Violence in Schools: Prevalence, Impact, and Interventions
This brief has been developed to support conversations on addressing violence in and through education.
This brief has been developed to support conversations on addressing violence in and through education.
In line with the commitments outlined in the Cineáltas Action Plan on Bullying, this report addresses three key questions: What are the views of children and young people, parents, teachers and principals on the work undertaken by their schools to prevent and address bullying behaviour?
In this note, we explore whether bans have contributed to changing prevalence of, and support for, corporal punishment in low- and middle-income countries across time. Our analysis provides four main findings.
The Health Behaviour in School-aged Children (HBSC) study is a large school-based survey carried out every four years in collaboration with the WHO Regional Office for Europe.
Globally, 150 million adolescents report being victims of or engaging in peer-to-peer violence in and around school. One strategy to reduce this risk is to occupy youth in afterschool programs (ASP). Yet, the question remains: how does peer group composition affect the effectiveness of an ASP?
After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors.
In this report, we utilize data from the latest cycle of the Progress in International Reading Literacy Study (PIRLS) conducted in 2021 to investigate the impact of school-based bullying on students' reading performance.
We analyze the prevalence of bullying in Germany during COVID-19, both as a real-life phenomenon (in-person bullying, or in our context: school bullying) and via social media and electronic communication tools (cyberbullying).
School-related violence is a major challenge in many low- and middle-income countries. This is well established by surveys that - if anything - likely underestimate the prevalence of violence in schools.
Growing evidence from multiple countries in Africa documents sexual violence in schools. However, when that violence is committed by teachers it is shrouded in secrecy.