Russian Journal of Deviant Behavior Russian Journal of Deviant Behavior Российский девиантологический журнал 2713-0622 102999 Психолого-педагогические исследования и профилактика девиантного поведения Psychological and pedagogical research and prevention of deviant behavior Психолого-педагогические исследования и профилактика девиантного поведения Forms of protecting teachers from students’ aggression Формы защиты учителей от агрессии со стороны учащихся https://orcid.org/0000-0001-8851-5313 Кузьмин Роман Геннадьевич Kuzmin Roman Gennadevich romquz@gmail.com Московский педагогический государственный университет Moscow State Pedagogical University 28 10 2025 28 10 2025 5 3 503 518 05 08 2025 20 09 2025 https://vestnikkf.ru/en/nauka/article/102999/view

Введение. Проблема агрессии учащихся, направленной на учителей, находится в фокусе современных исследований безопасности образовательной среды. Взаимозависимый контекст отношений акторов образовательного процесса осложняется негативным влиянием общества, создавая для учителя риски виктимизации. В связи с этим актуальным представляется рассмотрение форм и практик защиты учителей, направленных на предотвращение и работу с последствиями агрессии учащихся в отношении учителей. Материалы и методы. В работе проанализированы широко распространенные практики и формы защиты учителей, тесно связанные с проблематикой агрессивного поведения учащихся. Результаты исследования. Проведенный анализ форм защиты, направленных как на работу с последствиями агрессивного поведения учащихся в отношении учителей, так и на его профилактику, показал, что они могут быть реализованы средствами правовой защиты, скрининговых и мониторинговых исследований, инфраструктурными решениями и организационно-менеджериальными практиками за счет организации программ обучения учителей, административно-коллегиальной поддержки, работы с учащимися и их родителями, с помощью средств массовой информации и социальных медиа, а также благодаря влиянию сообщества. Заключение. В ходе анализа обоснована необходимость внедрения комплексного системного подхода, направленного на защиту учителей от агрессии со стороны учащихся.

Introduction. The problem of students’ aggression against teachers represents a significant concern in contemporary researches on the educational environment’s safety. The interdependent context of relations between actors in the educational process is complicated by the negative influence of society, creating risks of victimisation for teachers. In this regard, it is relevant to consider forms and practices of teachers’ protection aimed at preventing and dealing with the consequences of students’ aggression against them. Materials and methods. The research provides an analysis of common practices and forms of teachers’ protection deeply rooted in aggressive students’ behavior issues. Results. The carried out analysis of protection forms aimed at both dealing with the consequences of aggressive behavior of students against teachers and its preventing revealed that they can be implemented through legal protection, screening and monitoring studies, infrastructure decisions and organisational and managerial practices by organising training programmes for teachers, administrative and collegial support, working with students and their parents, using the mass and social media, as well as building the community influence. Conclusion. The analysis substantiates the need for implementing a comprehensive systemic approach aimed at protecting teachers from students’ aggression.

 агрессия протекция профилактика защита учителя педагоги учащиеся aggression protection prevention teachers educators students

Маченин, А. А. (2016). Собирательный образ школьного учителя в отражении теле/кино/ интернет медиапространства. Медиаобразование, 3, 23–48. Machenin, A. A. (2016). Sobiratel'nyj obraz shkol'nogo uchitelya v otrazhenii tele/kino/internet mediaprostranstva. Mediaobrazovanie, 3, 23–48. Реан, А. А., Егорова, А. В., Коновалов, И. А., Кузьмин, Р. Г. (2022). Подростковая агрессия в отношении учителя: опыт столкновения и связь с личностными факторами. Сибирский психологический журнал, 85, 118–143. https://doi.org/10.17223/17267080/85/6 Rean, A. A., Egorova, A. V., Konovalov, I. A., Kuz'min, R. G. (2022). Podrostkovaya agressiya v otno-shenii uchitelya: opyt stolknoveniya i svyaz' s lichnostnymi faktorami. Sibirskij psihologicheskij zhurnal, 85, 118–143. https://doi.org/10.17223/17267080/85/6 Реан, А. А., Егорова, А. В., Кузьмин, Р. Г., Шевченко, А. О. (2023). Взаимосвязь локуса контроля учителя и непрямой агрессии учащихся по отношению к нему. Мир психологии, 3, 231–250. https://doi.org/10.51944/20738528_2023_3_231 Rean, A. A., Egorova, A. V., Kuz'min, R. G., SHevchenko, A. O. (2023). Vzaimosvyaz' lokusa kont-rolya uchitelya i nepryamoj agressii uchashchihsya po otnosheniyu k nemu. Mir psihologii, 3, 231–250. https://doi.org/10.51944/20738528_2023_3_231 Реан, А. А., Коновалов, И. А., Кузьмин, Р. Г. (2025). Последствия для подростков – жертв агрессии: представления учителей с разным уровнем агрессивности. Национальный психологический журнал, 20 (4), 210–222. https://doi.org/10.11621/npj.2025.0416 Rean, A. A., Konovalov, I. A., Kuz'min, R. G. (2025). Posledstviya dlya podrostkov – zhertv agressii: predstavleniya uchitelej s raznym urovnem agressivnosti. Nacional'nyj psihologicheskij zhurnal 20 (4), 210–222. https://doi.org/10.11621/npj.2025.0416 Реан, А. А., Коновалов, И. А., Новикова, М. А., Молчанова, Д. В. (2021). Профилактика агрессии и деструктивного поведения молодежи: Анализ мирового опыта: монография. Санкт-Петербург: Издательско-полиграфическая компания «КОСТА». Rean, A. A., Konovalov, I. A., Novikova, M. A., Molchanova, D. V. (2021). Profilaktika agressii i destruktivnogo povedeniya molodezhi: Analiz mirovogo opyta: monografiya. Saint-Petersburg: Izdatel'sko-poligraficheskaya kompaniya «KOSTA». Соловьева, Т. С. (2018). Статус учителя в современном российском обществе. Социальное пространство, 1 (13), 1–17. https://doi.org/10.15838/sa/2018.1.13.3 Solov'eva, T. S. (2018). Status uchitelya v sovremennom rossijskom obshchestve. Social'noe prostrans¬tvo, 1 (13), 1–17. https://doi.org/10.15838/sa/2018.1.13.3 Темнова, Л. В., Новикова, В. С. (2022). Моббинг школьного учителя в современной образовательной среде. Вестник Югорского государственного университета, 4 (67), 206–216. https://doi.org/10.18822/byusu202204206-216 Temnova, L. V., Novikova, V. S. (2022). Mobbing shkol'nogo uchitelya v sovremennoj obrazova¬tel'noj srede. Vestnik Yugorskogo gosudarstvennogo universiteta, 4 (67), 206–216. https://doi. org/10.18822/byusu202204206-216 Aldridge, J. M., & McChesney, K. (2021). Parents’ and caregivers’ perceptions of the school climate: development and validation of the Parent and Caregiver Survey (PaCS). Learning Environ¬ments Research, 24, 23–41. https://doi.org/10.1007/s10984-020-09308-z Aldridge, J. M., & McChesney, K. (2021). Parents’ and caregivers’ perceptions of the school climate: development and validation of the Parent and Caregiver Survey (PaCS). Learning Environ¬ments Research, 24, 23–41. https://doi.org/10.1007/s10984-020-09308-z Berger, E., Reupert, A., & Campbell, T. C. et al. (2022). A Systematic Review of Evidence-Based Well¬being Initiatives for Schoolteachers and Early Childhood Educators. Educational Psychology Review, 34 (4), 2919–2969. https://doi.org/10.1007/s10648-022-09690-5 Berger, E., Reupert, A., & Campbell, T. C. et al. (2022). A Systematic Review of Evidence-Based Well¬being Initiatives for Schoolteachers and Early Childhood Educators. Educational Psychology Review, 34 (4), 2919–2969. https://doi.org/10.1007/s10648-022-09690-5 Cuellar, A. E., & Markowitz, S. (2015). School suspension and the school-to-prison pipeline. Inter¬national Review of Law and Economics, 43, 98–106. https://doi.org/10.1016/j.irle.2015.06.001 Cuellar, A. E., & Markowitz, S. (2015). School suspension and the school-to-prison pipeline. Inter¬national Review of Law and Economics, 43, 98–106. https://doi.org/10.1016/j.irle.2015.06.001 De Cordova, F., Berlanda, S., Pedrazza, M., & Fraizzoli, M. (2019). Violence at School and the Well-Be¬ing of Teachers. The Importance of Positive Relationships. Frontiers in psychology, 10, 1807. https://doi.org/10.3389/fpsyg.2019.01807 De Cordova, F., Berlanda, S., Pedrazza, M., & Fraizzoli, M. (2019). Violence at School and the Well-Be¬ing of Teachers. The Importance of Positive Relationships. Frontiers in psychology, 10, 1807. https://doi.org/10.3389/fpsyg.2019.01807 Espelage, D., Anderman, E. M., & Brown, V. E. et al. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agen¬da. American Psychologist, 68 (2), 75–87. https://doi.org/10.1037/a0031307 Espelage, D., Anderman, E. M., & Brown, V. E. et al. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agen¬da. American Psychologist, 68 (2), 75–87. https://doi.org/10.1037/a0031307 Martinez, A., McMahon, S. D., Espelage, D., Anderman, E. M., Reddy, L. A., & Sanchez, B. (2015). Teachers’ Experiences With Multiple Victimization: Identifying Demographic, Cognitive, and Contextual Correlates. Journal of School Violence, 15 (4), 387–405. https://doi.org/10.1080/15 388220.2015.1056879 Martinez, A., McMahon, S. D., Espelage, D., Anderman, E. M., Reddy, L. A., & Sanchez, B. (2015). Teachers’ Experiences With Multiple Victimization: Identifying Demographic, Cognitive, and Contextual Correlates. Journal of School Violence, 15 (4), 387–405. https://doi.org/10.1080/15 388220.2015.1056879 McMahon, S. D., Bare, K. M., & Cafaro et al. (2023b). Understanding parent aggression directed against teachers: A school climate framework. Learning environments research, 26 (3), 915–931. https://doi.org/10.1007/s10984-023-09460-2 McMahon, S. D., Bare, K. M., & Cafaro et al. (2023b). Understanding parent aggression directed against teachers: A school climate framework. Learning environments research, 26 (3), 915– 931. https://doi.org/10.1007/s10984-023-09460-2 McMahon, S. D., Cafaro, C. L., Bare, K., Zinter, K. E., Murillo, Y. G., & Lynch, G. et al. (2022a). Rates and Types of Student Aggression against Teachers: A Comparative Analysis of U.S. Elemen¬tary, Middle, and High School. Social Psychology of Education, 25 (4), 767–792. https://doi. org/10.1007/s11218-022-09706-6 McMahon, S. D., Cafaro, C. L., Bare, K., Zinter, K. E., Murillo, Y. G., & Lynch, G. et al. (2022a). Rates and Types of Student Aggression against Teachers: A Comparative Analysis of U.S. Elemen¬tary, Middle, and High School. Social Psychology of Education, 25 (4), 767–792. https://doi. org/10.1007/s11218-022-09706-6 McMahon, S. D., Martinez, A., Reddy, L. A., Espelage, D. L., & Anderman, E. M. (2017). Predicting and reducing aggression and violence toward teachers: Extent of the problem and why it mat¬ ters. In P. Sturmey (Ed.), The Wiley handbook of violence and aggression (Volume 3. Societal interventions, pp. 1335–1350). Hoboken, NJ: John Wiley & Sons. McMahon, S. D., Martinez, A., Reddy, L. A., Espelage, D. L., & Anderman, E. M. (2017). Predicting and reducing aggression and violence toward teachers: Extent of the problem and why it mat¬ters. In P. Sturmey (Ed.), The Wiley handbook of violence and aggression (Volume 3. Societal interventions, pp. 1335–1350). Hoboken, NJ: John Wiley & Sons. Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E., & Malau-Aduli, B. S. (2023). A Systematic Review of the Factors That Influence Teachers' Occupational Wellbeing. International journal of environ¬mental research and public health, 20 (12), 6070. https://doi.org/10.3390/ijerph20126070 Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E., & Malau-Aduli, B. S. (2023). A Systematic Review of the Factors That Influence Teachers' Occupational Wellbeing. International journal of environmen¬tal research and public health, 20 (12), 6070. https://doi.org/10.3390/ijerph20126070 Perry, A. H., Martinez, A., & Reddy, L. A. et al. (2024). Addressing violence against educators: What do teachers say works? School Psychology, 39 (5), 488–498. https://doi.org/10.1037/spq0000576 Perry, A. H., Martinez, A., & Reddy, L. A. et al. (2024). Addressing violence against educators: What do teachers say works? School Psychology, 39 (5), 488–498. https://doi.org/10.1037/spq0000576 Riley, K., Ellis, S., Weinstock, W., Tarrant, J., & Hallmond, S. (2006). Re-engaging disaffected pupils in learning: insights for policy and practice(R). Improving Schools, 9 (1), 17–31. https://doi. org/10.1177/1365480206061994 Riley, K., Ellis, S., Weinstock, W., Tarrant, J., & Hallmond, S. (2006). Re-engaging disaffected pupils in learning: insights for policy and practice(R). Improving Schools, 9 (1), 17–31. https://doi. org/10.1177/1365480206061994 Stilwell, S. M., Guzmán, P., Varela, J., McMahon, S. D., Bare, K., Heinze, J., & Zimmerman, M. (2025). Protecting Educators: A Scoping Review of Interventions That Address Teacher Victimization. Behavioral Sciences, 15 (2), 214. https://doi.org/10.3390/bs15020214 Stilwell, S. M., Guzmán, P., Varela, J., McMahon, S. D., Bare, K., Heinze, J., & Zimmerman, M. (2025). Protecting Educators: A Scoping Review of Interventions That Address Teacher Victimization. Behavioral Sciences, 15 (2), 214. https://doi.org/10.3390/bs15020214 Stilwell, S. M., Heinze, J. E., Hsieh, H. F., Torres, E., Grodzinski, A., & Zimmerman, M. (2024). Positive youth development approach to school safety: a comprehensive conceptual framework. Jour¬nal of school health, 94 (9), 848–857. https://doi.org/10.1111/josh.13485 Stilwell, S. M., Heinze, J. E., Hsieh, H. F., Torres, E., Grodzinski, A., & Zimmerman, M. (2024). Positive youth development approach to school safety: a comprehensive conceptual framework. Jour¬nal of school health, 94 (9), 848–857. https://doi.org/10.1111/josh.13485 Vakili, R., Vakili, S., Ajilian Abbasi, M., & Masoudi, S. (2024). Overcrowded Classrooms: Challenges, Consequences, and Collaborative Solutions for Educators: A Literature Review. Medical Edu¬cation Bulletin, 5 (2), 961–972. Vakili, R., Vakili, S., Ajilian Abbasi, M., & Masoudi, S. (2024). Overcrowded Classrooms: Challeng¬es, Consequences, and Collaborative Solutions for Educators: A Literature Review. Medical Education Bulletin, 5 (2), 961–972. Weiler, S. C., & Cray, M. (2011). Police at school: A brief history and current status of school resource officers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84 (4), 160–163. Weiler, S. C., & Cray, M. (2011). Police at school: A brief history and current status of school resource officers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84 (4), 160–163.