School Violence Prevention Research Articles

Preventing school violence: A review of school threat assessment models.

Preventing school violence: A review of school threat assessment models.

Preventing school violence: A survey of school threat assessment practices, perceived impact, and challenges.

Preventing school violence: A survey of school threat assessment practices, perceived impact, and challenges.

Sexual violence through corporal punishment: Rethinking siloes in school violence prevention using feminist theory and data from Uganda

Children can experience significant violence from teachers and peers in schools. Growing evidence from low-and-middle-income country settings shows the potential for interventions in schools to reduce violence and improve school environments, however these tend to act in siloes and address particular subsets of violence. Further, little is known about how to prevent teacher sexual violence, a particularly sensitive form of violence. We conducted a qualitative semi-ethnographic study in two primary schools in Luwero District, Uganda in 2017. Methods included participant observation, 21 semi-structured interviews with school staff and a range of participatory methods with children aged 8–16 years. The study employed a child protection referral protocol, and 16 children received follow-up healthcare and/or counselling services.Teacher-perpetrated sexual violence occurred in both schools, and at times through sexualised corporal punishment. The boundaries around teacher sexual violence, corporal punishment and emotional violence, and peer violence, were often blurred as they influenced and shaped each other in practice. Drawing on feminist theory, our analysis reveals how interconnected forms of violence occur within overlapping forms of gender, institutional and generational inequality. There is potential for school interventions to address teacher sexual violence and other forms of violence as interconnected, by moving beyond siloes and addressing gendered, institutional school contexts that give rise to violence.

THE TEACHERS' PERCEPTION OF THE RELIGIOUS EDUCATION COMPONENT TO REDUCE VIOLENCE IN PUBLIC SCHOOLS

This study addressed teachers' perceptions regarding Religious Education and its impact on reducing violence in public schools. The main goal was to identify and analyze educators' perceptions of Religious Education and its correlation with the reduction of school violence incidents. The methodology consisted of a literature review, involving a critical analysis of sources related to the topic. Results indicated that educators recognize the importance of Religious Education in ethical and moral development of students and in promoting a respectful school environment. Effective pedagogical strategies in Religious Education, such as fostering inter-religious dialogue, were identified as key to preventing school violence. The final considerations emphasized the need for an educational approach that respects diversity and promotes inclusion, highlighting the importante role of well-prepared educators in this process. The study concluded that when properly implemented, Religious Education can significantly contribute to reducing violence in schools.

학교폭력 관련 예비교사의 교육실습 경험 키워드 네트워크 분석

The purpose of this study was to analyze pre-service teachers' experiences with school violence and explore ways to support their development of competencies in responding to school violence and guiding student life. For this purpose, essays submitted by students who participated in educational practicum as part of class activities in the pre-service course 'School Violence Prevention and Student Understanding' were analyzed using keyword network analysis. The results of the study showed that the most important keywords that pre-service teachers perceived in relation to bullying during their practicum were “incident,” “occurrence,” and “prevention.” A community analysis was also conducted to explore subthemes of their practicum experiences related to bullying, which were categorized into seven communities: major bullying patterns, prevention and follow-up guidance, bullying patterns according to student characteristics, life guidance, student counseling, procedures for handling bullying cases, and the role of classroom teachers. The findings were discussed.

Development of a chatbot for school violence prevention among elementary school students in South Korea: a methodological study.

This study develops a chatbot for school violence prevention (C-SVP) among elementary school students. Among the analysis, design, development, implementation, and evaluation (ADDIE) models, ADD phases were applied to develop a C-SVP. Students' learning needs were identified by constructing content with a design that attracted their attention. Subsequently, a formative evaluation was conducted on the developed C-SVP to test its applicability by ten elementary school students targeting the 5th and 6th grades. The chatbot was designed using KakaoTalk and named "School Guardian Angel." The formative evaluation revealed that the developed C-SVP was easily accessible and useful for elementary school students. The developed C-SVP is expected to be effective in preventing violence among elementary school students. However, further research involving children of various age groups is required.

Reciprocal longitudinal associations of defender self‐efficacy with defending and passive bystanding in peer victimization

AbstractPeer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self‐efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack of longitudinal research designs has resulted in a limited understanding of how these relationships develop over time. This five‐wave longitudinal study involving 2507 Swedish students addressed this gap by examining longitudinal associations of defender self‐efficacy with defending and passive bystanding. Participating students answered a self‐report questionnaire once a year, from fourth to eighth grade. Our findings provide partial evidence for reciprocal associations among the variables. Moreover, there were more significant associations in the traditional than in the random intercept model, thus favoring between‐person interpretations of the longitudinal associations. The findings highlight the importance of understanding the link between defender self‐efficacy and bystander behavior of peer victimization, and that schools in their efforts in preventing school violence and bullying support students in increasing their defender self‐efficacy and capacity in defending.

GIÁO DỤC PHÒNG CHỐNG BẠO LỰC HỌC ĐƯỜNG TRÊN MẠNG XÃ HỘI CHO HỌC SINH TRUNG HỌC PHỔ THÔNG TRÊN ĐỊA BÀN QUẬN CẦU GIẤY, HÀ NỘI

The increasing cases of school violence on social networks have left physical and mental consequences on high school students. By analyzing documents and survey data related to awareness and skills of preventing school violence on social networks of high school students in Cau Giay district, Hanoi, the article focuses on clarifying the necessity of such education to prevent school violence on social networks for students. On that basis, we propose a number of measures to educate school violence prevention on social networks in high school

Capacity building of the school violence prevention and handling team to realize quality education

Capacity building of the school violence prevention and handling team to realize quality education

학교폭력 피해학생 보호와 가해학생 선도 조치의 현황, 문제점 및 개선방안에 관한 소고

The purpose of this study was to examine the current status and issues of protecting school violence victims, leading measures for perpetrators to prevent school violence recurrence and propose improvement measures. For this purpose, an analysis was conducted based on data related to current legal regulations, the status of the deliberation committee's measures to protect victims and lead perpetrators, and the awareness of the protection and guidance of victims and perpetrators. The results pointed out the weakness of protection measures for student victims, the lack of protection measures for many student victims by the committee, and the fact that protection measures are focused on counseling areas. However, there are not enough counseling institutions for student victims, and the counseling agency does not report or recognize that the student victims received official help. Accordingly, improvement proposals were made, such as legal guarantees for the treatment and recovery of victim students, additional protection measures by the committee, strict intervention in cases of casual and emotional violence, and assistance with school adaptation after the protection measures. More issues were pointed out, such as the regulations for leading measures for perpetrator students, the problems of committee measures with written apologies and special education, and the problem of perpetrators themselves recognizing that they had not received any action. To address these
 issues, improvement measures have been proposed, including supplementing regulations regarding immediate separation from victim students, emergency measures, written apology measures, improvements in special education, and emphasizing the need for apology and responsibility from perpetrators.

학교폭력 행정소송에서 나타난 쟁점 사안에 대한 판례 분석 -2020년 개정된 「학교폭력예방 및 대책에 관한 법률」을 중심으로-

학교폭력 행정소송에서 나타난 쟁점 사안에 대한 판례 분석 -2020년 개정된 「학교폭력예방 및 대책에 관한 법률」을 중심으로-

Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education

Scientific literature has clarified that bullying is a global challenge and students with special educational needs (SEN) are at a higher risk of experiencing it. Educational actions focused on dialogue and interaction as dialogic gatherings (DG) have been widely studied as a successful educational action (SEAs) rooted in egalitarian dialogue that promotes social cohesion. However, its potential to prevent bullying among students with SEN remains to be investigated. This qualitative case study explores the impact of implementing DG in two elementary classrooms and its potential to prevent school violence in a comprehensive school setting (43 students, 10–12 years old, from which 5 had SEN). Classroom observations of DGs and focus groups with teachers and students were conducted. Data analysis indicated that DG effectively contributed to students’ increased awareness regarding the distinction between violent and non-violent relationships, and influenced their personal preferences, guiding them towards non-violent behaviours. Implications for practice highlight the potential of DG to enhance non-violent behaviours among elementary students, which is particularly relevant to ensure students with SEN’s protection and inclusion.

학교폭력 방지를 위한 법제 개선방안

The Act on the Prevention and Countermeasures of School Violence stipulates matters necessary for the prevention and countermeasures of school violence. The purpose of this law is to protect the human rights of students and foster students as healthy members of society through protection of victims, leading and education of perpetrators, and mediation of disputes between victims and perpetrators.
 Although the law was enacted and implemented in 2004, measures are urgent as various types of violence still occurring in schools have emerged as serious social problems even after the law's enforcement.
 In order to prevent such school violence, various policies and systems are being implemented to prevent it, such as hiring school police officers to quickly cope with the problem of school violence.
 However, recently, sexual violence inside and outside schools has been expanding to digital sexual violence, transforming into various sexual violence crimes.
 Now, as the public's perception that sexual violence inside and outside schools should no longer be tolerated and that punishment for criminal minors is not in line with the public's legal sentiment, public opinion has been formed that schools are no longer a safe zone for sexual violence crimes, and calls for strong sanctions and social control are increasing for perpetrators of school violence.
 Meanwhile, there were 1,210 sexual violence crimes against children under the age of 13 in 2021, showing an increase from 2012 to 2019, slightly decreasing in 2020 and then increasing again in 2021, increasing the number of sexual violence crimes against children under the age of 13 by 7.4% over the decade from 2012 to 2021. Sexual violence crimes against 13 to 20 years old recorded the highest number of cases in 2013, then decreased until 2020 and then increased again in 2021. Sexual violence crimes in children aged 13 to 20 decreased by 11.9% over the 10-year period from 2012 to 2021. Since this trend of decline is the result of a decrease in related crimes due to a decrease in the population between the ages of 13 and 20, the increase in sexual violence crimes in children under the age of 13 should be noted in this study.
 Therefore, countermeasures should be prepared according to the age and type of perpetrators of sexual violence crimes in schools, and the role of school police officers should be expanded to secure objectivity, reliability, and expertise in case investigations.
 In addition, if the perpetrator is a student under the age of 10, considering the seriousness of the crime in the event of sexual violence inside and outside the school, the juvenile law should be revised to expand the age of responsibility for protective measures and to include educational or disciplinary measures in the content of protective measures, and early education on sexual violence prevention to parents and children before entering elementary school is expected to play a major role in raising awareness of sexual violence crimes inside and outside the school and preventing crimes.

Dynamic mathematical model as a tool for detecting and preventing school violence: a case report

Currently, coexistence is an essential factor that influences educational quality. Issues relating to school violence affect a large number of students, affecting their personal, academic, and professional futures. For this reason, this study aimed to present a different study tool that would allow the optimization of the factors that influence classroom climate, establish mechanisms to detect and predict how the modification of these factors can positively or negatively affect it, and determine the most appropriate intervention before it occurs. Dynamic mathematical models are complex tools that allow us to study a given problem or reality in real-time and develop predictive instruments through the analysis of mathematical relationships, allowing us to adapt the answers in a customized manner. In this study, an example is provided in measuring classroom climate throughout an academic course in a simulated situation. It consists of a dynamic mathematical model developed with Stella 10.0 software using only some of the variables that affect classroom climate, which are distributed in two sections—a psychological one that includes Rabies Level and Isolation Level due to loss of self-esteem and a physical one that includes the number of aggressive students and the total number of physically assaulted students. Since the classroom climate is very complex, other variables or a greater number of them could have been used in this hypothetical case; however, the example explains how this kind of model works and shows the great utility that it can have in this type of study. Regarding the most significant benefits that this tool can offer, some stand out. On the one hand, we can adapt the instrument to the specific characteristics of a class group, introducing or eliminating the variables depending on their relevance to the problem at hand. On the other hand, this versatile tool not only adapts to the reality of the classroom but also to the specific moment in which the students are. The greatest limitation of a Dynamic Mathematical Model as a tool is the large quantity of information required to adjust the model to reality; the more information we have, the more adjusted the model can be. Furthermore, gathering the type of information needed to develop the model is complicated.

Impact of the TEI Peer Tutoring Program on Coexistence, Bullying and Cyberbullying in Spanish Schools.

The TEI peer tutoring program (in Spanish, Tutoría entre Iguales, hereinafter TEI ) is Spain's most important coexistence program for the prevention of violence and bullying in secondary schools and one of the first worldwide. So that we may better appreciate the effectiveness and benefits of this program, a comparative study has been developed between four schools that are presently following this preventive strategy (TEI centres) and four other schools that do not carry out the TEI program (non-TEI centres). Controlling the other sociodemographic variables, students' perception of coexistence, bullying and cyberbullying has been evaluated. In total, 1015 secondary school students belonging to eight schools from four autonomous communities in Spain participated. The results reveal that the students of TEI centres have a more favourable perception of educational coexistence and indicate lower rates of bullying and cyberbullying than those studying at non-TEI centres. These results highlight the benefits of the TEI program and the need to continue promoting and expanding these preventing bullying strategies in schools.

Creative and participatory methods for bolstering violence prevention in schools in South East Europe through shifting social and gender norms

Children have the right to be free from violence in schools, yet violence in schools persists. The social and gender norms, or unwritten rules of behavior that drive our collective beliefs, attitudes, and perspectives, perpetuate both positive and harmful behavior related to violence. However, social norms are malleable. To explore this further, the Regional‌ ‌Research‌ ‌on‌ ‌Violence‌ ‌Against‌ ‌Children‌ ‌in‌ ‌Schools‌ ‌in‌ ‌South‌ ‌East‌ ‌Europe project, supported by Terre des hommes and the Child Protection Hub and led by the International Institute on Child Rights and Development (IICRD) sought to work with young people and their supporters in eight South and East European countries from 2019–2021 to unpack how social and gender norms impact school related gender-based violence (SRGBV) and the potential role young people play in challenging destructive social norms in Albania, Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, Moldova, Romania, and Serbia. At the intersection of a child’s right to be safe, to be educated and to be heard, this paper looks at a creative and participatory research approaches that bring children’s experiences of violence in schools to the fore and centers their experiences. This largely qualitative study drew on participatory and creative methods to explore the incidence and type of violence that children and young people are facing in and around school in South East Europe, who is most impacted by it, the social and gender norms related to violence (including SRGBV) against children, the mechanisms and child-led actions that protect children from violence and promote wellbeing, how children and young people felt able to prevent or respond to violence (and SRGBV specifically), and the ideas they had for prevention. National academic and independent researchers were trained on the research and analysis tools that were designed by the IICRD team to ensure consistency. Two schools in each country were chosen to run 2–3 day workshops with up to 15 young people aged 13–18 years old and up to 15 adult supporters in each site. This paper outlines the findings and focuses on the cyclical nature of research and practice where one informs the other. The multi-country research design and findings offer unique insights into effective approaches to work with young people as well as the levels of violence experienced by young people and their critical insights in how to implement enhanced safety in schools. In addition, this paper emphases the process of conducting research using creative and participatory methods as this is not often discussed in detail in the literature. In order to develop research with children and young people that can effectively impact practice, we suggest it is imperative to have a relational approach embedded in research that provides training for adults to ensure they are equipped to do this sensitive work.

청소년의 학교폭력 예방 뮤지컬 참여에 관한 질적연구

The purpose of this research is to explore the use of cultural and artistic educational musicals as an enjoyable experiential learning method, focusing on the prevention of school violence. It aims to utilize musical participation education materials to engage learners in a process of joyful learning, and through direct participation, enhance experiential prevention of school violence while fostering the creation of creative knowledge to address societal issues. The researcher observed the participants and collected and analyzed data using the general methods and procedures of grounded theory. The objectives of this study were twofold. Firstly, for the participants of the school violence prevention musical, the researcher employed 'F. Schuetze's' individual interview method, utilizing semi-structured questionnaires. Additionally, the study reinterpreted meaning through storytelling, with a focus on original musical creation. Secondly, based on the research findings, the study aimed to propose the utilization of the school violence prevention musical as a practical participatory educational resource, suggesting directions for cultural and artistic educational content. The research outcomes encompassed aspects such as restoration of interpersonal relationships, enhancement of social awareness through prevention and education, school violence response and measures, self-growth, and future planning. Therefore, it is evident that fostering shared awareness of school violence prevention is essential, emphasizing the continuous evaluation and enhancement of the school violence prevention musical program.

Building bridges in place of barriers between school practitioners and researchers: on the role of embedded intermediaries in promoting evidence-based policy

Background: The literature on evidence-based policy in education offers insight into the need to form partnerships between researchers and practitioners with particular attention to the role of intermediaries. However, the operationalisation of the partnership, especially in school violence prevention, the focal policy of this research, remains unclear. Objectives: To identify potential intermediaries and explore their role in forming an evidence-based school violence prevention policy. Method: In-depth interviews with headteachers and members of school executive teams in Israel. Findings: The participants discussed three types of possible intermediaries that could facilitate a relationship between researchers and practitioners – internal inspectors, school counsellors, and external academics. Discussion and conclusions: We concluded that embedded intermediaries are needed to form a bridge between practice and research in the area of school violence prevention. These embedded intermediaries ought to have expertise in research methods, as well as expertise in an educational subject matter, and must be committed to the scientific approach rather than to political or organisational agendas. The formation of the research partnership must be inclusive and marked by the involvement of middle-rank policymakers (for example, headteachers) in the selection of the research questions and methodology and in the implementation of policy implications. Otherwise, evidence-based policy is unlikely to take root.

교과융합 학교폭력예방 프로그램이 초등학교 6학년 학생의 공감에 미치는 효과성 분석

Objectives The purposes of this study, as an incumbent teacher, we tried to develop a school violence prevention program for elementary school students through curriculum convergence and to verify its effectiveness by continuously operating the program through content and form suitable for school age.
 Methods A school violence prevention program was operated by dividing 53 boys and 47 girls into an experimental group (50) and a control group (50) for 100 students in the 6th grade of G Elementary School located in Seoul. The purpose of the class-level curriculum convergence school violence prevention program was to examine not only the internal changes of elementary school students but also the positive improvement of peer relationships by improving empathy for others in the class.
 Results As a result of covariance analysis on the empathy of the experimental group and the control group, the change in the experimental group was statistically significantly higher than that of the control group, which confirmed that the curriculum convergence school violence prevention program had an effect on desirable change in empathy. In addition, empathy analyzed through repeated measurement variance analysis was statistically significantly different in time and group classification, and through this, it was confirmed that empathy had a continuous effect.
 Conclusions It is meaningful that the effectiveness of the curriculum convergence school violence prevention program that can be used in the actual school field was confirmed from the psychological perspective of empathy among elementary school students by verifying the effectiveness based on empirical studies by class level of sixth graders.

Restorative methods as a strategy for the prevention of violence and bullying in primary and secondary schools in Mexico: An exploratory study

School coexistence processes are mediated by conflict situations that are often not adequately, immediately and comprehensively resolved by schools, giving rise to violence. School violence has become a matter of global priority not only at the school or family level, but also socially due to its magnitude and scope. In the Program for International Student Assessment (PISA), reported in 2018 that 23% of students in Mexico had suffered bullying at least once a month, these data are worrying as they reveal high rate of violence. Considering the increase of violence in Mexican educational institutions, we wonder if students' awareness in the use of communication to resolve disagreements would be achieved after participating in a conflict prevention project applying restorative practices.The objective of this study was to test whether students acquired greater emotional self-regulation, self-determination, and peaceful strategies to resolve conflicts after participating in a project centred on the restorative paradigm.A total of 336 students from an elementary school and a high school located in Mexico participated in this study. An ad hoc questionnaire was administered to the students by a restorative justice specialist in the middle of the school year. Statistical analyses were performed with the Statistical Package for the Social Sciences V. 25. The results obtained showed that, after the implementation of this program for five months, students in both schools showed greater emotional self-regulation and self-determination. In conclusion, providing students with restorative strategies to resolve disputes favoured the use of peaceful conflict resolution strategies.