![]() The WHO defined violence in children and adolescents as any actions or failure to act that damage their health, well-being, psychophysical integrity, freedom and right to achieve full development. The UNICEF (2019) found almost 32% of children to suffer violence at least once a month in most schools across the world. High-risk and violent behaviors have been reported in 19.7% of male and 19.6% of female Iranian students. As a major obstacle to educational objectives, the violence emerging at school as a reliable and safe environment can spread to other social domains in the long run.Īs a major social harm among adolescents, violence is prevalent among school students. According to the present findings, violence in adolescents is affected by a multilevel mechanism based on social relationships. “Violence as the collapse of individual and socio-familial capital” was labeled the core category of the present study. The strategies of adolescents with violent behaviors such as ignoring school rules and bullying can cause their humiliation, loss of ideal opportunities in life, punishment and rejection. According to the model proposed by Strauss and Corbin, causal conditions comprised “economic challenges facing the family”, “academic apathy”, “seeking pleasure”, “self-other differentiation” and “family disorganization”, contextual conditions included “school inefficiency”, “environmental conditions” and “cultural diversity” and confounding conditions consisted of “peer pressure” and “puberty”. Individual semi-structured interviews conducted based on the participants’ experiences were analyzed in MAXQDA 2020. ![]() Twenty senior high school students were selected using purposive sampling with maximum variation. ![]() The present qualitative research was conducted in 2021 to explain violence behaviors among male adolescents in Karaj, Iran. ![]() Increasing violence behaviors among high school adolescents affects different dimensions of the efficiency of educational institutions. ![]()
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