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pdfAttachment 1: Revised SCS instrument (OMB Control No. 1121-0184) with track changes
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_INPERSON or E_ATTENDSCHOOL_VIRTUAL 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 SUPPLEMENTEND.
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 SUPPLEMENTEND
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 SUPPLEMENTEND
E_HOMESCHOOLGRADE_OTHER
Specify:
SKIP to CHECK ITEM C
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 SUPPLEMENTEND.
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 SUPPLEMENTEND
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
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6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to SUPPLEMENTEND
E_WHATGRADE_OTHER
Specify:
SKIP to E_WHATMONTH
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
E_WHATMONTHOTHER
What month did you start your current grade?
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1 = January
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2 = February
3 = March
4 = April
5 = May
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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
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6 = Sixth
7 = Seventh
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8 = Eighth
9 = Ninth
10 = Tenth
11 = Eleventh
12 = Twelfth
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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
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
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Specify:
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2025 SCS Questionnaire
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
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2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify
F_HOMEFROMSCHOOL_SPECIFY
Specify:
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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2025 SCS Questionnaire
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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
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
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2025 SCS Questionnaire
10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
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1 = Yes
2 = No
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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
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
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2025 SCS Questionnaire
10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
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1 = Yes
2 = No
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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
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2 = No
3 = Don’t know
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
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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
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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
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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
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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
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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
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2 = Agree
3 = Disagree
4 = Strongly disagree
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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
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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”: 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”: 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?
□ 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
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
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2025 SCS Questionnaire
alcohol while they were at school [IF E_ATTENDSCHOOL_VIRTUAL = “Yes” FILL: or during virtual
classes]?
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□ 1 = Yes
2 = No
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
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2025 SCS Questionnaire
22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you?
□
1 = Yes
□
2 = No
22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things?
□
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1 = Yes
2 = No
22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
□
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1 = Yes
2 = No
22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose?
□
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1 = Yes
2 = No
CHECK ITEM F: If all items in 22a-22h (G_BULLY_MADE_FUN—G_BULLY_DESTROYED_PROP) are
marked “No” SKIP to G_HATE.
23a. G_BULLY_DAY_PLUS
During this school year, how many days were you bullied?
Read answer categories
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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
19
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
20
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
21
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
22
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
23
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_GENDERSEX
Your sex, including being male or female?
If further clarification is needed, read: By male, we mean being a boy, and by female, we mean being a girl.
□
□
1 = Yes
2 = No
32f. G_BULLYING_ORIENTATION
Your sexual orientation – by this we mean 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, sex – including being male or
female, or sexual orientation? We call these hate-related words.
If further clarification is needed, read: By male, we mean being a boy, and by female, we mean being a
girl.
□
□
1 = Yes
2 = No – SKIP to CHECK ITEM H
24
2025 SCS Questionnaire
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
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_RELGION
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_GENDERSEX
Your sex, including being male or female?
If further clarification is needed, read: By male, we mean being a boy, and by female, we mean being a girl.
□
□
1 = Yes
2 = No
□
3 = Don’t know
25
2025 SCS Questionnaire
34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – by this we mean 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 SUPPLEMENTEND
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. SUPPLEMENTEND
You have completed the School Crime Supplement for this person.
33
Attachment 2: Revised SCS-300 (Interviewer Self-Study) with track changes
SCS-300
February 2025
2025 SCHOOL CRIME SUPPLEMENT:
AN NCVS SUPPLEMENT
INTERVIEWER SELF-STUDY
This document does not contain any Title 13 data or other Personally Identifiable Information. All
data are fictitious and any resemblance to actual data is coincidental. Consistent with Field Division
policy, any names referenced in practice interviews or other exercises are not meant to refer to any
actual businesses, schools, group quarters, or persons, especially any current or former Census
Bureau employees.
census.gov
SCS-300 (2/2025) Interviewer Self Study
Table of Contents
______________________________________________________________________________
Table of Contents
Self-Study Instructions
Introduction ...................................................................................................................... i
Training Objectives........................................................................................................... i
Completing This Self-Study .............................................................................................. i
Charging Time .................................................................................................................. ii
Materials Needed ............................................................................................................. ii
Final Review Exercise ...................................................................................................... ii
Lesson 1 – The School Crime Supplement
Objectives .................................................................................................................... 1-1
Description ................................................................................................................... 1-1
Sponsor ........................................................................................................................ 1-2
Purpose ........................................................................................................................ 1-2
Data Users ................................................................................................................... 1-2
Authority ....................................................................................................................... 1-3
Confidentiality ............................................................................................................... 1-3
Forms and Materials..................................................................................................... 1-3
Instrument ............................................................................................................... 1-3
SCS Brochures........................................................................................................ 1-4
SCS School Crime Letter ........................................................................................ 1-4
SCS Parent Concerns FR Aid ................................................................................. 1-5
Key Points to Remember ............................................................................................. 1-5
Lesson 2 – Procedures for Conducting the SCS Interview
Objectives .................................................................................................................... 2-1
General Instructions ..................................................................................................... 2-1
General SCS Interviewing Rules .................................................................................. 2-2
Eligibility .................................................................................................................. 2-2
Proxy Interview ........................................................................................................ 2-2
Interview Status ....................................................................................................... 2-2
Noninterviews .......................................................................................................... 2-3
Interviewing Adolescents.............................................................................................. 2-4
Gaining Parental/Guardian Cooperation ...................................................................... 2-6
Time of Survey ........................................................................................................ 2-8
Sensitive Questions................................................................................................. 2-8
Confidentiality .......................................................................................................... 2-8
Key Points to Remember ............................................................................................. 2-9
i
SCS-300 (2/2025) Interviewer Self Study
Table of Contents
______________________________________________________________________________
Lesson 3 – The SCS CAPI Instrument
Objectives .................................................................................................................... 3-1
Introduction .................................................................................................................. 3-1
How to Ask Questions .................................................................................................. 3-1
Probing .................................................................................................................... 3-2
Techniques .............................................................................................................. 3-2
Automatic Fills ......................................................................................................... 3-2
School_Crime_Info tab ................................................................................................. 3-3
SCS Questions ............................................................................................................. 3-3
Section 1 – Screen Questions for the SCS .................................................................. 3-6
Section 2 – Environmental Questions ........................................................................ 3-16
Section 3 – Fighting, Bullying and Hate Behaviors ..................................................... 3-47
Section 4 – Avoidance ............................................................................................... 3-59
Section 5 – Fear ......................................................................................................... 3-63
Section 6 – Weapons ................................................................................................. 3-65
Section 7 – Gangs ...................................................................................................... 3-68
Section 8 – Student Characteristics ........................................................................... 3-70
Section 9 – Ending the SCS Interview........................................................................ 3-74
Key Points to Remember ........................................................................................... 3-75
Lesson 4 – SCS Final Review Exercise
Final Review Exercise Instructions ............................................................................... 4-1
Appendix A
SCS Materials .............................................................................................................. A-1
NCES 2025-001: Parent English Brochure
NCES 2025-003: Student English Brochure
NCES 2025-002: Parent Spanish Brochure
NCES 2025-004: Student Spanish Brochure
ii
SCS-300 (2/2025) Interviewer Self-Study
Instructions
Self-Study Instructions
INTRODUCTION
As a Field Representative (FR) working on the National Crime Victimization Survey
(NCVS) between January and June 2025, you will conduct interviews for the School
Crime Supplement (SCS) at each sample address assigned to you that has
respondents between the ages of 12 and 18.
In order for you to understand and feel comfortable conducting SCS interviews using
the CAPI instrument you must read and complete this self-study prior to January 2025
interviewing.
The SCS-300 electronic Self-Study on your laptop is designed to provide you with SCS
procedures, interviewing instructions, and concept definitions.
TRAINING OBJECTIVES
There is no classroom training for the SCS; training consists of a self-study only. After
completing this self-study, you will:
•
Understand basic facts about the SCS so that you can explain them to
respondents.
•
Follow the correct procedures while conducting a SCS interview using the CAPI
instrument.
•
Understand important SCS concepts so you can collect complete and accurate
information from respondents.
COMPLETING THIS SELF-STUDY
This self-study consists of four lessons. Lesson 1 provides a description of the SCS.
Lesson 2 contains the procedures for conducting the SCS interview. Lesson 3
introduces the SCS CAPI instrument. Lesson 4 contains the instructions to access the
Final Review Exercise that you will complete on the Commerce Learning Center (CLC).
Complete each lesson in the sequence that it is presented. Be sure to allow enough
time between the completion of this self-study and your first 2025 SCS assignment to
resolve any questions with your supervisor before you start interviewing.
SCS interviewing begins on January 1, 2025.
i
SCS-300 (2/2025) Interviewer Self-Study
Instructions
CHARGING TIME
Charge the actual time that it takes you to complete this self-study (up to 2.5 hours) to
project number 0976000 and task code 528 (Refresher Training/Home Study).
Charge all SCS interviewing to project number 0976000 and task code 523.
MATERIALS NEEDED
To complete this self-study you will need:
•
Your laptop.
•
SCS-300, the 2025 SCS Interviewer Self-Study.
•
Access to the CLC to complete the SCS-300 Final Review Exercise.
If you are missing any of these materials, contact your supervisor immediately.
FINAL REVIEW EXERCISE
Upon completion of this self-study, you will complete the SCS-300 Final Review
Exercise on the CLC to verify your knowledge of key concepts of the SCS presented
throughout this self-study. The review exercise consists of 10 questions. This review
exercise will be scored, and the results will be passed along to your supervisor and
headquarters staff.
You are required to complete the SCS-300 CLC Final Review Exercise.
ii
SCS-300 (2/2025) Interviewer Self-Study
Lesson 1
Lesson 1 - The School Crime Supplement
OBJECTIVES
Upon completion of Lesson 1, you will be able to:
•
Identify which NCVS household members are eligible respondents for the SCS.
•
Explain the primary purpose for conducting the SCS and some of the uses for the
SCS data.
•
Know under what authority we are allowed to conduct this supplement and what
confidentiality laws apply.
•
Understand the 2025 SCS questionnaire and instrument.
•
Identify all the SCS handout materials available to you to help gain cooperation in
completing this supplement.
DESCRIPTION
The prevalence of crime and the well-being of students in our country’s schools is a
concern. Crimes at school disrupt education and may have longer lasting effects on
society than crimes committed elsewhere. Before considering any response to crime at
school, we must begin with an accurate national accounting of threats to a safe school
environment, the nature and extent of school crime, a description of its likely victims,
and current safeguards in place. The School Crime Supplement (SCS) questions are
specifically designed to collect this kind of information.
The SCS is a supplement to the National Crime Victimization Survey (NCVS). It was
first conducted in 1989 and 1995. Since 1999, it has been conducted every other year
through 2019. However, the SCS was not conducted in 2021 due to the coronavirus
(COVID-19) pandemic; the supplement was conducted again in 2022, and now in 2025.
•
The SCS is conducted in all NCVS interviewed households for six months, from
January through June 2025.
•
The supplement is administered to all interviewed persons in the NCVS sample
who are between 12 and 18 years of age, regardless of whether or not they were
victims of school-related crimes. This is because the SCS collects information
about indicators of school safety other than criminal victimization. Fear of
victimization can also have adverse effects on victims and nonvictims, as well as
on the school environment.
1-1
SCS-300 (2/2025) Interviewer Self-Study
•
Lesson 1
The supplemental school questions appear IMMEDIATELY AFTER either the
screener questions, crime incident report, or socio-demographic questions –
depending on what enumeration it is or whether the respondent reported a crime.
The SCS questions come BEFORE proceeding to the next eligible household
member’s NCVS interview.
SPONSOR
The U.S. Census Bureau is conducting the SCS for the National Center for Education
Statistics (NCES) in partnership with the Bureau of Justice Statistics (BJS), the sponsor
of the NCVS.
PURPOSE
The purpose of the SCS is to gather additional information about school-related
victimizations and safety within the school environment on a national level to
supplement basic information collected in the NCVS. The survey asks a number of key
questions about crime, violence, and safety inside schools, on school grounds, or on the
way to and from school. The SCS questions cover:
•
Measures employed by the school to prevent school-related crimes.
•
Transportation to and from school.
•
Students’ perceptions of rules and equality at school.
•
The availability of drugs, alcohol, and weapons at school.
•
Incidents of students being victimized and bullied at school.
•
Students’ participation in extra-curricular activities.
•
The presence of gangs at school.
•
Student characteristics.
DATA USERS
The BJS and the NCES analyze and use the statistical data produced from the SCS.
The SCS is an important data source for the “Indicators of School Crime and Safety”
report released annually by the NCES and the BJS. You can view the most recent
report here: Report on Indicators of School Crime and Safety: 2023. The SCS also
informs a regularly-produced report on bullying, which you can view here: Student
Reports of Bullying: 2022. Other SCS data users include legislators, policy makers,
academic researchers, practitioners at the Federal, state, and local government levels,
as well as special interest groups who are concerned with crimes committed at school.
1-2
SCS-300 (2/2025) Interviewer Self-Study
Lesson 1
AUTHORITY
The National Center for Education Statistics (NCES) sponsors data collection of the
supplement under the authority of Title 20, United States Code, Section 3475. The
Bureau of Justice Statistics (BJS) sponsors the NCVS under the authority of Title 34,
United States Code, Section 10132. The U.S. Census Bureau performs the work under
the authority of Title 13, United States Code, Section 8.
CONFIDENTIALITY
It is important that you understand and maintain strict confidentiality of information. By
law, the Census Bureau can only use survey information for statistical research. The
Census Bureau is not permitted to publicly release survey responses in a way that could
identify the respondent or their household.
As an FR, you should NEVER make survey information available to anyone except
sworn Census Bureau employees who have a work related need to know the
information. Do not permit any unauthorized persons, even members of your own
family, to see the information that you collect.
Strict confidentiality of individual respondent and household information is guaranteed
by:
•
Title 34, United States Code, sections 10134 and 10231, and
•
Under Title 13, United States Code, section 9.
FORMS AND MATERIALS
The materials for this supplement include the
•
SCS instrument (which is incorporated as part of the NCVS instrument);
•
SCS English and Spanish versions of the Parent Brochure (NCES 2025-001 and
NCES 2025-002) and Student Brochure (NCES 2025-003 and NCES 2025-004)
These materials are discussed in more detail below.
Instrument
The 2025 SCS instrument is part of the NCVS instrument. The SCS interview is
conducted immediately after you complete the NCVS interview for a sample household
member who is 12 through 18 years of age and before proceeding to the next eligible
household member.
An SCS interview should be completed for each NCVS respondent who is 12 through
18 years of age and who completed the NCVS interview by self-response or by proxy.
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Lesson 1
The instrument is programmed to not proceed to the SCS interview for an NCVS
noninterview person or an NCVS noninterview household. If the NCVS interview
is conducted in a language other than English or Spanish, the Interviewer will
enter Precode (4) in screen INTRO_1 for a SCS noninterview (NCVS interview was
conducted in a language other than English or Spanish). The SCS questions are
only available in English and Spanish.
A Spanish language SCS questionnaire was introduced in 2011. If you completed the
NCVS interview using the Spanish language questions, the Spanish language SCS
questions appear on the screen. As in the regular NCVS instrument, to toggle into the
Spanish SCS instrument, simultaneously press the “Shift” and “F5” keys. In the pop-up
window, select “Spanish” and then click on the “OK” button to activate the Spanish
language instrument OR you can choose the “Language” tab from the top toolbar. To
return to the English language instrument follow the steps provided above, selecting
“English” in the pop-up window. If you encounter the need for a Spanish translator,
contact your supervisor. If the NCVS was conducted in a language other than English or
Spanish, refer to “Noninterviews” in Lesson 2.
SCS Brochures
There are four brochures for the 2025 SCS:
•
Parent English (NCES 2025-001),
•
Student English (NCES 2025-003),
•
Parent Spanish (NCES 2025-002), and
•
Student Spanish (NCES 2025-004).
Both the Parent and Student English brochures will be mailed out with the NCVS-572
introductory letter for your January through June workloads. You will also be provided
with a few extra copies of the brochures for respondents who did not receive it, or where
the brochure may help in gaining cooperation. Refer to Appendix A to see the content of
each brochure.
SCS School Crime Letter
You will also have access to the SCS School Crime Letter in Mobile Case Management
during SCS data collection. This letter was created in 2019 as an additional tool to gain
participation from households that are hesitant or are refusing to allow adolescents to
complete their SCS interview. The letter highlights the importance of the SCS data and
informs households about the survey. Similar to other letters in Mobile Case
Management, you will be able to add your personal information to the letter and request
that it be sent to households from your regional office.
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Lesson 1
SCS Parent Concerns FR Aid
You will have access to the SCS Parent Concerns FR Aid document on your laptop and
through a memorandum attachment. This aid was created for the 2025 SCS to provide
assistance with answering parent or guardian concerns about their adolescents’
participation with the SCS.
KEY POINTS TO REMEMBER
The key points to remember from Lesson 1 are:
•
The objective of this supplement is to collect information about school-related
victimizations and school safety on a national level. The supplement asks a number
of key questions about crime, violence, and safety inside schools, on school
grounds, or on the way to and from school.
•
Administer the SCS to all persons in the NCVS sample who are 12 through 18 years
of age and who completed the NCVS interview by self-response or by proxy, either
in person or over the phone.
•
The SCS questions are only available in English and Spanish. If the NCVS interview
is conducted in a language other than English or Spanish, you will enter Precode (4)
in screen INTRO_1 for a SCS noninterview (NCVS interview was conducted in a
language other than English or Spanish).
•
All SCS screener questions must be completed with a valid response to help ensure
accurate estimates of the prevalence of school-related victimizations and markers of
school safety.
•
The SCS is sponsored by the NCES in partnership with the BJS, the sponsor of the
NCVS. Laws authorize the SCS to be conducted and protect its confidentiality.
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Lesson 2
Lesson 2 - Procedures for Conducting the SCS Interview
OBJECTIVES
Upon completion of Lesson 2, you will:
Understand the SCS rules for interviewing, such a respondent eligibility rules,
how the SCS-CAPI instrument handles NCVS proxy interviews, how to record
the different types of SCS noninterviews in the CAPI instrument, and how to set
callbacks for respondents who are willing but not available to complete the SCS
immediately after they complete their NCVS interview.
Know techniques for gaining students’ and parents’ cooperation.
GENERAL INSTRUCTIONS
The general procedure for interviewing a household for the SCS is to ask all appropriate
NCVS questions of a household member and, if that respondent is 12 through 18
years of age, ask all appropriate SCS questions of that respondent before proceeding
to the next household member’s NCVS interview.
Instructions for completing the SCS:
Conduct an SCS interview with each sample household member who is 12
through 18 years of age and whose NCVS interview was completed in English or
Spanish.
If you are unable to complete the SCS interview at the time you complete an
eligible respondent’s NCVS interview, schedule a callback appointment to
complete that respondent’s supplement interview.
Pay close attention to the instructions in this self-study and in the SCS CAPI
instrument. Review the flow of questions in Lesson 3 of this self-study so that you
are thoroughly familiar with the SCS questions before beginning your first SCS
interview.
Ask all questions exactly as worded on the screen.
Avoid using abbreviations (whenever possible) when entering a respondent’s
answers into a “Specify” field in the SCS instrument.
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Lesson 2
GENERAL SCS INTERVIEWING RULES
The following rules for the SCS cover who is eligible for the SCS, indicate whether
proxy interviews are acceptable, and provide acceptable reasons for a SCS
noninterview.
Eligibility
The only NCVS respondents who are eligible for the SCS are the household members
who are 12 through 18 years of age and who completed the NCVS interview in English
or Spanish by self-response or by proxy. Even though the instrument automatically
determines who is eligible for the SCS, you must still be aware of SCS eligibility
requirements. The instrument directly proceeds to the introduction for the SCS
questions after the NCVS interview is completed for an SCS eligible respondent.
NOTE: In a scenario of a respondent who is SCS eligible, but has graduated or no
longer attends school, the FR should go through the SCS screener questions so the
respondent screens out of the SCS rather than coding them as a supplement Type Z.
Proxy Interviews
As with the NCVS, whenever possible, interview all eligible SCS respondents by selfresponse. If a respondent’s NCVS interview is taken by proxy, then you must continue
with the SCS interview as a proxy interview. The NCVS proxy rules also apply to the
SCS interview. The NCVS proxy rules are found in your NCVS Interviewing Manual
(NCVS-550), Part C, Chapter 1, Topic 6, “Proxy Interview.”
Interview Status
FOR THE NCVS INTERVIEW, the interview status for an eligible respondent is:
NEED SELF: The respondent has not completed their NCVS interview,
DONE-Int: The respondent is a completed NCVS interview, or
DONE-Nonint: The respondent is an NCVS noninterview.
Similarly, FOR THE SCS INTERVIEW, the interview status for an eligible respondent
is:
NEED SELF: The respondent has not completed their supplement interview,
DONE-SUP: the respondent is a completed supplement interview, or
Nonint-SUP: The respondent is a supplement noninterview.
NOTE: The respondent’s interview status is reflected in the status column of the
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Lesson 2
household roster. You can view the household roster at any time by selecting the “HH
Roster” tab in the instrument.
Noninterviews
Although some noninterviews may be unavoidable, a noninterview means we are losing
valuable information and increasing the likelihood that the data collected will not be
representative of the entire universe of respondents who are 12 through 18 years of
age. Whenever possible, try to avoid SCS noninterviews.
Noninterviewed Households - If an NCVS sample household is classified as a
noninterview case (Type A noninterview), you will NOT complete SCS interviews for any
SCS eligible household member.
Noninterviewed SCS Eligible Respondents - An SCS noninterview can be coded in
the SCS instrument in the following situations:
The respondent or proxy respondent completed the NCVS interview, but then
refuses to participate in the SCS. In this example, record the SCS refusal at Item
INTRO_1 by entering Precode (2), “Refused supplement.” You will need to code
that respondent as a noninterview via the Type Z block.
The respondent completes his/her NCVS interview in a language other than
English or Spanish. In this situation, enter Precode (4), “NCVS completed in a
language other than English or Spanish”, at Item INTRO_1. You will need to
code that respondent as a noninterview via the Type Z block.
Coding Supplement Noninterviews Before Transmittal - Account for supplement
noninterviews just as you normally account for NCVS Type Z noninterviews before you
transmit.
In situations where a respondent has not completed their supplement interview, you are
required to enter a reason at the supplement Type Z screen (SUPTYPEZ).
If there are eligible persons listed on the household roster that have not fully completed
their interview, either for the NCVS and/or the SCS, and you attempt to transmit the
case, a pop-up screen appears that says “Are you ready to transmit this case?”. Click
“Suppress.” The instrument then goes to the TYPEZ or SUPTYPEZ screens, depending
on whether you have NCVS noninterviews (TYPEZ), SCS noninterviews (SUPTYPEZ)
or both (TYPEZ and SUPTYPEZ).
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Lesson 2
The supplement was not fully competed for (NAME)
Enter the reason that best describes why.
1 Never available
2 Parent refused – Parent or other person refused for respondent
3 Respondent refused – Respondent refused for themselves
4 Physically or mentally unable to answer and no proxy available
5 Temporarily absent and no proxy available
6 Other (specify)
SUPTYPEZ
Record the reason the SCS interview was not completed, just as you do at TYPEZ for
NCVS noninterviews. The noninterview reasons at SUPTYPEZ are the same ones
listed in TYPEZ. If more than one SCS eligible person in the household has not
completed their supplement interview, enter the supplement noninterview reason for
each person.
INTERVIEWING ADOLESCENTS
Interviewing adolescents may present unique challenges, especially if you are familiar
with interviewing only adults. The following are some suggested techniques for gaining
adolescent cooperation:
•
Start with a positive, nonjudgmental attitude. This may tend to create an atmosphere
that could possibly encourage adolescents to be more willing to cooperate.
•
Note that we will ask questions about both their direct experiences (with things like
gangs, drugs, bullying, etc.) and things they have only observed at school.
•
Give adolescents every consideration and respect you give to their parents or other
adults in the household. Introduce yourself, and if possible, chat for a brief period
about neutral topics, much as you would with an adult respondent.
•
Even more than adult respondents, adolescents may feel that your attention and
interest are important. However, try to keep a balance between being interested and
being over-friendly. Don't confuse rapport-building with saying anything just to be
liked. To help build rapport, use a technique known as ‘pacing.’ Rapport may be
promoted by matching the behavior of the interviewee, including body posture and
movements (unless the adolescent is tense/rigid, then the interviewer wants to
model a calm body posture), respiratory rhythm, speed of conversation, and voice
tone and volume. This takes practice.
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Lesson 2
•
Do not take the adolescent's behavior personally. The adolescent may consider the
interview threatening or uncomfortable because it is unusual for them, but that may
have nothing to do with you, the interviewer.
•
Be aware of the respondent’s level of development. While each SCS question will be
asked of all students (with a modification to a school activity question appropriate for
middle school and high school students), the level of maturity and cognitive thinking
may differ for students between 12 through 18 years of age. Therefore, you may
need to slow the pace of the interview, provide approved definitions of SCS terms, or
simply repeat the SCS questions in order for the respondent to understand the
question.
•
Encourage the adolescent to ask questions when they arise. Answer questions
sincerely and confidently.
•
When necessary, reassure the adolescent respondent about the confidentiality of
their answers.
•
Sometimes interviews with SCS eligible respondents can be hard to complete;
teenagers are busy with school, sports, and other after school activities, as well as
spending time with friends away from home. It is important to pay attention to the
times you were able to interview respondents. You can find this information in the
Case Level Notes. Also, after initially obtaining contact information, you will continue
to have previous enumeration contact information for each person in the “Returning
Contact History” tab in Mobile Case Management. If you can determine when the
best opportunities to contact SCS eligible respondents are, you may be able to
reduce the number of contact attempts and complete more interviews.
Based on data from the 2022 SCS, you are most likely to complete an SCS
interview after school (from 4pm-8pm) or on Saturday.
•
Highlight the importance of their voice. Only about 5,500 students will respond to the
SCS and their answers will represent the nation. The students’ responses will
represent the opinions and experiences of hundreds of other students who were not
selected to participate.
•
Assure the respondents that the information collected is confidential and their names
will not be associated with their responses. Their answers will not be shared with
their school.
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•
Lesson 2
Use your judgement to provide the best interviewing environment for the respondent:
▪
Explain the importance of having a one-on-one interview with students to the
parents or guardians. Students may feel more comfortable to give honest and
open answers when they complete the survey away from others who may directly
or indirectly influence the student’s answers, such as parents or siblings. Parents
can be away but still within reach.
▪
In some cases, it may help to allow a parent or guardian to be present during an
interview. Some parents or guardians feel more comfortable granting interviews
with students if they are present. Some students may want parents or guardians
to remain because they feel uncomfortable being left alone with a stranger.
GAINING PARENTAL/GUARDIAN COOPERATION
You may occasionally run into resistance from parents in regard to getting permission to
interview adolescents for the SCS. Some suggested techniques for getting the parents
or guardians to allow adolescents to be interviewed for the SCS are as follows:
•
If a parent or guardian has questions or concerns regarding their child’s participation
in the NCVS and the SCS interview, refer to the electronic document titled “SCS
Parent Concerns FR Aid” located in the same folder on your laptop as the 2025 SCS
Self-Study.
•
Researchers agree that access is gained by building positive relationships with the
parent or guardian. As would be expected, one may earn cooperation by developing
empathetic relationships with the parent or guardian.
•
Finding something of a personal nature that you have in common with the parents or
guardians can help earn their cooperation. Interviewers who simply explain their
assignments may have problems getting interviews. The parents or guardians relate
to interviewers who are also juggling jobs, families, and other responsibilities.
•
Gaining the parents’ or guardians’ cooperation may also require a personal
connection. Regardless of professional position, interviewers who successfully
gained parents’ cooperation related to them as parents. For example, interviewers
may gain cooperation if they talk to parents about their own children. You may also
gain cooperation by appealing to a parent’s desire for their children to have a safe,
secure school environment free of drugs, bullying, and weapons. Regardless of the
specific approach, cooperation can be gained by relating to people as people.
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Lesson 2
•
Mention that children often feel peer pressure not to report incidents at school
because they are afraid of being thought “uncool” or being labeled as a tattler.
Having an opportunity like the SCS to report school incidents away from peers at
school may help us collect more accurate data about what goes on in school.
Moreover, students who participated in the SCS have told us that they appreciated
the opportunity to share their opinions about, and experiences with, their school.
•
There is a greater chance of cooperation if the parent or guardian feels comfortable
with the survey. Use brochures NCES 2025-001, “Your Child’s Experiences at
School” (which includes selected results from SCS data) and NCES 2025-003, “Tell
Us About Your Experiences at School” (used to explain the survey to adolescent
respondents) if a parent or guardian requests more information about the survey.
These brochures are also available in Spanish as NCES 2025-002 and NCES 2025004, respectively.
•
If a parent or guardian refuses an adolescent’s participation in the SCS interview,
you also have the ability to request the SCS School Crime Letter in Mobile Case
Management. This letter can be sent to households to provide more information and
stress the importance of the survey data. This is a more personalized letter to the
household from the RO, which may help convert a reluctant parent or guardian. See
Appendix A for copies of the brochures and letter content. Parent or Guardian
cooperation may be influenced by what they perceive as benefits and threats to
participation. If the parent or guardian thinks the survey will benefit them, they are
more likely to allow their child to cooperate. While threats to cooperation depend on
individual situations, the interviewer must address these threats in an effort to gain
cooperation.
•
Citing the importance of the survey regarding present issues with violence, drugs,
weapons, or gangs that might be present in their child’s school environment.
•
Referencing school violence in the news; relating it to the survey and how the
student's responses would be of help in studying the problem.
•
Point out, or focus on what is unique about the SCS, as well as how beneficial the
data is, and will continue to be, in the future for school age students. Explain that the
survey is for students, and it is being conducted to provide policymakers with
important information about how to reduce school crime and make schools safer
around the country. Inform the parent or guardian that the SCS is an important data
source for the Indicators of School Crime and Safety report released annually.
•
Be confident, trustworthy, and knowledgeable about the survey.
•
Reference some benefits of using this data, such as keeping track of trends in
school safety measures, availability of opioids and drugs in schools, and
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Lesson 2
victimization in schools. Websites such as www.stopbullying.gov and
https://www.pacer.org/BULLYING use SCS data as one of their data sources.
•
Assure respondents the information collected was confidential and their names are
not associated with their responses.
•
Let parents know that students do not have to answer any question they are
uncomfortable with and that none of their answers will be shared with anyone at the
student’s school.
•
It is fine to have a parent present if the parent or SCS respondent would prefer to
have a parent present while completing the SCS.
•
Be consistent – ask for commitments for designated appointment times, etc.
Remember that cooperation demands time and effort; understanding parent or
guardian perspectives is an integral part of gaining cooperation.
Time of survey
The estimated time to complete the 2025 SCS is between 3-15 minutes depending on
the respondent’s answers.
Sensitive Questions
You may also inform the parent or guardian that their child can refuse to answer
questions which they do not feel comfortable answering.
Confidentiality
Inform the parent or guardian that their child’s answers are completely confidential. The
information about specific individuals will not be revealed and are only reported in the
form of statistical summaries.
It may be helpful to show the NCVS-110 Factsheet to both the student and parent or
guardian to help explain what statistical summaries look like and to show that no
individual names, school names, or incidents are reported.
Some students are not comfortable sharing their answers to the SCS when their parents
or guardians are present during the interview. However, some Field Staff feedback
shows that allowing parents or guardians to be present during the SCS interview might
actually help the interviewer obtain permission to conduct the interview or allow the
student to feel more comfortable. When conducting an interview, assess the situation on
a case-by-case basis to decide if conducting a private interview or allowing others to be
present will work best for the student.
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Lesson 2
KEY POINTS TO REMEMBER
The key points to remember for Lesson 2 are:
Conduct an SCS interview with each sample household member who is 12 through 18
years of age whose NCVS interview was conducted by self-response or proxy.
The CAPI instrument does not proceed to the SCS questions if:
✓ An NCVS household member is not between 12 through 18 years of age;
✓ An NCVS household member is 12 through 18 years of age and is an NCVS
noninterview person; or
✓ An NCVS household member is in an NCVS noninterview household.
All SCS screener questions must be completed with a valid response to help ensure
accurate estimates of the prevalence of school-related victimizations.
To help gain participation, utilize the SCS interview materials that include:
✓ SCS Parent Concerns FR Aid (Electronic document on the FR laptop)
✓ Student Brochure (English or Spanish)
✓ Parent Brochure (English or Spanish)
✓ SCS School Crime Letter in Mobile Case Management (MCM)
✓ NCVS-110 Factsheet Brochure (English or Spanish)
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Lesson 3
Lesson 3 – The SCS CAPI Instrument
OBJECTIVES
Upon completion of Lesson 3, you will
•
Review the eight different sections of questions the SCS asks respondents.
•
Learn about the 2025 SCS questionnaire.
•
Understand the importance of carefully following all interview instructions in the
SCS instrument.
•
Know how to ask each SCS question correctly and enter each respondent’s
answer correctly.
•
Be aware of situations that require probing for acceptable answers.
•
Become familiar with the flow of the SCS interview and begin to feel comfortable
using the 2025 SCS instrument.
•
Understand other important SCS concepts.
INTRODUCTION
The instrument brings up the SCS questions for each sample household member who is
12 through 18 years of age and who completed the NCVS interview in English or
Spanish by self-response or by proxy. The SCS questions appear immediately following
the NCVS interview and before interviewing the next household member for the NCVS.
Interviewer notes and instructions are located throughout the SCS questions. Follow all
instructions to ensure that the SCS interview is completed properly. Failure to follow
instructions may result in erroneous information, unnecessary and/or irrelevant
questions being asked, and unwanted interruptions during the interview.
HOW TO ASK QUESTIONS
Ask the questions as they are worded in the instrument. When a respondent’s answer is
too general or does not completely answer a question, ask probing questions to
encourage the respondent to clarify their initial response.
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Lesson 3
Probing
Probing is a technique in which you casually get the respondent to provide an answer
which meets the question’s objective. This does not mean that you should influence the
respondent’s answer or unnecessarily prolong the interview. Probing should be as
neutral as possible to ensure that the responses are not biased. Use the probing
techniques provided below to obtain more accurate answers, especially if the
respondent seems unsure about any of the questions you are asking.
For those questions that do NOT include a precode for “Don’t know” responses, probe
until you get an answer that fits the answer categories for the specific item. If after using
all probing techniques, the respondent still answers “Don’t know” or refuses to answer a
question, use the Ctrl + D keys for “Don’t know” or the Ctrl + R keys for “Refused.” Most
SCS screens allow you to enter these two “blind” answer choices, even though they are
not shown on the screen. Only accept a response of “Don’t know” or “Refused” as a last
resort.
Techniques
When you get an answer that does not make sense to you, use the following techniques
to get more complete answers:
•
Repeat the question.
•
Pause after the respondent’s reply to give the impression that they have merely
begun to answer the question.
•
Question or comment in a neutral tone of voice to obtain a more complete
response.
•
Read all answer categories to the respondent a second time when the answer
categories are intended to be read to the respondent. Otherwise, only read
answer categories as a probing technique when all other probing techniques fail.
Automatic Fills
The instrument is designed to automatically fill the proper pronoun or person’s name
(for proxy interviews) in the proper place within each SCS question. For example, if
Item E_WHATGRADE is asked in a self-response interview, you see this wording:
“What grade are you in?” If you ask this same question in a proxy interview for Junior
Voe, you see this wording: “What grade is Junior Voe in?”
NOTE: All the illustrations and instructions in this Self-Study are worded for a
self-response interview.
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Lesson 3
SCHOOL_CRIME_INFO TAB
The School_Crime_Info tab is a resource available in the instrument to assist you when
conducting SCS interviews. It contains some answers to questions respondents may
ask about as well as a list of some of the resources that are also listed in the SCS
brochures.
SCS QUESTIONS
The SCS interview consists of eight sections of questions.
•
Screen Questions – The first series of SCS questions determines if the
respondent is eligible for the remaining SCS questions.
•
Environmental Questions – This series of questions covers the respondent’s
school environment including questions about the type of school attended, its
location and surroundings, the respondent’s involvement in extra-curricular
activities, the school’s use of specific security measures, perceptions of school
rule enforcement and fairness, the respondent’s social support mechanisms, and
the availability of drugs and alcohol at school.
•
Fighting, Bullying and Hate Behaviors – These questions ask whether or not
the respondent has been in a physical fight at school during this school year.
This section also includes questions that ask whether the respondent was bullied
at school and if it was related to their race, religion, ethnic background or national
origin, disability, sex, sexual orientation, or appearance.
•
Avoidance – This series of questions asks whether students avoid certain
places or activities at school or stay home from school altogether because they
think they may be harmed or attacked at school.
•
Fear – This section consists of questions about how often the respondent is
afraid that someone will attack or harm them at school, on the way to and from
school, or at any other place outside of school.
•
Weapons – These questions ask whether the respondent has brought weapons
to school, observed others bring weapons to school, and whether loaded guns
are accessible either at or away from school.
•
Gangs – This series of questions asks about the presence and activities of
gangs at school.
•
Student Characteristics – This is the eighth and last series of the SCS
questions. These questions ask about the respondent’s school attendance,
grades, and future school plans.
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Lesson 3
The respondent's age has not been recorded.
Based on your observation or other information gathered during this contact, do you have
reason to believe that the respondent is between 12 and 18 years of age?
1
2
Yes
No
SUPP_ELIGIBLE_SCS
SUPP_ELIGIBLE_SCS
The first screen in the SCS instrument is the SUPP_ELIGIBLE_SCS screen, which only
appears when the respondent’s age was coded as “Don’t know” or “Refused.” This
screen asks you to determine whether the respondent is SCS eligible, that is, whether
they are 12 through 18 years of age. If the respondent is 12 through 18 years of age,
then enter Precode (1), “Yes,” and continue with INTRO_1. If the respondent is older
than 18 and therefore not eligible, enter Precode (2), “No,” to exit the SCS instrument.
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 you r school or family.
1
2
3
4
Enter 1 to continue
Refused supplement
Currently unable to complete the interview, but willing to complete at later date/time
NCVS completed in a language other than English or Spanish
INTRO_1
INTRO_1
Item INTRO_1 is the first screen for the SCS interview. Always read the introduction to
the supplement to the respondent before you start asking the SCS screen questions.
Reassure reluctant respondents by emphasizing that:
•
Findings from this survey are released only in the form of statistical summaries;
information about specific individuals is not revealed. Friends, teachers, school
administration and others will not be able to get their answers since we do not
release data about specific individuals.
•
Participation is voluntary; the respondent may decline to answer any question
that they feel uncomfortable about answering.
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•
Lesson 3
If asked how long the SCS interview will take, you can tell the respondent that
interviews usually take no more than fifteen minutes.
In most cases, you will be able to complete an SCS interview after completing the
person’s NCVS interview. For these respondents enter Precode (1) to start their SCS
interview. However, in those RARE cases when you cannot complete the person’s SCS
interview, proceed as follows for Item INTRO_1:
•
For respondents who refuse to complete a supplement interview, enter Precode
(2), “Refused supplement.” The instrument skips the SCS interview and proceeds
to the NCVS interview for the next eligible respondent in the household. For
these respondents you will need to code them as an SCS noninterview via the
SUPTYPEZ screen.
•
For respondents who are currently unavailable for the SCS interview, enter
Precode (3), “Currently unable to complete the interview, but willing to complete
at later date/time,” then schedule a callback to complete the SCS interview.
•
For respondents whose NCVS interview was conducted in a language other than
English or Spanish, enter Precode (4), “NCVS completed in a language other
than English or Spanish.” The instrument then goes to Item SUPPLEMENTEND.
The language the NCVS interview was completed in will be captured in
RESPONDENTINTERVIEWLANG.
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Lesson 3
SECTION 1 - SCREEN QUESTIONS FOR THE SCS
Items E_ATTENDSCHOOL_INPERSON through E_WHATMONTHOTHER
At any time during this school year did you attend a public or private school in person ?
1
2
Yes
No
E_ATTENDSCHOOL_INPERSON
E_ATTENDSCHOOL_INPERSON
Item E_ATTENDSCHOOL_INPERSON is asked to find out if the respondent attended a
public or private school in person at any time during the current school year.
Precode (1), Yes
Enter Precode (1) if the respondent answers “Yes,” because they attended a public or
private school in person at least part of the school year. Consider a “Yes” answer
acceptable for student drop-outs, persons expelled from school, persons who are
temporarily absent from school due to illness or vacation, or persons who may have
received a mix of in person and online schooling or virtual learning as long as the
respondent attended school in person at any time during the 2024-2025 school
year.
Precode (2), No
Enter Precode (2) if the respondent answers “No,” because they did not attend a public
or private school in person at any time during this school year.
After entering the appropriate precode for Item E_ATTENDSCHOOL_INPERSON, the
instrument continues with Item 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?
1
2
Yes
No
E_ATTENDSCHOOL_VIRTUAL
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Lesson 3
E_ATTENDSCHOOL_VIRTUAL
Item E_ATTENDSCHOOL_VIRTUAL is asked to find out if the respondent received any
online schooling or virtual learning provided by a public or private school at any time
during the current school year.
Precode (1), Yes
Enter Precode (1) if the respondent answers “Yes,” because they received online
schooling or virtual learning provided by a public or private school for at least part of the
school year. Consider a “Yes” answer acceptable for student drop-outs, persons
expelled from school, persons who are temporarily absent from school due to illness or
vacation, or persons who may have received a mix of online schooling or virtual learning
and attending school in person as long as the respondent received online schooling
or virtual learning provided by a public or private school at any time during the
2024-2025 school year.
Precode (2), No
Enter Precode (2) if the respondent answers “No,” because they did not receive online
schooling or virtual learning provided by a public or private school at any time during
this school year.
After entering the appropriate precode for Item E_ATTENDSCHOOL_VIRTUAL, the
instrument continues with Item E_ATTENDSCHOOL_HOMESCHOOL.
At any time during this school year did you receive homeschooling instead of being enrolled in a
public or private school?
1
2
Yes
No
E_ATTENDSCHOOL_HOMESCHOOL
E_ATTENDSCHOOL_HOMESCHOOL
Item E_ATTENDSCHOOL_HOMESCHOOL is asked to find out if the respondent
received any of their schooling during this school year at home, rather than in a regular
public or private school. We are interested in the respondent’s homeschooling even if it
was for just a short time, such as being tutored at home during an extended illness.
Precode (1), Yes
Enter Precode (1) if the respondent answers “Yes,” because they received
homeschooling during this school year, regardless of the length of time homeschooling
was received. After entering Precode (1), the instrument proceeds to Item
E_HOMESCHOOL_COOP.
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Lesson 3
Precode (2), No
Enter Precode (2) if the respondent answers “No,” because they did not receive
homeschooling at any time during this school year.
If the respondent answered ‘No’ in Item E_ATTENDSCHOOL_HOMESCHOOL, and
‘Yes’ in Item E_ATTENDSCHOOL_INPERSON or Item
E_ATTENDSCHOOL_VIRTUAL, the instrument skips to Item
E_DIFFSCHOOL_ATTENDED.
If the respondent answered ‘No’ in Item E_ATTENDSCHOOL_HOMESCHOOL, Item
E_ATTENDSCHOOL_VIRTUAL, and Item E_ATTENDSCHOOL_INPERSON, the
instrument skips to the Item SUPPLEMENTEND and ends the interview because this
supplement is only asked of persons who have attended school at any time during this
school year.
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.
1
2
Yes
No
E_HOMESCHOOL_COOP
E_HOMESCHOOL_COOP
Item E_HOMESCHOOL_COOP is intended for respondents who were fully or partially
homeschooled during this school year. This item is asked to find out if the respondent
attended a homeschooling cooperative, or co-op, in person at any time during the
current school year. If the respondent is confused about what is meant by the term
“homeschooling cooperatives (co-ops),” you may provide the following definitions:
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.
Precode (1), Yes
Enter Precode (1) if the respondent answers “Yes,” because they attended a
homeschooling cooperative, or co-op, in person at any time during this school year.
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Lesson 3
Precode (2), No
Enter Precode (2) if the respondent answers “No,” because they did not attend a
homeschooling cooperative, or co-op, in person at any time during this school year.
After entering the appropriate precode for Item E_HOMESCHOOL_COOP, the
instrument continues with Item E_HOMESCHOOL_WHY_BULLY.
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?
1
2
Yes
No
E_HOMESCHOOL_WHY_BULLY
Items E_HOMESCHOOL_WHY_BULLY through E_HOMESCHOOL_WHY_OTHER
Items E_HOMESCHOOL_WHY_BULLY, E_HOMESCHOOL_WHY_ENVIROMENT,
E_HOMESCHOOL_WHY_QUALITY, E_HOMESCHOOL_WHY_RELIGIOUS,
E_HOMESCHOOL_WHY_CONDITION, E_HOMESCHOOL_WHY_ILLNESS, and
E_HOMESCHOOL_WHY_OTHER are intended for respondents who were fully or
partially homeschooled during this school year. These items are asked to find out the
reasons why the respondent’s family decided to homeschool rather than enroll in public
or private school. Ask each item as a separate question, wait for the respondent’s
answer, and enter the appropriate Precode: (1) for “Yes” and (2) for “No.”
E_HOMESCHOOL_WHY_BULLY
Because of your experiences with bullying? - A “Yes” answer indicates that the
respondent’s family decided to homeschool rather than enroll in public or private school
because of the respondent’s experiences with bullying.
E_HOMESCHOOL_WHY_ENVIROMENT
Because of concerns about the school environment, such as safety, drugs, or
negative peer pressure? - A “Yes” answer indicates that the respondent’s family
decided to homeschool rather than enroll in public or private school because of
concerns about the school environment, such as safety, drugs, or negative peer
pressure.
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Lesson 3
E_HOMESCHOOL_WHY_QUALITY
Because you or your parents were not happy with the quality of the education
you were receiving? - A “Yes” answer indicates that the respondent’s family decided to
homeschool rather than enroll in public or private school because the respondent or
respondent’s parents were not happy with the quality of the education the respondent
was receiving in public or private school.
E_HOMESCHOOL_WHY_RELIGIOUS
Because of religious reasons? - A “Yes” answer indicates that the respondent’s family
decided to homeschool rather than enroll in public or private school because of religious
reasons.
E_HOMESCHOOL_WHY_CONDITION
Because of a physical, mental, or developmental condition? - A “Yes” answer
indicates that the respondent’s family decided to homeschool rather than enroll in public
or private school because of a physical, mental, or developmental condition.
E_HOMESCHOOL_WHY_ILLNESS
Because of an illness that prevents you from attending school? - A “Yes” answer
indicates that the respondent’s family decided to homeschool rather than enroll in public
or private school because of an illness that prevents the respondent from attending
school.
E_HOMESCHOOL_WHY_OTHER
Because of a different reason? - A “Yes” answer indicates that the respondent’s
family decided to homeschool rather than enroll in public or private school because of a
different reason. If the respondent answers “Yes,” the instrument goes to the
E_HOMESCHOOL_WHY_SPECIFY screen for you to enter the different reason why
the respondent’s family decided to homeschool. If the respondent gives a reason that
can be reclassified into an existing category, return to the appropriate screen and enter
a “Yes” response. Also, change the E_HOMESCHOOL_WHY_OTHER screen to a “No”
response.
The instrument proceeds to Item E_DIFFSCHOOL_ATTENDED.
How many different schools have you attended this school year?
[autofill Include your homeschooling as one school.]
1
2
3
One school
Two schools
Three or more schools
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Lesson 3
E_DIFFSCHOOL_ATTENDED
E_DIFFSCHOOL_ATTENDED
Item E_DIFFSCHOOL_ATTENDED is intended to determine how many different
schools the respondent has attended this school year and to include homeschooling as
one school. The phrase, “Include your homeschooling as one school” will appear as part
of this question if the student answered “yes” to being homeschooled in screen
E_ATTENDSCHOOL_HOMESCHOOL. The instrument then goes to E_WHATGRADE
or E_HOMESCHOOLGRADE (depending on if the student was homeschooled).
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?
10
11
12
13
14
Fifth or under
Sixth
Seventh
Eighth
Ninth
15
16
17
18
19
Tenth
Eleventh
Twelfth
Other - Specify
College/GED/Post-graduate/Other noneligible
E_HOMESCHOOLGRADE
E_HOMESCHOOLGRADE
Item E_HOMESCHOOLGRADE is intended for respondents who were fully or partially
homeschooled during this school year. This item is also asked to identify the
appropriate grade the respondent would have been in if they attended public or private
school during the time they were homeschooled.
Precode (10), Fifth or Under –
Enter Precode (10) if the respondent would have been in fifth grade or a lower grade.
Since the SCS is only concerned with respondents ages 12 through 18 who would have
been in grades six through twelve, the SCS instrument skips to Item
SUPPLEMENTEND and ends the interview for the respondent after you enter Precode
(10).
Precodes (11) - (17), Sixth – Twelfth –
Enter the appropriate Precode, (11) through (17), to indicate the grade that the
respondent would be in from grades six through twelve if they were attending public or
private school. After you enter a Precode from (11) through (17), the SCS instrument
skips to SCS_INTRO_2 if the respondent was partially homeschooled. If the respondent
was only homeschooled, the SCS instrument skips to Item SUPPLEMENTEND and
ends the interview for the respondent.
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Lesson 3
Precode (18), Other-Specify –
Enter Precode (18) if the respondent would have been in a grade not specified in
Precodes (10) through (17), or (19). For example, enter Precode (18) if the respondent
was in a special education program. Then enter “Special education” at Item
E_HOMESCHOOLGRADE_OTHER. The instrument then skips to the SCS_INTRO_2
screen if the respondent was partially homeschooled. If the respondent was only
homeschooled, the SCS instrument skips to Item SUPPLEMENTEND and ends the
interview for the respondent.
If a respondent does not know the answer to Item E_HOMESCHOOLGRADE, enter
“Don’t know” (Ctrl+D) at Item E_HOMESCHOOLGRADE. Do not enter “Don’t know” in
E_HOMESCHOOLGRADE_OTHER.
Precode (19), College/GED/Post-graduate/Other noneligible –
Enter Precode (19) if the respondent indicates that they are:
•
Attending college or a university, except in cases where a high school student is
taking a college course before a high school diploma is obtained. In this case,
enter the respondent’s grade in high school.
•
Seeking a GED.
•
Seeking a post-graduate degree.
•
Attending night school including vocational night school. However, if the night
school leads to a high school diploma, enter Precode (18) and enter “night
school” at Item E_ HOMESCHOOLGRADE_OTHER.
•
Attending vocational, trade, business, or other specialized schools that are not
associated with academics, such as beauty or mechanics schools.
Since the SCS is only asked of respondents ages 12 through 18 who are in grades six
through twelve, the SCS instrument skips to Item SUPPLEMENTEND after entering
Precode (19).”
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Lesson 3
What grade are you in?
10
11
12
13
14
Fifth or under
Sixth
Seventh
Eighth
Ninth
15
16
17
18
19
Tenth
Eleventh
Twelfth
Other - Specify
College/GED/Post-graduate/Other noneligible
E_WHATGRADE
E_WHATGRADE
Item E_WHATGRADE is intended for respondents who were schooled entirely at a
public or private school during this school year, whether it was in person, virtually, or
both in person and virtually. Item E_WHATGRADE is asked to identify the respondent’s
grade during the school year.
Precode (10), Fifth or Under –
Enter Precode (10) if the respondent is in fifth grade or a lower grade during the school
year. After entering Precode (10), the SCS instrument skips to Item SUPPLEMENTEND
since the person needs to be in grades six through twelve during the school year to
continue with the SCS interview.
Precodes (11) – (17), Sixth – Twelfth –
Enter the appropriate Precode, (11) through (17), to indicate the respondent’s current
grade during the school year from grades six through twelve. After entering one of the
Precodes from (11) through (17), the instrument continues with Item E_WHATMONTH.
Precode (18), Other-Specify –
Enter Precode (18) if the respondent is in a grade not specified in Precodes (10)
through (17), or (19). For example, enter Precode (18) if the respondent:
•
Is in a special education program, enter “Special education” at Item
E_WHATGRADE_OTHER.
•
Attends a school that does not divide students into separate grade levels, enter
“ungraded” at Item E_WHATGRADE_OTHER.
•
Attends night school to get a high school diploma, enter “night school” at Item
E_WHATGRADE_OTHER.
After entering the description at Item E_WHATGRADE_OTHER, the instrument
continues with Item E_WHATMONTH.
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Lesson 3
Precode (19), College/GED/Post-graduate/Other noneligible –
Enter Precode (19) if the respondent indicates that they are:
•
Attending college or a university, except in cases where a high school student is
taking a college course before a high school diploma is obtained. In this case,
enter the respondent’s grade in high school.
•
Seeking a GED.
•
Seeking a post-graduate degree.
•
Attending night school including vocational night school. However, if the night
school leads to a high school diploma, enter Precode (18) and enter “night
school” at Item E_WHATGRADE_OTHER.
•
Attending vocational, trade, business, or other specialized schools that are not
associated with academics, such as beauty or mechanics schools.
Since the SCS is only asked of respondents ages 12 through 18 who are in grades six
through twelve, the instrument skips to Item SUPPLEMENTEND and ends the
respondent’s SCS interview after entering Precode (19).
The remaining questions pertain only to your attendance at a public or private school and not to
being homeschooled [autofill or attending a homeschool cooperative].
1
Enter 1 to continue
SCS_INTRO_2
SCS_INTRO_2
The instrument displays SCS_INTRO_2 if the respondent was homeschooled during
any part of this school year. Make sure to read this introduction so the respondent
excludes their time spent being homeschooled for the remaining SCS questions. The
phrase, “or attending a homeschool cooperative” will appear as part of this screen if the
student answered “yes” to attending a homeschooling cooperative in Item
E_HOMESCHOOL_COOP.
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Lesson 3
In what month did your current school year begin?
1
2
3
4
July
August
September
A different month
E_WHATMONTH
E_WHATMONTH
Item E_WHATMONTH is asked to identify the month in which the respondent’s school
year began. After reading the question, you will also read the answer categories out
loud for the respondent to choose from. Enter Precode (1) for “July,” Precode (2) for
“August,” and Precode (3) for “September.” Enter Precode (4), “A different month,” if the
respondent mentions a month other than “July,” “August,” or “September.” Enter the
month at Item E_WHATMONTHOTHER.
What month did you start your current grade?
1
2
3
4
5
6
January
February
March
April
May
June
7
8
9
October
November
December
E_WHATMONTHOTHER
E_WHATMONTHOTHER
Item E_WHATMONTHOTHER is used to include schools that might be in session yearround. After entering the month, the SCS instrument continues with environmental
questions. However, some respondents may get confused and answer “January” since
it is a new calendar year, but this question is asking in which month they started their
current grade. If you determine the respondent started their current grade in July,
August, or September you should back up to E_WHATMONTH to change the answer to
the correct month the school year began.
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Lesson 3
SECTION 2 - ENVIRONMENTAL QUESTIONS
Items SCS_INTRO_3 through F_KNOW_DRUGS_OR_ALCOHOL
For the next questions, please think about the school you would normally attend in person right
now.
1
Enter 1 to continue
SCS_INTRO_3
SCS_INTRO_3
The instrument displays SCS_INTRO_3 if the respondent received online schooling or
virtual learning provided by public or private school as well as in person learning during
any part of this school year. Make sure to read this introduction so the respondent
thinks about the school they would normally attend in person at the time of interview.
After entering Precode (1), the SCS instrument continues to Item F_SCHOOLSTATE.
The 2025 SCS instrument contains look-up tables for state, county, city, and school
names. The instrument also provides “specify” fields if you are unable to locate the
county, city, or school name using the look-up tables.
GENERAL NOTE:
Some students may have difficulty giving you all three geographic locations. If this
happens, probe as best you can to identify the correct state, county, and city for the
school attended. The more accurate these locations are the more efficiently the school
name lookup table can search for the respondent’s school.
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Lesson 3
Disclaimer: The following State, County, and School name information presented
in the following school look-up tables is public information available through the
National Center for Education Statistics (NCES) website.
F_SCHOOLSTATE
Item F_SCHOOLSTATE asks what state the respondent's school is located in. Begin
by pressing the F6 key, then type the two-letter state abbreviation.
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Lesson 3
LOOK-UP TABLE
The Look-Up Table appears (shown above), which shows a list of state abbreviations in
the first column. Select any line with the correct postal abbreviation in the “StateCode”
column for the appropriate state. If the State is not highlighted, choose the correct state
and click on the “Select” button or press the “Enter” key. The instrument takes you to
Item F_SCHOOLCOUNTY.
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Lesson 3
F_SCHOOLCOUNTY
Item F_SCHOOLCOUNTY asks for the name of the county the respondent's school is
located in. Begin by pressing the F6 key, which activates the county look-up table
window (shown below). Type all or part of the county name. For example, for
Washington County, Maryland, type all or part of “Washington” in the search box. Select
the correct county name in the “CountyName” column. If the correct county is not
highlighted, click on the correct county, then click the “Select” button or press the
“Enter” key to select the appropriate county. After you select the county, the instrument
takes you to F_SCHOOLCITY.
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Lesson 3
LOOK-UP TABLE
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Lesson 3
If you are unable to locate the county name in the look-up table, exit the table by
clicking on “Cancel” at bottom right hand corner of the window. Press Ctrl+D in the
county name field (shown above), and key in the county name in the screen
F_SCHOOLCOUNTY_NOT_LISTED. If the county is unknown by the respondent, then
enter a blind “Don’t know” (Ctrl+D) in the F_SCHOOLCOUNTY_NOT_LISTED screen.
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Lesson 3
F_SCHOOLCITY
Item F_SCHOOLCITY asks the name of the city the respondent's school is located in.
Begin by pressing the F6 key, which activates the city look-up table window (shown
below). Then type all or part of the city name. For example, if you are looking for the city
“Hagerstown” in Maryland, type all or part of the name in the search box. Select the line
with the correct city in the “CityName” column. If the correct city is not highlighted, scroll
up or down if necessary and click on the correct city name, then click on the “Select”
button or press the “Enter” key to select. After you select the city, the instrument takes
you to Item F_NAMEOFSCHOOL.
LOOK-UP TABLE
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Lesson 3
If you are unable to locate the city name in the look-up table, exit the table by clicking on
the “Cancel” at bottom right hand corner of the window. Press Ctrl+D in the city name
field (shown above), and key in the city name in the F_SCHOOLCITY_NOT_LISTED
screen. If the city is unknown by the respondent, then enter a blind “Don’t know”
(Ctrl+D) in the F_SCHOOLCITY_NOT_LISTED screen.
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Lesson 3
F_NAMEOFSCHOOL
Item F_NAMEOFSCHOOL is asked so that we can get the full official name of the
school attended by the respondent during this school year. This file contains the names
of public and private schools across the country. Begin by pressing the F6 key, which
activates the look-up table window (shown below). Then type all or part of the school
name. For example, if you are looking for “North Hagerstown High School” type all or
part of the name in the search box. It may be necessary to scroll up or down to select
the correct school name.
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Lesson 3
LOOK-UP TABLE
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Lesson 3
There may be schools with the same or similar names. From example, the look-up table
could display “Briggs High School,” “Briggs Middle School,” and “Briggs Elementary
School.” Therefore, verify you have highlighted the correct school before clicking the
“Select” button or pressing the “Enter” key. Once you have highlighted the correct
school name, click the “Select” button or press the “Enter” key.
If the respondent mentions more than one school name, select the name of the school
they currently attend, even if they did not attend this school for the entire school year.
If you think that the respondent has not given you the complete school name, probe for
the complete name. For example, a respondent may say that their school name is
“Riggs High School”, when the full name could be “Jack Riggs High School” or “Robert
Riggs High School.” You may probe by repeating their response to verify the answer or
by asking the respondent to spell the school name.
If you are unable to locate the school name in the look-up table, exit the table by clicking
on the “Cancel” at bottom right hand corner of the window. Press Ctrl+D in the school
name field, and key in the school name in the F_NAMEOFSCHOOL_NOT_LISTED
screen (shown above). Avoid using abbreviations when entering the respondent’s
school name. If the school name is unknown by the respondent, then enter a blind
“Don’t know” (Ctrl+D) in the F_NAMEOFSCHOOL_NOT_LISTED screen.
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Lesson 3
?[F1]
Is your school public or private?
1
2
Public
Private
F_PUBLICORPRIVATE
F_PUBLICORPRIVATE
After asking the question in Item F_PUBLICORPRIVATE, enter the appropriate
precode to indicate whether the respondent’s school is public or private. Enter Precode
(1) for “Public” and Precode (2) for “Private.” After entering Precode (1), the instrument
goes to Item F_REGULARSCHOOL. If you enter Precode (2), the instrument goes to
Item F_CHURCHRELATED.
If a respondent is hesitant about how to answer, use the following definitions to help the
respondent distinguish between a public and a private school. There is also a help
screen with these definitions available for this item. To access the help screen, press
the F1 key.
Public Schools
Public schools are elementary or secondary schools supported by public funds and
provide free education for children living in the community or school district.
Private Schools
Private schools are elementary or secondary schools run and supported by private
individuals, religious organizations, or corporations, rather than by a government or
public agency.
Is this the regular school that most of the students in your neighborhood attend?
1
2
Yes
No
F_REGULARSCHOOL
F_REGULARSCHOOL
Item F_REGULARSCHOOL is asked to determine whether the respondent is attending
their regularly assigned school or a school chosen by the respondent or their family.
The instrument only asks this question when the respondent answered that they attend
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Lesson 3
a “Public” school in Item F_PUBLICORPRIVATE.
Item F_REGULARSCHOOL has two answer categories: If a respondent is hesitant
about how to answer, you can use the following definitions to aid the respondent in
distinguishing between a regular school and a chosen school.
Precode (1)
Enter precode (1), “Yes,” when the respondent attends an elementary or secondary
school assigned by the school district in which they reside.
Precode (2)
Enter precode (2), “No,” when the respondent attends an elementary or secondary
school that has been chosen by the respondent or the respondent’s family and is not
the school that they would normally attend based on their place of residence.
After entering the appropriate precode in Item F_REGULARSCHOOL, the instrument
continues with Item F_GRADES_LOW.
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.
1
2
3
Yes
No
Don’t know
F_CHURCHRELATED
F_CHURCHRELATED
Item F_CHURCHRELATED is asked to find out if the private school the respondent
attends is affiliated with a religion. The instrument only displays Item
F_CHURCHRELATED if the respondent answered that they attend a “Private” school,
Precode (2), in Item F_PUBLICORPRIVATE. Enter the appropriate precode to indicate
a “Yes,” “No,” or “Don’t know” answer.
“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.
After entering the appropriate precode for Item F_CHURCHRELATED, the instrument
continues with Item F_GRADES_LOW.
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Lesson 3
What is the lowest grade taught in your school?
Enter the lowest grade mentioned
0
1
2
3
4
5
6
7
8
Pre-Kindergarten or Kindergarten
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
9
10
11
12
13
20
30
Ninth
Tenth
Eleventh
Twelfth
Post-graduate
All ungraded
All special education
F_GRADES_LOW
Items F_GRADES_LOW and F_GRADES_HIGH
Items F_GRADES_LOW and F_GRADES_HIGH are asked to identify the lowest and
highest grades taught in the respondent’s school. Enter the appropriate codes for each
item. The lowest available grade-level code that you can enter is “0,” which covers both
pre-kindergarten and kindergarten.
To code these two screens use the following examples:
Grades Taught in Respondent’s School
Kindergarten through 8th grade
1st through 6th grade
7th through 9th grade
9th grade through H.S. Senior
Codes to Enter in Item
F_GRADES_LOW F_GRADES_HIGH
0
8
1
6
7
9
9
12
For those high schools that have a grade beyond 12th grade, for example, a postgraduate grade, enter the appropriate lowest grade and then enter “13” as the highest
grade. If the respondent answers, “Grade 13,” record in the pre existing code “(13) Postgraduate.” This is still considered high school, since this extra grade is intended
primarily for students who are not yet ready for college.
For those schools that have a mixture of graded and ungraded or graded and special
education classes, only record the lowest and highest grades taught in the respondent’s
school. For example, if a school teaches grades one through six, as well as some
special education classes, do NOT enter Precode (30). Instead enter Precode (1) for
F_GRADES_LOW and Precode (6) for F_GRADES_HIGH.
If the school consists of all ungraded classes, enter Precode (20) for all ungraded
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Lesson 3
classes in Item F_GRADES_LOW. The same is true when entering Precode (30) in
Item F_GRADES_LOW for all special education classes. In both of these situations,
when Precodes (20) or (30) are entered at Item F_GRADES_LOW, the
F_GRADES_HIGH screen is skipped over.
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.
[autofill
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.]
1
2
3
4
5
6
Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way - Specify
F_GETTOSCHOOL
F_GETTOSCHOOL
Item F_GETTOSCHOOL is asked to determine how the respondent gets to their school
most of the time this school year. Enter the appropriate precode from Precodes (1)
through (6). If more than one mode of transportation is mentioned, enter the precode
which identifies the mode of transportation used to get to school on the majority of
school days during this school year. If no single mode of transportation was used more
frequently than another mode this school year, enter the precode for the first mode
mentioned by the respondent. If the student attended school virtually, please remind
them to think of the school that they would normally attend in person right now.
If the respondent says that they take the bus to school, you must ask whether the
respondent means a “school” bus, Precode (2), or a “public” bus, Precode (3), before
entering the answer.
Enter Precode (4), “Car,” not only for cars, but also for vans, trucks, sport utility
vehicles, and so forth. Select Precode (4) to document that the respondent got to school
using a car, whether they drove themselves, a parent drove them, or they were part of a
carpool.
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Lesson 3
Enter Precode (6), “Some other way,” if the respondent mentions a mode of
transportation (such as skateboarding or rollerblading) not covered in Precodes (1)
through (5). After entering Precode (6), specify the mode of transportation at Item
F_GETTOSCHOOL_SPECIFY.
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.
[autofill
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.]
1
2
3
4
5
6
Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way - Specify
F_HOMEFROMSCHOOL
F_HOMEFROMSCHOOL
Item F_HOMEFROMSCHOOL is asked to determine how the student travels from
school to their home or first destination after school. As in Item F_GETTOSCHOOL,
there are two categories for bus, so probe if the respondent does not specify “school
bus” or “public bus.”
Also, if a respondent sometimes rides the school bus and other times gets a ride with a
friend or parent, probe to find out which type of transportation they used more during
this school year. If neither mode of transportation was used more frequently, enter the
precode for the first mode mentioned by the respondent. If the student attended school
virtually, please remind them to think of the school that they would normally attend in
person right now.
Enter Precode (4), “Car,” not only for cars, but also for vans, trucks, sport utility
vehicles, and so forth. Select Precode (4) to document that the respondent got to school
using a car, whether they drove themselves, a parent drove them, or they were part of a
carpool.
Enter Precode (6), “Some other way,” if the respondent mentions a mode of
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Lesson 3
transportation that is not covered in Precodes (1) through (5), such as skateboarding or
rollerblading. After entering Precode (6), always specify the mode of transportation at
Item F_HOMEFROMSCHOOL_SPECIFY.
If a student volunteers that they do not go directly home after school, record the mode
of transportation that the respondent uses to get to their first destination after school.
This might be to their job, a friend’s or relative’s home, a local library, and so on.
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?
1
2
Yes
No
F_ACTIVITY_SPIRIT
Items F_ACTIVITY_SPIRIT through F_ACTIVITY_OTHER (School Sponsored
Activities)
Items F_ACTIVITY_SPIRIT, F_ACTIVITY_SPORTS, F_ACTIVITY_ARTS,
F_ACTIVITY_ACADEMIC, F_ACTIVITY_GOVT, F_ACTIVITY_SERVICE, and
F_ACTIVITY_OTHER are asked to determine if the respondent has participated in any
activities sponsored by their school during this school year.
These questions are aimed at activities that are sponsored by the school and
conducted before and after school hours either on school grounds or away from
school grounds, such as school clubs and sports teams. Ask each category as a
separate question, wait for the respondent’s answer, and enter the appropriate Precode:
(1) for “Yes” and (2) for “No.” Do NOT enter Precode (1), “Yes,” if the before or after
school activity is NOT school related or school sponsored, such as boys or girls’ clubs,
scouting activities, 4-H clubs, private piano lessons, or other such activities that are not
sponsored by the school, even if these activities are held on school property.
F_ACTIVITY_SPIRIT
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club? - A “Yes”
answer indicates that the respondent participated on a school sponsored spirit group.
F_ACTIVITY_SPORTS
Athletic teams at school? - A “Yes” answer indicates that the respondent participated
on a school sponsored athletic team, such as, Junior Varsity or Varsity football,
basketball, soccer, etc.
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F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama? - A “Yes” answer
indicates that the respondent participated on a school sponsored performance arts
program.
F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math
Club, or Computer Club? - A “Yes” answer indicates that the respondent participated
in a club focused on academics. Other examples of academic groups include working
on the school newspaper, Book club, Business/Marketing/Computer clubs and Future
Farmers of America or FFA.
F_ACTIVITY_GOVT
Class Council or student government, also known as SGA? - A “Yes” answer
indicates that the respondent participated in student government.
F_ACTIVITY_SERVICE
Volunteer or community service clubs sponsored by your school, for example… A “Yes” answer indicates that the respondent participated in a volunteer or community
service club or group.
Depending on what grade the respondent is in, F_ACTIVITY_SERVICE displays
different examples of volunteer or community service clubs. If the respondent is in
grades six through eight the instrument displays: “Peer Mediators, Environmental
Club, or Recycling Club?” For grades nine through twelve the instrument displays the
following text: “Peer Mediators, Environmental Club, Key Club, or Interact? Do not
include community service hours required for graduation.” The additional text for
high school students is there to let the respondent know that we do not want them to
include community service they participated in that was a requirement for graduation or
part of the curriculum.
F_ACTIVITY_OTHER
Other school clubs or school activities? - A “Yes” answer indicates that the
respondent participated in a club or activity not listed in the previous questions. If the
respondent answers “Yes,” the instrument goes to F_ACTIVITY_OTHER_SPECIFY
screen for you to enter the other club the respondent mentions.
Before entering the respondent’s answer in F_ACTIVITY_OTHER_SPECIFY, make
sure the response cannot be recorded into one of the six previous questions (sports,
spirit, arts, academic, government, or service). If it does fall into one of those categories
back up to that item and select Precode (1), “Yes” or verify that “Yes” was already
selected and change the F_ACTIVITY_OTHER screen to a “No” response. If the activity
the respondent mentioned does not fit into one of the six categories, then type in the
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Lesson 3
activity in Item F_ACTIVITY_OTHER_SPECIFY.
The instrument proceeds to Item F_SAFETY_POLICE if the respondent attended
school in person at any time during the school year. The instrument skips to Item
F_SAFETY_CODE_OF CONDUCT if the respondent did not attend school in person.
The next questions are about security measures that some schools take.
Does your school have:
Security guards or assigned police officers?
1
2
3
Yes
No
Don’t know
F_SAFETY_POLICE
Items F_SAFETY_POLICE through F_SAFETY_CODE_OF_CONDUCT (Student
Safety Items)
Items F_SAFETY_POLICE, F_SAFETY_HALLSTAFF,
F_SAFETY_METALDETECTORS, F_SAFETY_DOORS_LOCKED,
F_SAFETY_SIGN_IN, F_SAFETY_LOCKER_CHECKS, F_SAFETY_STUDENT_ID,
F_SAFETY_CAMERAS and F_SAFETY_CODE_OF_CONDUCT are asked to
determine what measures the respondent’s school takes to ensure student safety. If a
respondent asks for clarification on any of these questions, you can provide the
respondent with the following information. However, if not asked, do NOT volunteer this
information.
F_SAFETY_POLICE
Security guards or assigned police officers? - A “Yes” answer indicates that security
guards or assigned police officers are present on the school grounds on a regular
basis.
F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent
volunteers? – A “Yes” answer indicates that parents or other adult volunteers help
supervise the school hallways on a regular basis.
F_SAFETY_METALDETECTORS
Metal detectors, including wands? - A “Yes” answer indicates that metal detectors
are located on school property, even though the school personnel have not used the
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Lesson 3
metal detector during this school year. If a respondent does not know what a metal
detector is, use the following definition, which is provided in blue text on screen:
“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.”
F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day? - A “Yes” answer indicates that the
school’s entrance and exit doors are locked all or most of the school day.
F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers? - A “Yes”
answer indicates that all visitors are required to sign in and wear badges or stickers
either all or most of the time when they enter the school.
F_ SAFETY_LOCKER_CHECKS
Locker checks? - A “Yes” answer indicates that the school performs school-wide or
random locker checks at least occasionally during the school year, if not on a
regular basis. If the respondent is confused about what is meant by term “Locker” or
“Locker checks,” you may provide the following definitions:
Locker
A compartment or closet at school that is usually equipped with a lock, or a facility for
padlocking, used to store students’ clothing and valuables. School lockers are often
one- or two-tiered and are grouped together in the hallways or common areas. They are
usually made of painted metal.
Locker checks
A locker check is the act of school administrators or officials opening a locker and
looking through its contents. Depending on the circumstances, administration may
choose to search one, several, or all lockers.
This question is slightly different from the rest of the questions in this series; it has an
additional answer category, Precode (4), “Respondent’s school does not have lockers.”
This category was added to the answer list to indicate the difference between schools
that do not conduct locker checks and schools that do not have lockers. Select Precode
(4) when the respondent’s school does not have lockers.
F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification? - A “Yes”
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answer indicates that the students must wear badges or picture identification all or
most of the time. A “No” answer is appropriate when students have badges or picture
identification, but they are NOT required to have them visible all or most of the time. For
example, students may be permitted to carry them in a pocket, book bag, purse, or
wallet.
F_SAFETY_CAMERAS
One or more security cameras to monitor the school? - A “Yes” answer indicates
that the school has security cameras in good working order and uses them all or most
of the school day.
Does your school have a code of student conduct, that is, a set of written rules or guidelines
that the school provides to you?
1
2
3
Yes
No
Don’t know
F_SAFETY_CODE_OF_CONDUCT
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 you? - A “Yes” answer indicates that the school
has a written set of rules or guidelines covering safety, dress codes, standards of
conduct, and so on.
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?
1
2
3
Yes
No
Don’t know
F_REPORT
F_REPORT
In item F_REPORT, a “Yes” answer indicates that the respondent has a way of
reporting threats to their school or student safety without giving their name. If a
respondent asks for clarification on this question, you can provide the respondent with
the following probe: Do you have a way to report a threat, such as an anonymous drop
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Lesson 3
box or hotline?
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
1
2
3
4
Never
Almost never
Sometimes
Most of the time
F_DISTRACTED
F_DISTRACTED
Item F_DISTRACTED is asked to find out how often students are distracted by other
students’ misbehavior. Read each answer category and enter the appropriate precode
for the respondent’s answer.
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with
the following...?
The school rules are fair.
1
2
3
4
Strongly agree
Agree
Disagree
Strongly disagree
F_RULES_FAIR
Items F_RULES_FAIR through F_PUNISHMENT_KNOWN (School Rules)
Items F_RULES_FAIR through F_PUNISHMENT_KNOWN are asked to find out how
the respondent feels about their school rules. Enter the appropriate precode for the
respondent’s answer to each question. While reading the lead-in question, be sure to
clearly differentiate between the four answer categories in an effort to help the
respondent understand and answer the question. If the respondent answers with
“Agree,” probe to see if they mean “Strongly Agree” or just “Agree.” Use the same type
of probe if the respondent answers with “Disagree.” Since these four answer categories
are also used through question F_SAFE_NEIGHBORHOOD_SCHOOL, this type of
probing is only necessary for the first time that a respondent responds with “Agree” or
“Disagree.”
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F_RULES_FAIR
The school rules are fair. - Asks about the respondent’s level of agreement with the
statement that the school rules are fair.
F_PUNISHMENT_SAME
The punishment for breaking the rules is the same no matter who you are. - Asks
about the respondent’s level of agreement with the statement that the punishment is the
same for all students who break the rules.
F_RULES_ENFORCED
The school rules are strictly enforced. - Asks about the respondent’s level of
agreement with the statement that the school rules are “strictly enforced.” If a younger
respondent is unsure what we mean by this term, the following definition is provided on
the interview screen:
“Strictly enforced” means that the school consistently carries out disciplinary actions
against any students who break school rules.
F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow. Asks about the respondent’s level of agreement with the statement that students know
what kind of punishment occurs when a school rule is broken.
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with
the following...?
Teachers treat students with respect.
1
2
3
4
Strongly agree
Agree
Disagree
Strongly disagree
F_TEACHERS_RESPECT
F_TEACHERS_RESPECT
Teachers treat students with respect. - Asks about the respondent’s level of
agreement with the statement that teachers treat students with respect.
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Lesson 3
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.
1
2
3
4
Strongly agree
Agree
Disagree
Strongly disagree
F_ADULT_REALLYCARES
Items F_ADULT_REALLYCARES through F_ADULT_GOOD_JOB (Adult Support)
Items F_ADULT_REALLYCARES through F_ADULT_GOOD_JOB are asked to
determine how the respondents feel about the level of social support received at school
from teachers or other adults at the respondent’s school. This question refers to all
adults, regardless of whether the adult is a teacher. While reading the lead-in question,
clearly differentiate between the four answer categories in an effort to help the
respondent understand and answer the question. Read each question and enter the
appropriate precode for the respondent’s answer.
F_ADULT_REALLYCARES
Really cares about you. - Asks about the respondent’s level of agreement with the
statement that there is an adult at school who really cares about the respondent.
F_ADULT_LISTENS
Listens to you when you have something to say. - Asks about the respondent’s level
of agreement with the statement that there is an adult at school who listens to what the
respondent has to say.
F_ADULT_GOOD_JOB
Tells you when you do a good job. - Asks about the respondent’s level of agreement
with the statement that there is an adult at school who tells the respondent that they
have done a good job.
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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.
1
2
3
4
Strongly agree
Agree
Disagree
Strongly disagree
F_STUDENT_REALLYCARES
Items F_STUDENT_REALLYCARES through F_STUDENT_SUCCESS (Student
Support)
Items F_STUDENT_REALLYCARES through F_STUDENT_SUCCESS are asked to
determine how the respondents feel about the level of social support received at school
from students at the respondent’s school. While reading the lead-in question, clearly
differentiate between the four answer categories in an effort to help the respondent
understand and answer the question. Read each question and enter the appropriate
precode for the respondent’s answer.
F_STUDENT_REALLYCARES
Really cares about you. Asks about the respondent’s level of agreement with the
statement that there is a student at school who really cares about the respondent.
F_STUDENT_LISTENS
Listens to you when you have something to say. - Asks about the respondent’s level
of agreement with the statement that there is a student at school who listens to what the
respondent has to say.
F_STUDENT_SUCCESS
Believes that you will be a success. Asks about the respondent’s level of agreement
with the statement that there is a student at school who believes the respondent will be
a success.
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Lesson 3
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.
1
2
3
4
Strongly agree
Agree
Disagree
Strongly disagree
F_CRIME_NEIGHBORHOOD
Items F_CRIME_NEIGHBORHOOD through F_SAFE_IN_SCHOOL (Crime and Safety
in the Neighborhood and Around School)
Items F_CRIME_NEIGHBORHOOD through F_SAFE_IN_SCHOOL gauge the
respondent’s perceptions of crime and safety in the neighborhood they live in and the
neighborhood where their school is located.
F_CRIME_NEIGHBORHOOD
Item F_CRIME_NEIGHBORHOOD is asked to determine the respondent’s perception
of whether there is a lot of crime in the neighborhood where they LIVE. Respondents
may view their neighborhood in terms of blocks of houses, apartments, and places they
frequent near their home. All of these are acceptable definitions of a neighborhood. If
respondents do not know what is meant by “neighborhood,” you may provide the same
descriptions of a neighborhood mentioned above. Read the question and enter the
appropriate precode for the respondent’s answer.
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.
1
2
3
4
Strongly agree
Agree
Disagree
Strongly disagree
F_CRIME_NEIGHBORHOOD_SCHOOL
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F_CRIME_NEIGHBORHOOD_SCHOOL
Item F_CRIME_NEIGHBORHOOD_SCHOOL is asked to determine the respondent’s
perception of whether there is a lot of crime in the neighborhood where they GO TO
SCHOOL. Be aware that respondents may view the neighborhood around their school
to be geographically smaller than the neighborhood where they live because they may
not be familiar with the larger area around their school. Respondents may view
neighborhoods in terms of ‘blocks of houses,’ apartments, and places they frequent
near their school. All of these are acceptable definitions of a neighborhood. If
respondents do not know what is meant by “neighborhood,” you may provide the same
descriptions of a neighborhood mentioned above. Read the question and enter the
appropriate precode for the respondent’s answer.
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with
the following...?
You feel safe in your school.
1
2
3
4
Strongly agree
Agree
Disagree
Strongly disagree
F_SAFE_IN_SCHOOL
F_SAFE_IN_SCHOOL
F_SAFE_IN_SCHOOL asks about the respondent’s level of agreement about how safe
they feel in school. Read the question and enter the appropriate precode for the
respondent’s answer.
The instrument proceeds to the SCS_INTRO_4_VIRTUAL screen if the respondent did
not attend school in person and received online schooling or virtual learning from a
public or private school. The instrument skips to the SCS_INTRO_4_INPERSON screen
if the respondent attended school in person.
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Now I have some questions about things that happen during school, which includes virtual
classes and other school sponsored activities. [autofill For the remainder of this survey, think
about [autofill 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.
1
Enter 1 to continue
SCS_INTRO_4_VIRTUAL
SCS_INTRO_4_VIRTUAL
The SCS_INTRO_4_VIRTUAL screen is intended for respondents who did not attend
school in person and received online schooling or virtual learning from a public or
private school. At the SCS_INTRO_4_VIRTUAL screen, read the following introduction
ALOUD to the respondent before continuing with the remaining questions in the school
environment section. The phrase, “For the remainder of this survey, think about both
schools you attended this school year.” will appear as part of this screen if the student
answered they attended two schools in Item E_DIFFSCHOOL_ATTENDED and “no” to
being homeschooled in Item E_ATTENDSCHOOL_HOMESCHOOL. The phrase, “For
the remainder of this survey, think about all schools you attended this school year.” will
appear as part of this screen if the respondent answered they attended three or more
schools in Item E_DIFFSCHOOL_ATTENDED and “no” to being homeschooled in Item
E_ATTENDSCHOOL_HOMESCHOOL. If the respondent seems hesitant to answer
questions or has mentioned concerns about confidentiality, emphasize the phrase “Your
answers will not be shared with anyone at your school or home.”
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?
1
2
Yes
No
F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
Item F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL is asked to determine if the
respondent saw another student who was under the influence of illegal drugs or alcohol
while receiving online schooling or virtual learning during this school year. Tobacco and
tobacco products are NOT considered drugs for the SCS.
The instrument skips to Item G_BULLY_MADE_FUN.
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Lesson 3
Now I have some questions about things that happen at school, which includes [ autofill virtual
classes,] in the school building, on school property, on a school bus, or going to and from school.
[autofill For the remainder of this survey, think about [autofill 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.
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.
1
Enter 1 to continue
SCS_INTRO_4_INPERSON
SCS_INTRO_4_INPERSON
The SCS_INTRO_4_INPERSON screen is intended for respondents who attended
school in person. At the SCS_INTRO_4_INPERSON screen, read the following
introduction ALOUD to the respondent before continuing with the remaining questions in
the school environment section. The phrase, “virtual classes,” will appear as part of this
screen if the student answered “yes” to receiving online schooling or virtual learning in
Item E_ATTENDSCHOOL_VIRTUAL. The phrase, “For the remainder of this survey,
think about both schools you attended this school year.” will appear as part of this
screen if the respondent answered they attended two schools in Item
E_DIFFSCHOOL_ATTENDED and “no” to being homeschooled in Item
E_ATTENDSCHOOL_HOMESCHOOL. The phrase, “For the remainder of this survey,
think about all schools you attended this school year.” will appear as part of this screen
if the respondent answered they attended three or more schools in Item
E_DIFFSCHOOL_ATTENDED and “no” to being homeschooled in Item
E_ATTENDSCHOOL_HOMESCHOOL. If the respondent seems hesitant to answer
questions or has mentioned concerns about confidentiality, emphasize the phrase “Your
answers will not be shared with anyone at your school or home.”
The remaining questions in the school environment section pertain only to the
respondent’s attendance at a public or private school and not to being homeschooled or
attending a homeschool cooperative.
As an interviewer, be familiar with the term “at school” in order to better determine if the
respondent has answered the question correctly. For the SCS, the term “at school”
includes virtual classes, in the school building, on school property, on a school bus, or
going to and from school.
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Lesson 3
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?
1
2
Yes
No
F2_TOBACCO
Items F2_TOBACCO, F2_ALCOHOL, F2_MARIJUANA, F2_OPIOIDS,
F2_PRESCRIPTION_DRUGS, and F2_OTHER_ILLEGAL are asked to find out if
various types of tobacco, drugs, and alcohol are available at the respondent's school.
Do not solicit a “Don’t know” as an answer option, however if the respondent states he
or she does not know if drugs are available at school, press CTRL+D to enter a blind
“Don’t know” response.
Listed below are definitions, which may help you to properly categorize drugs and
alcoholic beverages:
F2_TOBACCO
Tobacco or nicotine products, such as cigarettes, cigars, e-cigarettes or vaping
devices, chewing tobacco, and dip? – Tobacco or nicotine products can be used in
several different ways, such as by: smoking tobacco contained in cigarettes or cigars;
“vaping” nicotine using e-cigarettes or vaping devices, which might also be called
vapes, vape pens, or mods; or putting chewing tobacco or dip in one’s mouth. Include
any device that heats a liquid containing nicotine into a vapor. Do not include the use
of vaping devices for other purposes such as vaping marijuana.
F2_ALCOHOL
Alcoholic Beverages? - Alcoholic beverages are defined as any drink containing
alcohol, such as beer, malt liquor, wine, wine coolers, whiskey, brandy, gin, vodka, and
so forth.
F2_MARIJUANA
Marijuana, also known as pot or weed? - Marijuana is defined as the dried leaves of
the marijuana plant that are smoked or eaten for an intoxicating effect. Other names
may include “pot,” “weed,” or “mary jane.” For this question we’ve included an FR
instruction with additional information about marijuana. If respondents do not know what
is meant by “marijuana,” you may use the FR instruction to help explain what is meant.
Similarly, you can use this information to help verify a respondent’s answer if they use
any of the terms included in the FR instruction.
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Lesson 3
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. – Opioids are medications that are prescribed by doctors to treat pain, but
sometimes students may obtain them illegally. Examples of opioids include: heroin and
fentanyl, or prescribed drugs such as, codeine, Morphine, Oxycontin, Percocet, or
Vicodin.
F2_PRESCRIPTION_ DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax,
Ritalin, or Adderall? – Prescription drugs are medications prescribed by a doctor to
treat various medical conditions, but they are sometimes obtained illegally without a
prescription. Examples of prescription drugs commonly obtained illegally without a
prescription include: Ritalin, Adderall, Xanax, and Valium.
F2_OTHER_ILLEGAL
Other illegal drugs, such as cocaine, LSD, Ecstasy (MDMA), or crystal meth? Other illegal drugs are any illegal drugs, such as cocaine, LSD, Ecstasy (MDMA),
crystal meth, etc., that were not already covered in items F2_ALCOHOL through
F2_PRESCRIPTION_DRUGS.
NOTE: Do not include tobacco or tobacco products under the “other illegal
drugs” category.
During this school year, did you see another student who was under the influence of illegal
drugs or alcohol while they were at school [autofill or during virtual classes]?
1
2
Yes
No
F_KNOW_DRUGS_OR_ALCOHOL
F_KNOW_DRUGS_OR_ALCOHOL
Item F_KNOW_DRUGS_OR_ALCOHOL is asked to determine if the respondent saw
another student who was under the influence of illegal drugs or alcohol while at their
school during this school year or during virtual classes if the respondent attended
school virtually. The phrase, “or during virtual classes” will appear as part of this screen
if the student answered “yes” to receiving online schooling or virtual learning in Item
E_ATTENDSCHOOL_VIRTUAL. Tobacco and tobacco products are NOT
considered drugs for the SCS.
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Lesson 3
SECTION 3 - FIGHTING, BULLYING AND HATE BEHAVIORS
Items G_FIGHT_AT_SCHOOL through G_HATE_WORDS_VIRTUAL
During this school year, have you been in one or more physical fights at school?
1
2
Yes
No
G_FIGHT_AT_SCHOOL
G_FIGHT_AT_SCHOOL
Item G_FIGHT_AT_SCHOOL is asked to find out if the respondent was involved in any
physical fights at their school during this school year. This question will only appear if
the respondent answered “Yes” to attending school in-person this school year. If you
enter Precode (1), “Yes,” the instrument continues with Item G_FIGHT_HOW_OFTEN.
If you enter Precode (2), “No,” the instrument skips to Item G_BULLY_MADE_FUN.
During this school year, how many times have you been in a physical fight at school?
Number of times:
G_FIGHT_HOW_OFTEN
G_FIGHT_HOW_OFTEN
Item G_FIGHT_HOW_OFTEN is asked to determine the actual number of physical
fights that the respondent has been involved in at their school during this school year.
This question will only appear if the respondent answered “Yes” to fighting “at school.”
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Lesson 3
BULLYING QUESTIONS
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?
1
2
Yes
No
G_BULLY_MADE_FUN
Items G_BULLY_MADE_FUN through G_BULLYING_APPEARANCE
Items G_BULLY_MADE_FUN through G_BULLY_OTHER_POWER are asked so we
can find out if the respondent has been bullied at school by other students, as well as
identifying the type of bullying during the school year. Ask each question, entering the
appropriate precode for “Yes” or “No.”
G_BULLY_MADE_FUN
Made fun of you, called you names, or insulted you in a hurtful way? - This
question asks the respondent if anyone made fun of them, called them names, or
insulted them in a hurtful manner. Exclude any comments, rumors, or threats said in a
good natured or friendly way, or in a joking manner. A “Yes” response indicates the
respondent felt the comments or threats were made in an insulting or hurtful way.
G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you? -This question asks
the respondent if anyone tried to spread rumors about the respondent to make others
dislike them. Exclude any comments or rumors said in a good natured or friendly way,
or in a joking manner. A “Yes” response indicates the respondent felt the comments or
rumors were made in an insulting or hurtful way.
G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way? This question asks the respondent if anyone purposely shared any of their private
information, photos, or videos in a way the respondent felt was hurtful.
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Lesson 3
G_BULLY_THREAT
Threatened you with harm? - This question asks the respondent if anyone threatened
to harm them. Exclude any threats made in a joking manner.
G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you? - This question asks the
respondent if anyone physically bullied them. If the respondent answers include “kicked,
punched, choked, or any other type of physical contact,” it should be recorded in this
screen. Exclude any accidental pushing, shoving, tripping, or any other actions that are
done in a joking manner.
G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them
money or other things? - This question asks the respondent if anyone tried to make
them do things against their will.
G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
- This question asks the respondent if anyone purposefully excluded them from
activities, social media, or other communications.
G_BULLY_DESTROYED_PROP
Destroyed your property on purpose? - This question asks the respondent if anyone
purposely destroyed the respondent’s property.
If any of the questions above, G_BULLY_MADE_FUN through
G_BULLY_DESTROYED_PROP, are answered “Yes,” the instrument continues with
Items G_BULLY_DAY_PLUS through G_BULLYING_APPEARANCE. If all these
questions are answered “No,” the instrument skips to Item G_HATE.
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Lesson 3
During this school year, how many days were you bullied ?
Read answer categories
1
2
3
4
One day
Two days
Three to ten days
More than ten days
G_BULLY_DAY_PLUS
Repetition of bullying behaviors and a power imbalance between the offender and victim
are important aspects in defining bullying. Questions G_BULLY_DAY_PLUS,
G_BULLY_TIMES, and G_BULLY_HAPPEN_AGAIN relate to repetition of bullying
behaviors, while questions G_BULLY_MULTI_PERS through
G_BULLY_OTHER_POWER_SPECIFY relate to power imbalance between the
respondent and offender(s).
G_BULLY_DAY_PLUS
During this school year, how many days were you bullied? - This question asks the
respondent for the total number of days bullied in the school year. If the respondent
says they were bullied “one day” they are asked question G_BULLY_TIMES. If the
respondent was bullied more than one day, they skip to G_BULLY_HAPPEN_AGAIN.
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? - If the respondent was only bullied
one day, they are asked how many times within that one day it happened.
G_BULLY_HAPPEN_AGAIN
Did you think the bullying would happen again? - This question asks if the
respondent thought the bullying would continue.
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? - This question asks the respondent if
more than one person bullied them this school year. If the respondent says “yes,” they
were bullied by more than one person, they are asked question G_BULLY_HOW_ACT.
If the respondent was not bullied by more than one person, they skip to question
G_BULLY_STRONGER.
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Lesson 3
G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both? - This question asks the
respondent if the multiple people who bullied them acted alone or together.
Now I have some additional questions about the time [autofill another student/other students]
{made fun of you, called you names, or insulted you in a hurtful way }, {spread rumors about
you or tried to make others dislike you}, {purposely shared your private information, photos, or
videos in a hurtful way}, {threatened you with harm}, {pushed you, shoved you, tripped you, or
spit on you}, {tried to make you do things you did not want to, for example give them money or
other things}, {excluded you from activities, social media, or other communications to hur t
you}, and {destroyed your property on purpose}. Thinking about the [autofill person/people]
who did [autofill this/these things] to you this school year…
[autofill Was this person/Were any of these people/Was anyone in the group] physically bigger
or stronger than you?
1
2
Yes
No
G_BULLY_STRONGER
Items G_BULLY_STRONGER through G_BULLY_OTHER_POWER (Reasons for
Bullying)
Items G_BULLY_STRONGER through G_BULLY_ OTHER_POWER_SPECIFY are
asked to determine if, and what type, of power imbalance existed between the
respondent and the student or students who did the bullying. Ask each question,
entering the appropriate precode for “Yes” or “No.”
G_BULLY_STRONGER
[Was this person/Were any of these people/Was anyone in the group] physically
bigger or stronger than you? - This question asks the respondent if the person or
persons were bigger or stronger than them.
G_BULLY_POPULAR
[Was this person/Were any of these people/Was anyone in the group] more
popular than you? - This question asks whether the person/persons were more
popular than the respondent.
G_BULLY_MONEY
[Did this person/Did any of these people/Did anyone in the group] have more
money than you? - This question asks whether the person/persons had more money
than the respondent.
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Lesson 3
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? - This question asks whether the
person/persons were able to influence what other students think about the respondent.
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? - This question asks whether the person/persons
had more power over the respondent in another way. If the respondent says “yes,” they
are asked question G_OTHER_POWER_SPECIFY, enter their response in the Specify
field. If the respondent says “no” the instrument skips to G_RELAT_SIBLING when one
person bullied the respondent, or to G_BULLY_WHERE when the respondent was
bullied by more than one person.
Items G_RELAT_SIBLING through G_RELAT_OTH_STUDENT, ask the respondent
about the relationship they had with the student who did things to them. These
questions will NOT appear if the respondent answered that they were bullied by more
than one person. If G_RELAT_SIBLING through G_RELAT_EX_DATING is answered
“yes”, the instrument skips to G_BULLYWHERE.
What was your relationship to the student when they bullied you? Were they…
Your sibling, such as a brother or sister?
1
2
Yes
No
G_RELAT_SIBLING
G_RELAT_SIBLING
Your sibling, such as a brother or sister? - This question asks if the person who
bullied the respondent was their sibling.
G_RELAT_DATING
Your boyfriend or girlfriend at the time? - This question asks if the person who
bullied the respondent was their girlfriend or boyfriend at the time the bullying
happened.
G_RELAT_EX_DATING
Your ex-boyfriend or ex-girlfriend at the time? - This question asks if the person who
bullied the respondent was their ex-boyfriend or ex-girlfriend at the time the bullying
happened.
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Lesson 3
G_RELAT_OTH_STUDENT
Another student from school? - This question asks if the person who bullied the
respondent was another student from school who does not fit into any of the prior
categories.
Still thinking about the [autofill time/times] that you were bullied, where did the bullying occur?
Did it occur…
Read answer categories, mark all that apply
1
2
3
4
5
6
7
8
9
In a classroom at school?
In a hallway or stairwell at school?
In a bathroom or locker room at school?
In a gymnasium or weight room at school?
In a cafeteria or lunchroom at school?
Outside on school grounds?
On the way to or from school such as on a school bus or at a bus stop?
Online or by text?
Somewhere else?
G_BULLY_WHERE
G_BULLY_WHERE
Item G_BULLY_WHERE is asked to find out where the bullying episode(s) happened
during this school year. Ask each answer category (1 through 9) as a separate question,
pausing briefly to allow the respondent time to answer. Enter each precode for which
you get a “Yes” answer. If you enter Precode (9), “Somewhere else?” the instrument
goes to G_BULLY_WHERE_SPECIFY. Enter the exact location of the bullying at
G_BULLY_WHERE_SPECIFY.
Did you tell a teacher or some other adult at school about being bullied?
1
2
Yes
No
G_BULLY_ADULT_TOLD
G_BULLY_ADULT_TOLD
Item G_BULLY_ADULT_TOLD is asked to determine if the respondent notified a
teacher or some other adult at school about the bullying episode(s). This question refers
to all adults, regardless of whether or not the adult is a teacher.
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Lesson 3
This school year, how much has bullying had a NEGATIVE effect on:
Your school work?
Read answer categories
1
2
3
4
Not at all
Not very much
Somewhat
A lot
G_SCHOOL_WORK
Items G_SCHOOL_WORK through G_PHYSICAL_HEALTH (Bullying NEGATIVE
Effects)
For Items G_SCHOOL_WORK through G_PHYSICAL_HEALTH, read each answer
category.
G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on your school
work? is asked to determine if the respondent feels that bullying has had a negative
effect on their school work.
G_RELATION_FRIEND_FAMILY
Your relationships with friends or family? is asked to determine if the respondent
feels that the bullying has had a negative effect on relationships with friends/family.
G_ABOUT_YOURSELF
How you feel about yourself? is asked to determine if the respondent feels that the
bullying has had a negative effect on how they feel about themself.
G_PHYSICAL_HEALTH
Your physical health, for example, caused injuries, gave you headaches or
stomachaches? is asked to determine if the respondent feels that the bullying has had
a negative effect on their physical health.
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Lesson 3
When you were bullied in school this year, did you ever think it was related to:
Your race
1
2
Yes
No
G_BULLY_RACE
Items G_BULLY_RACE through G_BULLYING_APPEARANCE (Reasons for
Bullying)
Items G_BULLY_RACE through G_BULLYING_APPEARANCE are asked to
determine the respondent’s perception of the reasons why they may have been bullied.
G_BULLY_RACE
When you were bullied in school this year, did you ever think it was related to
your race? is asked to find out whether the respondent thinks the bullying was related
to their race.
G_BULLY_RELIGION
Your religion? is asked to find out whether the respondent thinks the bullying was
related to their religion. If the respondent states that they do not have a religion, mark
Precode (2) “No.”
G_BULLY_ETHNIC_ORIGIN
Your ethnic background or national origin – for example, people of Hispanic
origin? is asked to find out whether the respondent thinks the bullying was related to
their ethnic origin.
G_BULLYING_DISABILITY
Any condition you may have – such as physical, mental, or developmental
condition? is asked to find out whether the respondent thinks the bullying was related
to any condition the respondent might have. If the respondent states that they do not
have a physical, mental, or developmental condition, mark Precode(2) “No.”
G_BULLYING_GENDERSEX
Your sex, including being male or female? is asked to find out whether the
respondent thinks the bullying was related to their sex. If further clarification is needed,
read: “By male, we mean being a boy, and by female, we mean being a girl.”
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Lesson 3
G_BULLYING_ORIENTATION
Your sexual orientation – such as gay, lesbian, bisexual, or straight? is asked to
find out whether the respondent thinks the bullying was related to their sexual
orientation.
G_BULLYING_APPEARANCE
Your physical appearance? is asked to find out whether the respondent thinks the
bullying was related to their physical appearance.
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, sex – including being
male or female, or sexual orientation? We call these hate-related words.
1
2
Yes
No
G_HATE
Items G_HATE through G_HATE_SEXUAL_ORIENTATION (Spoken Hate-Related
Words)
G_HATE
Item G_HATE is asked so we can determine if anyone has called the respondent an
insulting or bad name at school having to do with their race, religion, ethnic background
or national origin, disability, sex – including being male or female, or sexual orientation.
If further clarification is needed, read: “By male, we mean being a boy, and by female,
we mean being a girl. If the respondent answers “Yes,” then the instrument will go
through the series of questions (Items G_HATE_RACE through
G_HATE_SEXUAL_ORIENTATION). The purpose of these questions is to find out
specifically what the hate-related words were in reference to. If the respondent answers
“No,” then the instrument skips to G_HATE_WORDS or G_HATE_WORDS_VIRTUAL,
depending on the type(s) of schooling that the respondent attended during this school
year.
Were any of the hate-related words related to…
Your race
1
2
Yes
No
G_HATE_RACE
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Lesson 3
G_HATE_RACE
Were any of the hate-related words related to your race? - This question asks if the
hate-related words were directed at the respondent’s race.
G_HATE_RELIGION
Your religion? - This question asks if the hate-related words were directed at the
respondent’s religion. If the respondent states that they do not have a religion, mark
Precode (2) “No.”
G_HATE_ETHNICITY
Your ethnic background or national origin - for example, people of Hispanic
origin? - This question asks if the hate-related words were directed at the respondent’s
ethnic background or national origin.
G_HATE_DISABILITY
Any disability you may have – such as physical, mental, or developmental
disabilities? - This question asks if the hate-related words targeted any disabilities the
respondent may have. If the respondent states that they do not have a disability, mark
Precode (2) “No.”
G_HATE_GENDERSEX
Your sex, including being male or female? - This question asks if the hate-related
words were directed at the respondent’s sex. If further clarification is needed, read: “By
male, we mean being a boy, and by female, we mean being a girl.”
G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – such as gay, lesbian, bisexual or straight? - This
question asks if the hate-related words were directed at the respondent’s sexual
orientation.
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
2
Yes
No
G_HATE_WORDS
G_HATE_WORDS
Item G_HATE_WORDS is asked to determine if the respondent has seen any haterelated words or symbols written anywhere inside or outside of the school building at
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Lesson 3
any time during the school year. This question will only appear if the respondent
answered “Yes” to attending school in-person this school year.
Hate-Related Words
Hate-related words are defined as derogatory or bad names having to do with a
person’s race, religion, ethnic background or national origin, disability, sex, or sexual
orientation.
Hate-Related Symbols
Hate-related symbols are defined as symbols that target a person or group of people
because of prejudice or bigotry against a person’s characteristics or religious beliefs,
such as hate-related graffiti.
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
2
Yes
No
G_HATE_WORDS_VIRTUAL
G_HATE_WORDS_VIRTUAL
Item G_HATE_WORDS_VIRTUAL is asked to determine if the student has seen any
hate-related words or symbols written anywhere while attending virtual classes or on
school sponsored websites or applications. This question will only appear if the
respondent answered “Yes” to attending school virtually this school year.
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Lesson 3
SECTION 4 – AVOIDANCE
Items H_AVOID_VIRTUAL through H_STAY_HOME
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
2
Yes
No
H_AVOID_VIRTUAL
Item H_AVOID_VIRTUAL is asked to determine if the respondent has skipped virtual
classes during this school year because they thought that someone might do things that
make them feel bad or are hurtful. This question will only appear if the respondent
answered “Yes” to attending school virtually this school year. After entering a precode,
the instrument will continue to H_AVOID_SHORTCUT if the respondent also attended
in-person school this school year. Otherwise, if the student did not attend school in
person this school year, the instrument will skip to L_GRADES.
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
2
Yes
No
H_AVOID_SHORTCUT
Items H_AVOID_SHORTCUT through H_SCHOOL_BUS_STOP are asked to
determine if the respondent has avoided certain places during this school year because
they thought that someone might attack or harm them. After asking the initial question,
ask each item as a separate question and wait for the respondent’s answer. These
questions will only appear if the respondent answered “Yes” to attending school inperson this school year.
NOTE: The word “attack” as used in the Avoidance section (Items
H_AVOID_SHORTCUT through H_STAY_HOME) includes both physical and verbal
attacks.
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Lesson 3
H_AVOID_SHORTCUT
For example, did you ever stay away from the shortest route to school, because
you thought someone might attack or harm you? - This question asks if the
respondent avoided the shortest route to school because they thought someone might
attack or harm them there.
H_AVOID_ENTRANCE
The entrance into the school? - This question asks if the respondent avoided the
entrance to the school because they thought someone might attack or harm them there.
H_AVOID_HALLWAYS
Any hallways or stairs in school? - This question asks if the respondent avoided any
hallways or stairs in school because they thought someone might attack or harm them
there.
H_AVOID_CATETERIA
Parts of the school cafeteria or lunchroom? - This question asks if the respondent
avoided parts of the school cafeteria or lunchroom because they thought someone
might attack or harm them there.
H_AVOID_RESTROOMS
Any school restrooms? - This question asks if the respondent avoided any school
restrooms because they thought someone might attack or harm them there.
H_AVOID_OTHER_PLACES
Other places inside the school building? - This question asks if the respondent
avoided other places inside the school building because they thought someone might
attack or harm them there.
H_AVOID_PARKING_LOT
School parking lot? - This question asks if the respondent avoided the school parking
lot because they thought someone might attack or harm them there.
H_AVOID_OTHER_SCHOOL
Other places on school grounds? - This question asks if the respondent avoided any
other places on school grounds because they thought someone might attack or harm
them there.
H_SCHOOL_BUS_STOP
School bus or bus stop? – This question asks if the respondent avoided the school
bus or bus stop because they thought someone might attack or harm them there.
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Lesson 3
Did you AVOID any activities at your school because you thought someone might attack or harm
you?
1
2
Yes
No
H_AVOID_ACTIVITIES
H_AVOID_ACTIVITIES
Item H_AVOID_ACTIVITIES is asked to determine whether the respondent avoided any
activities at their school during this school year because they thought that someone
might attack or harm them there. If you need to provide the respondents with examples
of extra-curricular activities sponsored by their school, you can mention participating in:
•
Athletic activities before and after school hours, such as soccer, football,
basketball, baseball, and so on.
•
Academic clubs before and after school hours, such as math, science, Honor
Society, and so on.
•
Other school-sponsored activities before and after school hours, such as drama
clubs, photography clubs, chorus, yearbook staff, student government
association, and so on.
Did you AVOID any classes because you thought someone might attack or harm you?
1
2
Yes
No
H_AVOID_CLASSES
H_AVOID_CLASSES
Item H_AVOID_CLASSES is asked to find out if the respondent avoided any classes
during this school year because they thought that someone might attack or harm them.
Enter the appropriate precode based on the respondent’s answer.
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Lesson 3
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
2
Yes
No
H_STAY_HOME
H_STAY_HOME
Item H_STAY_HOME is asked to find out if the respondent stayed home from school
during this school year because they thought that someone might attack or harm them
either at school or going to or from school.
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Lesson 3
SECTION 5 – FEAR
Items I_AFRAID through I_AFRAID_NONSCHOOL
Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
1
Enter 1 to continue
I_INTRO_FEAR
I_INTRO_FEAR
Read the introduction to the respondent: “Sometimes, even if you can’t avoid a
place, you may still be afraid of what might happen there.” Enter (1) to continue.
How often are you afraid that someone will attack or harm you in the school building or on
school property?
Read answer categories
1
2
3
4
Never
Almost never
Sometimes
Most of the time
I_AFRAID
Items I_AFRAID through I_AFRAID_NONSCHOOL are asked to determine how often
the respondent is afraid that someone might attack or harm them in certain places.
While reading these questions, emphasize the different places the question is referring
to in order to help the respondent differentiate the areas mentioned. After you ask each
question, read each answer category until the respondent answers “Yes.” Then enter
the appropriate precode based on the respondent’s answer.
NOTE: The word “attack” as used in the Fear section (Items I_AFRAID through
I_AFRAID_NONSCHOOL) includes both physical and verbal attacks.
I_AFRAID
Item I_AFRAID is asked to discover how often the respondent is afraid that someone
will attack or harm them in the school building or on school property. After you ask the
question, read each answer category until the respondent answers “Yes.” Enter the
appropriate precode based on the respondent’s answer.
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Lesson 3
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
2
3
4
Never
Almost never
Sometimes
Most of the time
I_AFRAID_ON_BUS
I_AFRAID_ON_BUS
Item I_AFRAID_ON_BUS is asked to discover how often the respondent is afraid that
someone will attack or harm them going to and from school. After you ask the question,
continue by reading each answer category until the respondent answers “Yes.” Enter
the appropriate precode based on the respondent’s answer.
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
2
3
4
Never
Almost never
Sometimes
Most of the time
I_AFRAID_NONSCHOOL
I_AFRAID_NONSCHOOL
Item I_AFRAID_NONSCHOOL is asked to discover how often the respondent is afraid
that someone will attack or harm them when NOT at school. After you ask the question,
continue by reading each answer category until the respondent answers “Yes.” Enter
the appropriate precode based on the respondent’s answer.
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Lesson 3
SECTION 6 – WEAPONS
Items J_INTRO_WEAPON through J_GET_GUN
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.
1
Enter 1 to continue
J_INTRO_WEAPON
J_INTRO_WEAPON
At J_INTRO_WEAPON, read the introduction as shown: “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.” The instrument goes to 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
2
Yes
No
J_WEAPONS_GUN
Items J_WEAPONS_GUN, J_WEAPONS_KNIFE, and J_WEAPONS_OTHER are
asked so we can find out if the respondent has brought a gun, knife, or other type of
weapon to school or onto school grounds during this school year. Wait for the
respondent’s answer to each question before asking the next question. Enter the
appropriate precode for each item based on the respondent’s answer.
NOTE: If the respondent appears uncomfortable about answering any of the questions
in the Weapons section, remind them that none of the information they provide will be
shared with anyone at their school or home and only statistical summaries are produced
from the information collected in this survey.
J_WEAPONS_GUN
A gun? - This question asks whether the respondent ever brought a gun to school or
onto school grounds during this school year.
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Lesson 3
J_WEAPONS_KNIFE
A knife brought as a weapon? - This question asks whether the respondent ever
brought a knife to school or onto school grounds during this school year.
J_WEAPONS_OTHER
Some other weapon? - This question asks whether the respondent ever brought any
type of weapon (other than a gun or knife) to school or onto school grounds during this
school year.
Do you know of any [autofill other] students who have brought a gun to your school during this
school year?
1
2
Yes
No
J_GUN_OTHERS
J_GUN_OTHERS
Item J_GUN_OTHERS is asked to find out if the respondent knows of any students who
have brought a gun to their school during this school year. If the respondent answered
that they had brought a gun to school or onto school grounds in J_WEAPONS_GUN,
then the word “other” appears in the question; otherwise, it is not shown.
If you enter Precode (1), “Yes,” the instrument continues with Item J_SEE_GUN; if you
enter Precode (2), “No,” the instrument skips to Item J_GET_GUN.
Have you actually seen another student with a gun at school during this school year?
1
2
Yes
No
J_SEE_GUN
J_SEE_GUN
Item J_SEE_GUN is asked to determine whether the respondent actually saw another
student at their school with a gun during this school year. Enter the appropriate precode
based on the respondent’s answer.
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Lesson 3
During this school year, could you have gotten a loaded gun without adult permission, either at
school or away from school?
1
2
Yes
No
J_GET_GUN
J_GET_GUN
Item J_GET_GUN is asked to find out whether the respondent could have gotten a
loaded gun during this school year without adult permission either at school or away
from school.
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Lesson 3
SECTION 7 – GANGS
Items K2_INTRO_GANG through K_GANG_DRUGS
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.
1
Enter 1 to continue
K2_INTRO_GANG
K2_INTRO_GANG
Read K2_INTRO_GANG aloud to the respondent before continuing with the next series
of questions about gangs at school. Then Enter (1) to continue to the K_GANGS
screen.
NOTE: If the student appears uncomfortable about answering any of the questions in
the Gangs section, remind them that none of the information they provide will be shared
with their school or home and only statistical summaries are produced from the
information collected in this survey.
Are there any gangs at your school?
1
2
3
Yes
No
Don’t know
K_GANGS
K_GANGS
Item K_GANGS is asked to find out if there are any gang members who are students at
the respondent’s school. If the student is confused about the definition of a “gang,” back
up a screen to Item K2_INTRO_GANG and reread the definition. Enter Precode (1),
“Yes,” if the respondent indicates that there are some students at their school who
belong to or are members of a gang, regardless of whether or not these students
actually engage in gang activities. After entering (1) the instrument will continue with the
gang section and Item K_GANG_FIGHTS. If the respondent reports that there are no
gangs in their school, or the respondent does not know if there are gangs in their
school, the instrument skips to L_GRADES.
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Lesson 3
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
2
3
4
5
Never
Once or twice this school year
Once or twice a month
Once or twice a week
Almost every day
K_GANG_FIGHTS
K_GANG_FIGHTS
Item K_GANG_FIGHTS is asked to determine how often any gangs have been involved
in fights, attacks, or other violence at the respondent’s school. After asking the question,
read answer categories (1) through (5) until the respondent answers “Yes.” If the
respondent does not know or is unsure, you may probe by reminding the respondent of
the definition of a gang. If the respondent answers with “Don’t know,” enter a Ctrl+D
(Press the Control key and the letter D at the same time).
Have gangs been involved in the sale of drugs at your school during this school year?
1
2
3
Yes
No
Don’t know
K_GANGS_DRUGS
K_GANG_DRUGS
Item K_GANG_DRUGS is asked to find out if gangs have been involved in the sale of
drugs at the respondent’s school during this school year. For this item, do not include
alcoholic beverages or tobacco products. Enter the appropriate precode based on the
respondent’s answer.
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Lesson 3
SECTION 8 - STUDENT CHARACTERISTICS
Items L_GRADES through L_GRADUATE_4YR
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
2
3
4
5
6
7
8
A’s
B’s
C’s
D’s
F’s
Mostly passes
Mostly fails
School does not give grades/no alphabetic grade equivalent
L_GRADES
L_GRADES
Item L_GRADES is asked to determine if the respondent earned mostly A’s, B’s, C’s,
D’s, or F’s during the current school year. As you ask this question, read categories (1)
through (5) as part of the question, pausing after each one until the respondent answers
“Yes.” Do not read category (6), (7), or (8) to the respondent.
Some students may receive non-alphabetic grades, such as pass/fail grades, numeric
grades, percentages, or qualitative assessments. If you encounter this situation and the
respondent is able to translate their non-alphabetic grade to the appropriate alphabetic
grade, accept the response and enter the appropriate precode. However, if a
respondent says their school uses pass/fail grading, ask the respondent which they’ve
mostly gotten and enter Precode (6) or Precode (7) accordingly. In situations where the
respondent cannot convert their non-alphabetic grade to an alphabetic one, enter
Precode (8). Also enter Precode (8) if the respondent’s school does not give grades at
all.
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Lesson 3
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
2
3
Yes
No
Don’t know
L_SKIP_CLASSES
Items L_SKIP_CLASSES and L_SKIP_CLASS_DAYS have a different reference
period than the supplement questions leading up to this point. For the questions before
Item L_SKIP_CLASSES the reference period has been “during this school year,”
however, in Items L_SKIP_CLASSES and L_SKIP_CLASS_DAYS the reference
period is “the last four weeks.” You may need to emphasize the reference period for this
question since it is different from the reference period for all of the previous SCS
questions.
NOTE: If the student appears uncomfortable about answering any of the questions in
the Skipping Classes section, remind them that none of the information they provide will
be shared with anyone at their school or home and only statistical summaries are
produced from the information collected in this survey.
L_SKIP_CLASSES
Item L_SKIP_CLASSES is asked to find out if the respondent skipped any classes
during the last 4 weeks of school. If you enter Precode (1), “Yes,” the instrument
continues with Item L_SKIP_CLASS_DAYS. If you enter Precode (2), “No” or Precode
(3), “Don’t know,” the instrument skips to Item L_SCHOOL_AFTER_SCHOOL.
During the last 4 weeks of school, on how many days did you skip at least one class?
Number of days:
L_SKIP_CLASS_DAYS
L_SKIP_CLASS_DAYS
Item L_SKIP_CLASS_DAYS is asked to determine on how many days during the last 4
weeks of school, did the respondent skip at least one class.
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Lesson 3
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
2
3
Yes
No
Don’t know
L_SCHOOL_AFTER_SCHOOL
L_SCHOOL_AFTER_SCHOOL
Item L_SCHOOL_AFTER_SCHOOL is asked to determine whether the respondent
thinks that they will attend college or technical school after high school. If a respondent
is confused about the meaning of a technical school, you may give the following
examples of technical schooling:
•
Automotive Mechanic Training
•
Beauty School
•
Computer Technical Programs (less than a two-year associate degree)
•
Certificate Programs
For a “Yes” or “Don’t know” answers for Item L_SCHOOL_AFTER_SCHOOL, the
instrument goes to L_GRADUATE_4YR. However, if you get a “No” response for Item
L_SCHOOL_AFTER_SCHOOL, the instrument skips to Item SUPPLEMENTEND.
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Lesson 3
Thinking about the future, do you think you will...
Graduate from a 4-year college?
1
2
3
Yes
No
Don’t know
L_GRADUATE_4YR
L_GRADUATE_4YR
Item L_GRADUATE_4YR is asked to determine whether the respondent thinks that
they will graduate from a 4-year college. Enter the appropriate precode, then continue to
the SUPPLEMENTEND screen and the last section of SCS questions.
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Lesson 3
SECTION 9 – ENDING THE SCS INTERVIEW
You have completed the School Crime Supplement for this person.
Enter 1 to Continue
1
Enter 1 to continue
SUPPLEMENTEND
SUPPLEMENTEND
SUPPLEMENTEND is the last screen in the SCS interview and tells you that you’ve
completed the SCS interview. After exiting this screen, the instrument codes the
respondent as a completed interview. You have now completed the SCS interview with
an eligible NCVS/SCS household member. Thank the respondent for their cooperation.
If the respondent has any remaining questions about the survey, specific items, or how
the data are used, this is a good time to address them. It is important that each
respondent leave the interview feeling that all of their concerns have been covered.
After completing the respondent’s SCS interview the instrument will continue with some
questions about how the interview was conducted, starting with Item
RESPONDENTINTERVIEWLANG.
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Lesson 3
KEY POINTS TO REMEMBER
The key points to remember for Lesson 3 are:
•
Ask each question and record each answer correctly and follow the correct path
through the SCS instrument. The SCS interview does not count as a valid case if
information is missing from the SCS screener questions.
•
For the SCS, the term “at school” includes virtual classes, in the school building, on
school property, on a school bus, or going to and from school.
•
Remember the first three screener questions of the SCS will identify if the student
received schooling in-person, virtually, through homeschooling, or a combination of
the three, and will determine the path through the SCS interview.
•
Become familiar with all sections of the SCS questionnaire and the flow of the
questions to better anticipate questions or concerns the young respondents may
have during interview.
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Lesson 4
____________________________________________________________________________________
Lesson 4 – Final Review Exercise
FINAL REVIEW EXERCISE INSTRUCTIONS
All FRs conducting SCS interviews are required to complete the SCS-300 Final Review
Exercise to verify your knowledge and understanding of key concepts of the SCS
presented throughout this self-study.
You can access the SCS-300 Final Review Exercise by clicking the Census Learning
Center (CLC) link under the Training/Manuals tab on your laptop.
The SCS-300 Final Review Exercise contains 10 questions. This exercise will be
scored, and results will be passed along to your supervisor and headquarters staff. The
minimum passing score is 80%. You may retake the exercise as many times as needed
to pass.
If you cannot access the CLC or do not see the final SCS review exercise in your
CLC transcript, call your supervisor immediately.
Once you have successfully completed the Final Review Exercise on the CLC, this Selfstudy is complete.
____________________________________________________________________________________
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Appendix A
____________________________________________________________________________________
Appendix A – SCS Materials
The pages that follow include the SCS Brochures:
•
NCES 2025-001 Parent English Brochure
•
NCES 2025-003: Student English Brochure
•
NCES 2025-002: Parent Spanish Brochure, and
•
NCES 2025-004: Student Spanish Brochure
Your Regional Office will provide you with copies of these materials.
____________________________________________________________________________________
A-1
| File Type | application/pdf |
| Author | Katherine N Mark (CENSUS/ADDP FED) |
| File Modified | 2025-02-28 |
| File Created | 2025-02-28 |