In the introductory part of the thesis, I present the issue of domestic violence and focus on the consequences it leaves on children. I describe different forms of violence, such as physical, psychological, sexual, economic violence and neglect and emphasize that a child who witnesses violence experiences equally severe consequences as a direct victim. I also present the legal framework for the prevention and handling of domestic violence, as well as key documents regulating this area. In the theoretical part, I explore the role of educational institutions in preventing domestic violence. I describe in detail how schools and kindergartens, as environments accessible to children, can recognize signs of violence and act as protective factors. I address the roles of teachers, preschool educators, and professional staff, and their importance in creating a safe and supportive environment for children. Special attention is given to the importance of cooperation between institutions such as social work centers, the police, and schools, and to the obstacles employees face when detecting and reporting violence.
The empirical part of the thesis is based on a qualitative research study, in which I conducted semi-structured interviews with employees of primary schools and kindergartens to examine how they recognize domestic violence, how they respond upon detection, what support they have at their disposal, how they cooperate with other institutions, and how they implement preventive activities. The findings show that employees are aware of their role and responsibility but often face feelings of helplessness, lack of knowledge, and uncertainty regarding procedures. I found that cooperation with other institutions is essential but often ineffective due to a lack of feedback. There is also a need for more systematic and regular training for staff, inclusion of the entire staff in preventive activities, and increased support for professionals when dealing with demanding situations. In conclusion, I provide proposals for improvements, including greater support for staff, more effective inter-institutional cooperation, and broader implementation of preventive programs in schools and kindergartens.
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