Dewey G Cornell

Biographic Data

ID4860786
NAMEDewey G Cornell
GIVEN NAMESDewey G
FAMILY NAMECornell
SIGNATURECORNELL D G
AFFILIATIONSUniversity of Virginia
ORCID0000-0002-3631-1527
VERIFIEDYes
TOTAL WORKS38
TOTAL CITATIONS219
AUTHOR COUNT38
EDITOR COUNT0
FIRST PUBLICATION YEAR1983
LATEST PUBLICATION YEAR2026
H-INDEX9

  • Violence following a threat assessment: Do threat classification and school safety measures matter

    Open AccessJordan Kerere, Dewey G Cornell et al.ARTICLELaw and Human Behavior2026

    OBJECTIVE: School threat assessment is a widely used strategy for preventing violence. However, there have been few studies of student attacks following a threat assessment. Additionally, most existing studies have been conducted within a single state, limiting the generalizability of findings. Thus, the primary purpose of this study was to identify student- and school-level correlates of attack rates in a multistate sample of schools. HYPOTHESES…

  • How do schools support students after a behavioral threat assessment

    Open AccessJennifer L Maeng, Deanne Cowley et al.ARTICLEJournal of School Psychology2026

  • Equity in law enforcement actions following a school threat assessment

    Open AccessDewey G Cornell, Jennifer L Maeng et al.ARTICLELaw and Human Behavior2025

    These results are consistent with prior studies in smaller samples of Virginia schools. This study contributes to the policy debate over the role of law enforcement officers in schools by showing that schools using threat assessment teams with officers did not generate high rates of law enforcement actions or inequitable outcomes often observed for disadvantaged student groups. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

  • Referral Rates for School Threat Assessment

    Open AccessDewey G Cornell, Jordan Kerere et al.ARTICLEPsychology in the Schools2025

    Although behavioral threat assessment and management (often shortened to “threat assessment”) has become widely used in US schools, no studies have systematically examined how frequently schools conduct threat assessments and how threat assessment rates vary as a function of student and school demographics. Of particular concern is that students with disabilities receive threat assessments at disproportionately high rates. This study examined the…

  • Reflections on school safety from a threat assessment perspective

    Open AccessDewey Cornell, Dewey G CornellARTICLEInternational Journal of Applied…2021

    Behavioral threat assessment is a violence prevention strategy that can be adapted for use in schools. The Comprehensive School Threat Assessment Guidelines (CSTAG) is a form of behavioral threat assessment that is designed to recognize the developmental needs of youth and the mission of schools to help all students be successful. A multidisciplinary CSTAG team employing a five‐step decision‐tree will consider the student's intentions and the con…

  • Improving the school environment: School staff perceptions of school climate data and reporting practices

    Open AccessKatrina J Debnam, Kelly Edwards et al.ARTICLEJournal of Community Psychology2021Cited by: 1References: 45

    School climate surveys have become widely used in U.S. schools, but there is little information on whether school leaders engage teachers and other staff in the process of reviewing and making use of survey results. This mixed‐methods study examined staff interest, viewing, and use of survey results in a state that administers a school climate survey. Semistructured interviews with 15 staff members were conducted to gain insight into quantitative…

  • Threat assessment as a school violence prevention strategy

    Open AccessDewey G CornellARTICLECriminology & Public Policy2020Cited by: 5References: 3

    Research Summary This paper describes the immense difficulty of predicting that someone is going to carry out a school shooting and then turns to threat assessment as a more promising violence prevention strategy. In schools, a multidisciplinary threat assessment team investigates reported threats and develops responses that are calibrated to the seriousness of the threat and the student's educational needs. Researchers have found that school tea…

  • Assessing Implementation Fidelity of a School-Based Crisis Prevention Program with an Ex-Post-Facto Design: The Netwass FOI Assessment System

    Open AccessNora Fiedler, Vincenz Leuschner et al.ARTICLEInternational Journal of…2019

    This research paper presents an operationalization procedure for measuring fidelity of implementation (FOI) of a school-based crisis prevention program. The implementation literature recommends that program developers specify core components of an intervention that are directly related to a program’s theory of change and need to be implemented with high FOI. This approach allows stakeholders some flexibility to adapt a program to individual circu…

  • Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach

    Open AccessJennifer L Maeng, Marisa Malone et al.ARTICLETeaching and Teacher Education2019Cited by: 2References: 4

  • School Teasing and Bullying After the Presidential Election

    Open AccessFrancis L Huang, Dewey G CornellARTICLEEducational Researcher2019Cited by: 20References: 53

    In response to media reports of increased teasing and bullying in schools following the 2016 U.S. presidential election, we investigated its prevalence with a Virginia school climate survey completed by approximately 155,000 seventh- and eighth-grade students in 2013, 2015, and 2017. Survey results were mapped onto presidential election results for each school division’s locality. In localities favoring the Republican candidate, there were higher…

  • The Impact of Validity Screening on Associations Between Self-Reports of Bullying Victimization and Student Outcomes

    Open AccessYuane Jia, Timothy R Konold et al.ARTICLEEducational and Psychological…2018

    Self-report surveys are widely used to measure adolescent risk behavior and academic adjustment, with results having an impact on national policy, assessment of school quality, and evaluation of school interventions. However, data obtained from self-reports can be distorted when adolescents intentionally provide inaccurate or careless responses. The current study illustrates the problem of invalid respondents in a sample ( N = 52,012) from 323 hi…

  • The relationship of school climate with out-of-school suspensions

    Open AccessFrancis L Huang, Dewey Cornell et al.ARTICLEChildren and Youth Services Review2018Cited by: 6References: 72

  • Student attitudes and behaviors as explanations for the Black-White suspension gap

    Open AccessFrancis L Huang, Dewey G CornellARTICLEChildren and Youth Services Review2017Cited by: 6References: 51

  • Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression

    Open AccessTimothy Konold, Timothy R Konold et al.ARTICLEJournal of Youth and Adolescence2017Cited by: 13References: 55

  • Question Order Affects the Measurement of Bullying Victimization Among Middle School Students

    Open AccessFrancis L Huang, Dewey G CornellARTICLEEducational and Psychological…2016

    Bullying among youth is recognized as a serious student problem, especially in middle school. The most common approach to measuring bullying is through student self-report surveys that ask questions about different types of bullying victimization. Although prior studies have shown that question-order effects may influence participant responses, no study has examined these effects with middle school students. A randomized experiment ( n = 5,951 mi…

  • Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes

    Open AccessKathan Shukla, Timothy Konold et al.ARTICLEAmerican Journal of Community…2016Cited by: 9References: 80

    School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: discipl…

  • Authoritative School Climate and High School Student Risk Behavior: A Cross-sectional Multi-level Analysis of Student Self-Reports

    Open AccessDewey G Cornell, Francis L Huang et al.ARTICLEJournal of Youth and Adolescence2016Cited by: 19References: 62

  • The Relations Between Teasing and Bullying and Middle School Standardized Exam Performance

    Open AccessAnna Lacey, Dewey Cornell et al.ARTICLEThe Journal of Early Adolescence2015Cited by: 1References: 7

    This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and state-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly …

  • Our schools are safe: Challenging the misperception that schools are dangerous places

    Dewey G CornellARTICLEAmerican Journal of Orthopsychiatry2015

    Massive public attention to school shootings has created the misperception that schools are dangerous places, even though crime statistics show that schools are one of the safest places in the United States. The fear of school shootings has caused many school systems to divert their budgets to excessive building security measures and adopt dubious crisis response plans. School disciplinary practices have shifted toward the criminalization of stud…

  • Perceived prevalence of teasing and bullying predicts high school dropout rates.

    Dewey G Cornell, Andrea Gregory et al.ARTICLEJournal of Educational Psychology2013

    This prospective study of 276 Virginia public high schools found that the prevalence of teasing and bullying (PTB) as perceived by both 9th-grade students and teachers was predictive of dropout rates for this cohort 4 years later. Negative binomial regression indicated that one standard deviation increases in student- and teacher-reported PTB were associated with 16.5% and 10.8% increases in the number of dropouts, respectively, after controlling…

  • Teacher Safety and Authoritative School Climate in High Schools

    Andrea Gregory, Anne Gregory et al.ARTICLEAmerican Journal of Education2012Cited by: 14References: 40

    Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (a…

  • The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students

    Open AccessAndrea Gregory, Anne Gregory et al.ARTICLEAmerican Educational Research…2011Cited by: 37References: 42

    This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative sch…

  • Supportive school climate and student willingness to seek help for bullying and threats of violence

    Open AccessMegan Eliot, Dewey Cornell et al.ARTICLEJournal of School Psychology2010

  • Authoritative school discipline: High school practices associated with lower bullying and victimization.

    Andrea Gregory, Anne Gregory et al.ARTICLEJournal of Educational Psychology2010

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  • Guest Editors’ Preface

    Open AccessMatthew J Mayer, Dewey G CornellARTICLEEducational Researcher2010