Suchergebnisse

BackgroundThis paper reports part of the findings of a study which exposed sexual violence in schools for learners with mild intellectual disability in South Africa. Special attention was paid on factors contributing to such a problem.MethodsData were collected using focus groups and individual interviews with 16 learners with mild intellectual disability at two special schools in South Africa. This was followed by individual interviews with the school nurse and social worker, and an analysis of schools' books of incidents.ResultsFactors contributing to sexual violence at schools for learners with mild intellectual disability included: (i) peer pressure, (ii) concealment of reported incidents of sexual violence, (iii) unsupervised areas linked to schools and (iv) arranged relationships.ConclusionThe following suggestions are put forth: (i) awareness programmes, (ii) sensitization of teachers about the consequences and prevention of sexual violence, (iii) boundaries within which the arranged relationship occurs, (iv) intensification of sexuality education and (v) supervision around the school premises.

In this paper the authors present different incidences of violence in the school environment. Different factors influencing the phenomenon and existence of violence in school are also subject to different conceptualizations and definitions of violence in school. Special attention is paid to school as an institution, which in its essence is not a democratic, but a hierarchically structured organization. Because of the fundamental problems that are associated with the problem of violence in school, most countries require that schools systematically deal with this issue, and the formation of an integrated policy in tackling violence. In the second part of the paper, the authors analyse the policies of various countries (Canada, Sweden, France, Germany, the UK) to the problems of school violence and link them to the factors that influence the onset of violence in school. Special attention is paid to the analysis of official documents that enable violence in school in Slovenia to be resolved, and thus seeking an answer to the question about what can schools do about this.

In this paper the authors present different incidences of violence in the school environment. Different factors influencing the phenomenon and existence of violence in school are also subject to different conceptualizations and definitions of violence in school. Special attention is paid to school as an institution, which in its essence is not a democratic, but a hierarchically structured organization. Because of the fundamental problems that are associated with the problem of violence in school, most countries require that schools systematically deal with this issue, and the formation of an integrated policy in tackling violence. In the second part of the paper, the authors analyse the policies of various countries (Canada, Sweden, France, Germany, the UK) to the problems of school violence and link them to the factors that influence the onset of violence in school. Special attention is paid to the analysis of official documents that enable violence in school in Slovenia to be resolved, and thus seeking an answer to the question about what can schools do about this.

This paper examines violence in Ugandan secondary schools in the past, at present and in the future. It starts by identifying the different forms of violence, before dealing with each of the forms holistically, arguing that the concept has several dimensions which collectively limit school and student educational achievement. The paper thus suggests efforts to be made to curb violence in Ugandan secondary schools. The paper brings out the fact that violence in Ugandan secondary schools has a long history. Efforts have been put in place to prevent violence though it remains a mountainous task that schools have to grapple with lest it spreads into the future. The paper ends by calling upon Government and other stakeholders to constantly make efforts towards the elimination of all forms of violence in all Ugandan secondary schools.

Across America, waves of violence within the school system have shocked and horrified Americansociety. A generation of young people whose main focus should have been on hanging out with friends,getting homework done, not being late to class, going to the mall, or who their date to the prom was tobe, instead, are engaged in a sometimes life and death struggle to survive the school day. The tragedyof Columbine High School, where two high school-aged gunmen took the lives of 13 students andteachers and wounded 23 others (Klein and Chancer 2000), while never to be forgotten, should noteclipse the smaller outbreaks of violence that happen in America's schools on a daily basis.

This article argues that metal detectors bestow an organizational stigma to schools. One symptom of this is students' heightened level of fear at school. Using data from the National Longitudinal Study of Adolescent Health (Add Health) and a matched-pair design, this study finds that metal detectors are negatively correlated with students' sense of safety at school, net of the level of violence at school. However, this association is different for urban students. The negative association between metal detectors and urban students' sense of safety is 13% less than what it is for students attending suburban or rural schools.

'Inwieweit beeinflusst der Drogenkonsum von Schülern ihr Gewalthandeln in der Schule? Dieser Frage wird anhand von zwei Repräsentativuntersuchungen zur Gewalt an bayerischen Schulen (1994 und 1999) nachgegangen. Es zeigte sich, dass der Drogenumgang bayerischer Schüler bis Ende der 90er-Jahre insgesamt anstieg (Lebenszeitprävalenz und Konsumintensität). Beim Einfluss des Drogenkonsums auf die Gewaltaktivität in der Schule ist die Annahme bestimmend, dass die Schüler in bezug auf Devianz eine hohe Konsistenz zeigen. Verschiedene Formen abweichenden Verhaltens treten häufig in verschiedenen Bereichen auf, wobei die Devianz der Peergroup (erfasst über die Polizeiauffälligkeit der eigenen Clique) als entscheidender Einflussfaktor vermutet wird. Daneben sind auch deviante Einstellungen (Lust an Verbotenem) und Handlungen (Waffenmitnahme in die Schule) von Bedeutung. Hier zeigen sich deutliche Zusammenhänge auch zur Art des Drogenkonsums: wer 'harte' Drogen nimmt, wendet fast durchgängig mehr Gewalt an, und gewalttätige Schüler weisen auch in anderen Bereichen (sozialer Kontext, Einstellungen, Handlungen) eine erhöhte Devianz auf.' (Autorenreferat)