School violence: a qualitative case study

AbstractNo school violence prevention or safety program can be succeeded without the inclusion of the related parties’ meaning-making strategies. This qualitative study examines how school violence is understood by students and teachers, who are the two primary parties in any school environment. 27 teachers, one vice principle, and 125 students from 4th to 8th grades from a private school were asked to respond to open ended questions about their perceptions on the nature of violence in their school including reasons and the possible ways of prevention. Content analysis was used while analyzing the data. Integration of the results into the existing school violence program was discussed