Prevencija antisocijalnog ponašanja učenika iz perspektive nastavnika

Abstract

Prevention of antisocial behavior of students today is a significant segment of school work. Teachers, as the bearers of all school activities, have a very important role in the preventive action of the school. Their opinions and attitudes about the ways and possibilities of prevention of antisocial behavior of children and adolescents in school are reflected in their participation in planning and implementation, as well as in the outcomes of the school preventive measures and activities. Starting from the importance of the role of teachers, we decided on a research that aimed to investigate the views of teachers on the prevention of student's antisocial behavior in school practice, more precisely, on the importance of various preventive measures and activities, the difficulties encountered in their implementation, and the opportunities for improving the preventive measures in schools. A total number of 162 teachers from 28 Belgrade primary schools participated in the research. The obtained results indicate that displaying the rules of conduct in school premises, acquainting students and parents with the rules of conduct, their rights and obligations, as well as organizing lectures on violence and the harmfulness of psychoactive substances, are the activities viewed by teachers as the most common preventive activities in school practice. Teachers also singled out thematic workshops as the activities that can give the greatest contribution to the prevention of the problematic student behavior. In contrast, they point out that the lack of parents' interest is the greatest difficulty in achieving the preventive action of the school, whereas the joint action of the key actors in the school work is viewed as one of the most important preconditions for achieving the preventive function of the school. The obtained research results indicate that in school practice more work should be done on the implementation of various preventive activities that would provide different levels and types of support to students and which would include all actors of school work.