Questions 15 and 16
A physical altercation is any form of unwanted physical contact between students, which include (but not limited to):
- Pushing
- Shoving
- Hitting
- Kicking
- Punching
- Pinching
- Biting
- Throwing equipment at other students
A score of 1 is when there are several and/or severe physical altercations. For example, there may be altercations that do not lead to large fights that happen across recess and across different groups. If recess is full of the above examples (but no major fights) still score this item a “1”. Additionally, if there is a large fight (e.g., two or more students fighting, most of the playground stopping to watch, need for major adult intervention) this item will also be scored a “1” even in the absence of other incidents.
A score of 2 is when there are physical altercations between students that are more aggressive in nature. While not as pervasive as a score of “1” would indicate, these altercations happen across multiple groups throughout recess.
A score of 3 is when there are few physical altercations between students, and generally, adult intervention was not required. For example, there may be a few isolated incidents of pushing or shoving, but nothing that results in a physical fight.
A score of 4 is when there are no physical altercations between students.
*Only answer this question if there was observed physical altercation(s) between students that was seen by supervising adults*
A score of 1 is when adults do nothing to resolve the student physical altercation even though they observed the behaviors.
A score of 2 is when adults intervene after a student physical altercation but it is not in a developmentally appropriate way (example: yell at the students or push students apart and then walk away).
A score of 3 is when adults intervene after a student physical altercation and sometimes did so in a developmentally appropriate way (example: remind the students of recess rules, problem solving strategies to avoid conflict in the future, etc.).
A score of 4 is when adults intervene after a student physical alteration and almost always did so in a developmentally appropriate way (example: remind the students of recess rules, problem solving strategies to avoid conflict in the future, etc.).