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Understanding School Violence: Insights from Research and Practice

This lecture explores the complexities of school violence, providing insights from recent research and practices. It emphasizes the diverse definitions, perceptions, and responsibilities regarding violence in schools. Key findings highlight the interconnectedness of bullying, harassment, and disruptive behavior, along with critical statistics from international surveys. The session discusses the profiles of both victims and perpetrators, emphasizing the need for a comprehensive approach to prevention and intervention at multiple levels. Understanding these dynamics is essential for creating safe, violence-free school environments.

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Understanding School Violence: Insights from Research and Practice

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  1. Module A: Definitions, Context and Knowledge of School ViolenceUnit A2 What we know about school violence:findings from research and practice Introductory lecture

  2. What do we know? • We have different ideas about violence • We have different definitions of what is and is not violence • We have different feelings about young people and how they should be treated • We have different levels of understanding about the responsibilities of schools

  3. What do we know? • A shared philosophy at school level • A safe, violence-free school • A number of programs implemented

  4. Incidence • There is a greater variation in the extent of our knowledge base on school violence • A range of statistics is available • An issue of definition and lack of data on violence • EU-funded Connect project (Smith, 2003)

  5. TIMMS- survey data • One of the most extended reports on school violence was based on TIMMS – survey data • Exploring the amount of school violence in 37 nations worldwide • School violence was measured as self- reference victimization by pupils • Differences among European countries

  6. TIMMS- survey data

  7. What do we know? • Student bullying, violence, harassment and disruptive classroom behaviour are serious and interrelated problems in schools • The interrelated problems should be taken into account when evaluating policies and programs in the devising of which actions to take • A first step in knowing what to do is basic knowledge of the phenomenon

  8. What do we know about victims of bullying? • No clear gender differences • Occurrence of bullying decreases the older the students become • The most frequent type of bullying is verbal • Boys are more often victims of physical harrassment and bullying • Girls are more often victims of social exclusion • At least 5% of students at primary and secondary schools are bullied weekly or more often

  9. What do we know about victims of bullying? PunchStock/Frank Renlie

  10. What do we know about perpetrators of bullying? • Boys are often offenders of bullying • These gender differences increase markedly with age • Rates of offenders of bullying among girls are relatively stable with age • Both boys and girls use teasing • At least 5% of students bully others every week or more often

  11. What do we know about perpetrators of bullying? PunchStock/Frank Renlie

  12. Bullying by mobile phone • About 15 % of students using mobile phones have experienced bullying • There are more reports of bullying others than being victins • Mostly boys are victims of serious bullying • The problem increases with age • The problem decreased from 2001 to 2004

  13. Bullying by mobile phone PunchStock/Frank Renlie

  14. What do we know about school violence? • It is complex and multi-determined • School violence prevention and school improvement • School violence an international scope • Significant research has been done in the past 25 years • Bullying is a major component of school violence but bullying is not a well-understood phenomenon in all countries in Europe

  15. What do we know about school violence? • Different theoretical approaches to school violence • A ecological and bio-ecological approach • School violence and bullying seen as an interplay among several relevant subsystems • Intervention will benefit from addressing school bullying and violence both at individual, class and school level

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