The Causes of Childhood Aggression and the Need for Effective Measures to Address School Violence
As Cypriot society watches in shock as one incident of school violence after another comes to light—and in light of the recent incident at an elementary school in Nicosia, where a 10-year-old student was attacked by four of her classmates, questions are once again being raised about the causes of childhood aggression, the role of the family, the school, and the state itself in preventing and addressing school violence.
Speaking to “Alpha on Sunday,” school psychologist George Poyatzis explains that, greater media coverage of school violence incidents may, on the one hand, indicate an increase in such incidents, but on the other hand, it is possible that some incidents occurred in the past without being recorded.
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The data
In Cyprus, the Safe School Group’s report for 2024–2025 documents 510 incidents of violence from 98 schools that submitted data. Meanwhile, in a recent survey conducted by POED in the spring of 2026, 95% of the 1,017 elementary school teachers who participated estimated that incidents of school violence and delinquency have increased. However, it emphasizes that careful interpretation is needed to avoid misinterpretation and to ensure the essence of the issue is not lost. Official records have limited coverage, as the report itself acknowledges, while the survey reflects the participants’ perceptions. These findings, as she notes, justify the concern, but at the same time are not sufficient to ascertain the actual change in violence over time.
“We need to take what is recorded seriously, without asking the numbers to prove more than they can. Therefore, we need to avoid both the generalization that ‘children have become more violent’ and the reassurance that ‘this has always happened.’ “Greater visibility is an opportunity to better understand the problem,” Mr. Poyatzis notes.
Behind Violent Behavior
The incidents of school violence we’ve been seeing in recent days raise the following question: what are the deeper causes of aggression in children? When asked to answer this question, Mr. Poyatzis clarified that the same behavior can serve a different purpose for each child. In other words, one child may resort to violence because they perceive a situation as a threat and find it difficult to control their reaction. Another child may use violence to assert dominance or because they have learned that this is how they get what they want. Exposure to violence, inconsistent or overly strict boundaries, difficulties with self-regulation, rejection, and the broader circumstances a child experiences can all increase the risk of aggressive behavior. However, none of these factors alone determines the child’s development. As Mr. Poyatzis points out, it is important to examine their combination while also taking into account the relationships and resources that can serve as protective factors. In the context of applied psychology, understanding behavior requires an investigation of what preceded it, how the child perceived the situation, what they sought to achieve or did achieve through their behavior, and what happened afterward. These elements guide intervention, as understanding the causes is a fundamental prerequisite for taking responsibility to have real meaning.
The Role of the Family, School, and the State
In preventing and addressing violence, the family, the school, and the state all play a decisive role. According to Mr. Poyatzis, children learn how to handle disagreements by observing their parents. He explains that when a parent sets boundaries without humiliating the child, they teach by example the respect they expect.
As for school, he emphasized that prevention requires daily implementation of fair and understandable rules, effective supervision, the development of conflict-resolution skills, and the timely addressing of behaviors that hurt or exclude others. At the same time, he emphasized the need for early collaboration between teachers and parents, based on specific observations and shared goals.
Beyond the responsibility of the family and the school, Mr. Poyatzis also addressed the role of the government. Cyprus has policies and protocols in place regarding school violence. However, as he notes, implementing them requires access to professionals (school, counseling, and clinical) psychologists, support for families, and coordination among the Ministries of Education and Health and the Deputy Ministry of Social Welfare.
“It must be clear who is taking responsibility, what assistance will be provided, and when the situation will be reassessed. A child must not get lost in the referral process, nor should the family and the teacher be called upon to substitute for the entire support system.”
The Role of Bystanders in an Incident of Violence
Bystanders to an incident of violence can influence its outcome. However, not everyone reacts the same way, nor do they bear the same responsibility. Laughter and encouragement may reinforce aggressive behavior by acting as a reward for it. On the other hand, a child’s inaction does not necessarily mean they agree; they may be afraid of becoming the next victim, may not know how to react, or may not trust that adults will protect them. Mr. Poyatzis emphasizes the need to teach students specific and safe ways to intervene. For example, seeking help from a responsible adult, reporting what they have witnessed without public exposure, and supporting a classmate who has been subjected to violence. “It is not acceptable, and we cannot demand that a child risk their physical safety to prove that they care,” she emphasizes. At the same time, the attitude of adults plays a crucial role; they must respond to every report and monitor how the situation develops. After all, as she points out, encouraging children to speak up only has real value when it is accompanied by reliable protection. The key question, therefore, is not only why a child chose to remain silent but also whether they feel safe enough to speak up.
The question that arises is how children who commit acts of violence should be dealt with. The top priority, according to Mr. Poyatzis’s statements, is to stop the violence and protect the child who was subjected to it. As he explains, the child who perpetrated the violence needs clear boundaries and consequences commensurate with the severity of the act and appropriate for their age and developmental level. At the same time, the child needs to understand the harm they have caused and be supported in changing their behavior. “Punishment alone never ensures this change. It always requires an assessment of the (specific) child and their circumstances, possibly work on self-regulation, their perceptions of discipline, and the way they relate to others, along with interventions at home and at school,” she concludes.
