Silent Crisis: Examining the Alarming Trend of Violence against Teachers in Moroccan High Schools

Abstract

In learning environments where knowledge is produced, and futures are shaped, a growing epidemic remains largely hidden from the public view, which is violence against teachers. Teachers confront a multitude of challenges in the classroom including the difficult reality of experiencing violence at the hands of their own students. Such acts of aggression, whether overt or subtle, destabilize the holiness of the educational environment and destroy the trust and respect that are essential for effective teaching and learning. Using both the quantitative and qualitative approaches, this article aims to shed light on the frequency, causes, and consequences of violence against teachers. Furthermore, this article explores the various forms of aggression teachers encounter, with a focus on the most targeted gender. The findings reveal that school violence is a pervasive issue that occurs daily in various forms including verbal, physical, psychological, behavioral, and sexual aggression against teachers. Contrary to common assumptions, the study revealed that this phenomenon is not influenced by teachers’ gender. Key contributing factors include students’ academic struggles, exposure to violence, lack of morals, media influence, peer pressure, and acts of revenge. Additionally, teacher-related factors, such as weak personalities, humiliation of students, and criticism, exacerbate the problem. The consequences of such violence are profound as it leaves teachers feeling insecure, altering their behavior, reducing interactions with students, and diminishing their self-esteem. In severe cases, this leads to absenteeism or even resignation. Given the alarming nature of these findings, this article advocates for proactive measures to address the issue and create a safe, supportive, and violence-free environment in Moroccan schools.