Scope of the KOREAN School Violence Prevention LAW

Lee Hyun jung J-INSTITUTE 2018 Robotics & AI Ethics Vol.3 No.1

In Korea, suicide was caused by school violence and it became a social problem. The school violence preven-tion law was enacted to allow students to take action on school violence victims, protect students from harm, and resolve disputes between them. The existing system of school violence was able to regulate school violence, but the Act on the Prevention of School Violence was enacted to more effectively protect the victims and pre-vent school violence. According to the Act on the Prevention of School Violence, each school has its own organi-zation called the Autonomy Committee. Self-governing committees usually conduct school violence prevention activities. In the event of school violence, students should take a neutral standpoint and take initiative measures, protect victims, and make dispute resolution. This is an institution to resolve school violence on its own within the school. However, school violence is a criminal offense, and there is controversy over handling school violence within the school. Especially, there is controversy about the scope of the school violence preven-tion law. In this paper, the main contents of the school violence prevention law are reviewed and the scope of the school violence prevention law is clarified as follows. First, it is the coverage area. According to the School Violence Prevention Act, school violence is violence in and out of school. In other words, it is because school violence can occur not only in the educational activities outside the school but also on the way to and from school. Therefore, it is necessary to interpret it widely based on the relation with the school. Second, it is human scope. The School Violence Prevention Act stipulates that school violence is a “student-directed” act. If the victim is a student, the law must apply regardless of whether the perpetrator is a student or not. Third, it is the action to be applied. In the school violence prevention law, school violence uses the notion of criminal law, such as injury and assault, and it should be interpreted independently in judging it, but it should be interpreted same as the concept of criminal law to prevent unified interpretation and confusion.

학교폭력의 현상과 그 대책에 대한 철학적 검토

유재봉 ( Jae Bong Yoo ) 한국교육철학학회 2012 교육철학연구 Vol.34 No.3

The purpose of this paper is to examine the position and its countermeasures based on the appearances of school violence critically. To accomplish this end, I sketched conceptions of school violence, explored the view grounded on the appearances of school violence, and criticized ``the comprehensive countermeasure of school violence`` which is relied on the appearances of school violence. My main arguments in this paper are as follows. We should consider the reality of school violence rather than the appearances of that, when we see the seriousness of school violence. On the same token, the countermeasure of school violence should be radical rather than superficial. The radical countermeasure of school violence should also be based on the educational point of view which is liberating from pupils from ignorance on the one hand and cultivating moral dispositions on the other. 이 논문은 학교폭력의 심각성을 그것의 외양에 근거해 보는 관점과 그것에 토대를 둔 대책을 비판적으로 검는 데 있다. 이러한 목적을 위해 학교폭력의 개념을 분석하고, 학교폭력의 심각성을 외양에 두는 통념과 그에 기반을 둔 정부의 학교폭력 대책을 비판적으로 논의하면서, 그러한 통념에 대한 대안적 관점과 교육적 관점을 제안하였다. 학교폭력의 심각성에 우려를 표명하고 있는 사람들은 대체로 그 근거를 학교폭력의 ‘실재’보다는 ‘외양’에서 찾고 있다. 정부의「학교폭력근절 종합대책」도 근본적인 대책이라기보다는 학교폭력의 외양의 심각성에 토대를 둔 처벌주의와 대증적 성격을 띤 대책이다. 이러한 성격의 대책은 필요한 것이기는 하나 반드시 바람직하거나 교육적인 것은 아니다. 학교폭력을 방지하기 위한 근본적인 대책은 타인을 ‘해치려는 마음의 상태’로부터 해방하거나 ‘해치려는 의도가 부재한 마음의 상태’를 길러주어야 하며, 그것은 합리성에 따라 행동할 수 있도록 이성을 자유로운 상태로 끌어 올리는 방식과 인간을 존중하고 타인을 배려하는 도덕적 심성을 함양하는 방식을 통해 가능하다. 이 일은 어렵고 대단한 노력이 요구되는 만큼, 그것을 인정하고 수용하는 가정과 사회 풍토가 요청된다.

중학생 학교폭력 예방프로그램의 효과분석

유평수 한국청소년학회 2005 청소년학연구 Vol.12 No.2

본 연구는 중학생 학교폭력을 줄이기 위한 방안으로서 학교폭력 예방 프로그램을 개발하여 그 효과를 분석하는데 목적이 있다. 본 연구를 위해 개발된 프로그램을 도시와 농촌 중학교 1개반에 투입하여 사전검사-사후검사를 실시하였다. 청소년 초기인 중학생들의 학교폭력에 대한 인식수준을 바람직한 방향으로 향상시키기 위해 실험집단에 12회차 프로그램을 투입하였고, 학교폭력의 하위요인을 신체폭력, 심리폭력, 언어폭력, 집단폭력, 금품폭력, 그리고 성희롱 등으로 구분하였다. 실험집단과 통제집단에 대한 사전검사-사후검사 결과의 비교ㆍ분석을 통해 학교폭력 예방 프로그램의 효과성과 향후 청소년 문제행동에 대한 방안을 제시하였다. 본 연구결과 첫째, 중학생의 문제행동 예방프로그램에 대한 실험 결과, 하위요인 중에서 신체폭력, 심리폭력, 언어폭력, 집단폭력에 있어서 투입된 프로그램이 문제예방에 효과가 있는 것으로 분석되었다. 둘째, 중학생 문제행동의 하위요인 중 금품폭력과 성희롱은 프로그램 투입에 따른 실효성이 없는 것으로 분석되었다. 따라서 금품 및 비행폭력에 대한 인식도 향상을 위한 대안이 모색되어야 할 것이다. The purpose of this study is to develop a school violence prevention program and analysis the effects of the program in middle schools. The hypothesis of study designed to accomplish this purpose: Hypothesis 1: the sub-factors of violence prevention program will be effect perception level of the School violence by the background characteristics. Hypothesis 2: this program will be increase perception level of the school violence. The experimental group is consisted of two groups. They were assigned into an experimental group(n=52), a control group(n=53). The experimental group subjects was given 12 sessions of the school-violence prevention problem. is used to discern the difference among post-hoc comparison analysis. The results of the study are as follows: First, the school violence prevention program positive effects on the awareness of the school violence factors(physical violence, psychological violence, verbal violence, and group violence). Second, the school violence prevention program dose not effect on the awareness of the school violence factors(money & articles violence, sexual harassment violence).

가족기능 및 학급분위기가 초등학생의 학교폭력 가해에 미치는 영향: 지위비행과 폭력둔감성의 매개효과*

박산울,이수정 한국형사법무정책연구원 2023 형사정책연구 Vol.136 No.-

학교폭력에 대한 사회환경적 원인을 면밀히 규명하기 위해서는 환경적 요인이 어떠한 경로로 학교폭력으로 연결되는지에 대한 설명이 수반되어야 한다. 이에 본 연구는 초등학생을 대상으로 가족기능 및 학급분위기가 지위비행과 폭력둔감성을 거쳐 학교폭력 가해에 영향을 미치는 경로를 확인하고자 하였다. 이를 위해 EBS 학교폭력진단검사 개발 과정에서 초등학교 3학년부터 6학년 학생 2,473명을 대상으로 자료를 수집하였고, 결측치를 제외하고 총 2,102명의 자료를 분석에 사용하였다. 가설 검증을 위해 가족기능 및 학급분위기, 지위비행, 폭력둔감성, 학교폭력 가해 간 관계를 구조방정식 모형과 부트스트래핑 방법을 통해 분석하였다. 연구 결과를 요약하면 다음과 같다. 첫째, 가족기능과 학급분위기를 부정적으로 지각할수록 지위비행과 폭력둔감성이 증가하였다. 둘째, 지위비행이 증가할수록 폭력둔감성이 증가하였으며, 폭력둔감성이 증가할수록 학교폭력 가해 또한 증가하였다. 셋째, 가족기능 및 학급분위기와 폭력둔감성 간 관계를 지위비행이 부분매개 하는 것으로 나타났다. 넷째, 가족기능, 학급분위기, 지위비행은 학교폭력 가해에 직접적으로 영향을 미치지 않고, 폭력둔감성을 통해서만 영향을 미쳤다. 이러한 결과는 학교폭력 예방을 목적으로 한 가족 및 학급에 대한 개입이 폭력에 대한 민감성을 높이는 방향으로 이루어져야 함을 시사하며, 이를 바탕으로 학교폭력 예방 방안과 본 연구의 의의 및 한계점에 대해 논의하였다. To understand the socio-environmental causes of school violence, an explanation of how environmental factors lead to school violence is necessary. The present study aimed to identify the pathways through which family functioning and classroom climate influence school violence offending through status offenses and desensitization to violence in elementary school students. During the development of the School Violence Assessment Inventory, 2,473 samples were collected, and 2,102 samples were used in the analysis after excluding missing data. Data were analyzed using structural equation modeling(SEM) and bootstrapping method. The results show that negative family functioning and classroom climate increase status offenses, and desensitization to violence increased offending of school violence. However, family functioning, classroom climate, and status offenses did not have a direct effect on school violence offending, and only desensitization to violence had a direct effect on school violence offending. These findings suggest that interventions to prevent school violence should be directed at increasing sensitivity to violence.

학교폭력문제 대응에 대한 교육적 고찰: ‘학교폭력대책자치위원회’의 운영을 중심으로

장사형 ( Chang Sha-hyung ),김광수 ( Kim Kwang-soo ) 한국교육철학회 2016 교육철학 Vol.60 No.-

This paper aims to ascertain the problems of composition and institutional function of The Autonomous Committee for School Violence Countermeasure that is set up by The Act on the Prevention and Countermeasure against School Violence, and to present improvement measures to recover its educational purport by fulfilling appropriately this Committee’s function as a special organization for the solution of school violence cases. The problems of composition and institutional function of The Autonomous Committee for School Violence Countermeasure that this paper brings to light are as follows: First, this Committee has the problem of composition because the inner members of the school constitute a large majority of this Committee, and the problem of partiality and insufficient expertise to treat cases of school violence. Second, the provisions for measures toward victim students and assailant students that are regulated in The Act on the Prevention and Countermeasure against School Violence are prescribed in abstract terms. Third, the greater part of measures that The Autonomous Committee for School Violence Countermeasure resolve on victim students and assailant students are administrative or punitive measures rather than educational ones. Fourth, the steps to school violence cases at present are taken by dual system; that is, educational system and legal system. This procedure gives rise to troubles such as different or contrary decisions on same cases. This paper proposes improvement measures which can modify this Committee to strengthen expertise and impartiality and to fulfill its educational effect in managing and resolving school violence cases as follows: First, this Committee has to be established on the outside of school; that is, on the District Office of Education in each local autonomous entity. Second, the abstract and subjective provisions for measures toward victim students and assailant students have to be revised into the concrete and objective provisions by amending The Act on the Prevention and Countermeasure against School Violence. Third, the administrative-oriented ways to treat school violence cases through this Committee has to be sublated, and the educational-oriented way to pay attention to the needs of victim students and assailant students has to be strengthened. Fourth, educational approach to help victim students and assailant students prior legal proceedings to deal with school violence cases has to be adopted.

학교폭력 예방을 위한 경기도의 역할

오재호,이병호,천영석 경기연구원 2017 정책연구 Vol.- No.-

School violence has emerged as a social problem in Korea and developed countries around the 1980s. The severity of school violence is influenced by a variety of factors, including admission-oriented education, lack of care, and exposure to the media. As school violence became more and more serious, the government enacted the Act on the Prevention of School Violence in 2004. As a result of efforts to solve school violence throughout society, the incidence of school violence has decreased every year since 2010. However, school violence goes beyond mere physical power and makes it intelligent by insults, profanity, sexual abuse, bullying and cyber violence. It is difficult to conclude that violence is disappearing simply because the incidence of school violence is diminishing, and there is still a lot of school violence that is not revealed by the survey. School violence measure autonomy committees must take prompt action on students who have been injured and students who have been victimized. However, as unprofessional teachers and parents are members of the committee, they often take different actions for similar issues. It also fails to comply with the principles and procedures of law enforcement and does not consistently handle issues. Parents are increasingly rejecting decisions because they do not trust the committee. As a result, school violence reconsideration and administrative appeals are increasing every year. The review process should also be improved. The fundamental problem of the school violence review is that the organization that appeals the injustice of the victim and the student is divided into the regional committee and the disciplinary coordination committee, so that both the students and the victim students are confused if they make contradictory decisions to be. The role of Gyeonggi-Do to prevent and cope with school violence is as follows. First, we need to educate professional lecturers on prevention education for school violence. According to the School Violence Prevention Act, each school should conduct school violence preventive education for students, staff and parents at least once a semester, but the education is not made faithful because of lack of professional instructors. Second, preliminary parent education should be conducted. In Gyeonggi-Do, it is necessary to conduct preliminary parent education through the Health and Welfare Center and the Youth Counseling and Welfare Center, and to cooperate with the Education Office to implement preliminary parent education as part of student experience activities. Third, it is necessary to strengthen the professionalism of the school violence council autonomy committee and unify the reconsideration organization. If students and parents trust the results of the first review of school violence, the appeal will be reduced. In addition, it is desirable to unify the reconsideration mechanism separately from the decrease in the number of reconsideration, and collectively address the problems of the student and the victim.

학교폭력예방법상의 학교폭력 처리절차에 관한 고찰

한재경 한국공공사회학회 2018 공공사회연구 Vol.8 No.1

School violence, which occurs frequently every year, is causing a great impact on our society due to the seriousness of the issue. 「Act On The Prevention Of And Countermeasures Against Violence In Schools」 (hereinafter referred to as the School Violence Prevention Act) was amended 22 times since it was enacted in 2004. Currently, the School Violence Prevention Act focuses on the procedural aspect of handling school violence issues, the healing and protection of victims, the Countermeasures and educational aspects of the students who have been injured, and the details of specific guidelines. However, the current the school violence handling procedure has some limitations in terms of the recovery of the classroom community. Therefore, it is necessary to strengthen the rules of restorative justice through legislative improvement of the school violence handling procedure, and propose an improvement plan to reduce the disputes of the parties through fairness and professionalism of the procedure. First, in case of Non-serious violence school violence, it is necessary to give an opportunity to terminate the matter through the period of conflict adjustment between stakeholders at the stage of the Exclusive Units for School Violence, which is the stage before the Autonomous Committees for Countermeasures against School Violence. Second, in order to ensure the fairness and professionalism of the school violence handling procedure, the current regulation, which consists of a majority of the members of the Autonomous Committees for Countermeasures against School Violence, should be revised. In addition, I propose a plan to establish the Autonomous Committees for Countermeasures against School Violence at the Education Support Office instead of installing it at each school. This will enable school teachers to focus on education, and the committee will be able to maintain a consistent process based on uniform standards. Third, the reconsideration process of the current Autonomous Committees for Countermeasures against School Violence's decision is dualized. As a result, the parties may be subjected to different review results on the same issue. Therefore, it is necessary to establish a unified reconsideration agency within the Office of Education to reduce the distrust of the parties to the dispute and secure the trust of the disposition result. 매년 빈번히 발생하고 있는 학교폭력은 그 사안의 심각성으로 인해 우리 사회에 큰 충격과 부담을 안겨주고 있다. 「학교폭력예방 및 대책에 관한 법률」은 2004년에 제정된 이후 여러 차례에 걸쳐 개정되었다. 현재 「학교폭력예방 및 대책에 관한 법률」은 학교폭력 사안을 처리하는 절차적 측면, 피해학생에 대한 치유와 보호 측면, 가해학생에 대한 선도와 교육 측면이라는 세가지 축을 중심 내용으로 하고 있으며, 개정을 통해 세부적이고 구체적인 지침의 모습으로 변화해 오고 있다. 하지만 현행 「학교폭력예방 및 대책에 관한 법률」에서 규정하고 있는 학교폭력 처리절차는 교실공동체의 회복적 측면에서 볼 때 일정한 한계점을 가지고 있다. 특히 학교폭력대책자치위원회를 통한 필수적 심의제도의 문제, 학교폭력대책자치위원회의 위원구성과 설치기관의 문제, 학교폭력대책자치위원회 조치에 대한 재심기구의 이원화 문제가 가장 대표적이라고 할 수 있다. 따라서 관련 법률의 입법적 개선을 통해 교실공동체 회복 측면의 규정을 강화할 필요가 있다. 더나가 학교폭력 처리절차의 공정성과 전문성 확보를 통한 당사자의 분쟁 여지를 감소시키는 개선안이 제시되어야 한다. 이를 위해 첫째, 경미한 학교폭력행위에 대해서는 학교폭력대책자치위원회 이전 단계인 학교폭력전담기구단계에서 이해관계자 간의 갈등조정기간을 통해 사안을 종결할 수 있는 기회를 부여해야 한다. 둘째, 학교폭력 처리절차의 공정성과 전문성 확보를 위해서는 학교폭력대책자치위원회 위원의 과반수를 학부모위원으로 구성하고 있는 현행 규정을 개정해야 한다. 또한 학교폭력대책자치위원회를 지금처럼 각급 학교에 설치하는 것이 아니라 교육지원청에 설치하는 방안을 고려해 볼 수 있다. 이를 통해 학교의 교육업무 집중과 통일적 처리기준에 따른 처리결과의 일관성을 유지할 수 있을 것이다. 셋째, 현행 학교폭력대책자치위원회의 조치결정에 대한 피해․가해학생의 재심기구가 이원화되어 있어서, 당사자들이 동일한 사안에 대해 서로 상이한 재심결과를 받게 되는 경우가 있다. 따라서 교육청 내에 통일된 재심기구를 설치하여 분쟁 당사자들의 불신을 감소시키고 처리결과에 대한 신뢰를 확보해야 할 것이다.

A Study on Prevention of School VIOLENCE and Measures

Lee In gon J-INSTITUTE 2019 Robotics & AI Ethics Vol.4 No.1

The problem of the school violence of the youth is not merely the deviation of the individual, but the social problem that our community must solve as a top priority. In recent media reports on juvenile school violence, newspapers and portal sites have spread. People who were angry at the school violence filed a petition to abolish the Juvenile Law on the Cheongwadae homepage, and more than 270,000 people have complained about it, resulting in a huge societal aftereffect. It does not mean that they do not understand community members sym-pathy. Although they trust the strong national obedience as a measure against school violence, they do not have a great effect. At the end of 2011, Daegu s suicide incident became publicized, causing a great social shock. The government announced that it would eradicate school violence in 2012, and announced the Comprehen-sive Measures for the Elimination of School Violence . After the announcement of the measure, it was reported that the violence was reduced by simple numerical figures. However, after several years, we can not help asking whether the measure emphasizing unilateralism is effective. This shows the limitations of not being able to create a healthy community and not fundamentally reducing school violence and juvenile delinquency as a powerful imperative of the current judicial system in which the punishment of the perpetrator punishment = problem solv-ing is widespread in our society. Therefore, in this study, how is the direction of school violence and genuine restorative justice defined in the current situation, where the national criminal justice system paradigm is shifting from the victim-centered traditional criminal justice system to the offender-centered criminal justice system? The current Criminal Justice Review examines the meaning and effectiveness of the traditional national crim-inal right to combat and complement the ideology of restorative justice as a preventive measure against serious school violence. It is necessary to plan ways to bring about substantial change.

‘학교폭력’의 재개념화를 위한 교육문화적 소고

전현욱,오덕열 한국인격교육학회 2020 인격교육 Vol.14 No.2

The problem on school violence is getting worse. And as various acts occurred, the concept of 'school violence' was established based on specific acts that occurred among members. However, this definition of psychological and legal perspective did not reflect the specificity of the phenomenon different from the general 'violence.' Therefore, I tried to review the concept of ‘school violence’ in terms of culture and approach it educationally. We then examined the appearance of problematic violence and reflected on the disgusting thoughts that turned into cultural violence. Our implications for the reconceptualization of ‘school violence’ are as follows: First, in judging school violence, it is also necessary to examine not only superficial behavior but also the way of life and attitude toward violence. Second, just as school violence prevention education should deviate from the cognitive aspect, ‘school violence’ should be viewed from an affective and social structural perspective. Third, ‘school violence’ should be recognized as a material for creating a new school culture. After all, ‘school violence’ is a concept that should be reviewed in terms of personal attitudes and growth, changes in personality through reflection and reorganization, mature education and school culture, and expansion to peaceful thinking. 학교폭력의 문제는 나날이 깊어지고 있고, 다양한 형태의 행위들로 그 외연이 확장되면서 ‘학교폭력’은 구성원 간 일어난 특정한 행위를 중심으로 개념이 정립되었다. 그러나 이러한 정의는 심리학적ㆍ법학적 관점에서 이루어졌기에 일반적인 ‘폭력’과 차별화 된 현상의 특이성을 반영하지 못하였다. 따라서 학교폭력에 대한 개념을 문화라는 측면에서 검토하고 교육학적으로 접근해 보고자 했다. 그리고 문제가 되는 폭력의 모습을 살펴보고, 문화적 폭력으로 전환된 혐오적 사고에 대해 성찰해 보았다. 학교폭력의 재개념화를 위해 정리된 우리의 함의는 다음과 같다. 첫째, 학교폭력의 판단 여부에 있어 표면적 행위 뿐 아니라 그 이면인 삶의 방식과 폭력을 바라보는 자세까지 함께 검토해 보아야 한다. 둘째, 학교폭력예방교육이 인지적 측면에서 벗어나야 하듯 학교폭력은 정의적 측면 및 사회구조적 관점에서 바라보아야 한다. 셋째, 학교폭력은 새로운 학교문화 조성을 위한 반면교사로 인식되어야 한다. 결국 학교폭력은 삶의 자세와 사고 틀의 부단한 성찰과 해체, 재구성을 통한 개개인의 인격적 성장과 변화, 성숙한 교육 및 학교문화의 형성, 평화적 사고로의 확장이라는 측면에서 검토되어야 할 개념이다.

성인 지적장애인의 청소년기 학교폭력 경험에 대한 질적 연구

민기연,김은진 한국학교사회복지학회 2022 학교사회복지 Vol.- No.58

This study identified the reality of school violence experienced by students with intellectual disabilities and suggested ways to support their school life. Five adult men and women with intellectual disabilities who experienced school violence participated in the qualitative study of reporting ‘the types and impact of school violence experienced by adults with intellectual disabilities.’ According to the in-depth interview analysis, all the participants were victims of school violence throughout the 12 years of public education. Although it is a characteristic of school violence revealed in many studies that the perpetrator and victim intersect sometimes, students with intellectual disabilities were fixed in the victim's position and experienced various forms of school violence ranging from verbal violence to physical violence. The participants, who realized that the problem would not be solved even if they reported it to the school, gradually fell into learned helplessness and suicidal thoughts, remembering their school days as the most terrible memories. Study participants were still under the negative influence of school violence even as adults, and they mentioned strong punishment for perpetrators and protection for victims as the most important needs. This study is a qualitative study with five intellectually disabled people, and it has limitations in generalizing the results of the study to the experiences of all students with intellectual disabilities. In addition, the possibility of data distortion is acknowledged due to the nature of the research method. However, it can be accumulated as research result in related subject areas by identifying the reality of school violence through those with intellectual disabilities who have experienced school violence and suggesting practical supports that can help solve problems at schools. In addition, the results of this study will play a role in policy development to prevent and support school violence for students with disabilities and to construct the basis for specific institutional intervention. 이 연구는 지적장애 학생의 학교폭력 관련 경험을 비장애 및 다른 장애를 가진 학생의 학교 폭력 경험과 분리하여 독립적으로 살펴봄으로써 지적장애 학생들이 경험한 학교폭력의 실제를 파악하고, 이들의 원만한 학교생활을 지원할 수 있는 방안을 제시하고자 하였다. 학창시절에 학교폭력을 경험하였던 성인 남녀 지적장애인 5명을 질적연구의 참여자로 하여 ‘성인 지적장애인이 경험한 학교폭력의 유형과 경험이 어떠한가’를 회고적으로 살펴보았고, ‘학교폭력 경험이 성인이 된 지적장애인의 삶 전반에 어떠한 영향을 미쳤는가’를 확인하였다. 또한 학교폭력 문제해결과 관련하여 이들 당사자가 가진 지원요구는 무엇인지 살펴보았다. 심층면담 분석 결과, 연구참여자 전부는 12년간의 공교육 과정 내내 학교폭력의 피해자였음을 확인할 수 있었다. 때로 가해자와 피해자가 교차하는 것이 많은 연구에서 밝혀진 학교폭력의 특성이지만, 지적장애 학생들은 피해자의 위치에 고정되어 있었으며, 언어폭력에서부터 신체적 폭력에 이르는 다양한 형태의 학교폭력을 경험하였다. 외부에 학교폭력 사실을 알려도 문제가 해결되지 않음을 인식하게 된 참여자들은 학습된 무기력에 빠져들며 극단적인 선택을 고민하였고, 학창시절은 가장 끔찍한 기억으로 남겨졌다. 학교폭력 경험은 성인이 된 지금도 이들에게 부정적 영향을 미치고 있었으며, 가해자들에 대한 강력한 처벌과 피해자 보호를 주요한 지원요구로 언급하였다. 본 연구는 5명의 지적장애 당사자를 연구참여자로 한 질적연구로, 연구의 결과를 전체 지적장애 학생의 경험으로 일반화하는데 한계를 가진다. 그러나 학교폭력을 경험한 지적장애인 당사자를 통해 학교폭력의 실제를 파악하고, 학교현장의 문제해결에 도움이 될 수 있는 실질적인 지원요구를 제안함으로써 관련 주제 영역의 연구성과로 축적될 수 있을 것이다. 나아가 장애학생에 대한 학교폭력과 따돌림 등을 예방하고 지원하기 위한 정책개발 및 구체적인 제도적 개입의 근거 마련에 본 연구의 결과가 일정한 역할을 담당할 수 있기를 기대한다.