Educational Inequality, a Ground for Violence: Examining the Relationship Between School Resource Levels and Violence in an Urban District

This study aims to examine the relationship between the level of school resources and the incidence of violence in an urban district (District 15 of Tehran). Given the importance of school violence and its impact on students' mental and physical health as well as the quality of education, this research explores the environmental factors contributing to the occurrence of violence in schools. The research methodology combined semi-structured interviews with 10 staff members (principals, teachers, counselors) from two schools with different levels of resource availability (one well-resourced school and one under-resourced school), along with non-participant observations in these schools' environments. The findings indicate that under-resourced schools, due to a lack of educational and welfare facilities, inadequate physical space, and socio-economic pressures on students and their families, are more prone to incidents of violence. The types of violence observed in under-resourced schools included physical fights, bullying, aggressive behaviors, and verbal violence. In contrast, well-resourced schools, which benefit from proper facilities and a calm atmosphere, experienced fewer instances of violence. Factors influencing school violence include environmental factors (school facilities, physical space), socio-economic factors (family conditions), and individual factors (students’ psychological and behavioral issues). The results of this study highlight the need for increased attention to under-resourced schools and suggest practical strategies for reducing violence in these settings. Recommended solutions include allocating more resources to under-resourced schools, providing counseling and psychological services to students and their families, organizing educational workshops for students, teachers, and parents on violence prevention, and strengthening collaboration between schools and social organizations. This study can support educational planners and policymakers in promoting educational equity and reducing school violence.