高中職以下校園霸凌處理程序之研究-以生對生校園霸凌事件程序為例

Abstract

本篇論文探討以近年來各種重大校園霸凌事件為契機，進行修法之校園霸凌的防制與處理，從教育部校園霸凌人才庫委員的視角分析現況與挑戰。研究目的在於了解高中職以下學校處理校園霸凌事件的現況、困難，以及修復式正義運用之情形。採用質性半結構訪談研究，透過訪談教育部霸凌人才庫委員，搜集實務經驗。研究結果與分析，分為以下三點：一、學校處理霸凌事件，面臨人際互動複雜、前端預防不足、後續追蹤困難等問題；二、學校與家長互動：家長態度影響事件處理與學生教育，信任關係建立不易；三、修復式正義運用：雖有其價值，但實務上仍有侷限，調和程序的實施面臨挑戰。針對研究分析給予的結論與建議則分為以下六點：一、校園霸凌防制應從人際互動教育著手，加強對霸凌構成要件的宣導；二、分層處理機制：從前端預防到後端行政優化，強化教師及行政人員的專業能力；三、家長與學校信任橋梁建立：應強化霸凌事件處理與家長溝通機制；四、修復式正義應融入學生衝突事件處理機制；五、教育主管機關應在委員培訓中加入修復式正義課程；六、教育主管機關應推動霸凌人才庫媒合機制優化；未來研究可探討不同角色視角在校園霸凌防制中的角色與挑戰，並擴大訪談範圍。This paper examines the prevention and handling of school bullying through legislative amendments prompted by major bullying incidents in recent years, focusing on the perspectives of members in the Ministry of Education's School Bullying Expert Database. The research aims to understand the current practices, challenges, and application of restorative justice in secondary and primary schools. Through qualitative, semi-structured interviews with expert database members, the study identifies several key issues: schools face challenges such as complex interpersonal dynamics, insufficient prevention, and difficulties with follow-up; parental attitudes affect the handling of incidents and student education, while establishing trust is difficult; and although restorative justice has value, its practical application is limited, particularly in reconciliation processes. The study concludes with recommendations for improving bullying prevention through interpersonal education, implementing a tiered response system, strengthening communication between schools and parents, integrating restorative justice into conflict resolution, including restorative justice training in expert database programs, and optimizing the expert database matching mechanism. Future research could explore the roles and challenges of different stakeholders in bullying prevention and expand the scope of interviews.