Associations Between School Programs Related to Inclusivity and Interpersonal Violence Victimization among United States High School Students

Introduction: Adolescent interpersonal violence victimization (e.g., bullying, teen dating violence, sexual violence) is prevalent and can lead to adverse physical and mental health outcomes, short- and long-term, if unaddressed. Schools can work to prevent and address adolescent interpersonal violence through inclusive school climates, programs, and policies. This research aims to examine the associations for school programs related to inclusivity with different forms of adolescent interpersonal violence victimization. Methods: We used 2018 School Health Profiles and 2019 Youth Risk Behavior Survey data to investigate associations between state-level proportions of school programs related to inclusivity and adolescent self-reported interpersonal violence victimization using survey-weighted logistic regression. Results: Having a 10% greater state-level proportion of high schools with a health and safety program/activities coordinator was associated with higher odds of forced sexual intercourse [aOR=1.15, 95% CI=1.02, 1.29] and physical teen dating violence [aOR=1.45, 95% CI=1.27, 1.65]. Having a 10% greater state-level proportion of high schools with clubs that give students opportunities to learn about people different from them was associated with lower odds of forced sexual intercourse [aOR=0.90, 95% CI=0.86, 0.96], physical teen dating violence [aOR=0.94, 95% CI=0.89, 1.00], and bullying experienced electronically [aOR=0.92, 95% CI=0.88, 0.96]. Having a 10% greater state-level proportion of high schools with gay-straight alliance clubs was associated with lower odds of forced sexual intercourse [aOR=0.91, 95% CI=0.89, 0.94] and bullying experienced at school [aOR=0.97, 95% CI=0.95, 0.99]. Conclusion: The results suggest mixed associations between school programs related to inclusivity and different forms of adolescent self-reported interpersonal violence victimization. Further research should be conducted to understand these relationships, and to ensure the school programs are equitable and effective for students of all identities.