Strategies for Mitigating School Violence in Conflict Zones: The Perspective of Secondary School Teachers of Former FATA-Pakistan

Abstract

This paper examines the practical measures undertaken by teachers to prevent violence among students. Such violence among students is based on persistent terrorism, extremism, and socio-political conflicts in the region. A qualitative intrinsic case study design was used, where 25 participants, comprising five School Heads and Twenty Secondary School Teachers were selected for interviews. An open-ended interview guide was used for participants selected through a purposive and convenience sampling technique. The primary data analysis was conducted using thematic analysis to identify themes. The study findings reveal that training about preventive measures, arranging debates and stage dramas about peace, ensuring a pluralistic classroom environment, enhancing teachers’ authority to overcome violent behaviour, understanding the behaviour of students and community by arranging PTC meetings, and declaring the classroom as a unified community are effective strategies applied by School Heads and Teachers to modify the behaviour of students and increase capacity building. The paper concludes that violence in schools has a complex solution that comprises empowerment of teachers, involvement of the community, and implementation of overall governance reforms.

Keywords: School Violence, Peacebuilding strategies, Peace Education, Conflict, Qualitative Research