Evaluation and Guidance System to Address Risk Factors Associated with Violent Behavior in Schools

Received: 12/03/2025-Accepted:12/10/2025-Published: 30/06/2026

Abstract

This School violence has become one of the most significant challenges facing educational systems worldwide due to its adverse psychological, educational, and social consequences for students, schools, families, and society. In response to the growing emphasis on prevention rather than post-incident intervention, this study aims to propose a comprehensive scientific framework for establishing a national assessment and guidance system to identify and evaluate risk factors associated with violent behavior in school settings. The proposed framework seeks to facilitate the early identification of students at risk and support evidence-based preventive and intervention strategies.

This study adopts a descriptive-analytical approach through an extensive review and synthesis of contemporary theoretical and empirical literature on risk factors associated with aggressive, antisocial, and violent behavior among children and adolescents. It examines the principal theoretical perspectives explaining the development of violent behavior and reviews internationally recognized structured assessment instruments, particularly the Early Assessment Risk List for Boys (EARL-20B) and the School Social Behavior Scales (SSBS-2), in addition to several validated behavioral and psychological assessment tools. Furthermore, the study classifies risk factors into internal factors, including genetic, biological, psychological, and cognitive characteristics, and external factors related to family functioning, parenting practices, school climate, peer influence, neighborhood characteristics, and digital media exposure. The interaction between these factors and their cumulative contribution to the emergence of violent behavior are also discussed.

The analysis indicates that effective prevention of school violence depends on implementing multidimensional, evidence-based risk assessment systems capable of detecting risk factors and individual needs at an early stage rather than relying solely on reactive disciplinary measures after violent incidents occur. The reviewed literature consistently demonstrates that structured risk assessment tools improve the identification of high-risk students, facilitate targeted psychological and educational interventions, and contribute to reducing future behavioral problems and delinquency.

Based on these findings, the study proposes an operational framework for implementing the proposed assessment system. The framework includes the development of culturally appropriate assessment instruments with established psychometric properties, large-scale validation across educational settings, the integration of artificial intelligence technologies to generate individualized risk profiles, and the development of intervention and guidance manuals tailored to identified risk levels. Continuous monitoring and evaluation of intervention outcomes are also recommended to ensure the effectiveness and sustainability of the proposed system.

The study concludes that establishing a national school-based risk assessment and guidance system represents a strategic shift from reactive responses to proactive prevention. Such a system has the potential to strengthen school safety, promote students' psychological well-being, improve educational environments, and support evidence-based educational and mental health policies aimed at preventing school violence