ADANA — Psychiatrist Özden Polatöz said poverty, family conflict and exposure to virtual violence are among the key drivers of rising violence in schools, while education union representative Cudi İmrek stressed that the issue cannot be explained by individual behaviour alone and criticised education policies.

 

Sixteen people were injured in a shooting at Ahmet Koyuncu Vocational and Technical Anatolian High School in the Sêwereg (Siverek) district of Riha (Urfa). As the incident continues to draw public attention, a separate shooting at a school in Mereş (Maraş) left nine people dead. The fact that the perpetrators were minors has shifted focus onto government policies on children and the education system.

 

There is no comprehensive national data system tracking violence in schools. In the 2017–2018 academic year alone, incidents of violence and security concerns were reported in 362 schools, according to media reports. Judicial records indicate that at least 120 students were victims of violence on school grounds between 2012 and 2022, although these figures cover only limited regions and do not reflect the nationwide picture.

 

Experts say social violence, economic hardship, psychological issues among young people and the lack of adequate support mechanisms in schools all contribute to the problem.

 

‘SENSE OF SECURITY IS BEING ERODED’

 

Özden Polatöz, head of the Adana Medical Chamber and a psychiatry specialist, said attacks in places that should be safe, such as schools, undermine children’s basic sense of security. “These incidents risk creating a lasting perception among children that nowhere is safe,” he said.

 

Polatöz noted that children exposed to or witnessing violence often experience anxiety, post-traumatic stress disorder, depression, sleep problems, loss of concentration and declining academic performance. She added that prolonged exposure increases the risk of desensitisation and normalisation of violence.

 

He said children drawn into crime often face multiple challenges, with many disengaging from school and a large proportion exposed to domestic violence. Poverty, family conflict, peer pressure and a culture of virtual violence are among the key contributing factors, he added.

 

Polatöz said families, which serve as the primary protective environment, are often unable to provide sufficient support, citing shortcomings in communication, supervision and early psychological intervention. He called for stronger family-based support mechanisms and warned that school shootings have long-term psychological impacts beyond immediate effects.

 

‘THE PROBLEM IS LINKED TO GOVERNMENT POLICIES’

 

Cudi İmrek, head of the Adana branch of the Education and Science Workers’ Union (Eğitim Sen), said violence in schools cannot be reduced to individual actions alone. He said poverty, inequality and social tensions, combined with education policies, have worsened the situation, adding that constant changes in the education system place pressure on students.

 

İmrek said the shootings in Mereş and Sêwereg have undermined schools’ status as safe spaces and pointed to a growing, rather than isolated, problem. He added that schools are not adequately prepared in terms of crisis management and security, and that current policies focus more on post-incident responses than prevention.

 

He also highlighted insufficient counselling services and said teachers lack adequate support. Emphasising the importance of cooperation between families and schools, İmrek said economic and social challenges have weakened these ties.

 

He called for moving away from a competitive, exam-oriented education system and adopting a more equitable, scientific and democratic approach to education.

 

MA / Hamdullah Yagizkesen