Unveiling Aggression: Student Violence Towards Teachers and Peers in Public Schools in Pakistan

School violence has emerged as a pressing issue in Pakistan, transcending educational boundaries to permeate communities, streets, and homes. This study employs a dual approach, incorporating leadership and eco-systemic theory, to unravel the complexities associated with learner-on-teacher violence. Leadership, viewed as an intentional influence on organizational objectives, is explored as a crucial factor in addressing incidents of student-teacher violence. Bronfenbrenner's eco-systemic theory, focusing on the microsystem and mesosystem levels, is incorporated to understand the immediate environment and interactions influencing violent behaviors. The research investigates the impact of the learning environment on primary-level students' violence, utilizing a causal-comparative design. The population comprises fifth to tenth-grade students in public schools within Tehsil Ferozwala, with a total sample size of 450 students. Questionnaires, including the Students’ Violence Questionnaire and interviews with teachers and student teachers, were employed. Descriptive and inferential statistics, including Pearson correlation coefficients, were used for data analysis. The findings reveal a spectrum of violence, from physical assaults to threats, affecting both teachers and students. Instances of stabbing and assaults underscore the severity of the issue. Respondents reported varying frequencies of violence, with divergent opinions on the prevalence of student-initiated violence against teachers. The study also sheds light on school responses to violence, including counseling sessions and swift expulsion. The impact of incidents and threats on teachers is profound, causing fear, anger, and powerlessness, leading to abandonment of lessons and departure from schools. The study concludes by emphasizing the need for comprehensive strategies to address and prevent school violence, fostering a socially just educational environment in Pakistan. Cultural awareness and humor emerge as potential preventative measures against violence in schools, underscoring the importance of a holistic approach in mitigating the complex issue of school violence.