‘This place does not feel safe’: safe and unsafe spaces in Swedish school-age educare

Borg, Anna-Lena

doi:10.1080/14733285.2023.2175315

Children's Geographies

2023

DOI: 10.1080/14733285.2023.2175315

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‘This place does not feel safe’: safe and unsafe spaces in Swedish school-age educare

Anna-Lena Borg

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Cited by 6 publications

(1 citation statement)

References 27 publications

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“…More and more strategies or resources are being used in schools with the aim of reducing or preventing violence (Mascia et al, 2023; Thodelius & Sandén, 2019). However, there is also a need to address what is known as daily school violence (Dobarro et al, 2014) as it is one of the most recurrent forms of violence (Borg, 2023; Penalva‐Velez et al, 2020). Such violence includes aggressive behaviors of low intensity but high frequency, which occur daily in the reciprocal relationships between peers (students) and between students and teachers (Carrasco & Trianes, 2010; Melhem, 2021).…”

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confidence: 99%

Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender

López‐Goñi,

Haro,

Peñalva‐Vélez

et al. 2024

Psychology in the Schools

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The objectives of this study were to establish the frequency of violent behaviors present in primary education (PE), to determine differences based on students' grade and gender, and to assess the evolution of behaviors between the fourth and sixth grades of PE. The research design was a cohort longitudinal ex post facto study with three measures. Data was collected at three different moments across fourth, fifth, and sixth grades of PE. The sample was composed of all the students of three public centers located in three localities of Autonomous Community of Navarra (Northern Spain). The centers had to present similar characteristics to each other and to the population of Navarra. The first three centers contacted agreed to participate. The sample was composed of 236 students (110 girls) in PE. Students completed the instrument School Violence Questionnaire‐Revised. A descriptive analysis, a bivariate analysis, and a logistic regression model were performed. A gradual increase in the perception of different violent behaviors with differences between boys and girls was found. In fourth grade, there was hardly any perception of information and communication technology‐related violence; it then increased until sixth grade. Boys perceived more violence from teachers toward students and among peers. Girls perceived more violent behavior between fourth and fifth grade. Preventive interventions targeting digital violence should be developed at this stage. Considering the differences found according to gender and age, it is highlighted the need to train the educative community in different areas, such as emotional competencies, school coexistence, and the detection and prevention of violent behavior.

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confidence: 99%

Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender

López‐Goñi,

Haro,

Peñalva‐Vélez

et al. 2024

Psychology in the Schools

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“Sadly, we just let it go, it is so normalized”: Staff descriptions of violence among children within organized leisure

Borg,

Lager

2023

Journal of Leisure Research

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A qualitative study of Swedish pupils’ perspectives on supportive school climates and help-seeking

Forsberg,

Hammar Chiriac,

Thornberg

2023

Pastoral Care in Education

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‘This place does not feel safe’: safe and unsafe spaces in Swedish school-age educare

Cited by 6 publications

References 27 publications

Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender

Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender

“Sadly, we just let it go, it is so normalized”: Staff descriptions of violence among children within organized leisure

A qualitative study of Swedish pupils’ perspectives on supportive school climates and help-seeking

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