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37-536: The 2018 Perm school stabbing was a school stabbing in the Motovilikhinsky City District in Perm, Russia occurred on the morning of January 15, 2018. 16-year-old former student Lev Bijakov and tenth-grader Alexander Buslidze attacked students and a teacher with knives , after which they attempted suicide . As a result of the attack, 15 people were injured, including the perpetrators. The city district

74-702: A free content work. Licensed under CC BY-SA 3.0 IGO. Text taken from Behind the numbers: ending school violence and bullying​ , 70, UNESCO, UNESCO. UNESCO. Injury Injury is physiological damage to the living tissue of any organism, whether in humans , in other animals , or in plants . Injuries can be caused in many ways, including mechanically with penetration by sharp objects such as teeth or with blunt objects , by heat or cold, or by venoms and biotoxins . Injury prompts an inflammatory response in many taxa of animals; this prompts wound healing . In both plants and animals, substances are often released to help to occlude

111-448: A comprehensive meta-analysis of numerous studies on corporal punishment suggests that it leads to unfavorable outcomes for children and young people. The most methodologically sound studies demonstrate a "positive, moderately sized association between parental corporal punishment and children's aggression". Gershoff found that the trajectory of mean effect sizes (the size of the effect of corporal punishment on children's problem behavior)

148-519: A form of aggressive behavior characterized by unwelcome and negative actions. It entails a recurring pattern of incidents over time, as opposed to isolated conflicts, and typically manifests in situations where there exists an imbalance of power or strength among the individuals involved. It is important to distinguish bullying from occasional conflicts or disagreements that may arise among peers. Various forms of bullying exist, including physical, psychological, sexual, and cyber-bullying . According to

185-410: A lesser extent, violent video games has been linked to heightened aggressiveness in children. These aggressive tendencies can carry over into school environments. One line of research, led by Straus, suggests that parental corporal punishment heightens the risk of aggressive behavior in children and adolescents. However, these findings have been challenged by Larzelere and Baumrind . Nonetheless,

222-597: A parent of other adult family member, a brother or sister, a boyfriend or girlfriend or date, a friend or someone known by the student”. According to Demographic and Health Survey (DHS), sexual violence is forced sexual intercourse or any other sexual acts against one's will. Violence Against Children Survey (VACS) defines it as completed non-consensual sex acts (such as rape), attempted non-consensual sex acts, abusive sexual contact (such as unwanted touching), and non-contact sexual abuse (such as threatened sexual violence, exhibitionism , and verbal sexual harassment ). This

259-428: A school setting may lead to embarrassment and expose them to potential stigma and discrimination. To mitigate these concerns, UNESCO argues that questions regarding sexual orientation and gender identity should be handled with care and recommends that inquiries be conducted under confidentiality and anonymity, external to the school environment. According to UNESCO, these considerations surrounding legal regulations,

296-457: A study necessitates the involvement of parents and legal guardians. However, broaching the subject of violence with children, particularly inquiring about their personal experiences, can potentially be distressing and traumatic. Moreover, investigating matters concerning sexual orientation and gender identity within the realm of education, specifically in relation to children, presents additional challenges. In certain contexts, discussing these topics

333-526: A worse prognosis in terms of future aggression and other antisocial activities. Lower IQ seems to be related to higher levels of aggression. Other findings indicate that motor, attention, and reading problems predict later persistent antisocial conduct in boys. The influence of the home environment on school violence has been a subject of study from the Constitutional Rights Foundation. According to this foundation, various factors within

370-469: Is Gerald Patterson's social interactional model . This model highlights the dynamic between the mother's use of coercive behaviors and the child's counter-application of such behaviors. Coercive behaviors can include actions that are typically punishing, such as whining, yelling, and hitting. Abusive home environments can hinder the development of social cognitive skills necessary for understanding others' intentions. Short-term longitudinal evidence supports

407-439: Is challenging for a variety of reasons. When assessing the extent of violence within educational settings and understanding the various types of violence experienced by students, several crucial considerations arise. These include determining the sources of data within the school community, specifying the data to be collected from each source, and selecting appropriate methodologies for data collection. One significant question

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444-425: Is dedicated to the treatment of injuries. The World Health Organization has developed a classification of injuries in humans by categories including mechanism, objects/substances producing injury, place of occurrence, activity when injured and the role of human intent. In addition to physical harm, injuries can cause psychological harm, including post-traumatic stress disorder . In plants, injuries result from

481-509: Is defined as the intentional use of physical force with the potential to cause death , disability , injury or harm , regardless of whether it is used as a form of punishment. In school, corporal punishment is defined as any punishment in which physical force is used against a student and intended to cause some degree of pain or discomfort. This often involves hitting children with a hand or implement, but it can also involve kicking , shaking, throwing or scratching children. A distinction

518-508: Is inversely related to antisocial conduct. The research by Hirschi and others, cited above in the section on the home environment, is also consistent with the view that lack of attachment to school is associated with increased risk of antisocial conduct. The goal of prevention and intervention strategies is to stop school violence from occurring. According to the CDC , there are at least four levels at which violence-prevention programs can act: at

555-434: Is legally prohibited both within and outside educational institutions. Even in cases where it is legally permissible, addressing issues related to sexual orientation and gender identity/orientation in education with children and young people is regarded as highly sensitive. Considerations of ethical implications arise, as engaging children and young people in discussions regarding their sexual orientation and gender identity in

592-973: Is made between internalizing and externalizing behavior. Internalizing behaviors reflect withdrawal, inhibition, anxiety, and/or depression . Internalizing behavior has been found in some cases of youth violence although in some youth, depression is associated with substance abuse. Because they rarely act out, students with internalizing problems are often overlooked by school personnel. Externalizing behaviors refer to delinquent activities, aggression, and hyperactivity . Unlike internalizing behaviors, externalizing behaviors include, or are directly linked to, violent episodes. Violent behaviors such as punching and kicking are often learned from observing others. Just as externalizing behaviors are observed outside of school, such behaviors also observed in schools. A number of other individual factors are associated with higher levels of aggressiveness. Compared to children whose antisocial conduct begins in adolescence, early starters have

629-1231: Is situated on both banks of the Kama River . Two other rivers flowing through it are the Iva and the Yegoshikha . The city district is the location of the Joint Stock Venture Motovilikha Plants ( ОАО "Мотовилихинские заводы" ), a prominent metallurgical and military equipment manufacturer. 58°02′00″N 56°20′00″E  /  58.0333°N 56.3333°E  / 58.0333; 56.3333 School stabbing School violence includes violence between school students as well as attacks by students on school staff and attacks by school staff on students. It encompasses physical violence , including student-on-student fighting , corporal punishment ; psychological violence such as verbal abuse , and sexual violence , including rape and sexual harassment . It includes many forms of bullying (including cyberbullying ) and carrying weapons to school. The one or more perpetrators typically have more physical, social, and/or psychological power than

666-476: Is sometimes defined as mechanical damage to anatomical structure, but it has a wider connotation of physical damage with any cause, including drowning , burns , and poisoning . Such damage may result from attempted predation , territorial fights, falls, and abiotic factors. Injury prompts an inflammatory response in animals of many different phyla ; this prompts coagulation of the blood or body fluid, followed by wound healing , which may be rapid, as in

703-541: Is whether researchers should directly inquire about violence in schools by engaging students in studies or surveys. These methods might involve self-reports from students regarding their personal experiences as victims or perpetrators of violence. Alternatively, researchers may ask students about instances of violence they have observed as bystanders. Moreover, the choice of administering these questions through self-administered questionnaires or researcher-administered surveys within schools must also be deliberated. According to

740-489: The cnidaria . Arthropods are able to repair injuries to the cuticle that forms their exoskeleton to some extent. Animals in several phyla, including annelids , arthropods, cnidaria, molluscs , nematodes , and vertebrates are able to produce antimicrobial peptides to fight off infection following an injury. Injury in humans has been studied extensively for its importance in medicine . Much of medical practice, including emergency medicine and pain management ,

777-562: The Global School-based Student Health Survey (GSSHS), a physical fight “occurs when two students of about the same strength or power choose to fight each other” and therefore is a form of physical violence between peers. The Health Behavior in School-aged Children (HBSC) does not refer specifically to school-related violence or to violence between peers, as it can occur between a student and “a total stranger,

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814-495: The UNESCO report, the decision regarding data collection location is another aspect to consider. Researchers may contemplate gathering data outside of schools, such as through household surveys. Alternatively, online surveys could be employed, taking advantage of students' internet accessibility. Another option is to rely on existing mechanisms for reporting violent incidents in educational institutions. These mechanisms could be internal to

851-423: The damaged area, by producing antimicrobial chemicals, and in woody plants by regrowing over wounds. Cell injury is a variety of changes of stress that a cell suffers due to external as well as internal environmental changes. Amongst other causes, this can be due to physical, chemical, infectious, biological, nutritional or immunological factors. Cell damage can be reversible or irreversible. Depending on

888-454: The early elementary school years increases the risk of aggression later in elementary school, as reported by teachers and classmates. Other, well controlled longitudinal research that utilized propensity score matching indicates that exposure to gun violence in early adolescence is related to the initiation of serious physical violence in later adolescence. Neighbourhood gangs are thought to contribute to dangerous school environments. Gangs use

925-428: The eating of plant parts by herbivorous animals including insects and mammals , from damage to tissues by plant pathogens such as bacteria and fungi , which may gain entry after herbivore damage or in other ways, and from abiotic factors such as heat, freezing, flooding, lightning, and pollutants such as ozone. Plants respond to injury by signalling that damage has occurred, by secreting materials to seal off

962-473: The home contribute to the acceptance of criminal and violent behavior among children. Long-term exposure to gun violence, parental alcoholism , domestic violence , physical abuse, and child sexual abuse all play a role in shaping children's perception of acceptability regarding such activities. Research indicates a correlation between harsh parental discipline and increased levels of aggression in youth. Additionally, exposure to violence on television and, to

999-453: The idea that a lack of social cognitive skills mediates the relationship between harsh parental discipline and aggressive behavior in kindergarten. Follow-up studies indicate that the mediating effects persist until third and fourth grade. Hirschi's control theory, proposed in 1969, suggests that children with weak emotional bonds to their parents and school are more likely to engage in delinquent and violent behavior both within and outside of

1036-442: The level of society in general, the school community, the family, and the individual. Not only does physical violence in schools affect its victims, it also affects the witnesses. In elementary schools, young students tend to copy their peers actions in schools, which may lead to more physical harm towards other students. According to a UNESCO report on school violence and bullying, research on violence affecting children in schools

1073-636: The potential for distressing children when discussing violence, and the sensitivity surrounding sexual orientation and gender identity underscore the need for researchers to exercise caution and adhere to ethical guidelines when conducting studies involving children and young people. [REDACTED]  This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 ( license statement/permission ). Text taken from School Violence and Bullying: Global Status Report​ , 9, 110-111, UNESCO, UNESCO. UNESCO. [REDACTED]  This article incorporates text from

1110-513: The school environment to school violence. Teacher assaults are associated with a higher percentage of the male faculty, a higher proportion of male students, and a higher proportion of students receiving free or reduced cost lunch (an indicator of poverty). In general, a large male population, higher grade levels, a history of high levels of disciplinary problems in the school, high student to teacher ratios, and an urban location are related to violence in schools. In students, academic performance

1147-520: The school environment. Dilapidated housing in the neighbourhood of the school has been found to be associated with school violence. Teacher assault was more likely to occur in schools located in high-crime neighbourhoods. Exposure to deviant peers is a risk factor for high levels of aggressivity. Research has shown that poverty and high population densities are associated with higher rates of school violence. Controlled longitudinal research indicates that children's exposure to community violence during

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1184-534: The school setting. Hirschi's cross-sectional data from northern California largely support this view. Findings from case-control and longitudinal studies also align with this perspective. Neighbourhoods and communities provide the context for school violence. Communities with high rates of crime and drug use teach youth the violent behaviors that are carried into schools. Children in violent neighborhoods tend to perceive that their communities are risky, and that these feelings of vulnerability carry over to

1221-678: The schools themselves or external, encompassing governmental hotlines, internet-based reporting systems, and involvement from the police and justice sectors. When formulating questions for children, UNESCO argues that it is imperative to use terminology that is easily understandable, age-appropriate and culturally sensitive . This ensures that the queries are comprehensible and relevant to the target audience, taking into account their developmental stage and cultural context. In many countries, strict regulations govern research involving children due to their status as minors who are unable to provide legal consent. Consequently, obtaining informed consent for

1258-496: The social environment of the school to recruit members and interact with opposing groups, with gang violence carrying over from neighbourhoods into some schools. Alternatively, many children who grow up in violent neighborhoods learn to deliberately find and make "street-oriented" friends as an instrumental tactic used to avoid being victimized. Without the threat of violence, children more commonly develop friendships based on homophily , or shared traits. Recent research has linked

1295-507: The victim. It is a widely accepted serious societal problem in recent decades in many countries, especially where weapons such as guns or knives are involved. School violence occurs in all countries and affects a significant number of children and adolescents . It is mostly perpetrated by peers but, in some cases, is perpetrated by teachers and other school staff. School violence includes physical , psychological and sexual violence . Bullying , in its broadest sense, can be defined as

1332-424: The wound, limiting loss of fluids and the entry of pathogens such as bacteria. Many organisms secrete antimicrobial chemicals which limit wound infection; in addition, animals have a variety of immune responses for the same purpose. Both plants and animals have regrowth mechanisms which may result in complete or partial healing over the injury. Cells too can repair damage to a certain degree. Injury in animals

1369-401: Was curvilinear with the largest mean effect size in middle school ( M = 0.55; on average the mean of corporal punishment group was more than half a standard deviation higher than the mean of the non-punishment group) and slightly smaller effect sizes in elementary school ( M = 0.43) and high school ( M = 0.45). Another influential model in understanding the development of aggressive behavior

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