1,434
Views
0
CrossRef citations to date
0
Altmetric
School-Related Issues and Maltreatment

“I keep warning the new teachers, you’ll have elephant skin”: Teachers coping with physical violence perpetrated toward them by their pupils

References

  • Bare, K., McMahon, S. D., Molina, E. G., Tergesen, C., & Zinter, K. E, Information Management Association. (2022). Educator experiences as victims of school violence: Emerging perspectives and research. In (Ed.), Research anthology on interventions in student behavior and misconduct (pp. 755–779). IGI Global. https://doi.org/10.4018/978-1-6684-6315-4.ch040
  • Benbenishty, R., & Astor, R. A. (2005). School violence in context: Culture, neighborhood, family, school, and gender. Oxford University Press.
  • Benbenishty, R., Astor, R. A., López, V., Bilbao, M., & Ascorra, P. (2019). Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students. Aggressive Behavior, 45(2), 107–119. https://doi.org/10.1002/AB.21791
  • Berg, J. K., & Cornell, D. (2016). Authoritative school climate, aggression toward teachers, and teacher distress in middle school. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 31(1), 122–139. https://doi.org/10.1037/SPQ0000132
  • Berlanda, S., Fraizzoli, M., Cordova, F., & Pedrazza, M. (2019). Psychosocial risks and violence against teachers. Is it possible to promote well-being at work? International Journal of Environmental Research and Public Health, 16(22), 4439., https://doi.org/10.3390/ijerph16224439
  • Braun, V., & Clarke, V. (2021). Thematic analysis. A practical guide. Sage Publications Ltd.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  • de Ceballos, A. G. C., & Carvalho, F. M. (2021). Violence against teachers and work ability: A cross-sectional study in Northeast Brazil. Journal of Interpersonal Violence, 36(19-20), NP11218–NP11237. https://doi.org/10.1177/0886260519881002
  • De Cordova, F., Berlanda, S., Pedrazza, M., & Fraizzoli, M. (2019). Violence at school and the well-being of teachers. The importance of positive relationships. Frontiers in Psychology, 10, 1807. https://doi.org/10.3389/fpsyg.2019.01807
  • Gråstén, A., & Kokkonen, M. (2022). Associations between teacher- and student-directed sexual and physical violence in physical education. Journal of Interpersonal Violence, 37(7-8), NP4372–NP4392. https://doi.org/10.1177/0886260520959640
  • Henry, P. (2015). Rigor in qualitative research: Promoting quality in social science research. Research Journal of Recent Sciences, 4, 25–28.
  • Kauppi, T., & Pörhölä, M. (2012). School teachers bullied by their students: Teachers’ attributions and how they share their experiences. Teaching and Teacher Education, 28(7), 1059–1068. https://doi.org/10.1016/j.tate.2012.05.009
  • Khoury-Kassabri, M., Astor, R. A., & Benbenishty, R. (2009). Middle Eastern adolescents’ perpetration of school violence against peers and teachers: A cross-cultural and ecological analysis. Journal of Interpersonal Violence, 24(1), 159–182. https://doi.org/10.1177/0886260508315777
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Longobardi, C., Fabris, M. A., Badenes-Ribera, L., Martinez, A., & McMahon, S. D. (2019). Prevalence of student violence against teachers: A meta-analysis. Psychology of Violence, 9(6), 596–610. https://doi.org/10.1037/vio0000202
  • Luthar, S. S., & Mendes, S. H. (2020). Trauma-informed schools: Supporting educators as they support the children. International Journal of School & Educational Psychology, 8(2), 147–157. ‏ https://doi.org/10.1080/21683603.2020.1721385
  • Maran, D. A., & Begotti, T. (2020). A circle of violence: Are burnout, disengagement and self-efficacy in non-university teacher victims of workplace violence new and emergent risks? Applied Sciences, 10(13), 4595. https://doi.org/10.3390/app10134595
  • Marquart, M., & Báez, J. C. (2021). Recommitting to trauma-informed teaching principles to support student learning: An example of a transformation in response to the coronavirus pandemic. Journal of Transformative Learning, 8(1), 63–74.
  • Martinez, A., McMahon, S. D., Espelage, D., Anderman, E. M., Reddy, L. A., & Sanchez, B. (2016). Teachers’ experiences with multiple victimization: Identifying demographic, cognitive, and contextual correlates. Journal of School Violence, 15(4), 387–405. https://doi.org/10.1080/15388220.2015.1056879
  • McMahon, S. D., Anderman, E. M., Astor, R. A., Espelage, D. L., Martinez, A., Reddy, L. A., & Worrell, F. C. (2022). Violence against educators and school personnel: Crisis during COVID. Policy Brief. American Psychological Association. https://www.apa.org/education-career/k12/violence-educators.pdf
  • McMahon, S. D., Martinez, A., Reddy, L. A., Espelage, D. L., Anderman, E. M., McMahon, S. D., & Reddy, A. (2017a). Predicting and reducing aggression and violence toward teachers: Extent of the problem and why it matters. In P. Sturmey (Ed.), The Wiley handbook of violence and aggression (vol. 3; pp. 1335–1350). John Wiley & Son.
  • McMahon, S. D., Reaves, S., McConnell, E. A., Peist, E., & Ruiz, L, APA Task Force on Classroom Violence Directed Against Teachers. (2017b). The ecology of teachers’ experiences with violence and lack of administrative support. American Journal of Community Psychology, 60(3-4), 502–515. https://doi.org/10.1002/AJCP.12202
  • Melanda, F. N., Salvagioni, D. A. J., Mesas, A. E., González, A. D., Cerqueira, P. H. R., Alencar, G. P., & Maffei de Andrade, S. (2021). Cross-sectional and longitudinal relationships between psychological violence and teacher burnout. International Archives of Occupational and Environmental Health, 94(6), 1211–1221. https://doi.org/10.1007/S00420-020-01633-3/TABLES/5
  • Mérida-López, S., & Extremera, N. (2022). Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress, and Coping, 35(3), 365–378. https://doi.org/10.1080/10615806.2021.1948020
  • Milatz, A., Lüftenegger, M., & Schober, B. (2015). Teachers’ relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach. Frontiers in Psychology, 6, 1949. https://doi.org/10.3389/FPSYG.2015.01949/BIBTEX
  • Molefi, M. (2022). The negative consequence of teacher directed violence to student learning. International e-Journal of Educational Studies, 6(12), 264–269. https://doi.org/10.31458/iejes.1194082
  • Moon, B., & McCluskey, J. (2020). An exploratory study of violence and aggression against teachers in middle and high schools: Prevalence, predictors, and negative consequences. Journal of School Violence, 19(2), 122–137. https://doi.org/10.1080/15388220.2018.1540010
  • Moon, B., Morash, M., & McCluskey, J. (2021). Student violence directed against teachers: Victimized teachers’ reports to school officials and satisfaction with school responses. Journal of Interpersonal Violence, 36(13-14), NP7264–NP7283. https://doi.org/10.1177/0886260519825883
  • Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative. Qualitative Health Research, 25(9), 1212–1222. ()., (), –.‏ https://doi.org/10.1177/1049732315588501
  • Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice.
  • Peist, E., McMahon, S. D., Davis, J. O., & Keys, C. B. (2020). Teacher turnover in the context of teacher-directed violence: An empowerment lens. Journal of School Violence, 19(4), 553–565. https://doi.org/10.1080/15388220.2020.1779081
  • Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
  • Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–1004. https://doi.org/10.1037/edu0000240
  • Sigad, L. I., Davidov, J., Lev-Wiesel, R., & Eisikovits, Z. (2016). Toxic knowledge: Working with child abuse and the self-alteration process. Journal of Interpersonal Violence, 31(3), 481–499. https://doi.org/10.1177/0886260514555868
  • Sigad, L. I., Lusky-Weisrose, E., Malki, A., Roe, D., Moshon-Cohen, T. E., & Tener, D. (2022). “The good world you thought existed does not”: Teachers’ classroom and self-transformation following sexual abuse. Child & Youth Care Forum, https://doi.org/10.1007/s10566-022-09724-7
  • World Health Organization. (2019). School-based violence prevention: A practical handbook. https://apps.who.int/iris/handle/10665/324930
  • Yang, Y., Qin, L., & Ning, L. (2021). School violence and teacher professional engagement: A cross-national study. Frontiers in Psychology, 12, 628809. https://doi.org/10.3389/FPSYG.2021.628809
  • Zych, I., Farrington, D. P., Llorent, V. J., & Ttofi, M. M. (2017). School bullying in different countries: Prevalence, risk factors, and short-term outcomes. In V. B. Van Hasselt (Ed.), Protecting children against bullying and its consequences. (pp. 5–22). Springer.