Conference debate on the theme “Violence in schools
Briefing by Hama Foundation at the end of the conference debate on“Violence in schools “at the University of Yaoundé I on Friday 13 May 2022 organised by the leaders of the Cercle Philo-Psycho-Socio-Anthropo (CPPSA) in the section entitled “La plume du jeune chercheur.
The brutal expression of feelings, sudden acts and actions characterised by brutality are part of the violence that is a social scourge in schools.
School violence is the brutal expression of feelings and/or the brutal use of physical force against a member of the educational community on school premises. It is verbal, psychological, moral, physical and symbolic.
Far from being the preserve of the pupils, it involves the main members of the educational community: pupils against each other, pupils against teachers/leaders, teachers against each other, teachers against administrators and finally parents against teachers/leaders.
It is growing in our society. As this is not a new phenomenon, its media coverage is helping to lift the veil on this ‘school killer’.
Elle est source de préoccupation et de réflexion car elle fait planer l’ombre de l’insécurité sur nos établissements scolaires.
Faced with the scale of this violence, many questions arise. What are the causes? How can we fight against this phenomenon?
As for the causes, no single factor can explain it. This is justified by the fact that human beings evolve in several systems (family, peer group, school…).
The multisystemic approach considers individuals as part of a complex network of interrelated systems, including individual, family and extra-family factors. Following this approach, we understand that it is the combination of factors specific to the perpetrators of violence, their families, their peer groups, the functioning of the school that leads to violence in schools.
At the personal level, we will have the physical, physiological and psychological characteristics. The latter characteristics are of paramount importance in the production of violence as they contain: psychological functioning, temperament, ego, ability to cope with frustrations, conflicts and frustrations faced by the person, tolerance, affects, cognitions…
At the family level, elements such as family dynamics, parenting styles, family conflicts, etc., are considered.
At the level of the peer group, negative peer influences can be blamed.
In addition to these various potential factors of production of violence in schools, there may be factors related to the school and its functioning. This includes, for example, the level of training of teachers and managers, compliance with the texts governing the functioning of the school, etc.
In this multi-systemic perspective, elements related to the functioning of society in general cannot be omitted. Violence in schools is therefore the result of a combination of factors related to the individual and his or her functioning, the family system, the influence of peer groups, the school and its functioning and finally the characteristics of society.
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