The national focus groups consisting of education professionals (teachers, heads of school, schoo... more The national focus groups consisting of education professionals (teachers, heads of school, school counselors, psychologists) and civil society representatives (parents associations, youth organisations, NGOs) aimed to define the concept of violence, to assess how violence is perceived in the educational sphere, to explore the informants’ views on the major variables of school violence , to reflect on effective ways to address violence at school in the national contexts and to make concrete recommendations involving all layers of stakeholders.
The key findings of the groups read as follows:
There is a misconception/misperception of violence at all levels
The difficulty to accept others difference is a major cause of violence
The school system is considered as violent because it fosters individualism and competition. It does not encourage dialogue among teachers and students and in several cases adopts traditional pedagogies of discipline.
Parents have a responsibility in the rise of violence: they often either overprotect their children or are not available for discussing with them.
Teachers are not prepared to and do not have the required competences for understanding and handling violence as a social phenomenon. To face these challenges the national focus groups recommended exploring whole school community approaches aimed to develop a positive school climate supporting the inclusion of all students. Some of the groups also stressed the need to develop practical training resources for teachers for handling violence.
The national focus groups consisting of education professionals (teachers, heads of school, schoo... more The national focus groups consisting of education professionals (teachers, heads of school, school counselors, psychologists) and civil society representatives (parents associations, youth organisations, NGOs) aimed to define the concept of violence, to assess how violence is perceived in the educational sphere, to explore the informants’ views on the major variables of school violence , to reflect on effective ways to address violence at school in the national contexts and to make concrete recommendations involving all layers of stakeholders.
The key findings of the groups read as follows:
There is a misconception/misperception of violence at all levels
The difficulty to accept others difference is a major cause of violence
The school system is considered as violent because it fosters individualism and competition. It does not encourage dialogue among teachers and students and in several cases adopts traditional pedagogies of discipline.
Parents have a responsibility in the rise of violence: they often either overprotect their children or are not available for discussing with them.
Teachers are not prepared to and do not have the required competences for understanding and handling violence as a social phenomenon. To face these challenges the national focus groups recommended exploring whole school community approaches aimed to develop a positive school climate supporting the inclusion of all students. Some of the groups also stressed the need to develop practical training resources for teachers for handling violence.
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The key findings of the groups read as follows:
There is a misconception/misperception of violence at all levels
The difficulty to accept others difference is a major cause of violence
The school system is considered as violent because it fosters individualism and competition. It does not encourage dialogue among teachers and students and in several cases adopts traditional pedagogies of discipline.
Parents have a responsibility in the rise of violence: they often either overprotect their children or are not available for discussing with them.
Teachers are not prepared to and do not have the required competences for understanding and handling violence as a social phenomenon.
To face these challenges the national focus groups recommended exploring whole school community approaches aimed to develop a positive school climate supporting the inclusion of all students. Some of the groups also stressed the need to develop practical training resources for teachers for handling violence.
The key findings of the groups read as follows:
There is a misconception/misperception of violence at all levels
The difficulty to accept others difference is a major cause of violence
The school system is considered as violent because it fosters individualism and competition. It does not encourage dialogue among teachers and students and in several cases adopts traditional pedagogies of discipline.
Parents have a responsibility in the rise of violence: they often either overprotect their children or are not available for discussing with them.
Teachers are not prepared to and do not have the required competences for understanding and handling violence as a social phenomenon.
To face these challenges the national focus groups recommended exploring whole school community approaches aimed to develop a positive school climate supporting the inclusion of all students. Some of the groups also stressed the need to develop practical training resources for teachers for handling violence.