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Muftau Mohammed, Tolulope Bella-Awusah, Babatunde Adedokun, Ikeoluwa Lagunju & Cornelius Ani. (2023) Effectiveness of a training programme on the knowledge and perception of Attention-Deficit Hyperactivity Disorder among primary school teachers in Kano, Nigeria. International Journal of Mental Health 0:0, pages 1-15.
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Daniel Shephard, Danielle Falk & Mary Mendenhall. (2023) “My teachers make me feel alive”: the contribution of student-teacher relationships to student well-being in accelerated education programmes in South Sudan and Uganda. Compare: A Journal of Comparative and International Education 0:0, pages 1-19.
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Laela Adamson. (2022) Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Mary Mendenhall, Jihae Cha, Danielle Falk, Charlotte Bergin & Lauren Bowden. (2021) Teachers as agents of change: positive discipline for inclusive classrooms in Kakuma refugee camp. International Journal of Inclusive Education 25:2, pages 147-165.
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Florence Christianah Awoniyi. (2021) Are caning and learning friends or foes in Ghanaian secondary schools?. Cogent Education 8:1.
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Pramesti Paramita, Umesh Sharma & Angelika Anderson. (2020) Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies. Cambridge Journal of Education 50:2, pages 261-279.
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Joan E. Durrant & R. Ensom. (2020) An Eriksonian Perspective on Physical Punishment and Its Impacts on Mental Health. The Psychoanalytic Study of the Child 73:1, pages 30-45.
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Elisa Kaltenbach, Katharin Hermenau, Mabula Nkuba, Katharina Goessmann & Tobias Hecker. (2018) Improving Interaction Competencies With Children—A Pilot Feasibility Study to Reduce School Corporal Punishment. Journal of Aggression, Maltreatment & Trauma 27:1, pages 35-53.
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A. K. Shiva Kumar, Vivien Stern, Ramya Subrahmanian, Lorraine Sherr, Patrick Burton, Nancy Guerra, Robert Muggah, Maureen Samms-Vaughan, Charlotte Watts & Soumya Kapoor Mehta. (2017) Ending violence in childhood: a global imperative. Psychology, Health & Medicine 22:sup1, pages 1-16.
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Rukiye Kızıltepe, Türkan Yılmaz Irmak & Tobias Hecker. (2023) Problem-Focused Coping and Teacher Emotional Violence: A Serial Mediation Analysis. Journal of Interpersonal Violence 38:23-24, pages 11797-11817.
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Julia Paulson & Leon Tikly. (2023) Reconceptualizing Violence in International and Comparative Education: Revisiting Galtung’s Framework. Comparative Education Review 67:4, pages 771-796.
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Manabu Wakuta, Tomoko Nishimura, Yuko Osuka, Nobuaki Tsukui, Michio Takahashi, Masaki Adachi, Toshiaki Suwa & Taiichi Katayama. (2023) Adverse childhood experiences: impacts on adult mental health and social withdrawal. Frontiers in Public Health 11.
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Florian Scharpf, Rukiye Kızıltepe, Anette Kirika & Tobias Hecker. (2022) A Systematic Review of the Prevalence and Correlates of Emotional Violence by Teachers. Trauma, Violence, & Abuse 24:4, pages 2581-2597.
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Ayşe AYPAY & Fatma ALTINSOY. (2023) Aileden Kaynaklı Tükenmişlikte Akademik Bağlama Yönelik Ebeveyn Tutumları, Ödül Bağımlılığı ve Ceza HassasiyetiBurnout Due to Parents; Parental Attitudes in the Academic Context, Reward Addiction, and Sensitivity to Punishmen. Erzincan Üniversitesi Eğitim Fakültesi Dergisi.
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Farida Bibi Mughal, Rozina Karmaliani, Nargis Asad & Shireen Shehzad Bhamani. (2023) A pilot study of offering a positive disciplining module for public school teachers in Hyderabad, Pakistan: A quasi‐experimental study. International Journal of Psychology 58:4, pages 388-395.
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Marina Trbus, Ivana Zečević & Laura Helen Virginia Wright. (2023) Perspectives of children and young people from Croatia and Bosnia and Herzegovina on their role in challenging perceived social and gender norms impacting school related gender-based violence. Children and Youth Services Review 150, pages 107000.
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Ella Baumgarten, Mark Simmonds & Amanda J. Mason‐Jones. (2022) School‐based interventions to reduce teacher violence against children: a systematic review. Child Abuse Review 32:4.
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Helen Baker-Henningham, Marsha Bowers & Taja Francis. (2023) The Process of Scaling Early Childhood Violence Prevention Programs in Jamaica. Pediatrics 151:Supplement 2.
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Joseph Y. D. Quansah, Solace Kudadze & William Agoke. (2022) The ban on corporal punishment in a senior high school in Ghana: The perspicacity of teachers at Northern School of Business. Children & Society 37:2, pages 544-561.
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Alexandra Blackwell, Gunnar Colleen, Jodi Scharf, Thomas Hussein, Ambaku Peter Lomena, Cosmas Ayella, Anywar Sam Okot, Eleonora Mansi, Kedir Ahmed Yimam & Kathryn Falb. (2023) Children’s schooling experiences and child hope in South Sudan. International Journal of Educational Development 97, pages 102717.
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Faustine Bwire Masath, Florian Scharpf, Lars Dumke & Tobias Hecker. (2023) Externalizing problems mediate the relation between teacher and peer violence and lower school performance. Child Abuse & Neglect 135, pages 105982.
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Jorge Cuartas, Elizabeth T. Gershoff, Drew Bailey & Dana C. McCoy. (2022) Physical punishment and child, adolescent, and adult outcomes in low- and middle-income countries: protocol for systematic review and meta-analysis. Systematic Reviews 11:1.
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Ellen Turner, Robert Nyakuwa, Tendai Nhenga-Chakarisa, Charles Muchemwa Nherera, Annah Theresa Nyadombo, Dorcas Mgugu, Caroline Trigg, Camilla Fabbri, Sarah Rank & Karen Devries. (2022) ‘I went there in an effort to help the child, but you can see there is corruption in the world’: Adults’ conceptualisations and enactments of child protection in schools in a challenging context. PLOS ONE 17:10, pages e0275918.
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Suruchi Sood, Kelli Kostizak, Nicole Mertz, Sarah Stevens, Farren Rodrigues & Michael Hauer. (2021) What Works to Address Violence Against Children (VAC) in and Around Schools. Trauma, Violence, & Abuse 23:4, pages 1317-1329.
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Tobias Hecker, Lars Dumke, Frank Neuner & Faustine B. Masath. (2021) Mental health problems moderate the association between teacher violence and children's social status in East Africa: A multi-informant study combining self- and peer-reports. Development and Psychopathology 34:4, pages 1329-1338.
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Kota Kubo, Yoshio Sugiyama & Wakaki Uchida. (2022) Why Those Who Have Experienced Corporal Punishment in the Past are Accepting of its Use被体罰経験者はなぜ体罰を容認するのか. Japanese Journal of Sport Psychology 49:2, pages 111-121.
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Faustine Bwire Masath, Laura Hinze, Mabula Nkuba & Tobias Hecker. (2021) Factors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzania. Journal of Interpersonal Violence 37:17-18, pages NP15455-NP15478.
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Joseph Ssenyonga, Hermenau Katharin, Katharina Mattonet, Mabula Nkuba & Tobias Hecker. (2022) Reducing teachers’ use of violence toward students: A cluster-randomized controlled trial in secondary schools in Southwestern Uganda. Children and Youth Services Review 138, pages 106521.
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Aliriza Arënliu, Rami Benbenishty, Kaltrina Kelmendi, Zamira Hyseni Duraku, Jon Konjufca & Ron Avi Astor. (2022) Prevalence and predictors of staff victimization of students in Kosovo. School Psychology International 43:3, pages 296-317.
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Nadia Aghtaie & Jo Staines. (2022) Child Execution in Iran: Furthering Our Understanding of Child Execution as a Form of Structural Violence. Critical Criminology 30:2, pages 387-402.
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Lotte Visser, Claudia van der Put & Mark Assink. (2022) The Association between School Corporal Punishment and Child Developmental Outcomes: A Meta-Analytic Review. Children 9:3, pages 383.
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Ana Isabel López García, Florian Scharpf, Anke Hoeffler & Tobias Hecker. (2022) Preventing Violence by Teachers in Primary Schools: Study Protocol for a Cluster Randomized Controlled Trial in Haiti. Frontiers in Public Health 9.
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Sasha-Lee Heekes, Chloe B. Kruger, Soraya N. Lester & Catherine L. Ward. (2020) A Systematic Review of Corporal Punishment in Schools: Global Prevalence and Correlates. Trauma, Violence, & Abuse 23:1, pages 52-72.
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Anette Kirika & Tobias Hecker. (2022) Interaction Competencies with Children – Development and Theory of Change of a Preventative Intervention for Teachers in the Context of Socially Accepted Violence. Verhaltenstherapie 32:Suppl. 1, pages 35-43.
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Anette Kirika & Tobias Hecker. (2022) Interaction Competencies with Children – Entwicklung und Wirkmechanismen einer präventiven Intervention für Lehrkräfte im Kontext gesellschaftlich akzeptierter Gewalt. Verhaltenstherapie 32:3, pages 72-81.
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Rami Benbenishty, Etta Roland Daru & Ron Avi Astor. (2021) An exploratory study of the prevalence and correlates of student maltreatment by teachers in Cameroon. International Journal of Social Welfare 31:1, pages 22-32.
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Zhiyuan Yu, Lin Wang, Wenyi Chen, Nancy Perrin & Deborah Gross. (2021) Childhood adversity and mental health among Chinese young adults: The protective role of resilience. Journal of Advanced Nursing 77:12, pages 4793-4804.
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Nirma Sadamali Jayawardena. (2021) The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda. International Journal of Educational Management 35:6, pages 1099-1123.
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Sten H. Vermund. (2021) Where Should Orphaned and Separated Children and Adolescents Live: Comparing Institutionalized- and Family-Based Venues in Kenya. JAMA Network Open 4:9, pages e2125572.
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Hussein Haruna, Asad Abbas, Zamzami Zainuddin, Xiao Hu, Robin R. Mellecker & Samira Hosseini. (2021) Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions. Information and Learning Sciences 122:5/6, pages 383-408.
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Adam Oei, Chi Meng Chu, Dongdong Li, Nyx Ng, Carl Yeo & Kala Ruby. (2021) Relationship between Adverse Childhood Experiences and substance use in youth offenders in Singapore. Child Abuse & Neglect 117, pages 105072.
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Kara Brick, Janice L. Cooper, Leona Mason, Sangay Faeflen, Josiah Monmia & Janet M. Dubinsky. (2021) Training-of-Trainers Neuroscience and Mental Health Teacher Education in Liberia Improves Self-Reported Support for Students. Frontiers in Human Neuroscience 15.
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Helen Baker-Henningham, Yakeisha Scott, Taja Francis & Susan P. Walker. (2021) Effects of a Teacher-Training Violence Prevention Program in Jamaican Preschools on Child Behavior, Academic Achievement, and School Attendance in Grade One of Primary School: Follow up of a Cluster Randomized Trial. Frontiers in Psychology 12.
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