Protecting Educators: A Scoping Review of Interventions That Address Teacher Victimization

Sarah M. Stilwell; Paulina Guzmán; VARELA TORRES, JORGE JAVIER; Susan D. McMahon; Kailyn Bare; Justin Heinze; Marc Zimmerman

doi:10.3390/bs15020214

Protecting Educators: A Scoping Review of Interventions That Address Teacher Victimization

Journal

Behavioral Sciences

ISSN

2076-328X

Date Issued

2025-02-14

Author(s)

Sarah M. Stilwell

Paulina Guzmán

VARELA TORRES, JORGE JAVIER

Facultad de Psicología

Susan D. McMahon

Kailyn Bare

Justin Heinze

Marc Zimmerman

Type

journal-article

DOI

10.3390/bs15020214

URL

https://investigadores.udd.cl/handle/123456789/11228

URL Institutional Repository

https://hdl.handle.net/11447/10873

Abstract

The prevalence of teacher-directed violence has been well-documented around the world. However, interventions focused on the prevention of teacher victimization have received less attention. Understanding how to reduce teacher-directed violence is vital to preserving the overall well-being of teachers, supporting their teaching, reducing teacher burnout, and providing recommendations for future research. The current scoping review reports on teacher-directed violence interventions in K–12 school settings (n = 2). In addition, emerging evidence is described that provides recommendations for developing teacher-directed violence interventions (n = 6). The results from this scoping review reinforce the need for further study of teacher victimization-focused interventions to support the essential work of teachers.

Subjects

interventions

;

scoping review

;

teacher victimization

;

teacher-directed violence