日常活動理論認為不同的日常活動與生活方式會有不同的被害機會，當非法活動在時間、空間上與日常活動相互一致，讓犯罪者與被害者在特定時空下產生接觸，將造成直接接觸掠奪性的暴力犯罪發生。所以日常活動理論被視為一種犯罪被害的機會理論，五個與被害強烈相關的變項是暴露、新近性、具吸引力的目標、犯罪人的屬性、監護等將扮演媒介被害的因素。 文章針對臺灣國中校園的恐嚇與勒索搶奪暴力事件進行被害分析，資料來自於臺灣教育長期追蹤資料庫(TEPS)。結果發現恐嚇犯罪與勒索搶奪犯罪的被害特質大致相同。在被害個人背景方面，校園暴力事件的被害人以男性為主，但不存在家庭收入與族群的差異。在被害危險情境方面，研究證實夜晚下課後越晚離開學校、校園內的問題學生狀況越嚴重、平時交往越多具有偏差行為的朋友、生理方面有缺損、心理方面出現障礙、被害者自身的行為偏差程度越高，將容易成為校園暴力的被害者;但學習態度與校園暴力無關，學習成就越好則被害機率將越低。而就學校的管理與風氣較嚴格、班級內師生教學氣氛越佳，也較不容易成為校園暴力的被害者。

Cohen and Felson(1979)argue that routine activity pattern can influence crime rates by affecting the convergence in space and time of the three elements of direct-contact predatory violations: motivate offender, suitable targets, and the absence of capable guardians against a violation. Cohen, Kluegel, and Land (1981)regard routine activity theory as an opportunity theory of criminal victimization. They focused on five risk factors: exposure, proximity to potential offenders, attractiveness of potential targets, definitional properties of specific crimes themselves and guardianship. This paper uses these concepts to analyse the victims of campus violence in Taiwan’s junior high schools. Data were drawn from Surveys of Taiwan Education Panel on students in junior high school. The results support routine activity theory. Routine activity theory is useful in explaining the victims of campus violence in this survey.