Physical and verbal violence were the most common forms of school violence recorded in Cyprus during the 2024-2025 academic year, with cyberbullying showing a notable increase, according to the annual report of the Safe School Team (OAS), which logged 510 incidents across 98 schools.
The 98 schools that participated represent 13.19% of all schools across all education levels and districts. A single incident could involve more than one form of violence. Secondary general education schools accounted for the majority of incidents across all categories and recorded the most pronounced levels of violence.
Physical violence — including hits, kicks, punches, trips and property destruction — was the most frequently recorded form with 293 incidents. Verbal and non-verbal violence, including insults, mockery, threats and gestures, accounted for 223 incidents. Other incidents including arson and theft totalled 58; cyberbullying 24; social violence such as rumour-spreading and isolation 20; and sexual violence 16.
The playground was the most common location for incidents, with 230 recorded there. Classrooms followed with 170, corridors with 49, other school areas with 27, toilets with 18, multi-purpose rooms with 15, changing rooms with 11, stairs with 5 and online during school hours with 5. In 96% of cases the incident involved students from the same school; outsiders were involved in only 4%.
Racist incidents most commonly targeted appearance, learning abilities, personality or social skills. Skin colour was the most frequent basis for racist behaviour, followed by ethnicity, with appearance — mainly related to weight — ranking third.
The Educational Psychology Service’s qualitative data indicated that the main underlying causes of school violence are linked to family difficulties, social isolation and difficulties with school integration.
School-related factors associated with delinquent behaviour include poor pedagogical practices, school climate and teaching style. The report noted that cases not identified early at primary level tend to result in children moving to secondary school with significant difficulties already in place. Even cases identified early — from nursery or primary school — appeared to continue presenting problems throughout the child’s years in education.
Of the 510 incidents, 44.5% required no referral or report. Of those that were referred, 124 went to the Educational Psychology Service, 141 were categorised as other — mainly referrals to the school disciplinary council or notification of parents — 104 to the Immediate Intervention Team, 45 each to the Children’s Mental Health Service and Social Welfare Services, 36 to a Ministry of Education service and 28 to police. Overall, 51.76% of incidents were referred to Ministry of Education services and 23.92% to other services.
The report found that where teachers acted as mentors, delinquent behaviour decreased and learning outcomes improved. On this basis, it recommends strengthening supervision across all school areas — including changing rooms, toilets, corridors and stairs, not only playgrounds and classrooms — and enhancing the capacity of both teachers and students to identify violence. It also promotes the use of undercover observers, trained individuals who monitor school areas without being identified as doing so, to ensure adequate oversight and support both prevention and early identification of incidents.
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