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<p>Hate speech is a&#xa0;burgeoning issue among adolescents, posing detrimental consequences for the social participation of those involved. This mainly concerns schools, which serve as pivotal settings for youth development. HateLess, a&#xa0;theoretically grounded prevention program designed for independent implementation by educational staff, was developed to address this issue proactively. This qualitative study, as part of a&#xa0;process evaluation, analyzes data from eight interviews with teachers who have implemented HateLess themselves. Employing a&#xa0;Grounded Theory approach, the interview transcripts are subjected to qualitative analysis. The findings illuminate the enabling conditions and quality characteristics (e.g., high acceptance, user-friendliness) of HateLess, alongside potential barriers to implementation and quality delivery (e.g., challenges in content reduction, adaptation requests), and further possible influences on its impact and effectiveness (e.g., teacher competence and self-efficacy). Based on these results, HateLess can be optimized for practical application. The findings can contribute to making HateLess a&#xa0;more theoretically sound prevention approach that can be effectively transferred into practice, considering contextual conditions and changes in living environments. With the help of the qualitative evaluation of HateLess, hate speech as a&#xa0;phenomenon of violence that endangers social participation can finally be more effectively countered preventively.</p>

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„Ein guter Gegenpol sein“, wenn der Hass kommt. Eine qualitative Befragung von Lehrkräften zur Implementation und Wirkungsweise des Präventionsprogramms HateLess

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年1月14日

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  • Norman Krause,
  • Sebastian Wachs

摘要

Hate speech is a burgeoning issue among adolescents, posing detrimental consequences for the social participation of those involved. This mainly concerns schools, which serve as pivotal settings for youth development. HateLess, a theoretically grounded prevention program designed for independent implementation by educational staff, was developed to address this issue proactively. This qualitative study, as part of a process evaluation, analyzes data from eight interviews with teachers who have implemented HateLess themselves. Employing a Grounded Theory approach, the interview transcripts are subjected to qualitative analysis. The findings illuminate the enabling conditions and quality characteristics (e.g., high acceptance, user-friendliness) of HateLess, alongside potential barriers to implementation and quality delivery (e.g., challenges in content reduction, adaptation requests), and further possible influences on its impact and effectiveness (e.g., teacher competence and self-efficacy). Based on these results, HateLess can be optimized for practical application. The findings can contribute to making HateLess a more theoretically sound prevention approach that can be effectively transferred into practice, considering contextual conditions and changes in living environments. With the help of the qualitative evaluation of HateLess, hate speech as a phenomenon of violence that endangers social participation can finally be more effectively countered preventively.