Social Determinants of School Violence in Secondary Education: An Exploratory Study in the City of Gharyan

Abstract

Violence is a deviant behavior that has become deeply entrenched in the educational system, transcending its status as a mere phenomenon to become a complex and multifaceted problem. This study aims to identify the social factors leading to the rise of violence among secondary school students in Gharyan City Center (Taghsat). The study employed a descriptive methodology to achieve its goals, utilizing a survey as the primary tool for data collection. The research was conducted on a random sample consisting of 72 male and female teachers from three secondary schools: Al-Quds, Shuhada Gharyan, and 24 December. The results revealed several significant factors contributing to violence, most notably the student's association with negative peer groups (68.05%) and constant reprimanding by the school administration (68.05%). Economic factors also played a major role, such as the lack of a stable source of income for the family (66.66%) and lack of suitable housing (65.27%). Additionally, harsh parental treatment (65.27%), the absence of dialogue within the family (55.55%), and a weak relationship between home and school (61.11%) were identified as critical social drivers. The findings also highlighted the impact of religious vacuum (61.11%) and media influence on student behavior. Based on these findings, the study recommends strengthening the relationship between home and school, supporting the role of social workers, and encouraging teachers to avoid methods of severity, sarcasm, and favoritism. It also stresses the importance of providing sports and cultural facilities to absorb students' energy and prevent intellectual vacuum.