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Protecting Educators: A Scoping Review of Interventions That Address Teacher Victimization
Sarah M Stilwell1, Paulina Guzmán2, Jorge Varela3
1Department of Health Behavior and Health Equity, University of Michigan, Ann Arbor, MI 48105, USA.
Behavioral Sciences (Basel, Switzerland)
|February 26, 2025
Summary
Teacher-directed violence interventions are under-researched. This review highlights the need for more studies on preventing teacher victimization to support educators and reduce burnout.
Area of Science:
- Educational Psychology
- School Safety
- Teacher Well-being
Background:
- Teacher-directed violence is a global issue with significant impact.
- Existing research primarily documents prevalence, not prevention strategies.
- Teacher well-being, effectiveness, and burnout are linked to safety.
Purpose of the Study:
- To conduct a scoping review of interventions for teacher-directed violence in K-12 settings.
- To identify emerging evidence and recommendations for developing new interventions.
- To underscore the necessity of focused research on teacher victimization prevention.
Main Methods:
- Scoping review methodology was employed.
- Searched for studies on teacher-directed violence interventions in K-12 schools.
- Synthesized findings from 2 intervention studies and 6 evidence-based recommendation studies.
Main Results:
- Limited documented interventions (n=2) exist for teacher-directed violence in K-12 schools.
- Emerging evidence (n=6) offers guidance for intervention development.
- The review identified a significant gap in research on preventing teacher victimization.
Conclusions:
- There is a critical need for more research into interventions specifically targeting teacher victimization.
- Developing and implementing effective interventions is crucial for teacher support and retention.
- Further studies are essential to address and mitigate teacher-directed violence.
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