Confronting school violence in Brazil: insights from social psychology for safer educational environments

Abstract

School violence is a complex issue with significant implications for students, educators, and society as a whole. This article provides a comprehensive overview of the multifaceted nature of school violence in Brazil and proposes a multidimensional approach to address this pressing problem. Drawing upon social psychology and current empirical research, the paper explores the role of individual, interpersonal, and contextual factors in the occurrence of school violence. It highlights the importance of values education, ethical development, and creating safe and supportive school environments. Additionally, the article emphasizes the significance of evidence-based interventions, such as social-emotional learning programs and conflict resolution strategies, in preventing and reducing violence. Collaborative efforts involving educators, policymakers, parents, and the wider community are crucial for the successful implementation of these interventions. By integrating social psychology perspectives and evidence-based strategies, schools can foster a positive and inclusive environment that promotes the well-being and academic success of all students.

Addressing educational safety in Brazil: Social psychology approaches to mitigate school violence

“…At the individual level, psychological aspects play a pivotal role in shaping behavior, particularly in the context of school violence (Dias, 2023). Research has consistently shown that individual traits such as aggression, impulsivity, empathy deficits, and mental health challenges are significant risk factors (Swearer et al, 2010;Vagi et al, 2013).…”

“…Bullying, a critical aspect of school violence, involves complex power dynamics and can have profound implications for both victims and perpetrators, often escalating into more severe forms of aggression Swearer, 2003;Swearer et al, 2010). The interactions between students, and between students and teachers, can create an atmosphere that either promotes or mitigates violence (Dias, 2023). Understanding these dynamics is crucial for developing effective strategies to reduce violence and improve the overall school climate.…”

“…Despite these educational advancements, the issue of school violence remains pervasive, highlighting the need for a deeper and more comprehensive exploration of theoretical frameworks and practical strategies. Bandura's social learning theory emerges as a crucial perspective, offering insights into the mechanisms that underlie violent behaviors (Dias, 2023). This theory emphasizes the importance of observational learning, self-regulation, and the impact of social factors on individual behavior (Bandura, 1973;Bandura, 1977).…”

“…This theory emphasizes the importance of observational learning, self-regulation, and the impact of social factors on individual behavior (Bandura, 1973;Bandura, 1977). Furthermore, the concepts of self-efficacy and moral disengagement, as proposed by Bandura, are instrumental in understanding the cognitive and motivational processes that contribute to the manifestation of violence in schools (Dias, 2023). Selfefficacy, which pertains to an individual's belief in their ability to execute specific actions, plays a pivotal role in determining whether an individual will engage in prosocial or violent behaviors (Bandura, 1990;Bandura, 1997).…”

“…These interdisciplinary approaches are key to understanding the complex interplay of individual, interpersonal, and broader contextual factors that contribute to violent behaviors in schools (Bronfrenbrenner, 1979;Swearer et al, 2010). According to Dias (2023), drawing on a comprehensive array of research and evidence-based practices, this approach enables policymakers and educators to develop targeted interventions that not only address the underlying causes of violence but also promote prosocial behaviors and foster a safe and supportive school environment. This chapter goes beyond merely presenting theoretical concepts; it seeks to bridge the gap between theory and practical application in the context of school violence in Brazil.…”