SCHOOL AS A SPACE FOR HUMAN CONNECTION

Анотація

This article examines the phenomenon of school violence through a comprehensive analysis that moves beyond traditional individual-focused approaches to consider group dynamics and relational factors within educational environments. The research was prompted by recent tragic incidents of school violence in Europe, particularly a deadly attack in Slovakia in January 2025, which highlighted systemic failures in violence prevention and the inadequacy of current educational approaches that, as one teacher observed, teach children “about the world, but so little about themselves.” The article draws on pedagogical and developmental psychology, positive psychology, and dialogical practice, with particular emphasis on the theoretical frameworks of Rocío Chaveste Gutiérrez and Loek Schoenmakers. The study challenges the conventional aggressor-victim dichotomy by introducing the concept of the “silent majority” – the 60–80% of students who neither perpetrate nor experience violence directly but whose passive observation maintains and perpetuates violent dynamics through implicit consent. The research methodology employed a comprehensive literature review and analysis of international case studies, including successful violence prevention programs from Uganda, Pakistan, and the United States. The investigation revealed that effective violence prevention requires systemic intervention at the group level rather than isolated individual treatments. Key findings demonstrated that school violence emerges from unmet developmental needs, particularly the fundamental human need for belonging and acceptance. The study identified that current educational systems prioritize knowledge transmission over socio-emotional development, creating environments where students may resort to violence as a means of achieving social inclusion. The silent majority's inaction was found to be interpreted by aggressors as validation, thereby reinforcing destructive behavioral patterns. The research concluded that sustainable violence prevention requires transforming school climate through collective rather than individual interventions. Practical recommendations include implementing daily relational contact rituals, morning circles, strength-based approaches, dialogical language practices, and comprehensive teacher training in relational competencies. The study emphasized that schools must function as spaces for authentic human connection, where socio-emotional learning is integrated into regular educational practice. The findings contribute to understanding school violence as a systemic issue requiring community-based solutions that engage all stakeholders in creating safe, supportive learning environments that address students' fundamental need for belonging and recognition.