The present study examined how perceptions of school climate differ across subgroups of early adolescents with distinct patterns of involvement in aggression and victimization. We identified subgroups among 800 sixth-grade students (87% African American, 51% female) based on latent class analysis of items assessing aggression and victimization. Consistent with previous research, we found support for a four-class solution that identified the following subgroups: aggressive-victims (8%), predominant-victims (12%), predominant-aggressors (28%), and youth with limited involvement (52%). Predominant-aggressors and aggressive-victims reported lower levels of teacher support and consistency and clarity of school rules than nonaggressive subgroups. Among male adolescents, aggressive-victims reported more positive perceptions of peer interactions than predominant-aggressors. Findings provide evidence that perceptions of school climate are related to early adolescents’ pattern of involvement in aggression and victimization, which has implications for school-based interventions targeting aggressive behavior.
(Publisher abstract provided.)