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During the latest years, the phenomenon of violence against teachers has been a growing concern for contemporary schools all over the world (Bounds & Jenkins, 2018). Existing studies propose increasing prevalence estimates (McMahon et al., 2017) and various harmful consequences for victims and schools (Wilson et al., 2011; Huang et al., 2017). Yet, this phenomenon is still severely understudied. Therefore, this study attempts to address some of the existing literature gaps by providing in-depth qualitative information on educators’ thoughts and experiences on the subject. More specifically, this study aims to investigate the different forms and consequences of violence against teachers as well as the teachers’ perceptions about the factors that motivate students to engage in violent behaviours against them. Information relevant to the purpose of this study was comprehended through semi-structured interviews and analysed by using the method of conventional context analysis. Findings from the interviews suggested that violence against teachers is commonly experienced in both indirect (e.g. rumour spreading, property crime) and direct forms (e.g. verbal and physical violence), whereas consequences were found to impact teachers’ psychological wellbeing, their personal lives, the students and consequently several aspects of the school climate itself (e.g. teaching and learning experience). Additional findings suggested that students’ violent behaviour can be motivated by several factors who are either of personal nature to a student (e.g. receiving an unexpected grade) or a result of the preestablished student culture (e.g. normalisation of violence among peers and generalisation of behaviour). Directions for future research, policy implications and targeted interventions are considered in the context of these findings.

Denna studie undersökte normbrytande beteende samt dess relation till föräldrars beteende. Syftet var att undersöka de två synsätten på detta förhållande som framgår i studier på ämnet, den klassiska bilden där det är föräldrars beteende som format ungdomars beteenden, samt en bild som kontemporära studier presenterat där föräldrarna responderar på ett normbrytande beteende genom att ändra sitt eget beteende. Studien baseras på en longitudinell datainsamling utförd i en medelstor svensk kommun, där ungdomar besvarat självskattningsformulär utformade att mäta normbrytande beteende samt deras föräldrars varma eller kyliga beteende. Resultatet av regressionsanalyserna visar flera signifikanta resultat över tid, både negativa reaktioner samt grad av kontroll från föräldrarna predicerade ett normbrytande beteende, medans ett normbrytande beteende exempelvis predicerade arga utbrott samt minskad värme hos föräldrarna. / This study examined juvenile delinquency and its relation to parenting behavior. The purpose was to examine the two differing points of view that is present when reviewing the subject, the classical point of view where it is the parent’s behavior that shapes juvenile delinquency, and the point of view presented in contemporary studies where the parents respond to delinquency by changing their own behavior.   The study is based on a longitudinal data collection performed in a smaller Swedish municipality, where self-report forms have been administered to the juveniles aimed to measure delinquency and their parent’s warm or cold behavior. The results of the regression analysis show multiple significant effects over time, both negative reactions to disclosure and degree of control from the parents predicted adolescent delinquency, and adolescent delinquency predicted angry outburst as well as a decrease in the level of warmth from the parent.

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