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1 dzień temu · Trauma-informed education is an internationally and widely adopted approach to support traumatized students in their needs in schools. In this two-year longitudinal pre-posttest design study, the outcomes of a school-wide trauma-informed approach during a baseline year and first year of implementation in two regular primary and six special primary and secondary schools were examined with six ...
The report builds on the work of UNESCO, the Institute of School Violence Prevention at Ewha Womans University and others on school violence and bullying, including school-related gender-based violence and violence based on sexual orientation and gender identity and expression.
The main messages from this report include: Prevalence of violence is high. Children face high levels of physical, psychological, and sexual violence in and around schools, with girls being more vulnerable to sexual violence and boys to physical violence by peers and corporal punishment by teachers.
1 sty 2018 · This study assesses the impact of a wide range of types of violence in childhood on educational outcomes through a global systematic review and meta-analyses. As the first study to do so, it aims to fill a gap in existing knowledge about this relationship and identify key issues for future research.
17 sie 2021 · Discussion of physical safety research addresses prevention of violence using security measures, systems of school discipline, and threat assessment. Psychological safety is considered relative to forms of peer aggression such as harassment and bullying, multi-tiered systems, and school climate.
24 sty 2017 · In the school context, peer bullying is the most common form of violence among children and youths. Bullying compromises children’s rights, including the right to education as requested by the Convention on the Rights of the Child (The United Nations 1989).
Reducing violence and its negative consequences, for example absenteeism, lack of concentration, or school dropout, can have positive consequences on learning.
