The perceptions of psycho-social staff regarding crime prevention strategies in employed schools

Abstract

Crime in schools is increasingly becoming regarded as a complex and socially embedded problem that is shaped by the interaction between individual behaviour, institutional dynamics, and broader societal influences. In this context, psycho-social staff would be pivotal in addressing student behaviour, encouraging wellbeing, and helping to develop and implement crime prevention strategies. The aim of this research is to examine how psycho- social staff perceive crime prevention strategies in Maltese schools, with particular emphasis on assessing their efficacy, identifying major challenges, and highlighting areas that require improvement. A qualitative research design was adopted, using semi-structured interviews with psycho-social personnel, and thematic analysis was used to examine the data. The findings show that crime in schools is a phenomenon influenced by social, familial, and institutional variables rather than being merely a collection of isolated incidents. Proactive, relationship-based, and early intervention-based prevention strategies were perceived to be most successful, with psycho-social personnel being crucial in identifying at-risk pupils and implementing supportive measures. Strong cooperation between school staff, families, and external agencies also emerged as essential for enhancing the efficacy of these strategies. However, participants also drew attention to significant issues, such as limited resources, high caseloads, inconsistent policy implementation, and an overreliance on punitive or reactive measures. Overall, the study indicates that holistic, integrated, and psycho-socially informed approaches are necessary for effective crime prevention in schools, while highlighting the fact that psycho-social personnel continue to be vital players operating within significant structural constraints. These findings highlight the need for more cohesive policy development, better institutional support, and increased collaboration in order to strengthen the efforts to prevent crime in educational settings.