Recess and school violence: (Case of Tunisia)

International Journal of Research and Innovation in Applied Science (IJRIAS) | Volume VI, Issue IX, September 2021|ISSN 2454-6194

Recess and school violence: (Case of Tunisia)

Anouar Bettaieb, Yasmine Fekih, Salha Chelbie Snene
Institute of applicated human sciences of Mahdia, University of Monastir, Tunisia

Abstract: This paper tries to explain through a study about school violence during recess in primary schools. The basic objective is to comprehend the ways of regression of this particular violence. Otherwise, creating new pathways to fight against this phenomena. This research, conducted in the “Zgana” primary school in Mahdia, is based on an observation of this phenomena within the school playground for two weeks. In addition, it is carried out through a questionnaire intended for these school teachers and a semi-structured interview with the school director. The aim being to reflect on the climate that reigns during recreation. The results show that recreations are routinely and not enthusiastic as active recreations. In order to have an effect on Tunisian recreation climate in particular by the hypothetical decrease of the violence, recommendations which affect all actors in the education system, are proposed.

Keywords: Primary school, violence, Active recreation, education system

I. INTRODUCTION

Violence is a phenomenon that affects all of us and we are all concerned. Even children in schools are subject to violence and humiliation and this can usually affect their personality, their learning and their future prospects.
In Tunisia, for example, more than 34,000 cases of verbal or physical violence within schools were reported during the 2016-2017 school year. An increase of more than 57% compared to the year 2015.
This school violence takes place during learning time in the classroom and especially during recess in the schoolyard. Violence in the schoolyard is becoming a worrying phenomenon, and rightly so.
The recreation area is an open space, surrounded by walls and/or buildings, which is part of a home, an administrative building, or a school. It is also the time given to learners to play or relax. In other words, recess should be considered a break from the conventional school setting in which children are confined to a small environment and spend between 50% and 70% of their time sitting.
The playground is defined as a specific area within a school where learners can relax and move freely in the open air during breaks in the day (recess). In fact, in an elementary school playground, children are most often seen running around, playing ball, etc., while in a middle school or high school, children are more likely to be seen playing with their parents. The playground has a social mission where each learner can situate himself or herself in relation to others.
Julie Delalande (2005), considers the schoolyard as “a common place, frequented for generations by all the children of our country, several times a day and over many years.

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