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<p>Institutional protection concepts for the protection of children and young people in educational contexts are aimed at a&#xa0;long-term organizational development process. The establishment of a&#xa0;culture of mindfulness is considered fundamental to this. Using empirical material from the research network “Development and impact of protection concepts in schools in longitudinal section” (2021–2024), the article presents student’s perspectives on the organizational climate. Based on eight group discussions with students in grades seven and eight, three types were reconstructed using the documentary method, which indicate a&#xa0;broad spectrum of perceptions of the school climate and always provide a&#xa0;self-positioning of the interviewees, especially in relation to the teachers. Different perspectives on the field of tension between autonomy and dependency become apparent. Regarding the development and implementation of protection concepts, pedagogical practice is challenged by the results to consider the diverse positions and perspectives of the young people. It is assumed that the consistent inclusion of their (implicit) views and positions will lead to a&#xa0;more sustainable and effective implementation of preventative and interventional protective measures.</p>

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Schutz und Schule – Adressat*innenperspektiven zwischen Autonomie und Abhängigkeit im Kontext institutioneller Schutzkonzepte

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月9日

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  • Julia Rasp,
  • Felicia Grieser,
  • Martin Wazlawik

摘要

Institutional protection concepts for the protection of children and young people in educational contexts are aimed at a long-term organizational development process. The establishment of a culture of mindfulness is considered fundamental to this. Using empirical material from the research network “Development and impact of protection concepts in schools in longitudinal section” (2021–2024), the article presents student’s perspectives on the organizational climate. Based on eight group discussions with students in grades seven and eight, three types were reconstructed using the documentary method, which indicate a broad spectrum of perceptions of the school climate and always provide a self-positioning of the interviewees, especially in relation to the teachers. Different perspectives on the field of tension between autonomy and dependency become apparent. Regarding the development and implementation of protection concepts, pedagogical practice is challenged by the results to consider the diverse positions and perspectives of the young people. It is assumed that the consistent inclusion of their (implicit) views and positions will lead to a more sustainable and effective implementation of preventative and interventional protective measures.