Educational support for child victims of violence: a comprehensive analysis of its theoretical foundations

Abstract

Educational support for child victims of violence is a topic of growing relevance today. It is recognized within the 17 vulnerability indicators of preventive work in the National Education System. Early intervention is essential to ensure the well-being of these children and the healthy development of their personalities. This article reflects on the educational support for child victims of violence through an analysis of its theoretical foundations, which underpin the importance of preventive work and the role played by the school, family, and community as the main stakeholders. The study was made possible by the use of theoretical-level methods that allowed for the collection, interpretation, processing, and systematization of information related to preventive work in the care of child victims, as well as the regulations governing this work in Primary Education. This made it possible to draw conclusions and project potential solutions to these types of problems in educational practice. Different approaches were analyzed, including the psychosocial approach, the resilience model, and the importance of the school environment as a safe space. The solid theoretical foundations supporting it from the educational field were highlighted. It was concluded that a commitment between governments, institutions, organizations, and the community is required, as change implies a multidimensional effort that demands the collaboration of various parties.