This master thesis deals with peer violence in primary schools, which can appear in several forms, in adopting various roles and under the influence of factors ranging from the micro- to the macro-level of society. As it results in several consequences for all members of the school, it has, over the last few decades, become a subject of studies and efforts to effectively prevent peer violence through education policies. By lowering the tolerance for peer violence and by teaching strategies for preventing and dealing with it, we can expect an improvement in the school environment, which, with its protective characteristics, works as an opposition to peer violence and is considered a safe place. The most effective approaches consider school a system and try to achieve systematic change in schools. In the empirical part, two research mechanisms – a focus group interview with 19 students and a semi-structured interview with 3 school professionals – were used to study how students and school professionals perceive peer violence and its causes, how they recognise it, manage and prevent it, and what problems they face. Compared to current, mostly quantitative research, qualitative research offers a new aspect on peer violence, as it offers subjective insights on peer violence and with that, a detailed picture of this problem, as perceived by the members of the school, while also offering practical starting points on approaching the subject.
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