There is increasing evidence for the deleterious impact of emotional violence on children`s well-being and development. This systematic review focused on a) the prevalence and (b) correlates of emotional violence by teachers. A literature search of quantitative and peer-reviewed studies published in English between 1980 and April 2021 was conducted. Eighty-four studies met the inclusion criteria. Studies represented all geographical regions of the world, were predominantly cross-sectional and of moderate quality. Studies were heterogeneous in terms of their samples, conceptualization, and measurement of emotional violence. Results indicated that emotional violence by teachers is prevalent across cultural settings, although large variations within and between regions are noted. It is related to mental health, behavioral and academic problems of children above and beyond physical violence by teachers and victimization by peers and parents. Boys are at higher risk of experiencing emotional violence by teachers than girls. Family dysfunction, low socioeconomic status (of the family or the community), and violent school environments appear to increase risk as well. The observed patterns of co-occurrence of emotional violence with physical violence by teachers and victimization by peers as well as perpetration of violence against peers and teachers lend support to notions of poly-victimization and cycles of violence in the school settings. Future research should use representative surveys, examine antecedents, and consequences of emotional violence by teachers using longitudinal and experimental designs and evaluate interventions to prevent emotional violence by teachers.

中文翻译：

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对教师情绪暴力的普遍性和相关性的系统回顾。

越来越多的证据表明情绪暴力对儿童的福祉和发展产生有害影响。这项系统审查的重点是：a) 教师情绪暴力的普遍性和 (b) 相关性。对 1980 年至 2021 年 4 月期间以英文发表的定量和同行评审研究进行了文献检索。84 项研究符合纳入标准。研究代表了世界所有地理区域，主要是横截面的，质量中等。研究在样本、概念化和情绪暴力的测量方面存在差异。结果表明，教师的情感暴力在不同文化背景下都很普遍，尽管地区内部和地区之间存在很大差异。它与儿童的心理健康、行为和学业问题有关，而不仅仅是教师的身体暴力以及同龄人和家长的伤害。男孩遭受老师情感暴力的风险高于女孩。家庭功能失调、（家庭或社区）社会经济地位低下以及学校暴力环境似乎也会增加风险。所观察到的教师情感暴力与身体暴力、同龄人受害以及针对同龄人和教师的暴力行为同时发生的模式，支持了学校环境中多重受害和暴力循环的概念。未来的研究应采用代表性调查，利用纵向和实验设计来检查教师情绪暴力的前因和后果，并评估预防教师情绪暴力的干预措施。