'You can try but you won't stop it. It'll always be there': Youth perspectives on violence and prevention in schools.

TY - JOUR

T1 - 'You can try but you won't stop it. It'll always be there'

T2 - Youth perspectives on violence and prevention in schools.

AU - Sundaram, Vanita

PY - 2015

Y1 - 2015

N2 - The role of schools in preventing violence among teenagers has been highlighted, as has the development of youth-led prevention initiatives. This paper explores how young people's views on violence influence their perceptions of its preventability, drawing on focus group discussions with 14-16 year-olds from six schools across the north of England. Young people view violence as a highly individualised phenomenon and gender norms play an important role in shaping young people's perceptions of the preventability of violence. The findings presented here suggest that school-based violence prevention must fundamentally address gender norms and expectations in order to challenge young people's acceptance and tolerance of violence.

AB - The role of schools in preventing violence among teenagers has been highlighted, as has the development of youth-led prevention initiatives. This paper explores how young people's views on violence influence their perceptions of its preventability, drawing on focus group discussions with 14-16 year-olds from six schools across the north of England. Young people view violence as a highly individualised phenomenon and gender norms play an important role in shaping young people's perceptions of the preventability of violence. The findings presented here suggest that school-based violence prevention must fundamentally address gender norms and expectations in order to challenge young people's acceptance and tolerance of violence.

KW - gender

KW - violence

KW - education

KW - youth

KW - schools

U2 - 10.1177/0886260514556106

DO - 10.1177/0886260514556106

M3 - Article

SN - 0886-2605

VL - 31

SP - 1

EP - 25

JO - Journal of interpersonal violence

JF - Journal of interpersonal violence

IS - 4

ER -