Medvrstniško nasilje na osnovnih šolah - analiza stališč in pogledov učencev : diplomsko delo univerzitetnega študijskega programa Varstvoslovje

Petrič, Gregor

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Title:	Medvrstniško nasilje na osnovnih šolah - analiza stališč in pogledov učencev : diplomsko delo univerzitetnega študijskega programa Varstvoslovje
Authors:	ID Petrič, Gregor (Author) ID Bučar-Ručman, Aleš (Mentor) More about this mentor...
Files:	UN_Petric_Gregor_2025.pdf (1000,15 KB) MD5: C0F090DCED70FCB0CB06C7782A247F4D
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	FVV - Faculty of Criminal Justice and Security
Abstract:	Diplomsko delo obravnava perečo problematiko medvrstniškega nasilja v slovenskih osnovnih šolah z vidika učencev kot ključnih deležnikov. Namen raziskave je bil analizirati doživljanje, razumevanje in stališča osnovnošolcev do nasilja med vrstniki ter oceniti učinkovitost obstoječih preventivnih in intervencijskih pristopov v šolskem okolju. Teoretični del zajema konceptualizacijo vrstniškega nasilja, podatke iz raziskav HBSC (2002–2022) in analizo pojavnih oblik ter družbenih determinant nasilnega vedenja. Posebna pozornost je namenjena razlikam v zaznavanju nasilja med učenci in odraslimi, s poudarkom na verbalnih, socialnih in spletnih oblikah, ki jih učenci pogosto razumejo kot najškodljivejše. Empirični del naloge temelji na kvalitativni analizi fokusnih skupin, izvedenih v okviru mednarodnega projekta Erasmus+ »Z znanjem nad nasilje v šolah«, ki je potekal na petih slovenskih osnovnih šolah. Ugotovitve kažejo, da učenci nasilje prepoznavajo predvsem v obliki verbalnega zaničevanja, socialne izključenosti in spletnega nadlegovanja. Šole se na nasilje odzivajo različno, odzivi učiteljev pa so po mnenju učencev pogosto tudi neučinkoviti ali nedosledni. Učenci opozarjajo tudi na pasivnost vrstnikov in pomanjkanje varnih prostorov v šolskem okolju. Na podlagi izsledkov so v nalogi predstavljeni predlogi za izboljšanje preventivnih programov, ki bi morali temeljiti na aktivnem vključevanju učencev, večdimenzionalnem pristopu ter krepitvi šolske klime in empatije. Zaključki poudarjajo potrebo po sistematičnem spremljanju stanja na šolah, ustreznem usposabljanju strokovnih delavcev in celostni vključitvi staršev, da bi se učinkovito zmanjšala prisotnost vrstniškega nasilja ter povečal občutek varnosti učencev.
Keywords:	stališča učencev, diplomske naloge
Publication status:	Published
Publication version:	Version of Record
Place of publishing:	Ljubljana
Place of performance:	Ljubljana
Publisher:	G. Petrič
Year of publishing:	2025
Year of performance:	2025
Number of pages:	V f., 52 str.
PID:	20.500.12556/DKUM-94460
UDC:	316.644:364.63(043.2)
COBISS.SI-ID:	255123459
Publication date in DKUM:	28.10.2025
Views:	208
Downloads:	82
Metadata:
Categories:	FVV
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	18.08.2025

Secondary language

Language:	English
Title:	Medvrstniško nasilje na osnovnih šolah, analiza stališč in pogledov učencev
Abstract:	The thesis addresses the pressing issue of peer violence in Slovenian primary schools from the perspective of students as key stakeholders. The aim of the research was to analyse the experiences, perceptions, and attitudes of pupils regarding peer violence, as well as to evaluate the effectiveness of existing preventive and intervention approaches within the school environment. The theoretical part includes a conceptualisation of peer violence, data from HBSC studies (2002–2022), and an analysis of the manifestations and social determinants of violent behaviour. Special attention is given to the differences in how violence is perceived by students versus adults, with a focus on verbal, social, and cyber forms, which students often identify as the most harmful. The empirical part is based on a qualitative analysis of focus groups conducted as part of the international Erasmus+ project With Knowledge Against Bullying in Schools, implemented in five Slovenian primary schools. The findings indicate that students primarily recognise violence in the form of verbal humiliation, social exclusion, and cyberbullying. Schools respond to violence in varying ways, while teacher responses are often perceived by students as ineffective or inconsistent. Students also highlight peer passivity and the lack of safe spaces within the school environment. Based on these findings, the thesis proposes several measures for improving preventive programmes. These should be grounded in the active inclusion of students, a multidimensional approach, and the strengthening of school climate and empathy. The conclusions emphasise the need for systematic monitoring of school conditions, adequate training for educational staff, and the comprehensive involvement of parents in order to effectively reduce peer violence and increase pupils’ sense of safety.
Keywords:	peer violence, students’ perceptions, preventive programs, manifestations of violence

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