







































 

 

 

 

 

The Current Situation, Characteristics, and 

Countermeasures of the Verbal Abuse to 

Students by Elementary School Teachers: An 

Empirical Study of Four Provinces and  

Cities in China

Qiran Wang, Yang Li 

 
Beijing Normal University, Beijing 100875, China

Abstract. The negative impact of the verbal abuse on student by the ele-

mentary school teachers is a big issue. A total of 416 students from four 

provinces and cities in China were enrolled in this study. We found that 
the occurrence rate of the verbal abuse by elementary school teachers 

was not high, whereas it still caused psychological trauma to students 
once happened by manifesting as the frustration of learning efficacy, 

self-confidence and interrelationship. Regarding the causes, student’s 

poor academic performance was the major reason, and it was signifi-
cantly related to students’ gender, i.e., male students who had poor aca-

demic performance were far more vulnerable to be verbally abused by 

their teachers. Further, the study also found that students who were ver-

bally abused by teachers were more easily bullied at school. The find-

ings suggest that the government and schools should take joint measures 
to clarify the specific boundaries of teachers’ verbal punishment to stu-

dents and standardize their verbal behavior to get teachers respect and 

care for students and create a healthy learning environment. 

Best Evid Chin Edu 2020; 6(1):739-752. 

Doi: 10.15354/bece.20.ar060. 

How to Cite: Wang, Q., & Li, Y. (2020) The current situation, characteristics, and 

countermeasures of the verbal abuse to students by elementary school teachers: An 

empirical study of four provinces and cities in China. Best Evidence in Chinese Edu-

cation, 6(1):739-752. 

Keywords: Elementary School Teachers; Verbal Abuse; Current Situation; 

Characteristics.



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No.1, 2020 740 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

About the Author: Qiran Wang, Faculty of Education, Beijing Normal University, Beijing, 100875, China. Email: 

wangqiran1917@163.com. 
Correspondence to: Yang Li, Faculty of Education, Beijing Normal University, Beijing, 100875, China. Email: 

201821010005@mail.bnu.edu.cn. 

Funding: Research on the governance of school bullying (17JYA003); A study on the mechanism of bullying and 
violence in elementary and middle school in Beijing (AACA17015); Teacher verbal abuse on the primary through 

high school students (1812217). This work was also supported by the CSC scholarship (201906040125). 

Conflict of Interests: None. 
 

© 2020 Insights Publisher. All rights reserved. 

Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Crea-

tive Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-

nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided 

the original work is attributed by the Insights Publisher. 



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 741 

Introduction 

HE basic principle for educators is to respect and nurture students and they 

should follow it as their professional accomplishment. With the prohibition of 

both formal and informal corporal punishment in elementary and middle schools, 

verbal abuse is becoming the main conduit for teachers’ harmful behavior towards stu-

dents in China. Other countries had established child protection laws, such as the Aus-

tralian Children Protection Act, the UK Children Act, the US Dignity in Schools Cam-

paign, and the UN Committee on the Rights of the Child, and explicitly prohibit teach-

ers from conducting verbal abuse. The aim of these guidelines was to establish a har-

monious and safe school culture to respect the dignity of students, protect them from 

degrading and punitive measures, provide a guiding framework enabling teachers to 

listen to the their views, and develop specific procedures to suspend harmful behavior 

or allow them to appeal. However, in China, few policies, laws, or regulations are cur-

rently available to limit teachers’ verbal abuse. 

Teachers should oversee the students to shape their learning, but they are equal 

with students. The real dignity of teachers does not from their subjective feelings, but 

from students’ moral affirmation, knowledge acquisition and emotional attachment. In 

China, teachers’ verbal abuse against students currently does not violate any laws and 

regulations. Therefore, we need to pay attention to helping teachers to respect students 

and establish a good, cooperative, pleasant, and mutually trusting relationship with stu-

dents. 

Literature Review 

Definitions of Verbal Abuse  

In Western countries, teachers’ verbal abuse had been systematically studied, and it is 

usually divided into physical abuse, sexual abuse, emotional abuse and neglect. Verbal 

abuse was defined as a type of teacher’s speech mode, which produces adverse influ-

ences on students’ emotional, social, cognitive and physiological functions and adapta-

bility (Wang, 2009). Teachers use shouting, abusing and other forms of speech to incur 

mental and psychological abuse to students, and negatively impact students’ emotional 

and mental health.  

In China, teachers’ verbal abuse was defined as the use of discriminatory and 

insulting words or overwhelming criticism that deprecate students’ personality and 

judgment, and result in devitalization on students’ dignity, spirit and mental health (Sun, 

2008). Specifically, teacher’s verbal abuse was regarded as the behavior of restricting 

and depriving students of their right to speak and freedom of thinking (Wang, 2009). 

In this study, teachers’ verbal abuse refers to the negative speech of teachers 

that negatively impact students’ physical and mental development through reprimand, 

insult, and abuse during the education and teaching activities. 

T 



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 742 

Forms of Verbal Abuse 

Teachers’ verbal abuse shows different forms. King and Janson (2009) pointed out that 

it includes abusive language, slander, sarcasm, contempt, ridicule and other insulting 

and discriminatory language. Theoklitou et al. (2012) mentioned that it is loud yelling, 

coarse and rude attitude, harsh criticism, and denigration of the child’s personality.  

This study classified teachers’ verbal abuse into two categories: (i) direct ver-

bal abuse, i.e., a teacher directly and actively makes verbal attacks to a student, includ-

ing yelling, insulting and sarcastic remarks; (ii) indirect verbal abuse, i.e., a teacher 

does not directly attack a student but evokes their peers to exclude them, or the teacher 

deliberately ignores or refuses to communicate with the student. 

Effects of Verbal Abuse 

The adverse effects of teachers’ verbal abuse majorly include the academic performance, 

physical and mental health and social interaction, in combination with its negative re-

sults like poor academic performance, damaged self-esteem, feeling of inferiority and 

self-closure tendency.  

A student survey showed that teachers’ abuse had a significantly negative ef-

fect on students’ psychological function (Nearchou, 2018). An interview of six graders 

showed that teachers’ verbal abuse worsened their relationship with teachers, even led 

to verbal conflicts and violent attacks. Furthermore, teacher’s verbal abuse got students 

hated their school and classes, and sometimes led students pretend to be sick to avoid 

schooling (Geiger, 2017). 

Method 

Data Collection 

To get a good sample size, 13 elementary schools from four different provinces were 

selected. In this study, random sampling was used, and 20 students were selected from 

each class. All survey questionnaires were filled in the class. The average time for each 

questionnaire was five minutes. The survey questionnaire was drafted in simplified 

Chinese. The questionnaire was majorly to collect (i) demographic information of the 

students including gender, age, location, grades and school types; (ii) variable infor-

mation from the students like types of direct verbal abuse, types of indirect verbal abuse, 

and academic self-efficacy.. Meanwhile, semi-structured interviews were used to under-

stand other possible issues, such as the influence of teachers’ verbal abuse and the ac-

tions taken when abused by teachers, etc. From November 2018 to February 2019, 16 

students from different elementary schools were interviewed.  

We used SPSS and Mplus to analyze the questionnaire data. To ensure the data 

coverage of interviews, the respondents were not only asked to answer designated ques-

tions, but also encouraged them to talk about their input on verbal abuse (Table 1). 

Variables  



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 743 

Table 1: Demographic Information of the Students. 

Item Number Percentage 

Gender 

Male 233 56.0% 

Female 183 44.0% 

Grade 

Second 47 11.3% 

Third 68 16.3% 

Fourth 56 13.5% 

Fifth 113* 27.2% 

Sixth 132 31.7% 

Area 

East 155 37.3% 

Middle 166 40.1% 

West 95 23.6% 

Academic Performance 

Poor 85 20.3% 

Average 237 57.1% 

Good 94 22.6% 

Total 416 100% 

*: The original number herein was 133. Given the authors’ correction, it is corrected to be 113.  

 

 

 

 

 

Table 2: Types and Reasons of Teachers’ Verbal Abuse. 

Types of Teachers’ Verbal Abuse 

Direct Verbal Abuse 
Roar, ridicule, taunt 

Frighten, threaten 

Indirect Verbal Abuse 
Isolated, exclude 

Neglect, ignore 

Reasons of Teachers’ Verbal Abuse 

Learning Performance 
Violation of classroom discipline 

Poor academic performance, wrong answers 

Other Reasons 
Family background, economic conditions 

Looking and dressing 

 

 

 

 

 

 

 



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 744 

Table 3. Occurrence of Teachers’ Verbal Abuse. 

Types of Teachers’ Verbal Abuse 

Frequency (Number/%) 

1 Time 2-3 Times > 3 Times 

Roar, ridicule, taunt 58 (13.9%) 18 (4.3%) 15 (3.6%) 

Frighten, threaten 62 (14.9%) 18 (4.3%) 12 (2.9%) 

Isolated, exclude 20 (4.8%) 11 (2.6%) 8 (1.9%) 

Neglect, Ignore 26 (6.3%) 16 (3.8%) 9 (2.2%) 

 

 

 

Four questions sets were designed for the dimension of “teachers’ verbal abuse”, two 

items including direct and indirect verbal abuse were asked. The direct verbal abuse 

indicates that teachers yelled at students or made fun of student such as “yelling at me” 

or “saying I’m stupid”, and teachers frightened me such as “punish me if I don’t per-

form well or telling my parents”. The indirect verbal abuse means that teachers isolated 

me or destroyed my classmate relationship, such as “stopping other students from play-

ing with me”, teacher intentionally ignored me, such as “not listening to my explanation 

and do not care about me”. For the dimension of “reasons for teachers’ verbal abuse”, 

four questions were asked. Two of them were about learning performance such as 

“teachers scolded me because I disturbed class discipline” or “teachers scolded me be-

cause I am not good at learning”. The other two questions were other factors such as 

“teachers teased my family or parents” or “teachers teased my appearance or clothing” 

(Table 2). 

Meanwhile, this study also listed topics of teachers’ positive verbal behaviors, 

which include “teachers often said encouraging words to me”, “teachers patiently guid-

ed me when I encountered problems”, “teachers enlightened and comforted me when I 

was in sad”, “teachers had a good attitude when they talked with me”, “teachers praised 

me in front of other students”, and “teachers praised me before other teachers or my 

parents”, etc. Sara (2018) found that students who were ignored or abused by teachers 

were more vulnerable to school bullying. Therefore, this study also dealt with the issue 

of school bullying, and investigated the relationship between teachers’ verbal abuse and 

different types of school bullying. 

Results 

Occurrence of Teachers’ Verbal Abuse 

Table 3 shows that the occurrence of verbal abuse by teachers in China is relatively low, 

which indicated that most elementary school teachers in China abide by professional 

integrity. However, several students reported that they frequently suffered from teachers’ 

verbal abuse. Our study found that approximately 20% of students suffered from teach-

ers’ direct verbal abuse more than once each semester, and about 10% suffered indirect 



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 745 

 

Figure 1. Reasons for Teachers’ Verbal Abuse. 

 

 

 

 

 

Figure 2. Influence of Teachers’ Verbal Abuse. 

 

 



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 746 

verbal abuse more than once per semester. During the interview, it was found that al-

most all 16 interviewees mentioned that they had been subjected to direct or indirect 

verbal abuse from teachers with varying degree, some of which even were due to teach-

ers’ strong purpose of personal abuse. The following are examples of interview contents: 

Once when I failed to answer a simple question, the teacher scolded me and 

said I didn’t use my own brain in class, and then said that I’d better quit 

school. (Interviewee C, second grade, Female) 

Because I didn’t do the cleaning carefully, the teacher threatened that he 

would move my seat to the trash next time. (Interviewee B, fifth grade, Male) 

The teacher said I was a poor student who would have a bad impact on other 

students’ academic performance, and he appealed to other students to stay 

away from me. (Interviewee A, third grade, Female) 

The teacher always ignored the question I raised because he thought they 

were too simple. (Interviewee D, sixth grade, Male) 

Reasons and Influence of Teachers’ Verbal Abuse 

For the analysis of the causes of teachers’ verbal abuse, this study statistically calculat-

ed the proportion of individual item to the total score. The two reasons for academic 

performance (example: teachers scolded and teased me because I was not good at 

learning; teachers scolded and yelled at me because I disturbed classroom discipline) 

were respectively termed “academic performance” and “classroom performance”. The 

total score of “academic performance 1” was 564, “academic performance 2” was 500, 

“other 1” was 473, and “other 2” was 474. Poor academic performance is the main rea-

son for teachers to conduct verbal abuse (Figure 1). The following are examples of in-

terview contents: 

I believe that I’m stupid. I’m not as smart as others. I always fail in the exam. 

The teacher also said that I was too dumb to study. (Interviewee H, fourth 

grade, Male) 

Once I played games with my classmates in class, the teacher scolded me that 

I should be a circus clown instead of a student, and I was not qualified to 

study with my classmates in the same classroom. (Interviewee G, third grade, 

Male) 

My parents got divorced when I was in elementary school. Once I got bad 

scores in exam, my teacher said that I failed because neither of my parents 

cared for me, and I deserved that. (Interviewee E, second grade, Female) 

My parents run a tiny grocery store, and they are busy all day long. I caught 

a cold the other day and I wept my runny nose with sleeves, which happened 

to be seen by the teacher. She was furious and asked me if I don’t have par-

ents to take care of me. (Interviewee F, fourth grade, Female) 



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 747 

During the interview, students were asked to describe the causes of teachers’ 

verbal abuse. The following are examples of interview contents: Teachers’ verbal abuse 

to students will cause great harm to students’ mental health, which will last for a long 

time. According to the survey (Figure 2), only 7% of the respondents held an “indiffer-

ent” attitude towards teacher verbal abuse, 46.9% of the respondents would feel “sad for 

a while” after suffering teacher’s verbal abuse, and 46.1% of the respondents would feel 

“very sad”. In this study, we specifically designed questions for students to describe the 

impact of teachers’ verbal abuse. After analysis, we found that teachers’ verbal abuse to 

students formed self-doubt and decreased self-confidence in their studies. The follow-

ings are examples of interview contents: 

I’m introverted and not talkative, once the teacher asked whether I was a 

dumb man, which made me feel upset for a long time. After that incident, I 

believed that my character was defective and therefore my self-confidence 

was damaged. I am afraid to meet teachers and I dare not greet them. (Inter-

viewee J, fourth grade, Female) 

I once drew a picture in math course. The teacher grabbed my picture, 

showed it in front of the classroom and mocked at me, “Masterpiece, hmm? 

Wanna be a painter in the future? Dream on!” I was ashamed and resentful, 

and I even couldn’t fall asleep that night. I really love painting, but he sati-

rized me so much that I thought if I should give up painting. (Interviewee I, 

sixth grade, Male) 

Characteristics of Teachers’ Verbal Abuse 

We used the OLS regression method to see the influencing characteristics of teachers’ 

verbal abuse. Items of “Gender” and “Grades” passed the significant test (p < 0.05) 

(Table 4). When compared to female students, male peers were more likely to be 

abused by teachers (B = -0.131, S.E. = 0.055); students with poor academic perfor-

mance were more frequently abused verbally by teachers than those with good academ-

ic performance (B = -0.088, S.E. = 0.051). 

Another OLS regression method was employed to examine the influencing 

characteristics of teachers’ verbal encouragement (Table 5). The items “Gender”, “Lo-

cation” and “Academic record” passed the significant test (p < 0.05). When compared 

to male students, female students were more likely to receive verbal encouragement 

from teachers (B = 0.165, S.E. = 0.071). Compared with the central and western areas, 

teachers in the eastern area were more likely to adopt verbal encouragements to students 

(B = -0.112, S.E. = 0.060). Students with good academic performance were more likely 

to receive teachers’ verbal encouragement than those with poor academic performance 

(B = 0.318, S.E. = 0.065). 

Teachers’ verbal abuse to students was regarded as a type of bullying with un-

equal power (Olweus & Breivik, 2012). Studies show that teachers’ verbal abuse will 

have a series of negative marginal effects on students, such as affecting the social rela-

tionship with their peer classmates, and reducing their self-efficacy (Brassard &  



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 748 

Table 4. Characteristics of Teachers’ Verbal Abuse. 

Model Sum of Squares df Mean Square F Sig. 

Regression 3.632 4 0.908 2.916 0.021 

Residual 127.983 411 0.311  

Dependent Variable: Teachers' Verbal Abuse 

Items B S.E. Wald df Sig. 

Gender -0.131 0.055 -0.116 -2.373 0.018* 

Grades -0.016 0.020 -0.039 -0.781 0.435 

Areas 0.052 0.047 0.055 1.106 0.269 

Academic record -0.088 0.051 -0.084 -1.714 0.047* 

Constant 1.594 0.206  7.732 0.000 

*: p < 0.05. 

 

 

 

 

 

 

Table 5. Characteristics of Teachers' Verbal Encouragement 

Model Sum of Squares df Mean Square F Sig. 

Regression 18.225 4 4.556 8.910 0.000 

Residual 210.164 411 0.511  

Dependent Variable: Characteristics of Teachers' Verbal Encouragement 

Items B S.E. Wald df Sig. 

Gender 0.165 0.071 0.110 2.330 0.020* 

Grades -0.005 0.026 -0.009 -0.181 0.856 

Areas -0.112 0.060 -0.091 -1.869 0.042* 

Academic record 0.318 0.065 0.231 4.852 0.000* 

Constant 2.539 0.264  9.613 0.000 

*: p < 0.05*. 

 

 

 

 

 

Fiorvanti, 2015). In China, it is hard to shake teachers’ authority, and their behaviors 

will be imitated by students, which will make the situation much worse. To investigate 

whether there is an inevitable link between teachers’ verbal abuse and school bullying, 

we conducted a correlation analysis, and found that all types of verbal abuse have sig-

nificant relationship to all types of school bullying behaviors (Table 6). Students who 

were more vulnerable to teachers’ verbal abuse were more likely to be bullied by other 

students. This is also reflected in the interview. 

 



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 749 

Table 6. Correlation Analysis of Teachers’ Verbal Abuse and 
School Bullying. 

Verbal Abuse School Bullying 

Verbal 

Bullying 

Social 

Bullying 

Cyber 

Bullying 

Physical 

Bullying 

Direct Verbal Abuse 1 0.705
**
 0.535

**
 0.477

**
 0.451

**
 

Direct Verbal Abuse 2 0.693
**
 0.532

**
 0.483

**
 0.449

**
 

Indirect Verbal Abuse 1 0.524
**
 0.564

**
 0.443

**
 0.439

**
 

Indirect Verbal Abuse 2 0.573
**
 0.550

**
 0.414

**
 0.457

**
 

N 416 416 416 416 

**: p < 0.01; *: p < 0.05. 

 

 

 

I don’t do well in my study and my teacher often calls me a fool. Some guys in 

my class also call me fool in front of my classmates, which made me feel very 

shameful. (Interviewee D, third grade, Male) 

The teacher said that we should make friends with the students who study 

well and not hang out with the students who study badly. Everyone thinks that 

everything the teacher says is right, so nobody wants to play with me. (Inter-

viewee A, second grade, Female) 

Discussion 

Currently, it is extremely rare for studying teachers’ verbal abuse in China through the 

CNKI, only 9 studies are available under the topic of “teachers’ verbal abuse” or 

“teachers’ verbal attack”. It is of great value to analyze the situation and characteristics 

of teachers’ verbal abuse within China. 

Our results showed that the verbal abuse to students by elementary school 

teachers is not serious, but it does exist to some extent, and has a negative impact on 

some students, which is embodied in reducing students’ learning enthusiasm and self-

efficacy, and damaging students’ interpersonal relationships. Direct verbal abuse is the 

major form for elementary school teachers, and then followed by indirect verbal abuse. 

Elementary school teachers conduct verbal abuse to students due to their bad academic 

performance or classroom performance. Especially, males with poor academic perfor-

mance are more likely to be abused verbally. Furthermore, there is a strong correlation 

between teachers’ verbal abuse and student bullying by their classmates.  

Suggestion 

First, China should build up legislative rules against teachers’ verbal abuse and stand-

ardize the language behavior of elementary school teachers. Our results showed that the 

verbal abuse by elementary school teachers occurs frequently and produced a long-

lasting negative impact on students’ development. It is the duty of the national legisla-



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 750 

ture and the education administration to establish corresponding legal regulations over 

teachers’ verbal abuse. It is an unavoidable responsibility for governments to ensure the 

healthy development of students physically and mentally. The legislature should estab-

lish and improve the legal system to prohibit teachers’ verbal abuse, and intensify the 

revision of relevant education laws; and also should clearly add relevant provisions into 

Teachers Law and Compulsory Education Law to prohibit teachers’ verbal abuse. The 

Ministry of Education of China and education administration at all levels should formu-

late corresponding rules and policies in order to guide and supervise teachers’ language 

behavior, limit and eliminate teachers’ verbal abuse against students. 

Second, elementary schools should improve institutional culture construction 

and establish prevention mechanisms for teachers’ verbal abuse. It is time to strengthen 

the construction of teachers’ morality, carry out pre-vocational and vocational training 

for all teachers, enable teachers to establish the value of respecting and caring for stu-

dents, and put an end to the verbal abuse in educating and teaching activities. Elemen-

tary schools should enhance the supervision and assessment of teachers’ verbal behav-

ior. It should be taken into consideration to see whether they use abusive words when 

evaluating their teaching, and directly linked with the annual evaluation, award evalua-

tion and title evaluation, etc. Regular lectures on the prevention of verbal abuse should 

be given to both teachers and students to enhance their understanding of the characteris-

tics, hazards and countermeasures of the verbal abuse. Therefore, students can con-

sciously identify and oppose teachers’ verbal abuse in their daily school life. Further, 

schools should establish a family-school linkage mechanism to prevent teachers’ verbal 

abuse and facilitate the channels of parents’ complaints. 

For teachers, it is necessary to clarify their power of punishment, especially the 

reasonable boundary of teachers’ speech and behavior, and guide teachers to use rea-

sonable and civilized language. Although it was called for the “right to punitive educa-

tion” and a hot debate, in the teaching behavior, it is necessary to endow the teacher 

with reasonable and appropriate punishment power to standardize student’s learning. 

However, how to avoid the corporal punishment by teachers in the form of “warning” 

and how to grasp the limitation of teachers’ power of punishment both require careful 

consideration and design. Similarly, it is necessary to distinguish teachers’ reasonable 

criticism to students from their verbal violence against students, set the bottom line for 

teachers to discipline students, and protect teachers’ right to criticize students while 

forbidding teachers’ abusive words. Besides, we should actively carry out teacher-

oriented education and training, guide teachers to establish a correct view of students, 

and give more emotional attention and academic support to students with poor academ-

ic performance and poor daily behavior, instead of blindly denying, rejecting or even 

imposing verbal violence on them. 

Last but not least, for students, it is of importance to improve the relief 

measures for students who suffered from teachers’ verbal violence to reduce its nega-

tive impact. Our results showed that only less than 5% of the students tried to report the 

problem and seek help. Actively carry out the thematic education to prevent verbal 

abuse among peers and teachers for elementary school students, and encourage elemen-



Wang & Li. Verbal Abuse to Students by Elementary School Teachers. 

Vol.6, No. 1, 2020 751 

tary students to report it and seek help, and school should provide psychological coun-

seling and emotional support to the violence to minimize the negative impact. Mean-

while, our study showed that students who suffered from teachers’ verbal violence were 

significantly associated with bullying. This suggests that schools should carry out edu-

cational activities on the theme of fighting against school bullying, preventing teachers’ 

verbal violence, and building up a safe and healthy campus for their development. 

 

 

 

 

 

 

 

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DOI: https://doi.org/10.3969/j.issn.1006-

1789.2018.02.019 

 

Received: 27 April 2020 

Revised: 10 July 2020 

Accepted: 19 July 2020 

 

 

The Chinese version of this article has been published in Renmin University of China Education Jour-

nal, 2019; 2019(2):51-65. The English version has been authorized for being publication in BECE by 

the author(s) and the Chinese journal. 

王祈然, 李洋. (2019). 小学教师对学生言语暴力的现状,特征及对策:基于全国四省市的实证研究. 

中国人民大学教育学刊, 2019(2):51-65. 

 


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	Article-QiranWang-BECE_Maintext18Sep2020

