The limited understanding of the issue of teacher-to-student victimization, which can lead to ineffective interventions

The gap

Evidence profile

Sourced from the future-work section and recommendations and stated challenges of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 4 journals. Those papers have been cited 10 times in total.

Supporting evidence — 4 representative gaps

• Similarities and Differences Between Bullying and Sexual Harassment in Schools: A Social-Ecological Review of Risk and Protective Factors (2025) · Behavioral Sciences · cited 8× · doi

  systematic reviews might add to this discussion, - Further research adopting a systematic review methodology can also include search terms like 'cultural norms', and 'school prevention policies' along with bullying and/or sexual harassment to identify more studies at the higher levels of the social-ecological model, - narrative reviews or systematic reviews on this topic might be restricted to a particular geographic area due to different cultural definitions of bullying and sexual harassment, - we need more consistency across studies regarding definitions and measures of various forms of school based violence

  generalfuture-work section
  Keywords: systematic reviews add discussion further research adopting review
• The Impact of Anger Control and Zero Violence Training on Preventing Teacher Violence: A Quantitative Study from Timor-Leste (2026) · International Journal of Contemporary Educational Research · doi

  Based on the findings and related international applications, the following recommendations might be made: Techniques to manage non-violence within classrooms and society should be instilled as a part of pre-service and in-service teacher training programs so that the teachers are empowered with the skills and ways of implementing Zero-Violence effectively. To maximise long-term behavioural change, anger management approaches should be part of a more expansive professional development program, which encompasses stress management, trauma-sensitive care, and teaching skills in the classroom. The Ministry of Education should expand the Zero-Violence efforts beyond Baucau and into other municipalities, with a focus on rural schools where conventional disciplinary procedures are most established. A national education policy should include a clear prohibition on corporal punishment, well-defined methods for monitoring teacher behaviour, and ongoing professional development and accountability processes.

  generalrecommendationsevidence 5/5
  Keywords: violence part service teacher skills zero management professional development education based related international applications following
• Teacher Victimization in Schools: A Systematic Review of Quantitative Research on Violence Against Teachers (2015–2026) (2026) · International Journal of Educational Methodology · doi

  Based on the findings of this systematic review, several recommendations can be proposed for research, policy, and practice. First, future research should move beyond the predominant use of cross-sectional survey designs by incorporating longitudinal and intervention-based methodologies. Such approaches would enable a deeper understanding of causal mechanisms underlying teacher victimization and allow for the evaluation of prevention and intervention strategies over time. Second, greater emphasis should be placed on institutional and governance-level variables. Future studies should examine factors such as administrative responses, reporting procedures, disciplinary policies, and accountability mechanisms, which remain underrepresented in the current literature. Integrating these dimensions would contribute to a more comprehensive understanding of how school systems shape teachers’ experiences of victimization. Third, researchers are encouraged to expand the geographic scope of studies on teacher victimization. The strong concentration of research in a limited number of countries highlights the need for greater representation of diverse educational contexts. Comparative and cross-national research would be particularly valuable in identifying how cultural, institutional, and policy differences influence patterns of violence against teachers.  International Journal of Educational Methodology  147 Finally, from a practical perspective, schools and policymakers should prioritize interventions targeting student- perpetrated verbal aggression, which emerges as the most frequently reported form of teacher victimization. At the same time, strengthening administrative support systems, improving reporting mechanisms, and promoting positive school climate initiatives are essential steps toward enhancing teacher safety and well-being.

  generalrecommendationsevidence 5/5
  Keywords: teacher victimization mechanisms based policy future cross intervention understanding time greater institutional administrative reporting school
• Teacher-to-Student Victimization: The Role of Teachers’ Victimization and School Social and Organizational Climates (2025) · Education Sciences · cited 2× · doi

  One challenge is the limited understanding of the issue of teacher-to-student victimization, which can lead to ineffective interventions. Another challenge is the lack of research on the associations between teacher-to-student victimization and various predictors, including school social climate and organizational climate. The study also faces the challenge of relying on self-reported data from teachers, which may be subject to biases and limitations.

  generalstated challengesevidence 5/5
  Keywords: one challenge limited understanding issue teacher-to-student victimization lead

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