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Russian official warns of rising student aggression amid psychological strain

Alarming trends in student behavior push officials to act. Can better communication between schools and families prevent the next crisis?

The image shows a poster with the text "School Speed Limit 25 When Children Are Present" written in...
The image shows a poster with the text "School Speed Limit 25 When Children Are Present" written in bold, black lettering against a white background. The poster is likely meant to remind children of the importance of school speed limits when children are present.

Russian official warns of rising student aggression amid psychological strain

The Education Minister of Nizhny Novgorod Region, Mikhail Puchkov, has spoken about rising concerns over student aggression in Russian schools. He highlighted the psychological pressures facing teenagers today, calling for greater vigilance from both educators and parents.

Puchkov pointed to modern challenges like information overload and exposure to harmful influences as key factors affecting young people. He stressed that adults must learn to spot early warning signs, such as sudden shifts in behaviour, declining grades, or frequent absences.

While acknowledging that metal detectors play a role in school security, he admitted they cannot provide complete protection. Instead, he argued that real safety depends on creating an environment where every child feels supported before problems escalate.

Current measures, including guidelines for school psychologists and an anonymous online chat service, were described as insufficient. To improve prevention, Puchkov announced plans for an automated system to track student absences. He also urged families and schools to work together in reducing psychological strain through structured routines, content monitoring, and open dialogue.

The minister's comments come amid growing concerns over student behaviour, though no official data on school violence trends in Nizhny Novgorod has been released. His proposals focus on early intervention, better communication, and shared responsibility between educators and families.

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