This paper is based on a study of fourteen Norwegian K - 12 teachers who have been violated by students in schools. One key theme emerged during the process of analysis : the threat to the teachers’ self. This threat appears to be intensified due to lack of support. The f indings in this small - scale Norwegian study indicate that student - to - teacher violation can h ave a serious impact on teachers ’ perceptions of their individual and professional self. The findings disclose that the teachers’ self is affected leading to changed, weakened and di srupted experience of teachers ’ self - understanding. This knowledge may inf luence how teachers can continue working when critical incidents occur .
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