Introduction

Part 1.
The Concept and Scope of School Violence | Understanding and Properly Understanding School Violence

01 The moment when a prank becomes school violence
02 Is theft school violence or a violation of school rules?
03 An elementary school student sexually assaulted a kindergarten student.
04 Is it self-defense or mutual school violence?
05 If a student assaults a teacher, is it school violence?
06 What if the victim's guardian scolded the perpetrator?
07 I reported school violence, but can I cancel it?

Part 2.
Preventing School Violence | Seize the Golden Time Step by Step!

08 Interest and observation are the beginning of preventing school violence.
09 Cyberbullying Prevention and Response Methods
10 Ways to Increase Students' Sensitivity to Violence
11 Helping Students Who Have Difficulty Making Friends
12 Preventing School Violence Caused by Gaslighting
13. Dormitory Violence: A Case of Many Blind Spots
14 Will you be a bystander or a defender?

Part 3.
Investigating and Responding to School Violence | Preparing for Wise Case Handling

15 General Procedures for Handling School Violence Cases
16 What does the school violence response organization do?
17 Who is the school violence investigator?
18 The role of the teacher in charge when school violence occurs
19 Preparation of teachers in charge of school violence work
20 The parents came to the school angry.
21. How should I inform parents when school violence occurs?
22 The guardian strongly protests the separation of the offender.
23 What measures are taken to protect the victimized student after the separation of the perpetrator and the victimized student is completed?
24 What if the victim's guardian requests that the offending student be suspended from school or transferred to a different class?
25 Do I need to obtain the consent of the guardian when investigating the case?
26 Can I call you in during class time and ask you a question?
27 How should I counsel students related to school violence?
28 The victim just cries and doesn't speak.
29 The offending student does not admit to the mistake.

Part 4.
Principal Self-Resolution and Relationship Restoration | Approaches to Healing Wounds

30 What is the school principal's self-resolution?
31 How does the principal's self-resolve help students?
32 If the medical certificate is retrieved, can the school principal resolve the issue on his/her own?
33 There was a fight between the two guardians.
34 How should I proceed with the relationship recovery program?
35 How should I guide guardians through the relationship recovery program?
36 Things You Must Know Before Undergoing a Relationship Recovery Program

Part 5.
The Diverse Problems of School Violence | Wise Problem Solving in Various Situations

37 Should the case be postponed until the investigation results are out?
38 If reconciliation is reached, can the case be stopped?
39 I want to handle it only in the direction the guardian wants.
40 I don't know who the perpetrator is
41 The offending student attends another school.
42 The victim student has a disability.
43 multicultural students were victims of school violence.
44 I reported the incident that happened in middle school to high school.
45 Parents of Victims Don't Trust the School
46 The parent of the offending student does not admit to the child's wrongdoing.
47 Ask for the contact information and address of the other party's parents.
48 The victim's guardian excessively criticizes the perpetrator.
49. They ask me to show them all the documents related to school violence.
I received a request from the 50th police station to send me some information.

Part6.
School Violence and the Deliberation Committee | The Role and Concerns of the School Violence Countermeasures Deliberation Committee

51 What does the Deliberation Committee do?
52 To parents who received the guide to attending the deliberation committee
Why is a subcommittee 53 necessary?
I am a member of the 54th deliberation committee, and the victim is a student in my class.
55 Questions to consider the victim side in the deliberation committee
56 Questions to be asked by the Deliberation Committee to confirm the perpetrator's reflection
57 What measures are in place to protect students who have been victimized?
58 Should protective measures be taken for victimized students unconditionally?
59 The victimized student wants to transfer schools.
60 What are the disciplinary measures taken against the offending student?
61 What are the criteria for taking action against a student who commits an offense?
62 Does the written apology measure restrict freedom of conscience?
63 Split Report and Action Decision
64 What should be done about the issues that occurred after the graduation ceremony?

Part7.
The End of School Violence | How to Say Goodbye to School Violence

65 How long must the measures for the offending student be implemented?
66 I'm curious about administrative adjudication and administrative litigation.
67 Whether or not a student from an athletic club who has been subject to disciplinary action against the perpetrator will participate in the competition
68 Guidance on appeal procedures for parents dissatisfied with a decision
69 If the victimized student files an appeal against the action taken against the perpetrator student
70 If the offending student files an appeal, can the measures be taken?
71 Are the actions taken against the offending student always recorded in the school records?
72 If I file an appeal, will the record of my birth certificate be reserved?
73. The Deliberation Committee meeting is held in private.
74 Efforts to Recover and Heal Victims of School Violence
75 What support is available for victims of school violence?
76 Efforts to guide the offending student and prevent recurrence
77 Creating Schools for All

The text that appears
References

School violence: a scary and difficult problem, but one that must be addressed.

The thing that makes it most difficult for teachers at school is definitely school violence.
School bullying doesn't just happen in special schools or among special students.
It has become an ordinary, everyday incident that can happen anytime, anywhere in an educational setting.
From a teacher's perspective, it is like a big homework assignment that they want to avoid but cannot, that is scary and uncomfortable but must face and solve.
This book is a friendly guide for teachers who find school violence difficult and uncomfortable.
We've taken a closer look at various cases of school violence that we've often thought of vaguely, and perhaps even wanted to ignore, and we've included tips on how to resolve these issues more wisely and intelligently.
The diverse experiences and know-how of the authors of this book—teachers, lawyers, and experts in the field of school violence—will help create a healthier educational community and serve as a helpful guide for teachers struggling with school violence.

Golden Time for Basic Understanding and Prevention of School Violence

The beginning of this book is a part that helps with the concept and understanding of school violence.
The scope and concept of school violence were explained more clearly through various examples of situations that may seem ambiguous at first glance and cannot be defined as school violence.
It is most important to detect and prevent school violence before it develops into an issue.
There are usually many small signs that appear before an incident occurs, but in most cases, if these are not resolved or addressed, they lead to school violence.
This book continues by introducing how teachers and other school members can identify and prevent signs of school violence.
Based on the authors' own field experience, they have easily explained how this can be applied in schools.
It includes all the cases of harm that can occur to students, including not only school violence, but also cyberbullying, gaslighting, and dormitory violence, as well as solutions.

School Violence: Responding Wisely and Intellectually and Saying Goodbye

For teachers, school violence is always a scary and burdensome thing.
In particular, emotional responses and complaints from parents make teachers more tired and burdened.
Nonetheless, the authors of this book emphasize the need to believe that teachers are the experts in solving school violence problems.
This is because most school violence cannot be free from educational issues.
This book helps teachers take an active role in resolving school violence when it occurs.
We propose ways to create an early response system that school members can participate in, and explain step-by-step how to put it into practice.
When school violence occurs, the victimized student is not properly protected, and the perpetrator often responds by reporting the incident rather than reflecting and apologizing.
As parents' complaints and emotions pour in and lawsuits and lawsuits continue, the psychological burden on teachers is bound to increase.
This book introduces a variety of situational problem-solving techniques to address these issues, ways to restore trust between teachers, students, and guardians, and answers questions about the role and concerns of the School Violence Countermeasures Committee.
Finally, the final steps for properly saying goodbye to school violence, including the recovery of the victimized student and the guidance and prevention of recurrence of the perpetrator, are also explained in detail.