浅议中小学学生欺凌分级干预处置的现时困境与完善进路——以恢复性实践为切入点  

The Dilemma of the Anti-Bullying for Students in Primary and Secondary Schools and Its Improvement:Taking Restorative Practices as an Example

作　　者：张鸿巍 刘筠瑶 ZHANG Hongwei;LIU Junyao(Beijing Institute of Techndogy,Zhuhai 519088;Jinan University,Guangzhou 519070)

机构地区：[1]北京理工大学(珠海) [2]暨南大学法学院/知识产权学院

出　　处：《犯罪研究》2025年第1期12-23,共12页Chinese Criminology Review

摘　　要：中小学学生欺凌不仅对未成年人造成身心健康的极大侵害,亦是未成年人违法犯罪的重要诱因,需依法、科学、审慎处置和规制。《中华人民共和国预防未成年人犯罪法》及《中小学教育惩戒规则(试行)》等法律法规及规范性文件共同搭建了现时中小学欺凌干预处置框架,但对欺凌行为的分级及处置措施间的流转衔接规定仍较为模糊且存在一定程度上的相互抵牾,框架整体非以恢复性司法理念为基石之教育矫治。因此,应以上述法律法规及规范性文件为核心理解欺凌行为分级,引入恢复性实践促进各级处置措施良性衔接,构建以我国国情为基础的恢复性多级支持系统,推动中小学欺凌干预处置转向恢复性实践。School bullying in primary and secondary schools not only infringes on the physical and mental health of students,but is also an important cause of juvenile delinquency.Thus it is necessary to regulate school bullying by the law scientifically and prudently.The Juvenile Delinquency Prevention Law of 2020,the Rules of Discipline for Primary and Secondary School Education,and other regulations have built a framework for dealing with bullying.However,the grading of school bullying behaviors in this framework is ambiguous,and the application of different treatment measures seems contradictory.The framework as a whole has not adopted the educational correctional treatment that is the cornerstone of restorative justice.The grading of school bullying behaviors should be understood based on the above-mentioned laws and regulations and the restorative practices could be introduced to promote the healthy connection of all treatments of bullying.We need to build a restorative multitiered system of support based on the conditions in China and to promote a shift to the restorative practice for school bullying.

关 键 词：学生欺凌 恢复性实践 未成年人违法犯罪 分级干预 

分 类 号：G635.5[文化科学—教育学] G625.5