Violence in schools

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Children experience more conflict in more unequal societies.jpg

Violence in schools manifests itself in physical and psychological violence between students , between students and teachers , between non-school students and students or teachers, as well as violence against public property (see also vandalism ) or private property. A special form of violence in schools is school bullying (also known as bullying ).

Definitions

The term violence includes actions that have harmful effects on people or objects. The conflicts concern

  • Teacher against teacher
  • Teacher versus student
  • Student against student
  • Students against things
  • Student versus teacher
  • Institution school versus student
  • Institution school versus teacher

Among the injuries are, according to a report by the Accident Insurance Hesse, among others, bruises , abrasions , dental injuries and broken bones . The incidents occur on the way to school , during the school break or during class . Also psychological terror or bullying fulfilled the offense of assault .

The teachers' personal perception of where violence begins and what this term includes is subjective and deviates from the scientific definition. When asked in 1995 which behaviors they subsume under the term “violence”, school principals in Baden-Württemberg named carrying weapons. Some also viewed disobedience, boycott of classes, or the like as violence.

The so-called structural forms of violence also apply to schools.

Corporal punishment (also known as “chastisement”) has been prohibited as an educational and regulatory measure since 2000 in accordance with the law to outlaw violence in education in Germany. They were in use until the 1970s. Reform pedagogues and alternative pedagogues at that time pursued, among other things, the goal of avoiding or reducing violence in schools.

causes

There are apparently no direct causalities . Rather, it is assumed that there is a network of mutually beneficial personal and social causes, occasions and reasons.

Social risk factors include:

  • Family : The style of upbringing is rejecting, punitive, inconsistent, restrictive and / or violent (perpetrator), overprotected (victim);
  • School : high pressure to adapt , negative social relationships, failure or failure in school, labeling , restrictive parenting behavior;
  • Peer group : violent, violent and / or delinquent groups;
  • Social environment : criminal / violent environment, low socio-economic status ( poverty , unemployment , social assistance );
  • Media : unreflected / one-sided representation of violence (rarely the victim's perspective), representation of violence as a normal means of resolving conflicts in the media (film, computer games etc.) - see also media neglect ;
  • Society : Aggression (aggressive rhetoric, war, etc.) against other states, social groups and / or minorities.
  • Religion : Muslim youths are increasingly willing to use violence , the stronger the bond with Islam .

Although studies show the influence of personal (biological) characteristics, this relationship is highly controversial in research. Most researchers have agreed on the following model: Biological characteristics shape the potential for violent behavior, but this can be increased or decreased by social factors.

The high rate of violence among young people is explained, among other things, by the fact that young people have a great need for autonomy and self-realization, which can be temporarily satisfied by testing and breaking social norms . Social researchers like Ferdinand Sutterlüty cite a lack of social recognition as a motive for violence.

The sociologist Norbert Elias warned in 1989: "If society denies people of the younger generation a creative fulfillment of meaning, then they will ultimately find their fulfillment in destruction."

consequences

A synopsis of previously published research shows that violence in schools (and school bullying in particular) has many negative consequences. Compared to uninvolved adolescents, both perpetrators and victims suffer from poorer health and psychological well-being, from more anxiety, depression, suicidality and psychosomatic symptoms. Furthermore, they feel less secure in school and also stay away more often and have less academic success. Because of the seriousness of these negative consequences and the fact that many symptoms persist into adulthood, school bullying has been identified as a major challenge for the public health system, education and economy.

De-escalation and prevention

Offers of school social work as school mediation , arbitration boards , workshops and joint projects can contribute to the de-escalation of violence.

In order to prevent violence, especially physical violence, in advance, programs to change the learning and school culture are being launched at the schools concerned . Among other things, the aim is to open up the school so that the lessons are brought closer to the students' world.

Primary, universal prevention of violence , but also secondary, selective prevention , access to risk groups, should start at several levels:

  1. among the students (potential perpetrators such as victims and their parents),
  2. in the class, with the teachers and at the lesson level (teacher-student interaction) and
  3. at school and curriculum level (school climate).

Various concepts have been developed for prevention work with children: behavior therapy-oriented individual or group programs such as training with socially insecure children or training with aggressive children by Franz Petermann and Ulrike Petermann include, in addition to many individual and group units, to train or develop social skills from empathy to units for parental work.

Manfred Cierpka's 2001 program “ Faustlos ” for elementary school promotes social and emotional skills and, like the two previously mentioned, has been scientifically evaluated.

The intervention “Peer Support” by Helen Cowie 2000 includes a training of selected “sponsored children” in communication skills, who then assist the victims and in turn train other children in communication skills. The Befriending, d. H. Having a friend by your side has proven to be a central resource against the victim role and is now practiced in many elementary schools.

The " Triple P approach" by Matt Sanders 1996 aims to build positive parenting behavior among parents and has different levels of support, training and accompaniment for parents in improving parenting and model behavior.

Teachers are the group of people who have the most student contact in the school. In many countries they are even legally obliged to look after the well-being of the students and to protect them from attacks (of a physical and psychological nature). Unfortunately, teacher training in German-speaking countries does not systematically include how teachers recognize bullying and how they can respond effectively to it. For this reason, teacher training courses that tie in with the teacher's subjective theories and knowledge in order to strengthen diagnostic and preventive-interventional skills can be effective. An example would be the “Konstanzer Trainingmodell” (KTM) by Tennstädt and Dann 1994, an integrative self-help program for coping with disorder and aggression in the classroom (understanding-justifying-coping). School culture and school climate can be made more non-violent through improved break supervision regulations and the involvement of dispute arbitrators (mediators).

The "classic" intervention in bullying (according to Dan Olweus ) or after a case of violence at school starts on three levels:

  • a special conference is recommended at school level to discuss all relevant students,
  • Common rules are worked out at the class level, bullying as a topic is discussed directly (neutral hook through reading important),
  • Talks are held with both sides on an individual level (last resort: change of class or school of the offender).

In Bremerhaven there was the concept of “non-violent school”.

Situation in Germany

According to the Federal Association of Accident Insurance Funds, there were 93,295 reported "row accidents" in 2003. The number of brawl accident rates (per 1,000 students) was 11.3 ( 32.8 at secondary schools ). The federal association found in its statistics a decrease compared to 1993, also in the fracture rate.

According to a study by Thomas Feltes and his colleagues at the Ruhr University Bochum in 2004 among 4,000 eighth grade pupils from all types of schools in Bochum , “every fifth secondary school pupil has beaten up another youth so brutally that they had to see a doctor.” In the past For twelve months, 14% of the students surveyed in comprehensive schools and 8% in grammar schools said they had committed such an act.

In August 2005, 180 of the 240 teachers in Bochum's nine secondary schools turned to Barbara Sommer , then North Rhine-Westphalia's school minister, to point out deficiencies and problems at the schools. Hauptschulen would have to take on the integration of foreign students almost alone. They are also forced to accept rejected and “schooled out” children and young people from other schools. Problems such as insults, bullying and attacks on teachers were cited as consequences. The Ministry referred to the official channels in its reply .

In November 2005, during a break at the Alfred Teves School in Gifhorn, a student confrontation occurred during which criminal content (violent videos) was found on student cell phones. The school publicized the problem with the help of media (including designing lectures and school websites). The procedure was described as exemplary nationwide.

In March 2006, the teachers at the Rütli secondary school in Berlin-Neukölln went public to point out the situation of violence that seemed hopeless for them.

In a 2015 study, around 30% of the 10,000 ninth graders surveyed stated that they had been ridiculed by teachers in the past six months and exposed in class.

In a nationwide Forsa study in 2016, more than half of 1,951 teachers surveyed stated that there had been psychological violence against them at their school in the past five years. In addition, 6% stated that they had already experienced physical violence by students or parents themselves. 42% of teachers in grammar schools agree with the statement that the violence has increased, and 71% in special schools.

According to a Forsa study from 2018 on behalf of the teachers' association for education and upbringing (VBE) , around half of 1,200 school administrators surveyed reported cases of psychological violence against teachers. Physical attacks against teachers took place in around a quarter of schools. The chairman of the VBE was of the opinion that the reason for this lies in the increase in children who have disorders in the area of ​​emotional-social development : According to the official school statistics, the number of students (up to 10th grade) with these disorders rose from 0, 6% in 2007 to 1.2% in 2016.

More than a quarter of all teachers are insulted by students , according to a 2017 poll by the Education and Science Union that found most victims were women and most perpetrators were secondary school students.

Situation in the USA

According to the National Center for Education Statistics (NCES), 15 students were killed in the 2002/2003 school year and there were two million crimes, including 150,000 serious crimes such as rape or assault. The author Ron Suskind received the Pulitzer Prize in 1995 for his series of articles (" feature story ") on violence in schools . He later published the series of articles in his book A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy League .

According to the director of the Criminological Research Institute Lower Saxony Christian Pfeiffer , one must not ignore the fact that corporal punishment of children in school is still widespread in the United States when looking for the causes of excesses of violence . In the 2006/2007 school year in the USA, for example, over 200,000 children were chastised by their teachers with a stick every year. This experience of violence in childhood could be one of the triggers for a desire to own a weapon (see also: Corporal punishment: Situation today ).

See also

literature

Web links

Individual evidence

  1. ↑ for example from Dan Olweus : Violence in school. Hans Huber, Bern 2006, ISBN 978-3-456-84390-2 .
  2. ↑ On the trail of violence .  ( Page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF) Unfallkasse Hessen, September 2000@1@ 2Template: Toter Link / www.unfallkassen.de  
  3. ^ Sikorski, Thiel: Violence in schools: results of a survey of school principals in Baden-Württemberg on the development of violence and possible intervention measures. Report. State Institute for School Development, Baden-Württemberg. 1995 ( PDF ( Memento of the original from May 5, 2006 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. ) @1@ 2Template: Webachiv / IABot / www.leu.bw.schule.de
  4. ^ Matthias Koch: Violence in secondary school and possibilities of prevention. 2006, ISBN 3-8288-9106-3 .
  5. ↑ Law on Prohibition of Violence in Upbringing and Changes to Child Maintenance Law ( Federal Law Gazette 2000 I p. 1479 )
  6. ↑ J. Raithel, J. Manse: Conditions in the development of young people that favor deliquity. In: Same (ed.): Crime and violence in adolescence. Light and dark field findings in comparison . Juventa, Weinheim u. a. 2003, p. 25. This can be referred to as the “causal network”.
  7. ^ Explosives in the immigrant debate . Southgerman newspaper
  8. ^ A. Booth, DW Osgood: The influence of testosterone on deviance in adulthood. Assessing and explaining the relationship. In: Criminology , 31, 1993, pp. 93-117.
  9. ↑ Dynamics of Violence . How feelings of powerlessness can turn into a power frenzy. The case of the Neukölln Rütli School. In: Die Zeit , No. 15/2006
  10. ↑ Norbert Elias : Studies on the Germans. Frankfurt 1989, ISBN 3-518-28608-0 .
  11. ↑ Christoph Burger, Dagmar Strohmeier, Nina Spröber, Sheri Bauman, Ken Rigby: How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. . In: Teaching and Teacher Education . 51, 2015, pp. 191-202. doi : 10.1016 / j.tate.2015.07.004 .
  12. ^ Helen Cowie, Patti Wallace: Peer Support in Action: From Bystanding to Standing By. September 2000, ISBN 978-0-7619-6353-0 .
  13. ^ Dianne L. Byers, Nerina J. Caltabiano, Marie L. Caltabiano: (2011). Teachers' attitude towards overt and covert bullying, and perceived efficacy to intervene . In: Australian Journal of Teacher Education . 36, 2011, pp. 105-119.
  14. ↑ Christoph Burger, Dagmar Strohmeier, Nina Spröber, Sheri Bauman, Ken Rigby: How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. . In: Teaching and Teacher Education . 51, 2015, pp. 191-202. doi : 10.1016 / j.tate.2015.07.004 .
  15. ↑ violeless-schule.com
  16. ↑ Violence in schools. Empirical report. ( Memento of the original from September 27, 2007 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF) Federal Association of Accident Insurance Funds: @1@ 2Template: Webachiv / IABot / www.unfallkassen.de
  17. ↑ Violence in schools: beatings until the doctor comes. Spiegel Online (unispiegel), March 28, 2005
  18. ↑ Düsseldorf wadded off the secondary school fire letter. In: Westdeutsche Allgemeine Zeitung , Bochum district, April 4, 2006
  19. ↑ Measures to strengthen the secondary school. ( Memento of the original from September 9, 2006 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. Resolution Bochum secondary school teachers, 2005  @1@ 2Template: Webachiv / IABot / www.waz.de
  20. ↑ Violent Videos on Student Cell Phones - Reporting and Chronicle . Alfred Teves School
  21. ^ The letter from the Neukölln teachers, March 30, 2006 . ( Memento of the original from October 7, 2006 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. In: RBB Online, March 2006  @1@ 2Template: Webachiv / IABot / www.rbb-online.de
  22. ↑ "Insults are part of everyday teaching life". Accessed on September 20, 2018 (German).
  23. ↑ Christian Böhm: Violence against teachers: when parents strike at school . In: THE WORLD . October 23, 2017 ( welt.de [accessed May 23, 2018]).
  24. ↑ Jürgen Küppers: Teachers feel left alone. In: Kiel News. Retrieved on May 27, 2018 (German).
  25. ↑ a b brochure "Violence against teachers". Accessed May 31, 2018 .
  26. ↑ Ricarda Breyton: Violence in schools: Every fourth school reports attacks on teachers . In: THE WORLD . May 2, 2018 ( welt.de [accessed May 18, 2018]).
  27. ↑ Ricarda Breyton: Behavioral problems: Overstrained parents, difficult children - the educational misery . In: THE WORLD . May 13, 2018 ( welt.de [accessed May 18, 2018]).
  28. ↑ Saskia Döhner: "Insults are part of everyday teaching life". Hannoversche Allgemeine, September 11, 2017, accessed on May 24, 2018 (German).
  29. ↑ Violence in schools. How do Americans deal with it? (tagesschau.de archive) In: tagesschau.de, April 1, 2006
  30. ↑ Spiegel.de: Corporal punishment - 200,000 US students are beaten on August 22, 2008, accessed on January 17, 2016
  31. ↑ Human Rights Watch: A Violent Education - Corporal Punishment of Children in US Public Schools, 2008 (PDF). Retrieved January 17, 2016
  32. ↑ The educational culture of the USA to blame for rampages. Welt Online, December 17, 2012, accessed December 17, 2012 .