Table of ContentsSummaryCriminalization of BullyingReferencesSummarySchool bullying is almost common in all schools around the world. Criminalizing school violence is not an effective solution to the problem. Not only does this increase harm to children, but it also leads to other criminal activities among students. Many social, political and economic factors have led to school violence. Criminalization has failed to address the root cause of school bullying. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay However, it negatively affects both victims and perpetrators. Criminalization is not an effective solution; this increases depression, anxiety, low self-esteem, poor academic performance, and other problems among students. Bullying prevention and rehabilitation programs should be initiated to reduce the problem of bullying. Criminalization of harassment Harassment is a structural problem based on prejudice and stigma, the solution to which cannot be the criminalization of those who commit it. Harassment is discrimination because it prevents the creation of conditions conducive to learning for everyone involved, not only who is the victim, but also who commits the aggression and who participates in it as an observer. Bullying is common all over the world, but there are many countries. this agreement is strict. The criminalization of school bullying has no basis in the literature. Many factors have led to the criminalization of school violence. There are many sociological theories explaining the factors that led to the criminalization of school bullying. The main factor that led to the criminalization of schooling is societal fear. Social and political fear over school crime and social insecurity has led to the criminalization of schools (Rios, 2011). The second factor involves making efforts to adapt to growing structural realities and realignment of power (Hirschfield, PJ, & Celinska, 2011). Social life is an important aspect of school criminalization. School bullying often leads to school violence. Teachers and principals were mostly willing to transfer all disciplinary responsibilities to the police. Fear is an even bigger factor leading to the criminalization of school in a safe school. This is not just a response to school violence. Research has indicated that irrational and racist beliefs of politicians, educators and parents towards school and thoughts also lead to violent behavior. Researchers view youth as the scapegoat of politicians and educators. They refused help from government and other corporations to combat school violence (Hirschfield and Celinska, 2011). School criminalization has shifted the focus from youth fear to broader concerns based on socio-economic and socio-political change and political interference in school discipline (Rios, 2011). Research on political engagement in school criminalization has indicated the emergence of structural political engagement. Structural political involvement in the process of school criminalization has weakened the ideological foundations of school disciplinary practices and their practical consequences. School penal transformations have modified judicial policies concerningschool bullying. The white, middle-class response to urban problems and increased taxes has contributed to increased youth violence in schools. Policies regarding youth poverty have also pushed the minds of young people to resort to violence in schools. Deindustrialization and the penal industry have direct implications for disciplinary practices regarding school violence. For example, billions in taxes invested in mass incarceration of expensive schools to improve behavior, such as expensive hiring of teachers and guidance counselors. The penal industry's uneven distribution of education and its disinvestment in urban schools has shifted the focus. Additionally, the growth of a robust criminal justice system formed by powerful criminal professionals may have expanded school criminalization by increasing the juvenile system or the role of police in schools or by assigning school consultants and vendors who implement technologies to improve school crime recognition capabilities (Hirschfield and Celinska, 2011). ).In the literature, government effectiveness is now viewed not by fairly distributing money and resources, improving human capital, or protecting civil rights, but rather by defending citizens against crimes and keeping criminals responsible. Because public crime is a high priority problem and is a politically easier way to shift attention from deep to complex problems. In the school context, this model is highly applicable and is reflected in school delinquency collection data. This was also manifested in responsible school reforms. New reforms and laws shifted schools to centralized policymakers at the state and local levels. Low-performing schools adopt these reforms to meet the state-mandated threshold for achievement and attendance (Cornell & Limber, 2015). Zero-tolerance policies regarding school violence have helped the government mask social injustice, but also deny the importance of mitigating factors. The transfer of school disciplinary activities from schools to the police or professionals also supports these factors, as the police are ill-equipped to address the psychological and social roots of school bullying. School criminalization does not help put an end to school bullying; on the contrary, it increased the rate of school violence (Hirschfield, 2008). Jeness discussed the criminalization model presented by McGarrell & Castellano 1993. This model explains how the process of large-scale criminalization can be understood. The model is divided into three levels. The first-level “structural foundation” deals with the social and cultural factors that produce crimes in society and how society responds to these crimes. The second level, “social organization of crimes and crime,” indicates factors related to perceived experiences of crimes as well as how legislation addresses them to combat fear of crime. The third is “trigger events,” which discusses events that lead to crimes (Jenness, 2004). This model is directly applicable depending on school criminalization. Bullying at school is not a direct response to personal problems (Jenness, 2004). A number of social, political and economic factors have led to school violence. Racial prejudice, social and ethnic inequality, fear of crime, the criminal justice system, sanctions, media attentionA focus on crime as a sensational event and political interference are some factors that play a significant role in school bullying (George, 2010). Parents' lack of attention to their children's grooming and well-being, as well as crime policies and legislation, are also seen as a major factor in incidents of school bullying. (George, 2010). Criminalization in schools has not reduced school violence; instead, it does more harm to everyone involved – both those who were bullied and those who did the bullying. Societies need to pay more attention to reducing crime; criminalization will not solve the problem or alleviate the problem of bullying in schools. According to a comprehensive 2016 study by the National Academies of Sciences, Engineering, and Medicine, criminalization alone would not solve the problem of school bullying. School suspensions, criminalization or expulsions must not only fail to stop bullying, but also harm children. Criminalization increases children's contact with the juvenile system and also increases the risk of trauma, school failure and suicide among children (Rivara & Le Menestrel, 2016). Students who witness acts of violence at school later experience the same psychological, social and academic consequences as victims of these attacks. These effects result in drugs, crime, depression, social anxiety, and lower academic performance (Feld, 2015). Although this is not a direct cause of the suffering of bullies, as it is for victims, some studies indicate that bullies can be found in the antechamber of criminal behavior. Although it is paradoxical, with their execrable attitude, bullies often obtain the approval and even admiration of some of their partners, which leads them to reinforce their bullying attitudes by obtaining, at least momentarily, success with them (Feld, 2015). a problem of enormous social inequality, and this has had a social impact. These are people who have already seen that their parents and grandparents continue to earn low wages, they live in colonies with circles of violence, these are very specific colonies, where there is drug addiction, pregnancies teenage girls. This does not mean justifying the commission of crimes, but to understand in what conditions thousands of young people develop in a country characterized by high rates of violence, an unequal economy and few opportunities for development and social advancement by education or employment. The vast majority come from communities where crime and violence is completely normalized, where often a family member is in prison and has committed crimes. More cameras, more police, alternative measures are the only palliative to the phenomenon which will only take a back seat when we enter the macros. The criminalization of young people does not solve the problem but complicates it (Feld, 2015). For many years, young people were thought to be a problem, without realizing that they were a solution, a solution that has not only been abandoned and turned into a step backwards. If parents and reformers did their part, there would be no need to criminalize school violence (Rios, 2011). When we talk about bullying in the school context, two positions are generally identified: the bully or harasser and the one who is bullied, harassed or victimized. The young man who harasses, generally, when he is discovered, the school sanctions him and expels him..