Abstract
This is a standalone work, but it is complementary to the study, “Teacher violence in university music education: An exploration in a Mexican context.” It presents the analysis of emerging information found in 53 stories of victims of teacher violence in university music programs. We incorporated reflections and contributions from students, professionals, and dropouts of music careers in the Mexican Republic, who voluntarily shared their stories. The first category describes the consequences of teacher violence. On one hand, there were effects interpreted as positive, including the activation of achievement orientation, overexertion, and self-demand. It is pointed out that these consequences have a paradigmatic effect on the cycle of violence and impact both physical and mental health risks. On the other hand, the ambivalent relationship between student and teacher is described; the justification and introjection of violent practices; resentment and avoidance of the aggressor teacher, which also implies school absenteeism; demotivation and desertion; and mental health effects such as anxiety, depression, chronic stress, professional identity crisis, and suicidal thoughts. The second category describes reflections and repositioning of the informants: the desire to have had the resources to act in a timely manner; the responsibilities involved in teaching practice; the need for change in educational dynamics within musical environments; and the scope of teacher violence. Teachers are encouraged to reflect on their practice.
Accessibility Requirements
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Recommended Citation
Reynoso Vargas, Karla María and Fernández-Morante, Basilio
(2026)
"Consequences of Teacher Violence Among Musicians,"
Visions of Research in Music Education: Vol. 49, Article 7.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol49/iss1/7