Benbenishty Rami, Zeira Anat, Astor Ron Avi, Khoury-Kassabri Mona
Paul Baerwald School of Social Work, Hebrew University of Jerusalem, Jerusalem, Israel.
Child Abuse Negl. 2002 Dec;26(12):1291-309. doi: 10.1016/s0145-2134(02)00416-7.
This paper reports on the prevalence of emotional and physical maltreatment of students in primary schools by school staff in Israel. Victimization by staff was analyzed according to students' gender, age group (4th, 5th, and 6th grade), cultural group (Jewish-non-religious, Jewish-religious, and Arab schools), school characteristics (school size and class size), and by socio-economic status of the students' families.
Data were obtained from a nationally representative sample of 5472 students in Grades 4-6 in 71 schools across Israel. The students completed questionnaires during class, which included a scale for reporting physical and psychological maltreatment by staff. Data on the socio-economic status of the families of the students in each school were also obtained.
Students reported generally high rates of maltreatment by staff members. Almost a third reported being emotionally maltreated by a staff member, and more than a fifth (22.2%) reported being a victim of at least one type of physical maltreatment. The most vulnerable groups for maltreatment were males, students in Arab schools, and students in schools with a high percentage of students from low-income and low-education families.
These high rates of primary school students' victimization by staff are unacceptable. We recommend educational campaigns among teachers, as well as allocating more resources to support staff in low socio-economic neighborhoods.
本文报告了以色列学校工作人员对小学生进行情感和身体虐待的普遍情况。根据学生的性别、年龄组（四年级、五年级和六年级）、文化群体（犹太非宗教学校、犹太宗教学校和阿拉伯学校）、学校特征（学校规模和班级规模）以及学生家庭的社会经济地位，分析了工作人员的侵害行为。
数据来自以色列全国71所学校中5472名四至六年级学生的代表性样本。学生们在课堂上完成问卷，其中包括一个用于报告工作人员身体和心理虐待情况的量表。还获得了每所学校学生家庭社会经济地位的数据。
学生报告称工作人员的虐待率普遍较高。近三分之一的学生报告曾受到工作人员的情感虐待，超过五分之一（22.2%）的学生报告曾是至少一种身体虐待的受害者。受虐待最 vulnerable 的群体是男性、阿拉伯学校的学生以及来自低收入和低教育家庭学生比例较高的学校的学生。
小学生遭受工作人员侵害的这些高比率是不可接受的。我们建议在教师中开展教育活动，并在社会经济地位较低的社区分配更多资源以支持工作人员。
