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Article (journal) accessible via
Original Title
Structural reasons for school violence and education strategies
Parallel titleStrukturni razlogi nasilja v soli in edukacijske strategije
SourceCEPS Journal 10 (2020) 2, S. 145-173
License of the document In copyright
Keywords (German)Schule; Gewalt; Mobbing; Moralische Entwicklung; Wertevermittlung; Schüler; Verhalten; Strukturproblem; Einflussfaktor; Lehrer; Gewaltprävention; Interview; Fragebogenerhebung; Slowenien
sub-disciplineEmpirical Educational Research
Curriculum and Teaching / School Pedagogy
Document typeArticle (journal)
Year of creation
review statusPeer-Reviewed
Abstract (English):For the purposes of the research, we developed a concept of structural reasons that we theoretically assume appear as typical structural reasons for violence in schools. With empirical research, we determined how primary school teachers recognise violent behaviour and how they execute moral education in the areas of the specific structural reasons for violence. We found that the majority of teachers have appropriate pedagogical knowledge to recognise the specific structural reasons for violence and are able to identify the appropriate moral education or support strategy to address the identified violent or disruptive behaviour. However, even in cases of repeating acts of violence, teachers only begin to engage with the factors or reasons behind violent incidents in individual cases, and not systematically. We therefore suggest that schools introduce the systematic differentiation of structural reasons for violence and incorporate this approach in the school moral education plan and the work of teachers. Within such frameworks, violence and disruptive behaviour would be eliminated through moral education and/or support strategies appropriate to the specific structural reasons. (DIPF/Orig.)
other articles of this journalCEPS Journal Jahr: 2020
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Date of publication05.10.2020
Suggested CitationKrek, Janez: Structural reasons for school violence and education strategies - In: CEPS Journal 10 (2020) 2, S. 145-173 - URN: urn:nbn:de:0111-pedocs-207736 - DOI: 10.26529/cepsj.636
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