Search Results (360)

Background: Mental health conditions are a growing public health concern among U.S. adolescents, particularly high school students. Emerging data show a strong link between exposure to neighborhood violence and increased risk of poor mental health outcomes, such as depression, anxiety, and persistent sadness. Objective: This study examined the relationship between neighborhood violence exposure and mental health outcomes among high school students. Method: This is a cross-sectional study using the 2023 Youth Risk Behavior Survey. The sample included 19,910 students in grades 9–12 across gender and race. Mental health status and exposure to neighborhood violence were analyzed using chi-square tests and logistic regression models. Results: Students exposed to neighborhood violence had significantly higher odds of reporting poor mental health outcomes (AOR = 1.789, 95% CI: 1.573–2.035, p < 0.001) than the unexposed. Additionally, female, Hispanic/Latino, and multiracial students reported higher rates of mental health disorders than the male students. Conclusions: Neighborhood violence exposure was significantly associated with poor mental health outcomes among high school students. These findings signify the need for targeted interventions to support affected students and reduce neighborhood violence exposure, particularly in marginalized communities. The findings will inform public health professionals, educators, and policymakers to make targeted school-based mental health interventions and community-centered policies addressing neighborhood safety and adolescent mental health. Full article

This qualitative study examines the impact of societal violence on the school climate in Arab society in Israel, focusing on teachers’ perspectives. Violence is conceptualized as an extreme, intentional form of aggression aimed at causing physical, psychological, or emotional harm. In the Israeli context, Arab society, constituting about 21% of the population, experiences disproportionately high rates of violent crime, reflecting historical marginalization, structural inequality, under-policing, and sociocultural transformations. Within schools, these societal dynamics are reported to negatively affect the learning environment, including diminished teacher motivation, concerns about teaching quality, heightened perceptions of unsafety, strained parent–school relationships, and increased parental aggression. Sixteen teachers participated in semi-structured interviews. Thematic analysis of the data revealed that financial pressures, emphasis on personal honor, and erosion of family values are perceived as key drivers of violence in the community. Teachers also reported adverse effects on students’ emotional, social, and behavioral functioning, as well as academic performance. These findings underscore the urgent need for interventions that enhance school safety, provide trauma-informed teacher training, expand psychological services, and strengthen parental collaboration. Future research should include students’ and parents’ perspectives, examine geographically diverse schools, and explore cross-cultural comparisons to better understand the educational consequences of societal violence. Full article

The study is referenced by interdisciplinary theories, i.e., routine activity, and social cohesion, to investigate the impacts of sport clubs and events on London’s expressive crimes at varied geographical scales, by utilizing Geographical-temporally weighted regression model. It has identified the spatial patterns of effects from sport clubs’ onto local expressive crimes among London wards, with several boroughs standing out for their being significantly affected. The case study in the home borough of the Hotspur Football Club has further been conducted, by proving the seasonal influences of sports clubs on reducing youth violence within school terms. It was also found disproportional increases in expressive crimes on Premier League match days, especially when receiving the results of draw. The data-driven evidence has generated insights on localized policies and strategies on developing tailored sports to support local young people’s development; pinpointing the optimisation of police forces resources on stop and search practices during sports events in hot spot stadiums. The methodology and workflow had also been proved with high replicability into other UK cities. Full article

Research and public attention on violence directed toward school teachers are increasing. Yet to date, our knowledge on violence against teachers is limited, because most research has focused on student-perpetrated violence, largely overlooking the aggression directed at teachers by parents. To fill this gap in knowledge, this study used a qualitative approach based on in-depth semistructured interviews with 46 teachers, school leaders and policy-level managers to explore the phenomenon of parents’ violence against teachers, including manifestation of the problem, risk factors, and effective coping strategies. Following the principles of grounded theory, the results suggest that parents’ violence toward teachers takes various forms, mostly rudeness, shouting, intimidation, and verbal threats. These behaviors create complex challenges that affect teachers both personally and professionally, requiring coping mechanisms at the societal, school, community and individual levels. Effective strategies encompass improving the social and organizational climate in schools, providing mentoring and support, offering conflict management training for educators, and implementing comprehensive family–school partnership policies at the school level. Implications for research and policy are discussed. Full article

Over the last decade, Cameroon has been embroiled in a violent civil conflict. In 2016, protests within the minority Anglophone regions against the obligatory use of French in schools triggered a period of considerable unrest, in which hundreds of people have been incarcerated and killed. Following an increased security presence in the English-speaking regions, armed groups surfaced calling for secession—the creation of an independent nation of Ambazonia. The failure to resolve the crisis peacefully through dialogue has resulted in a spiral of violence between armed separatists and the military. Building on the work of Frantz Fanon, this paper offers an analysis of the construction of these identities before and after European colonisation. In mapping the contours of Francophone and Anglophone assimilation it seeks to explore how the current crisis might be resolved through what Fanon describes as a transformation of the collective unconscious and what the Nigerian philosopher Cyril Orji describes as a psychological transition away from prejudice against the Other. Full article

School dropout and the recruitment of minors by criminal organizations have become deeply intertwined phenomena in Ecuador, particularly in territories marked by extreme violence and institutional fragility. This study investigates how Ecuadorian national media construct and frame these issues in 2025, using a qualitative content analysis of 85 opinion columns, editorials and analytical pieces published in leading outlets including El Comercio, El Universo, La Hora, Primicias, GK, Vistazo and Mercurio. Through a critical analysis of discursive patterns, the study identifies dominant narratives that reflect the normalization of violence, the erosion of schools as protective spaces, polarized portrayals of youth as victims or delinquents and a general critique of state inaction. Media narratives were found to vary ideologically, with some reinforcing stigma while others advocated for structural reform and rights-based approaches. The results highlight the role of media in shaping public understanding of educational exclusion and juvenile vulnerability in contexts of conflict. This research concludes that while Ecuadorian media serve as both mirrors and mediators of social crisis, their potential to influence educational policy and child protection efforts remains uneven. A more inclusive, critical and community-oriented media discourse is needed to confront the challenges of educational abandonment and youth recruitment. Full article

Hate speech comprises expressions that promote discrimination, violence, and the exclusion of individuals or groups based on identity characteristics such as race, gender, religion, or sexual orientation. Social media platforms have provided a space for the amplification of such discourse, fostering a climate of intolerance that undermines social and democratic coexistence. In the educational sphere, hate speech has a detrimental impact on the initial training of students and teachers. That its presence within school environments contributes to social fragmentation, the deterioration of learning processes, and an increase in violence. Furthermore, such discourse reinforces prejudices and stereotypes that hinder the construction of a critical and pluralistic citizenship. From the outset of teacher education, it is essential to develop pedagogical strategies that foster critical thinking and education in democratic values. Digital literacy and explicit instruction on the impact of hate speech can contribute to the prevention of these exclusionary dynamics. An inclusive and reflective education is key to counteracting the effects of intolerance in contemporary society. Full article

Ecuador is experiencing an unprecedented escalation of violence, organized crime and public insecurity, prompting the Ministry of Education to introduce a curricular reform through Ministerial Agreement MINEDUC-MINEDUC-2024-00060-A. This reform incorporates five new subjects—Civic Education, Ethics and Integrity, Education for Sustainable Development, Socioemotional Education, Financial Education, and Education for Road Safety and Sustainable Mobility—into the national curriculum, with the explicit aim of fostering civic responsibility, ethical behavior and social cohesion. This study examines the societal and political context of the reform and analyzes its representation in the Ecuadorian press during 2024 using qualitative content analysis of publicly accessible national news articles, including reports, chronicles, interviews and press releases. The analysis focuses on the framing of the reform’s messages, the information provided and the actors featured in the coverage. Findings reveal that media narratives strongly reflect governmental discourse, portraying Civic, Ethic and Integrity Education as a moral vitamin to counteract the erosion of values and as a strategy to reinforce national identity through civic rituals. The study concludes that the reform exemplifies the integration of educational policy with sociopolitical objectives, positioning schools as central actors in long-term efforts to address societal violence and promote ethical citizenship. Full article

Introduction: Exposure to violence is an adverse experience associated with the perpetration of violent future behaviors such as child-to-parent violence. Objective: The objectives were to analyze the psychometric properties of the Violence Exposure Scale (VES) in a sample of Ecuadorian adolescents as well as its measurement invariance by sex and age; analyze the differences in exposure to violence across four settings (home, school, street, and TV), in two time frames (last year and childhood), according to sex and age; and analyze the relationship between exposure to violence in the four settings and in both time frames with child-to-parent violence. Methods: A cross-sectional study was conducted using a probabilistic sample of 2150 Ecuadorian adolescents (55% female), aged 12 to 18 years (M = 14.53; SD = 1.55). Participants completed the adapted version of the VES and the Child-to-Parent Violence Questionnaire (CPV-Q). Confirmatory factor analyses, reliability testing, convergent and discriminant validity analyses, and measurement invariance assessments were performed. Results: The VES showed excellent model fit in both versions, VES¹ (last year) and VES² (before age 10), with strong goodness-of-fit indices (VES¹: CFI = 0.988; RMSEA = 0.055; VES²: CFI = 0.994; RMSEA = 0.044). Reliability was good (α_o and ω_o ≤ 0.80; G.6 and CR ≤ 0.70). Effect sizes ranged from 0.11 to 0.31 for violence by children toward parents and reached up to 0.83 among the different forms of victimization. Conclusions: The adaptation of the VES in Ecuadorian adolescents showed validity and reliability in assessing exposure to violence. Girls were more at risk at home, while boys were more exposed at school and in the community. Full article

The lack of acknowledgment of children as victims of gender-based violence hinders the support they receive. This study aimed to identify the psychological consequences of children’s exposure to gender-based violence and gaps in knowledge. This work used a scoping review approach, based on the PRISMA quality criteria. The search was conducted in the 14 databases included in the Web of Science platform. A total of 13 open-access articles published in English between 2015 and 2025 that focus on gender-based violence psychological consequences in children met the inclusion criteria. The results of the review indicate that gender violence has significant negative psychological, emotional, and social effects on children exposed to it. Thus, symptoms of internalizing, externalizing, and post-traumatic stress disorder may appear. Additionally, there is a high probability of experiencing difficulties in school, interpersonal relationships, and identity development. These effects may have long-term consequences affecting well-being and development later in life. It is crucial to recognize children as direct and significant victims of gender-based violence and promote their protection through psychological, educational, and social support. Full article

Evidence from the international literature indicates alarming prevalence rates associated with various forms of intimate partner violence since adolescence. To prevent gender-based violence and increase psychological well-being in intimate relationships, both the scientific literature and policy makers agree on the importance of implementing specific prevention and education programs targeting adolescents. The purpose of this longitudinal study was to evaluate the impact of an educational intervention to promote awareness of one’s relationship with one’s own body, stereotypes related to gender and sexuality, and the issue of sexual consent. Participants were adolescents aged 15–16 years who filled a questionnaire prior to the start of the intervention (Time 0, N = 192, 55.7% male) and two weeks following its conclusion (Time 1, N = 178, 53.9% male). Results indicate that compared to Time 0, after participation, body surveillance, benevolent sexism, and endorsement of the sexual double standard decreased, while no significant effect emerged in relation to the issue of sexual consent. Implications for research and intervention are discussed, with the goal of providing useful guidance for those implementing interventions for young people to address intimate partner violence and promote relationship well-being. Full article

This study analyzed subjective theories on school violence and convivencia escolar expressed in the public discourse of the Chilean Ministry of Education in 2022. This research focused on the return to in-person learning, a time when concerns about violence in schools increased and public policies aimed at addressing it were launched. Inductive content analysis and grounded theory techniques were used to examine 66 tweets issued by official ministry accounts during 2022. The analysis identified three interpretative sets. The first suggests that although violence has external structural causes, it must be eradicated from schools. The second links convivencia escolar with well-being and socioemotional skills, but without an explicit association with violence. The third locates the origin of psychological distress in external factors but assigns its management to the school system. A predominance of expert knowledge existed in the promoted solutions. These findings are discussed based on the idea that the Ministry of Education’s discourse on Twitter not only informs but also seeks to shape educational common sense and validate public policies. This raises questions about its impact on the interpretive autonomy of school communities. Full article

The systematic attacks against the civilian population in Gaza, including educational institutions, constitute war crimes that violate the right to education and affect not only children but also an entire culture’s ability to recover post-conflict and maintain its identity. This document review analysed the reports issued by Nations agencies to identify the types of violence that occur in educational contexts, the victims of such violence, the impact on the rights to and within education, and the educational measures implemented in response. A thematic analysis guided by Karma Nabulsi’s concept of “scholasticide”, Rita Segato’s “pedagogy of cruelty”, and Sara Ahmed’s “witness” was conducted. The findings reveal that the attacks on educational spaces can be interpreted as ideological strategies against the Palestinian culture due to their critical role in cultural resilience and the recovery of the Palestinian people. The reports highlight significant limitations in recognising education as a priority dimension within the framework of international humanitarian aid. Finally, the analysed documents show that children in Gaza experience feelings of abandonment based on the inaction of the international community to guarantee their right to be free from all kinds of violence. Full article

Despite the increased research on violence toward teachers and public policies aimed at protecting teachers from violence, knowledge of the factors contributing to teachers’ sense of safety at school remains limited. Drawing from socioecological theory, we examined the contributions of both teachers’, parents’, students’, and schools’ characteristics to teachers’ sense of feeling unsafe in school. Specifically, we examined teachers’ individual and work characteristics (sex, age, years of experience, and working in the regular classroom or not), their perceptions of school violence, and their relationships with students and their peers. At the school level, we examined the school size, poverty level, and school-level reports of parents’, students’, and teachers’ perception of the school climate and school violence. The sample consisted of 9625 teachers (73% female), 126,301 students, and 56,196 parents from 2116 schools with a low socioeconomic status in Chile. Descriptive statistics showed that most teachers do not feel afraid (72.9%) nor thought that their job was dangerous (74.6%). A hierarchical multivariate regression analysis and multilevel analyses showed that teachers with higher perceptions of feeling unsafe were females or reported being “other sex”, had fewer years of experience, worked mainly in the classroom, perceived a higher level of school violence, and had worse perceptions of peer relationships and teacher–student relationships. These teachers were mostly in schools with higher poverty levels, larger enrollment, and higher student-reported and parent-reported school violence compared to the rest of the sample of low-SES Chilean schools. We discuss the implications of these findings for preventive school interventions and programs regarding school violence and teacher turnover. Full article

Prior research has largely neglected the issue of violence perpetrated by teachers against students, even though evidence indicates its prevalence worldwide. Research has also overlooked teachers’ perspectives on these concerning phenomena, relying predominantly on student reports. To address this gap, this cross-sectional study used a sample of 214 teachers from six Hebrew-language and four Arabic-language middle and high schools across Israel (69.2% female; 61.2% older than 41 years) to predict teachers’ reports on teacher-to-student victimization based on teachers’ victimization by students and parents, school social climate, and three dimensions of the school organizational climate: interpersonal conflict at work, trust in the principal, and job socialization. Chi-square and t-tests were used to examine the bivariate associations between teacher-to-student victimization and the predictors, and a three-step hierarchical binary logistic regression was used to examine multivariate associations. Teachers who reported teacher-to-student victimization scored higher on interpersonal conflict at work, social climate, trust in the principal, and job socialization compared to those who did not report such violence. Binary logistic regression analysis predicting teacher-to-student victimization revealed that Arabic-speaking teachers were more likely to report such victimization compared to their Hebrew-speaking counterparts. Teachers who reported a less positive school climate and higher levels of interpersonal conflict in the workplace were far more likely to report incidents of teacher-to-student victimization. The study highlights key directions for practice to address teacher-to-student victimization, including the establishment of a more positive social and organizational climate, with an emphasis on the role of the school principal as a central component of this initiative. Full article