Document Type : Original Article
Authors
1
MA graduated student, Department of Social Sciences, University of Shahid Bahonar, Kerman, Iran.
2
Associate Professor, Department of Social Sciences, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
10.22034/jss.2026.2068725.1915
Abstract
This qualitative study, employing thematic analysis, explores the underlying factors contributing to violence in elementary schools from the perspective of third- and fourth-grade students in Shiraz. Focusing on children’s perceptions as active agents within the educational environment, the research seeks to provide a realistic and multi-dimensional portrayal of school violence. Given the transformations in social structures and relations, the necessity of listening to children’s voices has become increasingly important. Data were collected through semi-structured interviews with 18 students and analyzed using thematic analysis. Findings indicate that school violence is the outcome of complex interactions among structural, cultural, and interpersonal factors, organized into six main categories: overcrowded educational spaces, rigid rules, teacher characteristics, violence-inducing physical structures, systemic child-unfriendliness, and lack of coordination among school authorities. Together, these factors reproduce violence in symbolic, structural, and direct forms within the school environment, underscoring the urgent need to reconsider current educational policies and structures.
Keywords
Subjects
