Teachers' perception of school violence: an integrative review

Abstract

School violence is a multicausal phenomenon with the potential to generate negative impacts on the school environment. This research is a qualitative bibliographic study of an exploratory and descriptive nature. It is based on the question: what has been published in the CAPES repository and in Google Scholar regarding school violence from the teachers’ perspective between 2020 and 2025? The methodology used is an integrative review. The inclusion criteria involved the keywords “school violence,” “teachers’ perception,” and “teachers,” associated with the Boolean operators AND and OR. In the two repositories, 77 publications were preselected, of which 14 studies were chosen for full analysis. The results indicate that teachers perceive school violence as a complex and dynamic challenge, a reflection of family disorganization and social vulnerabilities; they express a need for training on the topic and for intersectoral partnerships to address and prevent school violence. It is also observed that preventive actions based on moral and emotional education, dialogue, monitoring, and respect for differences can change this scenario.