School Hawker and Boulton (2000), the effect sizes were

School violence occurs in many countries on the world with huge consequences. Any instance of crime or violence at school not only affects the individuals involved but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community (Bidwell, 2014). Victims can bear physical injury in short term but the mental injury is long term.

The first harm of violence in school is suffering in terms of body in some days or some week. Violence casualties could be hit, kicked or throw down on the ground at the low level. This situation does not end immediately, it least many days after thrashing. Even, at high level, they could be killed by weapons. At the moment, families of people who died are indirect victims regard to mental injury.

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Secondly, students could impact on their mental health by school violence. According to Hawker and Boulton (2000), the effect sizes were calculated for the association between peer victimization and each form of maladjustment (depression, loneliness, generalized and social anxiety, and global and social self-worth) assessed. The results suggested that victimization is most strongly related to depression, and least strongly related to anxiety. There was no evidence that victimization is more strongly related to social than to psychological forms of maladjustment. The pains in mental are long term effect. Moreover, when no one is willing to help victims, they are more and more pessimistic because they must face with lonely. Victims will express some symptoms of depression like loss sleep and unsociable. When not dealing with problem, they tend to suicide to stop their suffering. Another negative influence of school violence on psychological is children could remove school. Children who have been victims of violence are more likely to drop out of high school before graduation than their peers, according to a new study co-authored by a Duke scholar and girls who had experienced childhood violence were 24 percent more likely to drop out, while boys who had experienced violence were 26 percent more likely to drop out than their peers (Ogrurn, 2017). In contrast, if they continue to go to school, they will lose concentration on lessons and fail in examinations. While victims can overcome physical injury quickly, they must suffer the psychological injury in long term. In the beginning, they show worry and fear when they go to school. This issue become critical when victims lack of confidence and have depression. They are usually anti-social, keep themselves in safe zone, avoid talking, and feeling worthless. Especially, if victims under pressure in a long period, they could suicide to escape from violence.

3. Prevention

School violence is not a new problem; however, it needs more concern of teachers, parents and government. In fact, people who participate control and prevent violence in school know that factors cause violence come from outside then develop in school (Abramovay & Rua, 2002). Therefore, the surrounding climate must be cared for and prevention to avoid violent growth.

This problem can be resolved effectively by teachers because students spend most of their time in school. They are suitable to educate and orient to their students who need positive attitude in school. As a consequence, school violence may reduce and students have a good environment to study and develop. Moreover, the intervention of teachers are great necessary in the case of bullying. However, many schools prefer involving in the crime of offenders instead of supporting victims. Moreover, some teacher training programs do not contain skills to prevention and solution related to school violence (Burger et.al., 2005). Hence, schools should focus on investment for long-term plans to prevent this issue when students were babies.

In term of parents, they are most important factors to contribute to personality of children. Therefore, parents should build up the close-knit relationship with their babies by sharing daily life with each other, communicating or motivating children in their life. Parker (2014) said that first people who kids get to know when they were born are their parents so they believe that what things parents do or teach are best for them. As a result, children can not involve in school violence if these parents give them wonderful environment in the family. Many researchers indicate that children who grow up in the peaceful family are more self-confident and in sympathy with everybody.

The effects of government are necessary to against school violence. They should hold campaigns related to this issue in individuals and community such as: create a safe school climate, encourage students to take responsibility for their parts in maintaining security school environment, take care of children’s mental. Besides, they can provide for school programs about violence in school to raise awareness of students. The government should do everything continuously and have specific plan to gain the best result.

4. Conclusion

The above analysis has shown that school violence is the main reason result in the growth of children. Although, in some recent years, government and society are more concern about this issue, it is still a big problem which is very difficult to resolve completely. It occurs among teenager who still as students. There are a lot of factors lead to violence in school which derive from individual as well as community. Although the negative effects of school violence impact both bullies and casualties, victims get more serious troubles than bullies. Therefore, students should learn ways to protect themselves and join hands to prevent violence in schools. This is a challenge but nothing is impossible.

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