Violence among children and teenagers is increasing in certain forms, but there is no evidence of a widespread rise across all types of violent behaviour, according to University of Cyprus psychology professor Panikos Stavrinides.
At the same time, social media is making violent incidents more visible, often spreading footage within minutes and creating an exaggerated impression of how common such behaviour has become.
Speaking to Phileleftheros in an interview for its Sunday edition, Stavrinides examined what drives young people towards violence and delinquency, why some children stand by and watch others being attacked, and what needs to change to tackle the problem more effectively.
He explained that violent behaviour rarely stems from a single psychological factor. Instead, it usually develops when certain individual characteristics combine with social circumstances that encourage aggression.
Stavrinides also stressed the importance of teaching children empathy from an early age, arguing that effective prevention requires time, scientific evidence and constant adaptation to new challenges, particularly as technology and artificial intelligence create new forms of violence.
Violence is increasing, but not across the board
Asked whether violence among minors was genuinely becoming more common or simply attracting greater publicity, Stavrinides argued that both were happening.
Social media and advances in technology allow images and information about violence and vandalism to spread almost instantly. However, the information is not always accurate, and some incidents attract disproportionate attention.
That does not mean there has been no genuine increase in youth offending.
“Scientific evidence confirms an increase, but only in specific forms of violence and delinquency. It is not a general, scientifically established increase across every category,” he explained.
The professor also pointed to the importance of timing, identifying periods shortly after the start of the school year, towards its end, and during holidays and celebrations as times when certain behaviours may become more common.
He recalled incidents in New York during Halloween when groups of young people threw eggs at passers-by, using them as an example of how particular occasions can trigger outbreaks of antisocial behaviour.
Turning to recent attacks on food delivery workers, Stavrinides noted that such incidents often involved groups of minors targeting vulnerable people. In some cases, he added, racist attitudes may also play a role.
“We can broadly describe this as a period of increased delinquency, but we need to be careful about the types of violence and offending involved, the periods in question and the social or temporal context that may encourage such behaviour,” he said.
The combination of factors that can push a child towards violence
Stavrinides rejected the idea that a single psychological characteristic could explain why a child becomes violent.
Research into aggression, he explained, shows that violent behaviour is extremely rarely caused by one factor alone.
A child may struggle to manage emotions and react aggressively to seemingly minor incidents. But these difficulties often exist alongside other psychological and social factors.
Some children have very low levels of empathy, limited social skills or difficulty forming friendships. Others struggle to understand and respect personal boundaries.
Impulsivity is another important characteristic. Children who act without properly processing what is happening around them may find it harder to control their reactions.
According to Stavrinides, impulsivity can also help predict behavioural problems that may emerge years later.
However, he stressed that psychological characteristics alone do not explain violence.
“The essential condition is that these factors come together, at the same time, within a social environment that can trigger them. That is the combination behind delinquent behaviour in general, not any single factor,” he explained.
Family life, school, neighbourhoods and social relationships can all influence whether violent behaviour develops or is prevented.
This combination of factors also helps explain why children raised in stable, supportive families can still become involved in serious offending.
“Although the family is a protective factor, many other influences are operating at the same time and can cancel out the benefits of a stable, well-functioning family,” Stavrinides noted.
Four types of children who witness violence
One of the most revealing aspects of Stavrinides’ analysis concerns children who witness violence without necessarily taking part.
Drawing on research into bullying, he identified four distinct groups of bystanders, each driven by different motivations.
1. Those who encourage the violence
These children actively support the aggressor without necessarily carrying out the attack themselves. They may act as lookouts, clap, shout encouragement or otherwise help the perpetrator. Stavrinides linked this behaviour mainly to a desire for acceptance and belonging within the aggressor’s group.
2. The indifferent observers
These children recognise what is happening but consider it someone else’s problem. Because they are not personally being attacked, they feel no particular need to become involved.
3. Those who are afraid to intervene
This group watches the violence but fears becoming the next target. Children may remain silent or try to avoid attention because they worry that intervening could put them in danger.
Stavrinides warned against interpreting their behaviour as cowardice.
“It is not a form of cowardice. Any of us may have experienced that feeling. The body’s automatic response is to avoid the danger,” he explained.
4. Those who act out of empathy
The fourth group, which Stavrinides described as the active empathy group, consists of children who identify with the victim and feel compassion for them.
Instead of simply observing, they turn those feelings into action. Although they understand that intervening may expose them to danger, some decide to help.
“This group is driven primarily by an emotional response. When they witness something like this, they identify with the victim and feel compassion for what is happening to them. That emotional response then leads to action,” he explained.
The challenge, according to Stavrinides, is to understand the different psychological responses well enough to develop ways of helping children in the first three groups move safely towards the fourth.
Teaching empathy from an early age
Turning to the measures needed in Cyprus, Stavrinides acknowledged that progress had been made but warned against expecting immediate results.
One difficulty is that new forms of violence continue to emerge even as authorities develop ways to tackle existing problems.
Prevention policies also need time to mature, while their effectiveness must be assessed through evidence gathered over longer periods.
Stavrinides placed particular emphasis on education and early intervention, arguing that schools and other institutions should encourage positive social behaviour from a young age.
Developing empathy, he explained, can play an important role in reducing aggression and antisocial behaviour.
His own research into empathy began around 16 or 17 years ago, when the concept attracted far less public attention than it does today.
Years of scientific investigation, testing and verification were needed before the value of such approaches became more widely recognised and began finding their way into society.
His approach places prevention alongside intervention, with an emphasis on understanding the psychological and social factors behind violence and helping children develop protective social and emotional skills early in life.
Ernestina Sismani Papakosta: Cases are becoming more serious
The number of cases referred to Cyprus’ Educational Psychology Service has not increased significantly, but the incidents it handles have become more serious and complex in recent years, according to its head, Ernestina Sismani Papakosta.
Papakosta explained that the Ministry of Education, Sport and Youth monitors school violence using information collected from schools and relevant services, including the Educational Psychology Service and the Cyprus Pedagogical Institute.
The ministry also plans to use the eDEA digital platform to record, gather, monitor and analyse information on incidents, aiming to develop a clearer picture of the problem and improve the effectiveness of interventions.
School violence, she noted, is a longstanding issue linked to wider patterns of violence in society.
Although referrals to the Educational Psychology Service have not risen significantly, the service’s experience suggests that the cases it deals with have become increasingly serious and complicated.
Papakosta stressed that recognising warning signs early allows adults to intervene before problems escalate.
Teachers and parents need to identify signs that a child may be experiencing violence or behaving violently towards others.
Violence during childhood and adolescence can sometimes point to serious emotional difficulties, depression, abuse or traumatic experiences.
Potential warning signs include sudden or significant changes in behaviour or emotional wellbeing, such as social withdrawal, irritability, angry outbursts, low self-esteem, anxiety and sadness.
Physical symptoms may also provide clues, including unexplained injuries, frequent headaches, other unexplained physical complaints, sleep disturbances or eating difficulties.
However, Papakosta cautioned that no single symptom should automatically be treated as evidence that a child is experiencing violence.
Cyprus Police: Prevention, cooperation and shared responsibility
Cyprus Police described youth offending as a major challenge not only for law enforcement but for society as a whole, calling for coordinated action, early intervention and closer cooperation between relevant authorities.
The force explained that its response operates on two main levels: enforcement and prevention.
On the enforcement side, officers investigate reported offences or incidents brought to their attention, identify those responsible and take cases before the courts where appropriate.
However, legislation concerning young offenders also provides alternatives to criminal prosecution.
Under the diversion programme, a child suspected of committing an offence may, on the instructions of the Attorney-General, be dealt with outside the court system.
The legislation applies to criminal investigations involving children accused of criminal or traffic offences.
Police assess each case individually, taking account of the child’s age, family background, the nature of the offence and any previous offending.
Prevention remains a major part of the police response.
Specialist officers visit schools and other places where young people gather, delivering presentations and interactive workshops designed to promote responsibility, respect for others and an understanding of the consequences of unlawful behaviour.
Police also work with government departments, social organisations and other agencies involved in tackling youth offending.
A Youth Delinquency Management Coordination Committee has been established, bringing together police departments and services to improve coordination and strengthen the response to such incidents.
However, the force stressed that policing alone cannot solve the problem.
Families, schools, social services and wider society all have an important role in preventing violence, recognising concerning behaviour early and supporting young people.
The police said their goal was not simply to respond to offending after it occurred, but to prevent it by giving young people the opportunities and support needed to make responsible choices, respect others and contribute positively to society.
