Revisiting School Violence: Safety for Children in Schools

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Childhood and Youth Studies".

Deadline for manuscript submissions: 15 May 2025 | Viewed by 703

Special Issue Editor


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Guest Editor
Department of Educational Sciences, University of Gävle, Gävle 801 76, Sweden
Interests: child rights; equity policy and practice; school violence; bullying and cyberbullying; gender-based violence; policy research
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Special Issue Information

Dear Colleagues,

School violence is a globally widespread phenomenon that threatens the well-being of children, as well as the development of sustainable learning environments at schools and preschools. The exposure of violence during childhood risks resulting in social, physical and mental health problems, even later in life.

In 2021, UNICEF (2021) raised the alarm that some 150 million children aged between 13 and 15 years reported peer-to-peer violence in and around school. Furthermore, 1 in 3 students in this age group experience bullying. In addition, around 720 million school-aged children live in countries lacking fully law protection from corporal punishment at school.

Moreover, children are the victims of various forms of violence in armed conflicts around the world. These conflicts result in the destruction of education systems and the deterioration of educational learning environments, seriously threating the well-being and health of both children and school staff.

The purpose of this Special Issue is to provide a platform for theoretical and empirical research studies analyzing and critically discussing school violence as well policies and practices to guarantee children’s safety at schools and preschools. Papers from a wide range of disciplines are welcome, as well as contributions that are cross-disciplinary and inter-disciplinary.

Reference

UNICEF. 2021. Protecting children from violence in school. https://www.unicef.org/protection/violence-against-children-in-school (accessed on 29 May 2024)

Prof. Dr. Guadalupe Francia
Guest Editor

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Keywords

  • school violence
  • physical violence
  • psychological violence
  • gender-based violence
  • bullying
  • cyberbullying
  • children in armed conflicts
  • child protection
  • anti-bullying strategies
  • children’s rights

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Published Papers (1 paper)

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Research

16 pages, 277 KiB  
Article
“Keeping an Eye Out”: Students’ Experiences of School Personnel’s Noticing in Shaping or Hindering a Positive School Climate
by Silvia Edling, Ylva Bjereld, Robert Thornberg, Peter Gill, Maryam Bourbour and Davoud Masoumi
Soc. Sci. 2025, 14(5), 254; https://doi.org/10.3390/socsci14050254 - 23 Apr 2025
Viewed by 202
Abstract
A positive school climate is characterized by a higher degree of well-being among students, reduced bullying, and improved academic performance. While many initiatives are aimed at creating a positive school climate, discussions in both research and theory frequently fail to acknowledge the essential [...] Read more.
A positive school climate is characterized by a higher degree of well-being among students, reduced bullying, and improved academic performance. While many initiatives are aimed at creating a positive school climate, discussions in both research and theory frequently fail to acknowledge the essential role of school personnel. This study examines a purposeful sample of Swedish middle-school students (4th to 9th grade) of school personnel’s noticing in fostering or hindering a positive school climate. Fifteen (15) focus groups and 19 semi-structured interviews were analyzed, covering 133 participants selected from three schools (age range 10 to 16 years) in a Swedish municipality. Drawing on a framework of professional noticing and positive school and classroom climate, the investigation was conducted using a case study approach and analyzed with the help of content analysis. The results highlighted the importance placed by students on school personnel noticing appropriate things/events and responding accordingly. For this to happen, personnel need to (a) notice and make themselves visible; (b) be actively observing as a prerequisite to their noticing; (c) be receptive to noticing; (d) notice and grasp a full picture, including students’ perspectives; and (e) connect their noticing with appropriate actions. Full article
(This article belongs to the Special Issue Revisiting School Violence: Safety for Children in Schools)
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