCHOOL and “Yes” to E_ATTENDSCHOOL_VIRTUAL SKIP to
E_DIFFSCHOOL_ATTENDED.
If student answers “No,” “Don’t know,” or “Refused” to E_ATTENDSCHOOL_HOMESCHOOL AND
E_ATTENDSCHOOL_VIRTUAL, and “Yes” to E_ATTENDSCHOOL_INPERSON SKIP to
E_DIFFSCHOOL_ATTENDED.
If student answers “No,” “Don’t know,” or “Refused” for E_ATTENDSCHOOL_INPERSON,
E_ATTENDSCHOOL_VIRTUAL, and E_ATTENDSCHOOL_HOMESCHOOL SKIP to INTVIEWTYPE.
2025 SCS Questionnaire
1d. E_HOMESCHOOL_COOP
[IF E_ATTENDSCHOOL_HOMESCHOOL = “Yes”]
At any time during this school year did you attend a homeschool cooperative, or co-op, in person?
Homeschooling cooperatives (co-ops) are groups of homeschooling families who work together to
educate their children. They can range from informal groups to more formal programs that resemble
private schools. Some co-op students may report in-person attendance if they feel like that fits.
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1 = Yes
2 = No
1e1.E_HOMESCHOOL_WHY_BULLY
[IF E_ATTENDSCHOOL_HOMESCHOOL = “Yes” ask questions 1e1 through 1e7]
For this next question, I’m going to read a list of 7 possible reasons that some families decided to
homeschool rather than enroll in public or private school. You can say yes to more than one reason
but please choose ones that best fit the reason or reasons your family decided to homeschool.
Because of your experiences with bullying?
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1= Yes
2= No
1e2. E_HOMESCHOOL_WHY_ENVIROMENT
Because of concerns about the school environment, such as safety, drugs, or negative peer pressure?
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1= Yes
2= No
1e3. E_HOMESCHOOL_WHY_QUALITY
Because you or your parents were not happy with the quality of the education you were receiving?
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1= Yes
2= No
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2025 SCS Questionnaire
1e4. E_HOMESCHOOL_WHY_RELIGIOUS
Because of religious reasons?
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1= Yes
2= No
1e5. E_HOMESCHOOL_WHY_CONDITION
Because of a physical, mental, or developmental condition?
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1= Yes
2= No
1e6. E_HOMESCHOOL_WHY_ILLNESS
Because of an illness that prevents you from attending school?
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1= Yes
2= No
1e7. E_HOMESCHOOL_WHY_OTHER
Because of a different reason?
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1= Yes – ASK E_HOMESCHOOL_WHY_SPECIFY
2= No – SKIP to E_DIFFSCHOOL_ATTENDED
E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?
Specify:
1f. E_DIFFSCHOOL_ATTENDED
How many different schools have you attended this school year?
[IF student answered E_ATTENDSCHOOL_HOMESCHOOL = “Yes,” include the text below.]
Include your homeschooling as one school.
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1 = One school
2 = Two schools
3 = Three or more schools
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2025 SCS Questionnaire
CHECK ITEM B: If student was not homeschooled (E_ATTENDSCHOOL_HOMESCHOOL = “No,”
“Don’t know,” or “Refused”) SKIP to E_WHATGRADE. If student was fully or partially homeschooled
(E_ATTENDSCHOOL_HOMESCHOOL = “Yes”) CONTINUE with E_HOMESCHOOLGRADE.
2a. E_HOMESCHOOLGRADE
During the time you were homeschooled this school year, what grade would you have been enrolled
in if you were in a public or private school?
This question refers to the 2024-2025 school year.
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0 = Fifth or under – SKIP to INTVIEWTYPE
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to CHECK ITEM C
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to INTVIEWTYPE
E_HOMESCHOOLGRADE_OTHER
SKIP to CHECK ITEM C
Specify:
CHECK ITEM C: If student was only homeschooled (E_ATTENDSCHOOL_HOMESCHOOL = “Yes”,
E_ATTENDSCHOOL_INPERSON = “No,” “Don’t know,” or “Refused” AND
E_ATTENDSCHOOL_VIRTUAL = “No,” “Don’t know,” or “Refused”) SKIP to INTVIEWTYPE.
If student was partially homeschooled (E_ATTENDSCHOOL_HOMESCHOOL = “Yes” and either
(E_ATTENDSCHOOL_INPERSON = “Yes” AND/OR E_ATTENDSCHOOL_VIRTUAL = “Yes) SKIP to
SCS_INTRO_2.
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2025 SCS Questionnaire
2b. E_WHATGRADE
What grade are you in?
This question refers to the 2024-2025 school year.
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0 = Fifth or under – SKIP to INTVIEWTYPE
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to INTVIEWTYPE
E_WHATGRADE_OTHER
SKIP to E_WHATMONTH
Specify:
SCS_INTRO_2
READ SCS_INTRO_2 only if E_ATTENDSCHOOL_HOMESCHOOL = “Yes” and either
(E_ATTENDSCHOOL_INPERSON = “Yes” AND/OR E_ATTENDSCHOOL_VIRTUAL = “Yes”)
The remaining questions pertain only to your attendance at a public or private school and not to being
homeschooled [IF E_HOMESCHOOL_COOP= “Yes”: or attending a homeschool cooperative].
3. E_WHATMONTH
In what month did your current school year begin?
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1 = July
2 = August
SKIP to F_SCHOOLSTATE
3 = September
4 = a different month – Go to E_WHATMONTHOTHER
If E_WHATMONTH=4, Probe: What month did you start your current grade?
E_WHATMONTHOTHER
Specify the other month that school year began.
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1 = January
2 = February
3 = March
4 = April
5 = May
5
6 = June
7 = October
8 = November
9 = December
2025 SCS Questionnaire
ENVIROMENTAL QUESTIONS
SCS_INTRO_3
READ SCS_INTRO_3 if E_ATTENDSCHOOL_VIRTUAL = “Yes” and E_ATTENDSCHOOL_INPERSON= “Yes”
For the next questions, please think about the school you would normally attend in person right now.
4a. F_SCHOOLSTATE
In what state is your school located?
State:
4b. F_SCHOOLCOUNTY
In what county is your school located?
County:
4c. F_SCHOOLCITY
In what city is your school located?
City:
4d. F_NAMEOFSCHOOL
What is the complete name of your school?
School name:
5a. F_PUBLICORPRIVATE
Is your school public or private?
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1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED
5b. REGULARSCHOOL
Is this the regular school that most of the students in your neighborhood attend?
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1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW
5c. F_CHURCHRELATED
Is your school affiliated with a religion?
A ‘school affiliated with a religion’ is defined as an elementary or secondary school that is either partially
or fully supported/funded by a church, synagogue, or mosque.
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1 = Yes
2 = No
3 = Don’t know
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2025 SCS Questionnaire
6a. F_GRADES_LOW
What is the lowest grade taught in your school?
Enter the lowest grade mentioned
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0 = Pre-Kindergarten or Kindergarten
1 = First
2 = Second
3 = Third
4 = Fourth
5 = Fifth
6 = Sixth
7 = Seventh
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8 = Eighth
9 = Ninth
10 = Tenth
11 = Eleventh
12 = Twelfth
13 = Post-graduate
20 = All ungraded
30 = All special education
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8 = Eighth
9 = Ninth
10 = Tenth
11 = Eleventh
12 = Twelfth
13 = Post-graduate
20 = All ungraded
30 = All special education
6b. F_GRADES_HIGH
What is the highest grade taught in your school?
Enter the highest grade mentioned
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0 = Pre-Kindergarten or Kindergarten
1 = First
2 = Second
3 = Third
4 = Fourth
5 = Fifth
6 = Sixth
7 = Seventh
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2025 SCS Questionnaire
7. F_GETTOSCHOOL
When you attend school in person, how do you get to school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
[IF student answered E_ATTENDSCHOOL_VIRTUAL = “Yes,” include the following FR text] If the student
attended school virtually, please remind the student to think of the school that he or she would normally
attend in person right now.
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1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify
F_GETTOSCHOOL_SPECIFY
Specify:
8. F_HOMEFROMSCHOOL
When you attend school in person, how do you get home from school most of the time this school
year?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
[IF student answered E_ATTENDSCHOOL_VIRTUAL = “Yes,” include the following FR text] If the student
attended school virtually, please remind the student to think of the school that he or she would normally
attend in person right now.
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1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify
F_HOMEFROMSCHOOL_SPECIFY
Specify:
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2025 SCS Questionnaire
9a. F_ACTIVITY_SPIRIT
During this school year, have you participated in any of the following activities sponsored by your
school:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
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1 = Yes
2 = No
9b. F_ACTIVITY_SPORTS
Athletic teams at school?
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1 = Yes
2 = No
9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
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1 = Yes
2 = No
9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
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1 = Yes
2 = No
9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
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1 = Yes
2 = No
9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental 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, Environmental Club, Key Club, or Interact? Do not include community
service hours required for graduation.
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1 = Yes
2 = No
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2025 SCS Questionnaire
9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
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1 = Yes – ASK F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE
9h. F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities you participated in?
Specify:
CHECK ITEM D: If student did not attend school in person this school year
(E_ATTENDSCHOOL_INPERSON = “No,” “Don’t know,” or “Refused”) SKIP to
F_SAFETY_CODE_OF_CONDUCT.
10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Does your school have:
Security guards or assigned police officers?
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1 = Yes
2 = No
3 = Don’t know
10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
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1 = Yes
2 = No
3 = Don’t know
10c. F_SAFETY_METAL_DETECTORS
Metal detectors, including wands?
A ‘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.
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1 = Yes
2 = No
3 = Don’t know
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2025 SCS Questionnaire
10d. F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day?
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1 = Yes
2 = No
3 = Don’t know
10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
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1 = Yes
2 = No
3 = Don’t know
10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
A ‘locker check’ is the act of school administrators or officials opening a locker and looking though its
contents. Depending on the circumstances, administration may choose to search one, several, or all
lockers.
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1 = Yes
2 = No
3 = Don’t know
4 = Respondent’s school does not have lockers
10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
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1 = Yes
2 = No
3 = Don’t know
10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
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1 = Yes
2 = No
3 = Don’t know
10i. F_SAFETY_CODE_OF_CONDUCT
Does your school have a code of student conduct, that is, a set of written rules or guidelines that the
school provides to you?
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1 = Yes
2 = No
3 = Don’t know
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2025 SCS Questionnaire
11. F_REPORT
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?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
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1 = Yes
2 = No
3 = Don’t know
12. F_DISTRACTED
In your classes, how often are you distracted from doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
Read answer categories
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1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time
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2025 SCS Questionnaire
13a. F_RULES_FAIR
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
The school rules are fair.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
13c. 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.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
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2025 SCS Questionnaire
14a. F_ADULT_REALLYCARES
Thinking about the teachers and staff at your school, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a TEACHER or other ADULT at school who…
Really cares about you.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
14b. F_ADULT_LISTENS
Listens to you when you have something to say.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
14c. F_ADULT_GOOD_JOB
Tells you when you do a good job.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
15a. F_STUDENT_REALLYCARES
Thinking about the students at your school, would you strongly agree, agree, disagree, or strongly
disagree with the following…?
There is a STUDENT at school who…
Really cares about you.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
14
2025 SCS Questionnaire
15b. F_STUDENT_LISTENS
Listens to you when you have something to say.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
15c. F_STUDENT_SUCCESS
Believes that you will be a success.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
16. F_CRIME_NEIGHBORHOOD
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.
A ‘neighborhood’ is blocks of houses, apartments, and places you spend time at near your home.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where YOUR SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...?
There is a lot of crime in the neighborhood where YOU go to SCHOOL.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
15
2025 SCS Questionnaire
18. F_SAFE_IN_SCHOOL
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
You feel safe in your school.
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1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
CHECK ITEM E: If student did not attend school in person this school year
(E_ATTENDSCHOOL_INPERSON = “No,” “Don’t know,” or “Refuse”) and
E_ATTENDSCHOOL_VIRTUAL = “Yes” GO TO SCS_INTRO_4_VIRTUAL
If student did attend school in person this school year E_ATTENDSCHOOL_INPERSON = “Yes” SKIP
to SCS_INTRO_4_INPERSON
SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3 AND
E_ATTENDSCHOOL_HOMESCHOOL = “No,” “Don’t know,” or “Refused”: For the remainder of this
survey, think about [both/all schools] you attended this school year.] Your answers will not be shared
with anyone at your school or home.
The following questions are only about this school year.
20a. F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were attending virtual school?
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1 = Yes
2 = No
SKIP to G_BULLY_MADE_FUN
SCS_INTRO_4_INPERSON
Now I have some questions about things that happen at school, which includes [IF
E_ATTENDSCHOOL_VIRTUAL = “Yes” FILL: virtual classes,] in the school building, on school property, on
a school bus, or going to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3 AND
E_ATTENDSCHOOL_HOMESCHOOL = “No,” “Don’t know,” or “Refused”: For the remainder of this
survey, think about [both/all schools] you attended this school year.] Your answers will not be shared
with anyone at your school or home.
The following questions are only about this school year.
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2025 SCS Questionnaire
The following questions pertain only to the student’s attendance at a public or private school and not to
being homeschooled or attending a homeschool cooperative.
19a. F2_TOBACCO
Is it possible for students to get any of the following while at school…
Tobacco or nicotine products, such as cigarettes, cigars, e-cigarettes or vaping devices, chewing
tobacco, and dip?
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1 = Yes
2 = No
19b. F2_ALCOHOL
Alcoholic beverages?
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1 = Yes
2 = No
19c. F2_MARIJUANA
Marijuana, also known as pot or weed?
Marijuana that can be smoked (such as in joints, pipes, bongs, blunts, or hookahs), vaped (such as in
vape pens, dab pens, tabletop vaporizers, or portable vaporizers), dabbed, eaten, drunk, or applied as a
lotion.
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1 = Yes
2 = No
19d. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as codeine, Percocet,
fentanyl, OxyContin, or Vicodin? These are also known as opioids.
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1 = Yes
2 = No
19e. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
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1 = Yes
2 = No
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2025 SCS Questionnaire
19f. F2_OTHER_ILLEGAL
Other illegal drugs, such as cocaine, LSD, Ecstasy (MDMA), or crystal meth?
Do not include tobacco or tobacco products.
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1 = Yes
2 = No
20b. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school [IF E_ATTENDSCHOOL_VIRTUAL = “Yes” FILL: or during virtual
classes]?
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1 = Yes
2 = No
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2025 SCS Questionnaire
FIGHTING, BULLYING AND HATE BEHAVIORS
21a. G_FIGHT_AT_SCHOOL
During this school year, have you been in one or more physical fights at school?
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1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN
21b. G_FIGHT_HOW_OFTEN
During this school year, how many times have you been in a physical fight at school?
Number of times:
22a. G_BULLY_MADE_FUN
Now I have some questions about what students do during school that make you feel bad or are
hurtful to you. These could occur in person or using technologies, such as a phone, the Internet, or
social media. We often refer to this as being bullied. During this school year, has any student bullied
you?
That is, has another student...
Made fun of you, called you names, or insulted you, in a hurtful way?
□
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1 = Yes
2 = No
22b. G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you?
□
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1 = Yes
2 = No
22c. G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way?
□
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1 = Yes
2 = No
22d. G_BULLY_THREAT
Threatened you with harm?
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1 = Yes
2 = No
22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you?
□
□
1 = Yes
2 = No
19
2025 SCS Questionnaire
22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things?
□
□
1 = Yes
2 = No
22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
□
□
1 = Yes
2 = No
22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose?
□
□
1 = Yes
2 = No
CHECK ITEM F: If all items in 22a-22h (G_BULLY_MADE_FUN—G_BULLY_DESTROYED_PROP) are
marked “No,” “Don’t know,” or “Refused” SKIP to G_HATE.
23a. G_BULLY_DAY_PLUS
During this school year, how many days were you bullied?
Read answer categories
□
□
□
□
1 = One day
2 = Two days
3 = Three to ten days
4 = More than ten days
SKIP to G_BULLY_HAPPEN_AGAIN
23b. G_BULLY_TIMES
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—2
□
□
□
□
1 = Once
2 = Two or more times
3 = Too many times to count
4 = Don’t know
20
2025 SCS Questionnaire
24. G_BULLY_HAPPEN_AGAIN
Did you think the bullying would happen again?
□
□
1 = Yes
2 = No
25. G_BULLY_MULTI_PERS
Thinking about the [time/times] you were bullied this school year, did more than one person do
[this/these things] to you?
□
□
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER
26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
□
□
□
□
1 = Alone
2 = Together
3 = Both
4 = Don’t know
27a. G_BULLY_STRONGER
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,
[Was this person/Were any of these people/Was anyone in the group] physically bigger or stronger
than you?
□
□
1 = Yes
2 = No
27b. G_BULLY_POPULAR
[Was this person/Were any of these people/Was anyone in the group] more popular than you?
□
□
1 = Yes
2 = No
27c. G_BULLY_MONEY
[Did this person/Did any of these people/Did anyone in the group] have more money than you?
□
□
1 = Yes
2 = No
21
2025 SCS Questionnaire
27d. G_BULLY_INFLUENCE
[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 = Yes
2 = No
27e. G_BULLY_OTHER_POWER
[Did this person/Did any of these people/Did anyone in the group] have more power than you in
another way?
□
□
1 = Yes
2 = No – SKIP to CHECK ITEM G
27f. G_ OTHER_POWER_SPECIFY
In what other way [did that student/did any of those students] have more power than you?
Specify:
CHECK ITEM G: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_BULLY_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)
28a. G_RELAT_SIBLING
What was your relationship to the student when they bullied you? Were they…
Your sibling, such as a brother or sister?
□
□
1 = Yes – SKIP to G_BULLYWHERE1
2 = No
28b. G_RELAT_DATING
Your boyfriend or girlfriend at the time?
□
□
1 = Yes – SKIP to G_BULLYWHERE1
2 = No
28c. G_RELAT_EX_DATING
Your ex-boyfriend or ex-girlfriend at the time?
□
□
1 = Yes – SKIP to G_BULLYWHERE1
2 = No
22
2025 SCS Questionnaire
28d. G_RELAT_OTH_STUDENT
Another student from school?
□
□
1 = Yes
2 = No
29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about the [time/times] that you were bullied, where did the bullying occur? Did it
occur…
Read answer categories, mark all that apply
□
□
□
□
□
□
□
□
□
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 gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
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?
9 = Somewhere else? – Specify
G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?
Specify:
30. G_BULLY_ADULT_TOLD
Did you tell a teacher or some other adult at school about being bullied?
□
□
1 = Yes
2 = No
31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Your school work?
Read answer categories
□
□
□
□
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot
23
2025 SCS Questionnaire
31b. G_RELATION_FRIEND_FAMILY
Your relationships with friends or family?
Read answer categories
□
□
□
□
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot
31c. G_ABOUT_YOURSELF
How you feel about yourself?
Read answer categories
□
□
□
□
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot
31d. G_PHYSICAL_HEALTH
Your physical health for example, caused injuries, gave you headaches or stomachaches?
Read answer categories
□
□
□
□
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot
32a. G_BULLY_RACE
When you were bullied in school this year, did you ever think it was related to:
Your race?
□
□
1 = Yes
2 = No
32b. G_BULLY_RELIGION
Your religion?
□
□
1 = Yes
2 = No
24
2025 SCS Questionnaire
32c. G_BULLY_ETHNIC_ORIGIN
Your ethnic background or national origin – for example, people of Hispanic origin?
□
□
1 = Yes
2 = No
32d. G_BULLYING_DISABILITY
Any condition you may have – such as a physical, mental, or developmental condition?
□
□
1 = Yes
2 = No
32e. G_BULLYING_GENDER
Your gender?
□
□
1 = Yes
2 = No
32f. G_BULLYING_ORIENTATION
Your sexual orientation – such as gay, lesbian, bisexual, or straight?
□
□
1 = Yes
2 = No
32g. G_BULLYING_APPEARANCE
Your physical appearance?
□
□
1 = Yes
2 = No
33. G_HATE
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.
□
□
1 = Yes
2 = No – SKIP to CHECK ITEM H
CHECK ITEM H: If a student answered G_HATE = “No,” “Don’t know,” or “Refuse,” and
E_ATTENDSCHOOL_INPERSON = “Yes” SKIP to G_HATE_WORDS
If a student answered G_HATE = “No,” “Don’t know,” or “Refuse,” and
E_ATTENDSCHOOL_INPERSON = “No,” “Don’t know,” or “Refuse,” SKIP to
G_HATE_WORDS_VIRTUAL
25
2025 SCS Questionnaire
34a. G_HATE_RACE
Were any of the hate-related words related to...
Your race?
□
□
□
1 = Yes
2 = No
3 = Don’t know
34b. G_HATE_RELIGION
Your religion?
□
□
□
1 = Yes
2 = No
3 = Don’t know
34c. G_HATE_ETHNICITY
Your ethnic background or national origin – for example, people of Hispanic origin?
□
□
□
1 = Yes
2 = No
3 = Don’t know
34d. G_HATE_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
□
□
□
1 = Yes
2 = No
3 = Don’t know
34e. G_HATE_GENDER
Your gender?
□
□
□
1 = Yes
2 = No
3 = Don’t know
34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – such as gay, lesbian, bisexual or straight?
□
□
□
1 = Yes
2 = No
3 = Don’t know
26
2025 SCS Questionnaire
35a. G_HATE_WORDS
[IF E_ATTENDSCHOOL_INPERSON = “Yes”]
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?
□
□
1 = Yes
2 = No
35b. G_HATE_WORDS_VIRTUAL
[IF E_ATTENDSCHOOL_VIRTUAL = “Yes”]
During this school year, have you seen any hate-related words, pictures, videos, or symbols posted on
school sponsored websites or applications? This could include any website or application the school
uses on a regular basis such as Google Classroom, Schoology, or Zoom.
□ 1 = Yes
□ 2 = No
AVOIDANCE
36a. H_AVOID_VIRTUAL
[IF E_ATTENDSCHOOL_VIRTUAL = “Yes”]
During this school year, did you ever skip any virtual classes because you were afraid other students
would do things that make you feel bad or are hurtful to you?
□
□
1 = Yes
2 = No
CHECK ITEM I: If student did not attend school in person this school year
(E_ATTENDSCHOOL_INPERSON = “No,” “Don’t know,” or “Refuse”) SKIP to L_GRADES
36b. H_AVOID_SHORTCUT
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?
For example, did you ever stay away from…
The shortest route to school because you thought someone might attack or harm you?
□
□
1 = Yes
2 = No
36c. H_AVOID_ENTRANCE
The entrance into the school?
□
□
1 = Yes
2 = No
27
2025 SCS Questionnaire
36d. H_AVOID_HALLWAYS
Any hallways or stairs in school?
□
□
1 = Yes
2 = No
36e. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
□
□
1 = Yes
2 = No
36f. H_AVOID_RESTROOMS
Any school restrooms?
□
□
1 = Yes
2 = No
36g. H_AVOID_OTHER_PLACES
Other places inside the school building?
□
□
1 = Yes
2 = No
36h. H_AVOID_PARKING_LOT
School parking lot?
□
□
1 = Yes
2 = No
36i. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
□
□
1 = Yes
2 = No
36j. H_AVOID_BUS_STOP
School bus or bus stop?
□
□
1 = Yes
2 = No
37a. H_AVOID_ACTIVITIES
Did you AVOID any activities at your school because you thought someone might attack or harm you?
□
□
1 = Yes
2 = No
28
2025 SCS Questionnaire
37b. H_AVOID_CLASSES
Did you AVOID any classes because you thought someone might attack or harm you?
□
□
1 = Yes
2 = No
37c. H_STAY_HOME
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
FEAR
I_INTRO_FEAR
Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
38a. I_AFRAID
How often are you afraid that someone will attack or harm you in the school building or on school
property?
Read answer categories
□
□
□
□
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time
38b. I_AFRAID_ON_BUS
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
□
□
□
□
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time
29
2025 SCS Questionnaire
38c. I_AFRAID_NONSCHOOL
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
□
□
□
□
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time
WEAPONS
J_INTRO_WEAPON
In the next series of questions, we are going to ask you about weapons at your school. Your answers
will not be shared with anyone at your school or home.
39a. J_WEAPONS_GUN
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 gun?
□
□
1 = Yes
2 = No
39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
□
□
1 = Yes
2 = No
39c. J_WEAPONS_OTHER
Some other weapon?
□
□
1 = Yes
2 = No
40a. J_GUN_OTHERS
Do you know of any [other] students who have brought a gun to your school during this school year?
□
□
1 = Yes
2 = No – SKIP to J_GET_GUN
30
2025 SCS Questionnaire
40b. J_SEE_GUN
Have you actually seen another student with a gun at school during this school year?
□
□
□
1 = Yes
2 = No
3 = Don’t know
41. J_GET_GUN
During this school year, could you have gotten a loaded gun without adult permission, either at school
or away from school?
□
□
1 = Yes
2 = No
GANGS
K2_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting
gangs, or something else. Gangs may use common names, signs, symbols, or colors. Your answers will
not be shared with anyone at your school or home.
42a. K_GANGS
Are there any gangs at your school?
□
□
□
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES
42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
your school?
Read answer categories 1 through 5
□
□
□
□
□
1 = Never
2 = Once or twice this school year
3 = Once or twice a month
4 = Once or twice a week
5 = Almost every day
42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at your school during this school year?
□
□
□
1 = Yes
2 = No
3 = Don’t know
31
2025 SCS Questionnaire
STUDENT CHARACTERISTICS
43. L_GRADES
During this school year, across all subjects have you gotten mostly –
Read answer categories 1 through 5. If student says the school uses pass/fail grading, ask which they’ve
mostly gotten.
□
□
□
□
□
□
□
□
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = Mostly passes
7 = Mostly fails
8 = School does not give grades/no alphabetic grade equivalent
44a. L_SKIP_CLASSES
During the last 4 weeks of school, did you skip any classes? Again, we would like to remind you that
none of your responses will be shared with anyone at your school or home.
□
□
□
1 = Yes
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL
44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did you skip at least one class?
Number of days:
45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, do you think you will...
Attend school after high school, such as a college or technical school?
This could include:
-Automotive Mechanic Training
-Beauty School
-Computer Technical Programs (less than a two-year associate degree)
-Certificate Programs
□
□
□
1 = Yes
2 = No – SKIP to INTVIEWTYPE
3 = Don’t know
32
2025 SCS Questionnaire
45b. L_GRADUATE_4YR
Graduate from a 4-year college?
□
□
□
1 = Yes
2 = No
3 = Don’t know
END OF SCS INTERVIEW
46. INTVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview, ask—
Was an adult member of the household or family present during at least part of these questions?
□
□
□
□
□
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know
33
Attachment 2:
Title 34, U.S.C., Section 10132 of the Justice Systems Improvement Act of 1979
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Attachment 3:
2025 SCS 60-day notice
8/28/24, 2:26 PM
Federal Register :: Agency Information Collection Activities; Proposed eCollection eComments Requested; Revision of a Currently …
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LEGAL STATUS
Agency Information Collection Activities; Proposed
eCollection eComments Requested; Revision of a
Currently Approved Collection: School Crime Supplement
(SCS) to the National Crime Victimization Survey (NCVS)
A Notice by the Justice Department on 06/18/2024
PUBLISHED CONTENT - DOCUMENT DETAILS
Agency:
Agency/Docket Number:
Document Citation:
Document Number:
Document Type:
Pages:
Publication Date:
Department of Justice
OMB Number 1121-0184
89 FR 51550
2024-13340
Notice
51550-51551 (2 pages)
06/18/2024
PUBLISHED DOCUMENT
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Attachment 4:
Comments on the 2025 SCS from the 60-day notice
August 16, 2024
Kevin M. Scott, PhD
Principal Deputy Director and Acting Director
Bureau of Justice Statistics
810 Seventh Street NW
Washington, DC 20531
Re:
Revision of Currently Approved Collection: 2025 School Crime Supplement (SCS)
to the National Crime Victimization Survey (NCVS)
89 FR 51550; OMB 1121-0184; Docket # 2024-13340
Dear Dr. Scott:
We write to you regarding the Bureau of Justice Statistics (BJS) proposed 2025 School Climate
Supplement (SCS) to the National Crime Victimization Survey (NCVS). i The SCS is unique among
federal surveys in asking youth about their experiences of both bias-motivated bullying and hate
speech at school. At least in some cases, this data can be linked to demographic data collected
via the NSVS on respondent sexual orientation and gender identity. As the nation’s leading
organization on LGBTQ+ issues in K-12 education, GLSEN strongly supports the continued
administration of the SCS but urges revisions to improve data quality and prevent the inadvertent
exclusion of the experiences of LGBTQ+ youth.
The CDC’s Youth Risk Behavior Survey has found that LGTBQ+ young people experience higher
rates of bullying than their non-LGBTQ+ peers ii, however the YRBS does not ask about the role
of bias in motivating bullying. GLSEN’s National School Climate Survey (NSCS) of LGBTQ+
secondary students has found that experiencing anti-LGBTQ+ victimization is associated with a
range of adverse educational outcomes—including an increased likelihood of missing school due
to feeling unsafe and lower GPAs—and is also associated with lower self-esteem and higher
levels of depression. iii The SCS is uniquely able to shed light on the prevalence of anti-LGBTQ+
victimization, which supports efforts to effectively address such victimization.
The SCS asks students about their experiences with bullying (32e) and hate speech (33, 34e)
based on gender but, unlike the questions immediately before and after, questions 32e and 34e
do not clarify the types of gender-related victimization students should report here. GLSEN’s 2021
NSCS found that 64.6% of transgender students and 51.0% of nonbinary students experienced
victimization—including verbal harassment, physical harassment, and/or physical assault—at
school because of their gender identity. iv
If BJS is only able to include one measure of gender-related bullying and hate speech, GLSEN
recommends that BJS revise questions 32e, 33, and 34e to make clear that the questions are
intended to capture the experiences of all students with bullying and hate speech based on their
gender identity, regardless of whether they are transgender, nonbinary, or cisgender. GLSEN
recommends the following language:
1
32e. G_BULLYING_GENDER
Your gender identity, for example, boy, girl, or nonbinary?
33. G_HATE
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
identity, or sexual orientation? We call these hate-related words.
34e. G_HATE_GENDER
Your gender identity, for example, boy, girl, or nonbinary?
GLSEN strongly supports the continued inclusion of questions that ask specifically about students’
experiences with victimization based on sexual orientation. However, as proposed, questions 32f
and 34f exclude many sexual minority youth by specifying that sexual orientation “means[s] gay,
lesbian, bisexual, or straight” and, thus, could result in underreporting.
GLSEN’s 2021 National School Climate Survey demonstrates that sexual minority youth who do
not identify as gay, lesbian, or bisexual experience victimization at school because of their sexual
orientation. For example:
● 69.0% of pansexual youth were victimized at school because of their sexual orientation;
● 47.1% of asexual youth were victimized at school because of their sexual orientation; and
● 61.3% of queer youth were victimized at school because of their sexual orientation. v
GLSEN recommends that BJS retain the language used in the 2022 SCS vi:
32f. G_BULLYING_ORIENTATION
Your sexual orientation – such as gay, lesbian, bisexual, or straight?
34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – such as gay, lesbian, bisexual, or straight?
The above measures mirror the nonexclusive language BJS proposes to use in questions 32c
and 34c, with regard to ethnic background or national origin, and questions 32d and 34d, with
regard to disability.
GLSEN further urges SCS to revise measures 28a, 28b, and 28c to replace binary gendered
relationship language with language that is inclusive of nonbinary individuals. For example:
28a. G_RELAT_SIBLING
What was your relationship to the student when they bullied you? Were they…
Your brother, sister, or sibling?
28b. G_RELAT_DATING
A person you were dating at the time, for example, your boyfriend, girlfriend, or
partner?
2
28c. G_RELAT_EX_DATING
A person you had dated in the past, for example, an ex-boyfriend, ex-girlfriend, or expartner?
As a nationally representative survey, the SCS is critical to understanding the experiences of
LGBTQ+ and other marginalized youth in our nation’s schools. The revisions recommended here
align with the “Federal Evidence Agenda on LGBTQI+ Equity” (published January 2023), vii created
pursuant to President Biden’s Executive Order on advancing equality for lesbian, gay, bisexual,
transgender, queer, and intersex individuals. viii Making questions 32, 33, and 34 expressly
inclusive of all youth who have experienced victimization at school because they are LGBTQI+
will support data quality and improve our understanding of the prevalence of sexual orientation
and gender-related victimization at schools. Furthermore, among youth who are permitted to selfreport their sexual orientation and gender identity on the NCVS, revised measures would help
shed light on the experiences of LGBTQI+ youth with anti-LGBTQI+ victimization at school.
We appreciate the efforts of the Department of Justice and BJS to ensure that all students are
provided with an inclusive, affirming, and supportive learning environment. To discuss the
recommendations that are raised in this comment, please email GLSENresearch@glsen.org and
Brian@glsen.org.
Sincerely,
Brian Dittmeier, Director of Public Policy
Shweta Moorthy, Director of Research and Best Practices
ihttps://www.federalregister.gov/documents/2024/06/18/2024-13340/agency-information-collection-activities-
proposed-ecollection-ecomments-requested-revision-of-a.
ii Centers for Disease Control and Prevention. Youth Risk Behavior Survey Data Summary & Trends Report: 2013–
2023. U.S. Department of Health and Human Services; 2024. https://www.cdc.gov/yrbs/dstr/.
iii Kosciw, J. G., Clark, C. M., & Menard, L. (2022). The 2021 National School Climate Survey: The experiences of
LGBTQ+ youth in our nation’s schools. New York: GLSEN, pp. 34-36, 41-44. https://www.glsen.org/research/2021national-school-climate-survey.
iv Kosciw, et al. (2022). The 2021 National School Climate Survey, pp. 84-87. In the 2021 NSCS GLSEN used the
following measure of gender identity: “Below is a list of some terms that people may use to describe their gender
identity. (Please choose all those that apply to you).” Response options provided were: male, female, nonbinary,
cisgender (your gender identity is the same as your sex assigned at birth), transgender (your gender identity is not
the same as your sex assigned at birth), genderqueer, not sure/questioning, a gender identity not listed here (please
describe your gender identity).
v Kosciw, et al. (2022). The 2021 National School Climate Survey, pp. 79-80.
vi 2022 School Crime Supplement (SCS). https://nces.ed.gov/programs/crime/pdf/student/SCSQ2022.pdf.
vii Subcommittee on Sexual Orientation, Gender Identity, and Variations in Sex Characteristics (SOGI) Data
Subcommittee on Equitable Data. (2023). Federal Evidence Agenda on LGBTQI+ Equity.
https://www.whitehouse.gov/wp-content/uploads/2023/01/Federal-Evidence-Agenda-on-LGBTQI-Equity.pdf.
viii Executive Order 14075 of June 15, 2022. Advancing Equality for Lesbian, Gay, Bisexual, Transgender, Queer, and
Intersex Individuals. 87 Fed. Reg. §118 (June 21, 2021). https://www.govinfo.gov/content/pkg/FR-2022-0621/pdf/2022-13391.pdf.
3
Attachment 5:
Letter from the Director (NCVS-572(L))
Dear Resident,
Your address has been selected to participate in the National Crime Victimization Survey (NCVS).
What is the NCVS?
The NCVS asks people about crimes they may have experienced in the past 6 months. We are
interested in hearing about crimes, even those that were not reported to the police. Even if you
have not experienced any crimes, we would like to speak with you.
The Bureau of Justice Statistics sponsors the survey, and the U.S. Census Bureau conducts the
interviews. Since 1973, the NCVS has been used to show crime trends and patterns in the United
States. To learn more, visit .
What should I expect?
A Census Bureau interviewer will call or visit your home to invite you to participate.
• The interviewer will ask you or another person in the household a few questions about you
and the people who live here.
• All household members who are 12 years or older will be invited to complete the survey.
Are my answers confidential?
Everything you say during the interview will stay completely private and confidential, as required
by federal law. Your responses will be combined with those from other people who respond to
the survey to produce statistical data summaries. The data will not include any information that
could be used to identify you, your household, or other residents.
Why should I participate?
By participating, you will represent hundreds of households like yours. You can also help:
•
•
•
•
•
Your community. Communities across the nation can use NCVS data to support people
affected by crime.
Schools. The U.S. Department of Education uses these data to measure crime, violence,
and safety in schools.
Employers. The U.S. Department of Health and Human Services uses NCVS data to
understand violence in the workplace.
Law enforcement. Law enforcement agencies can use NCVS data to strengthen awareness
of crimes that aren’t reported to police and to develop prevention programs.
Many others. News organizations, students, and researchers use NCVS data to examine
various issues related to crime and safety.
Your address cannot be replaced. To make sure the NCVS results are accurate and reliable, we need your help.
Thank you for participating in this important survey.
Sincerely,
Alexis R. Piquero, Ph.D.
Director, Bureau of Justice Statistics
U.S. Department of Justice
Frequently Asked Questions
How was I chosen for this survey?
The U.S. Census Bureau used a scientific process
to randomly select certain addresses, including
yours, from all addresses in the United States. This
process ensures that selected addresses represent
all households in the United States. We cannot swap
one address for another. If we did, the survey results
would not accurately reflect crime in the country.
Why not get this information from the
police?
NCVS data show that over half of all crimes go
unreported to the police. This survey is the only way
to find out about these crimes across the nation. It
also provides more detailed information than we get
from the police.
I have not been a victim of a crime. Why
should I participate in a crime survey?
Whether you experienced a crime or not, you are
helping the nation understand crime and safety
issues—your experience matters. We need a clearer
picture of who’s impacted by crime and how these
impacts vary for different people and households.
Your participation is key to this understanding.
How often will I be contacted for this
survey? How long will an interview take?
Census Bureau representatives contact household
members at selected addresses every 6 months
for a total of seven interviews. If you move away
during that time, we will interview the residents who
move in. We expect each interview to take about 25
minutes, but you may need less time or more.
I thought the Census Bureau counts
people every 10 years. Why are you
doing this survey now?
Besides the decennial census conducted every
10 years, the Census Bureau collects a variety of
information through other censuses and surveys,
such as the NCVS. These surveys provide current
information on topics such as housing, crime,
unemployment, business, and education. This survey
is collected for the Bureau of Justice Statistics.
NCVS-572(L) (10-2023)
How will my information be
protected?
The Census Bureau and the Bureau of Justice
Statistics are required by law to protect your
information. The Census Bureau and the Bureau
of Justice Statistics are not permitted to publicly
release your responses in a way that could identify
you or your household. The Census Bureau is
conducting this survey for the Bureau of Justice
Statistics of the U.S. Department of Justice under
the authority of law (Title 13, United States Code
(U.S.C.), Section 8). The Bureau of Justice Statistics
is authorized to collect this survey information by
law (Title 34, U.S.C., Section 10132). Federal law
protects your privacy and keeps your answers
confidential (Title 13, U.S.C., Section 9 and Title 34,
U.S.C., Sections 10231 and 10134). Per the Federal
Cybersecurity Enhancement Act of 2015, your data
are protected from cybersecurity risks through
screening of the systems that transmit your data.
This collection has been approved by the Office of
Management and Budget (OMB Number: 1121–0111).
If this number were not displayed, we could not
conduct this survey. Your voluntary participation in
this survey is important, however, you may decline
to answer any or all questions.
How are the data used?
NCVS data provide information on many topics,
including crime in schools, trends in violent crime,
costs associated with crime, and law enforcement
responses to reports of criminal victimization.
Examples of NCVS data products can be found
on the Bureau of Justice Statistics’ website at
.
How do I ask questions about this
survey?
You can ask the Census Bureau interviewer any
questions you have. You can also contact the
Bureau of Justice Statistics with questions or
feedback at ; by phone at
202-307-0765; or by mail: Chief, Victimization
Statistics Unit, Bureau of Justice Statistics, 810
Seventh Street, NW, Washington, DC, 20531. To
ensure that the person contacting you about the
survey is a Census Bureau employee or for more
information, visit .
Attachment 6:
2025 SCS item justification and rationale
2025 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, 2015, 2017, 2019, and 2022. The 2022 SCS will be the 15th 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. For
the 2025 SCS, decisions were made to move forward with version 1 or version 2 of the 2019 splitsample questions. Other minor changes were made to items in different sections as a result of the
COVID-19 pandemic and its impact on schools. New and revised items for 2025 are highlighted in
red.
1
Section 1 – Screener Questions
1a.
Questions
At any time during this school year
did you attend a public or private
school in person?
1b.
At any time during this school year
did you receive any online schooling
or virtual learning provided by a
public or private school?
1c.
At any time during this school year
did you receive homeschooling
instead of being enrolled in a public
or private school?
1d.
At any time during this school year
did you attend a homeschool
cooperative, or co-op, in person?
1e.
Did you receive [online schooling or
virtual learning/homeschooling instead
of being enrolled in a public or private
school/online schooling or virtual
learning or homeschooling instead of
being enrolled in a public or private
school] because of the Coronavirus
pandemic?
1e. For this next question, I’m going to read a
list of 7 possible reasons that some
families decided to homeschool rather
than enroll in a public or private
school. You can say yes to more than
one reason but please choose ones that
best fit the reason or reasons your
family decided to homeschool.
1e1. Because of your experiences with
bullying?
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. Students are eligible for
the SCS if they were homeschooled for part of the
school year and attended a public or private school
during the other part of the school year, or attended
a homeschool cooperative in person.
In 2022, these questions were modified to include
the different learning environments as a result of the
impact of COVID-19 pandemic on traditional inperson schooling. These will be maintained for the
2025 SCS with some modifications. Question 1e on
the 2022 SCS was removed because it is no longer
relevant due to a general decrease in coronavirus
cases, and most schools are now fully in person
with little online schooling or virtual learning.
Response option 1f7 in the 2022 SCS was removed
for a similar reason.
NCES and BJS are interested in knowing more
about the reason that parents of students or students
decided to be exclusively homeschooled. There was
specific interest in learning if the homeschooling
was a result of bullying in school or other aspects of
the school environment.
1e2. Because of concerns about the school
environment, such as safety, drugs, or
negative peer pressure?
1e3. Because you or your parents were not
happy with the quality of the education
you were receiving?
1e4. Because of religious reasons?
2
Questions
Rationale
1e5. Because of a physical, mental, or
developmental condition?
1e6. Because of an illness that prevents you
from attending school?
1f7. Because of your county’s decision to
close the schools?
1e7. Because of a different reason?
1e7. What was the different reason? [other
specify response]
1f. How many different schools have you
attended this school year?
2a. During the time you were homeschooled
this school year, what grade would you
have been enrolled in if you were in a
public or private school?
2b.
What grade are you in?
3.
In what month did your current school
year begin?
If respondent selects, ‘a different
month’, they are asked, “What month
did you start your current grade?”
A probe was added for respondents who selected ‘a
different month’ when asked what month their current
school year began. It was reported that some
respondents were incorrectly reporting January as the
start of the school year, rather than when they started
their current grade (usually July, August, or
September).
3
Section 2 – Environmental Questions
Questions
4. In what state is your school located?
County? City? Complete name of school?
5a.
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?
Rationale
These questions ask about school characteristics that
are used in analyzing levels of school violence.1,2,3
6a. What is the lowest grade taught in your
school?
6b. What is the highest grade taught in your
school?
7.
When you attend school in person,
how do you get to school most of
the time this school year?
8.
9.
a.
b.
c.
d.
e.
f.
When you attend school in person, 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:
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.
Spirit groups, for example, Cheerleading,
Research shows that high levels of involvement
Dance Team, or Pep Club?
within a school are correlated with increased student
Athletic teams at school?
connectedness to the academic environment.4
Performing arts, for example, Band, Choir, However, some studies have shown the positive
Orchestra, or Drama?
effects of participation vary for different types of
Academic clubs, for example, Debate Team, activities and by different student characteristics5,6
Honor Society, Spanish Club, Math Club, or making this an area of interest for current research.
Computer Club?
Class council or student government, also
known as SGA?
[IF GRADES 6, 7, or 8 ASK] Volunteer or
community service clubs sponsored by your
school, for example, Peer Mediators,
Environmental Club, or Recycling Club
[IF GRADES 9, 10, 11, or 12 ASK]
Volunteer or community service clubs
sponsored by your school, for example, Peer
Mediation, Environmental Club, Key Club,
or Interact? Do not include community
service hours required for graduation.
4
Questions
g. Other school clubs or school activities?
h. What are the other school clubs or school
activities you participate in?
10.
The next questions are about security
measures that some schools take.
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?
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?
Rationale
This series of questions establishes student
awareness of various security measures in their
school.
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 School Survey on Crime and
Safety (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
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 recommend establishing anonymous
hotlines or websites for students to
anonymously report.
5
12.
13.
Questions
In your classes, how often are you
distracted from doing your schoolwork
because other students are
misbehaving, for example, talking or
fighting?
Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following:
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
14.
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…
Rationale
These questions help define the environment in
which crime and bullying incidents occur,12,13
including determining the general level of disruption
and the general level of crime students encounter in
their school and home neighborhoods.14,15
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.16
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.
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.
Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following…
There is a STUDENT at school who…
a. Really cares about you.
b. Listens to you when you have something
to say.
Question 15 asks about peer relationships in school.
Research indicates that the quality of friendship is
related to protective factors.17,18 This item was
developed and tested during the cognitive lab study
to be an indicator of reciprocal, supportive school
friendships.
c. Believes that you will be a success.
16.
Thinking about the neighborhood where
YOU LIVE, would you strongly agree,
These questions are designed to collect data for
analysis of the relationship between level of school
crime, presence of security measures in school, and
6
Questions
agree, disagree, or strongly disagree
with the following:
Rationale
student perceptions of safety.
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:
There is a lot of crime in the
neighborhood where YOU go to
SCHOOL.
18.
Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following:
You feel safe at your school.
Is it possible for students to get any of the The availability of illegal substances is correlated
with the general level of school crime and the
following while at school…
likelihood that students who use these substances
may be involved in crimes.19
a. Tobacco or nicotine products, such as
cigarettes, cigars, e-cigarettes or vaping Some modifications were made to this section,
devices, chewing tobacco, and dip?
including the addition of tobacco or nicotine
b. Alcoholic beverages?
products. Tobacco was not previously included on
19.
c. Marijuana, also known as pot or weed?
d. Heroin or prescription painkillers
illegally obtained without a prescription,
such as codeine, Percocet, fentanyl,
OxyContin, or Vicodin? These are also
known as opioids.
e. Other prescription drugs illegally
obtained without a prescription, such as
Xanax, Ritalin, or Adderall?
f. Other illegal drugs, such as cocaine,
LSD, Ecstasy (MDMA), or crystal
meth?
20a. During this school year, did you see
another student who was under the
influence of illegal drugs or alcohol
while they were attending virtual school?
the SCS but was added to account for use of tobacco
in e-cigarettes or vaping. There were other minor
changes to questions 19d and 19f to update
examples listed for various drugs. Language was
adapted from the National Survey on Drug Use and
Health.
20b. During this school year, did you see
another student who was under the influence of
illegal drugs or alcohol while they were at
school?
7
Section 3 – Fighting, Bullying, and Hate Behavior Questions
Questions
21a. During this school year, have you been in
one or more physical fights at school?
21b. During this school year, how many
times have you been in a physical fight
at school?
22. Now I have some questions about what
students do at school that makes you feel bad or
is hurtful to you. These could occur in person or
using technologies, such as a phone, the
Internet, or social media. We often refer to this
as being bullied. 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. Purposely shared your private
information, photos, or videos in a
hurtful way?
d. Threatened you with harm?
e. Pushed you, shoved you, tripped you,
or spit on you?
f.
Tried to make you do things you did
not want to do, for example, give them
money or other things?
Rationale
Determine exposure to physical violence in school
as separate from bullying.20
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.
The question also includes text reminding the
respondent to think of experiences that occurred
electronically. Research indicates adolescents
defining bullying differently than the uniform
definition21. Including the word in the item stem is
likely increasing measurement error. Further,
cognitive testing indicated respondents were not
thinking about bullying occurring electronically,
thus it is necessary to include a reminder in the
stem for them to think about electronic means
(phone, internet, social media) when responding
to the subquestions. Subitem c also captures
online behaviors that may be bullying.
g. Excluded you from activities on
purpose?
h. Destroyed your property on purpose?
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?
25. Thinking about the [time/times] you were
bullied this school year, did more than
one person do these things to you?
Questions 23-24 identify whether any incidents
reported for question 22 include the element of
repetition. These questions are based on those that
have been used successfully to identify the
repetitive component of stalking as measured in the
NCVS Supplemental Victimization Survey. In this
version, multiple days or multiple incidents can be
used as indicators of repetition.
NCES, BJS, and Census have continued to fine-tune
the repetition and power imbalance items. For
2022, in addition to not using the word “bully,” a
new item asking whether one student did hurtful
8
Questions
26.
Did these people act alone, or together
as a team?
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?
Rationale
things more than once was added to help determine
repetition. This is specifically for situations where a
student has experienced a hurtful situation one time
with one offender and another time with a different
offender, and the two different offenders are not
working together as a team.
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.
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?
f.
In what other way [did that student/
did any of those students] have more
power than you?
28. What was your relationship to the student
when they did [that thing/those things] to
you? Were they…
a. Your brother or sister?
b. Your boyfriend or girlfriend at the
The “other specify” subquestion gathers
information on other forms of power imbalance that
respondents may be considering when answering
these questions. Common themes will be considered
to be added to future data
collections.
The uniform definition specifically excludes
victimization that involves siblings or a current
dating partner. The SCS items have never taken
these two exclusions into consideration. Cognitive
testing for these items indicates some interviewees
likely including sibling or dating partners in their
responses, thus the need to collect the victim9
Questions
time?
c. Your ex-boyfriend or ex-girlfriend at
the time?
d. Another student from school?
Rationale
offender relationship. Any respondents who
indicate multiple experiences by one person who is
a sibling or current dating partner will be excluded
from the estimate on the uniform definition.
Starting with the 2025 SCS, once a respondent
answers “Yes” to any of the questions in 28a-28d, they
automatically skip to question 29 and are not read the
subsequent response categories in question 28.
29. Still thinking about the [time/ times] that Noting where bullying occurs is important in
you were bullied, where did the bullying determining trends and to develop strategies to
occur? Did [it/they] occur …
monitor or prevent the incidences of bullying in
those environments.22 The 2011 and 2013 SCS
a. In a classroom at school?
included separate questions about cyber-bullying.
b. In a hallway or stairwell at school?
Based on the uniform bullying definition, cyberc. In a bathroom or locker room at school? bullying is a format for bullying, not a separate type
of incident. Cognitive testing results also indicated
d. In a gymnasium or weight room at
that students often experience cyber-bullying by
school?
classmates as a continuation or precursor of ine. In a cafeteria or lunch room at school?
person bullying and therefore include it with reports
f. Outside on school grounds?
of school-based bullying. Item H was added in 2015
to
capture information on school-related cyberg. On the way to or from school such as on a
23
bullying
. No changes were made for the 2017
school bus or at a bus stop?
instrument.
h. Online or by text?
i. Somewhere else at school?
For the 2019 SCS, cognitive testing indicated the
Specify
need to add “gymnasium or weight room” as these
are perceived to be different locations than a
“locker room.” Additionally, to improve the flow of
the items, the “somewhere else at school” and
“other-specify” subquestions have been moved to
the end of the list. Both of these items were
included in the 2022 SCS.
30. Did you tell a teacher or some other adult Research indicates that significant numbers of
at school about being bullied?
bullying incidents go unreported. Collecting this
information in a confidential interview format can
shed light on estimates of bullying in U.S.
schools. 24,25
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.
10
Questions
31. This school year, how much has
bullying had a negative effect on…
a. Your school work?
b. Your relationships with friends or
family?
c. How you feel about yourself?
d. Your physical health – for
example, caused injuries, gave
you headaches or stomach
aches?
32. When you were bullied in school this
year, did you ever think it was related to:
a. Your race?
b. Your religion?
c. Your ethnic background or
national origin – for
example, people of Hispanic
origin?
d. Any condition you have –
such as a physical, mental or
developmental condition?
e. Your gender?
f. Your sexual orientation – by this
we mean gay, lesbian, bisexual
or straight?
g. Your physical appearance?
Rationale
These questions ask about the effects of bullying
experienced by students. Studies have detailed the
impacts of bullying on youth. 26,27 Bullying is
related to serious health concerns that must be
tracked and addressed by medical and mental
health providers.28
Bullying disproportionately affects various
subgroups of students including students with
disabilities29 and students identifying with nonmajority racial, religious or sexual orientation
groups.30 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
question can be used to generate national estimates
on bullying based on perceived subgroup
characteristics.
11
33. 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.
34. 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?
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 crime31 and its
relationship to other forms of victimization.
35a. 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?
35b. During this school year, have you seen
any hate-related words, pictures, videos, or
symbols posted on school sponsored
websites or applications? This could include
any website or application the school uses
on a regular basis such as Google Classroom,
Schoology, or Zoom.
12
Section 4 – Avoidance Questions
Questions
36a. During this school year, did you ever
skip any virtual classes because you were
afraid other students would do things that
make you feel bad or are hurtful to you?
36b. 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?
Rationale
This section asks about places and activities students
avoid because of the likelihood of bullying, cyberbullying, 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 time32.
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 33,34,35,36,37,38.
37a. Did you avoid any activities at your school
because you thought someone might
attack or harm you?
37b. Did you avoid any classes because you
thought someone might attack or harm
you?
37c. 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?
13
Section 5 – Fear Questions
Rationale
This section adds to the information in Section 4,
Avoidance, by asking how often students fear
attack or harm.
Questions
38a. How often are you afraid that someone will
attack or harm you in the school building
or on school property?
38b. How often are you afraid that someone will
attack or harm you on a school bus or on
the way to or from school?
38c. 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?
Students may not be able to avoid school activities
even though they may fear attending39. Fear, like
avoidance, harms adolescents beyond the harm
attributed to the actual crimes experienced40. 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.41,42
Section 6 – Weapons Questions
Questions
39. 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.
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.43 Potential
for violence escalates when students carry weapons
in school.
A gun?
A knife brought as a weapon?
Some other weapon?
40a. Do you know of any other students who
have brought a gun to your school during
this school year?
Negative academic and psycho-social outcomes are
correlated with fear of weapons on campus. 44,45,46
40b. Have you actually seen another student
with a gun at school during this school
year?
41.
During this school year, could you have
gotten a loaded gun without adult
permission, either at school or away from
school?
14
Section 7 – Gangs Questions
Questions
Intro-Now, we'd like to know about gangs at your
school. You may know these as street gangs,
fighting gangs, or something else. Gangs may use
common names, signs, symbols, or colors. Your
answers will not be shared with anyone at your
school or home.
Rationale
This part of the survey examines the extent of
gang activity in schools. Gangs are an indicator of
increased crime in schools47 and require separate
types of interventions to address from specific
incidences of crime and bullying.48
Feedback from interviewers in the field and
cognitive interviews indicate confusion on part of
the definition of gangs that says “For this survey,
we are interested in all gangs, whether or not they
are involved in violent or illegal activity.” Due to
this, NCES, BJS, and Census want to remove this
sentence to reduce confusion and improve the
accuracy of this section.
42a. Are there any gangs at your school?
42b. During this school year, how often have gangs
been involved in fights, attacks, or other violence
at your school?
42c. Have gangs been involved in the sale of drugs
at your school during this school year?
Section 8 – Student Characteristics Questions
43.
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.
44a. During the last 4 weeks of school, did
you skip any classes?
44b. During the last 4 weeks of school, on how
many days did you skip at least one class?
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. 49,50,51,52
45. 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?
15
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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.
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Pearson, F. S., Toby, J. J., & Rutgers, U. (1992). Perceived & Actual Risks Or School-Related
Victimization: Final Activities Report.
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Randa, R. (2007). The impact of incivilities on fear and routine activities in high schools. Conference
Papers -- American Society Of Criminology, 1.
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Ringwalt, C. C., Messerschmidt, P. P., Graham, L. L., Collins, J. J., pg. 5
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Jenkins, Patricia H. (1997). School delinquency and the school social bond. Journal of Research in
Crime & Delinquency. Vol. 34 (3), 337- 367.
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Ades, L. (2007). Horror in the Halls: Examining Adolescent Fear, Avoidance, and Academic Difficulty.
Conference Papers -- American Sociological Association, 1.
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18
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Cao, L., Zhang, Y., & He, N. (2008). Carrying weapons to school for protection: An analysis of the
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Noonan, M. (2005). Guns in schools: results from the 2003 School Crime Supplement. Conference
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19
Attachment 7:
2022 SCS parent and student (English) brochure
Some findings from the 2019 SCS
include:
Resources
• About 22 percent of students ages 12-18
reported that they were bullied at school
• Suicide Prevention Lifeline
1-800-273-TALK (1-800-273-8255)
• About 16 percent of students ages 12-18
reported being cyber-bullied anywhere.
• Child Help USA National Child
Abuse Hotline
1-800-4-A-CHILD (1-800-422-4453)
• About 46 percent of students bullied at school
reported notifying an adult.
• www.victimsofcrime.org/help-for-crimevictims/
• www.StopBullying.gov
• About 41 percent of students who reported
being bullied at school also reported they
thought the bullying would happen again.
• About 9 percent of students reported that gangs
were present at their school.
• About 2 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.
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.
Coming soon:
Your child will be contacted to complete the survey
between January and June 2022.
Child’s
Your Child’s
Experiences
at School
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 2021-114
U.S. DEPARTMENT OF EDUCATION
NCES 2010-359
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?
The survey will collect information about
school-related crimes on a national level,
including crime and safety in schools and how
it affects students.
Why is my child being asked to
complete this survey?
Your household is one of the more than
100,000 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 2022 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.
Who sponsors this survey?
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.
How often is this survey conducted?
The SCS is conducted every two years with the
NCVS. Your child is being asked to participate
in the 2022 SCS.
What will you ask my child?
We will ask your child questions about his or
her school, including:
• 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 had negative
interactions with other students from
school; and
• participation in extracurricular activities.
Will anyone find out what my child’s
answers are?
No, federal law protects your child’s answers
and keeps them confidential. By law, the
Census Bureau, the NCES, and the BJS can
only use this survey information for statistical
research. Your child’s answers will not be
shared with their teachers or school. We
are not permitted to publicly release survey
responses in a way that could identify your
child or your household.
Does my child have to complete this
survey?
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.
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-forcrime-victims/
National Center for Education Statistics
Institute of Education Sciences
550 12th Street SW
Washington, DC 20202
nces.ed.gov
202-403-5551
NCES 2021-115
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 across the country
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,
weapons, drugs, and gangs at your
school and other things you may
have experienced this school year.
Why am I being asked to
complete this survey?
Your household was one of more than 100,000
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.
Stay
Stay tuned!
tuned!
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.
You will
will be
be contacted
contacted to
to complete
complete the
the survey
survey between
between January
January and
and June
June 2022.
2019.
You
Attachment 8:
2022 NCVS SCS School Crime Letter
<>
<>
<>
Dear <>:
Recently, one of our field representatives, <>, called upon you and your child(ren) to
participate in the National Crime Victimization Survey (NCVS), which includes the School Crime
Supplement (SCS). We hope that with more information, you will allow your child(ren) to participate in
answering both the NCVS and SCS.
It is important you know how valuable your child’s participation is in this study. Recent tragic events
have made school safety a top priority for parents and communities throughout our nation. This is your
child’s opportunity to share their daily experiences at school which will inform decisions about how
to prevent and reduce crime in schools. Only about 8,500 students will respond to the SCS and their
answers will represent the nation. Your child’s responses will represent the opinions and experiences of
hundreds of other students who were not selected to participate.
The SCS gathers information from students about measures schools take to prevent school-related crime;
their engagement in school activities; their perceptions of rules and equity at school; the presence of
weapons, drugs and gangs at school; and incidents of being victimized at school.
Your child’s answers are confidential. We are not permitted to publicly release responses in a way that
could identify you, your child(ren), or your household. Your responses will be used only for research and
to help develop policies to make our schools better. To see how these data are used, please visit
https://nces.ed.gov/programs/crime
Our field representative will call on you again during the next few days. If you have any further
questions, please call the NCVS Supervisor at <>. Thank you in advance.
Sincerely,
Regional Director
| File Type | application/pdf |
| Author | Morgan, Rachel (OJP) |
| File Modified | 2024-08-28 |
| File Created | 2024-08-28 |