AN EXAMINATION OF THE EDUCATIONAL SYSTEM’S APPROACH TO VIOLENCE 

AND ITS INTERSECTION WITH GENDER, RACE, AND ETHNICITY

Educational systems play a pivotal role in either perpetuating or preventing violence

by shaping the values, attitudes, and behaviours of children. 

However, schools have also the potential to become places where non-violence is deeply embedded
in the minds and hearts of young people. 

To achieve that, a comprehensive understanding is needed—not only of how violence manifests but also of how an educational system approaches and addresses it across all aspects, from school policies and teacher training to teaching methods and curricula. 

This is why our Center has decided to implement a comprehensive research project to examine the extent to which the principle of non-violence—especially concerning gender, race, and ethnicity—is integrated into primary education in Cyprus. 

The project is titled ‘Mainstreaming non-violence: An examination of the educational system’s approach to violence and its intersection with gender, race, and ethnicity in Cyprus’. The project has started on 2 May 2025 and is expected to end on 30 April 2026.

It includes a research study aiming to assess whether, and how, the principle of non-violence is integrated into Cyprus’s primary education system, particularly in relation to gender and race/ethnicity. 

The study will identify gaps and strengths in addressing systemic violence via:

–Desk research. The first step of the research process. It aims to provide the team with a general
understanding of existing research on violence within educational systems, with a
particular focus on Cyprus. The team will review relevant Cypriot and international
literature, including previous studies on violence and pedagogy; the forms and extent of violence in schools; the relationship between violence and gender-based and race-based prejudices and inequalities; practices that prevent violence and promote a culture of non-violence. 

–Content analysis of school policies, curricula, teacher training, and educational materials. 

–Quantitative data collection. Developing and distributing a questionnaire to educators in public primary schools across Cyprus. The aim is to provide the project team with a comprehensive
understanding of violence within the educational system from the perspective of teachers. The questionnaire will explore values, patterns, and practices used by educational staff, as well as the strengths, weaknesses, and challenges they face in implementing these practices. A sample of 300 educators will be selected using stratified random sampling to ensure representation across different regions (urban and
rural areas) in Cyprus, reflecting the ratios of the school population. Factors such
as gender and the educator’s role within the school hierarchy will also be considered.

–Interviews with educators and key stakeholders. This includes 10 interviews with figures in education, including representatives from national authorities (e.g., Ministry of Education, Pedagogical Institute), school directors, teachers, and teacher association representatives. Some interviews will occur alongside the development of the questionnaire to inform the quantitative questions, while most will take place after the quantitative research to explore its findings further.

In addition, the project includes 10 interactive-experiential classroom workshops for primary school students aiming to cultivate social and life skills, such as empathy, non-violent communication, diversity, belonging, and free and creative expression of one’s personality. Five workshops will be held in urban areas and five in rural areas, ensuring representation from all grades (1-6). 

By evaluating the integration of non-violence in Cyprus’ educational framework, this project aims to provide valuable insights into the role of education in preventing violence against children and addressing gender-based and race-based violence. 

The findings will inform recommendations to reform educational policies and practices.