President of Üsküdar University and Psychiatrist Prof. Nevzat Tarhan evaluated the role of safe relationships, early intervention, and family-school-expert collaboration in preventing school violence.
Sense of belonging and worth should be strengthened
Stating that unmet psychological needs should also be examined to understand the behaviors of young people, Prof. Nevzat Tarhan drew attention to the importance of belonging, worth, meaning, and the ability to express emotions.
Stating that belonging to a community, feeling important, and having purposes that add meaning to life are fundamental needs for young people, Prof. Tarhan said that deficiencies in these areas can pave the way for feelings of loneliness, anger, and hopelessness.
Prof. Tarhan issued a warning, saying, “If a young person says ‘nobody understands me,’ pay attention!”, emphasizing that the need for young people to be understood should not be ignored.
A relationship with a trusted adult plays a protective role
Stating that having a trusted adult in a student’s life is an important protective factor, Prof. Tarhan expressed that a safe relationship formed with a teacher, school psychological counselor, or parent supports the child’s trust in their environment and life.
Pointing out that prevention efforts should focus not only on the student’s behavior but also on the quality of their relationships, Prof. Tarhan emphasized the importance of a school environment where young people can express themselves and find support.
Camera and disciplinary measures are not sufficient on their own
Stating that school violence cannot be addressed by focusing solely on the moment of the incident, Prof. Tarhan said, “School violence cannot be eliminated, but it can largely be prevented.”
Stating that violence often develops through a process that gives prior warnings, Prof. Tarhan said that social withdrawal, threatening language, intense anger, and planning behaviors should be carefully evaluated.
Stating that metal detectors, camera systems, and disciplinary penalties alone do not eliminate the root causes of the problem, Prof. Tarhan noted that security measures should be carried out alongside psychological and social support efforts.
The first step is to develop all students' social and emotional skills
Prof. Tarhan, proposing a three-stage approach to preventing school violence, stated that the first stage covers all students and aims to transform the school climate.
Stating that social-emotional learning, empathy training, anti-bullying programs, and emotion regulation skills are prominent within primary prevention, Prof. Tarhan drew attention to the importance of students recognizing their emotions and being able to manage their impulses.
He also stated that the supplementary textbook titled “Science of Happiness and Values,” prepared by Üsküdar University through five years of work, could be used in guidance programs.
The experiences of students who become silent and isolated should be understood
Prof. Tarhan, stating that the second stage involves the early detection of students in need of support, emphasized that the reasons for behavioral changes should be investigated.
Prof. Tarhan stated that questions such as “Why did this child become silent, why did they become invisible, or why did they start behaving out of the ordinary?” are guiding for early intervention.
Prof. Tarhan, stating that isolated students should be identified, symptoms of depression monitored, and school psychological counseling effectively utilized, pointed to the importance of providing support before problems deepen.
Joint action should be taken in high-risk situations
Prof. Tarhan, stating that tertiary prevention involves crisis intervention in high-risk situations, said that threat assessment teams should be established.
Prof. Tarhan, drawing attention to the importance of families, schools, and mental health professionals acting together at this stage, stated that security measures should also be implemented when necessary. Tarhan suggested that the prevention and intervention process should be carried out through the coordination of different units.
Psychological resilience efforts should be part of school life
Prof. Tarhan, also referring to studies conducted in schools in the USA, stated that practices supporting students' psychological resilience are carried out within the scope of conscious awareness and social-emotional learning programs.
Stating that these studies focus on areas such as empathy, meaning, purpose, sharing, gratitude, and impulse control, Prof. Tarhan emphasized the importance of training that strengthens students' emotional skills in preventing violence.
Prevention efforts should also cover digital life
Prof. Tarhan, stating that the content and role models young people encounter in the digital environment should also be evaluated, said that intense screen exposure can lead to social isolation and superficial relationships.
Pointing out that some role models presented as mafia leaders aestheticize violence, Prof. Tarhan concluded by saying, “Therefore, modern prevention efforts should not only be within the school but also cover digital life.”
