Abstract
Teacher well-being continues to gather increased attention in the contemporary educational scenario. School-based violence is a significant contributor to the detrimental experiences of educators, including various forms of violence perpetrated by students. Even though research in this area has received global attention over the past decade, the paucity of ample evidence- base for strategies for the well-being of teachers demands urgent research in this area. The current research evidence suggests that student violence adversely affects a wide range of areas, including mental and physical health, classroom management, job retention, self- efficacy, and overall personal and professional life. This research focuses on how student behaviours and school violence impact the well-being of teachers. Embracing a qualitative approach, the research aims to draw upon educators' lived experiences in the Northern Territory (NT) schools of Australia. This paper reviews data from a short online survey that includes the foundational demography of educators in the NT and some of the key emergent themes that inform a larger study. Statistics from the online survey indicate a considerable degree of victimisation experienced by these educators in the NT. The significance of the study is further highlighted as it covers a geographical location where there is a predominance of Australian First Nations people. This population still suffers from the distress and trauma of colonisation. Here we gain an initial snapshot of the prolific distress from student violence suffered by many teachers in the NT, alongside a backdrop of trauma experienced by children of colonised peoples.
Author Information
Binoy Joseph, Charles Darwin University, Australia
Paper Information
Conference: ACP2023
Stream: Psychology and Education
This paper is part of the ACP2023 Conference Proceedings (View)
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To cite this article:
Joseph B. (2023) Student Violence in Schools – An Emerging Challenge for Educators ISSN: 2187-4743 – The Asian Conference on Psychology & the Behavioral Sciences 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2187-4743.2023.6
To link to this article: https://doi.org/10.22492/issn.2187-4743.2023.6
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