The Effects of Youth Neglect Experiences on School Violence Perpetration: The Mediating Role of Aggression and the Moderated Mediation Effect of Teacher Support

Background:
Adolescent neglect is a prevalent but often under-recognized form of maltreatment that has significant implications for youths’ psychological and behavioral development. Previous studies have consistently demonstrated that neglect is associated with increased aggression and various externalizing behaviors, including school violence perpetration. However, relatively few studies have examined both the underlying psychological mechanisms and contextual protective factors within a single analytical framework. In particular, the role of aggression as a mediating process and teacher support as a buffering factor requires further empirical investigation. Therefore, this study aims to examine the effect of adolescents’ neglect experiences on school violence perpetration, focusing on the mediating role of aggression and the moderated mediating effect of teacher support.

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Methods:
This study employed a quantitative research design using survey data collected from adolescents. The sample consisted of middle and high school students, and key variables included neglect experiences, aggression, teacher support, and school violence perpetration. Neglect was assessed across multiple dimensions, including emotional, physical, and educational neglect, while aggression and teacher support were measured using validated instruments. Data were analyzed using regression-based mediation and moderated mediation models with the PROCESS macro. In addition, demographic variables such as gender, grade, and socioeconomic status were included as control variables to account for potential confounding effects.

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Results:
The results indicated that adolescents’ neglect experiences were positively associated with school violence perpetration in the initial model (B = .412, p < .05). However, when aggression was included, the direct effect of neglect became non-significant (B = .351, p = .062), suggesting a full mediation effect. Aggression had a significant positive effect on school violence perpetration (B = .077, p < .001), and the indirect effect of neglect through aggression was statistically significant (Effect = .106, 95% CI [.009, .216]). Furthermore, neglect significantly increased aggression (B = 1.381, p < .001), and teacher support significantly moderated this relationship (B = -.199, p < .01). The moderated mediation analysis revealed that the indirect effect varied depending on the level of teacher support. Specifically, the index of moderated mediation was significant (Index = -.0159, 95% CI [-.0312, -.0015]), indicating that higher levels of teacher support weakened the indirect effect of neglect on school violence perpetration.

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Conclusion:
These findings suggest that aggression fully mediates the relationship between neglect and school violence perpetration, while teacher support functions as a key protective factor that buffers this process. The results highlight the importance of addressing both family-related risk factors and school-based protective systems in preventing school violence. Interventions should focus on reducing neglect and its psychological consequences while simultaneously strengthening teacher-student relationships. Ultimately, integrated approaches that combine family support and school-based interventions are essential for promoting healthy adolescent development and reducing school violence.