A History of Violence: Aggression and Relations in Swedish Schools 1947–1974

This article examines the evolution of school violence and aggression in Swedish schools from 1947 to 1974, focusing on the shifting paradigms of responsibility and understanding among various professional fields, including education, psychology, and psychiatry. It aims to elucidate how schools have interpreted and addressed aggression through the lenses of disciplinary and pastoral power, as conceptualised by Michel Foucault. By analysing student records and expert interventions, the study reveals the changing narratives surrounding student behaviour, highlighting the move from biological determinism to environmental and psychological explanations. The findings underscore the importance of institutional responses and the interplay of care and control in shaping students’ identities. Ultimately, the article contributes to the discourse on mental health and social norms in educational settings, illustrating how the governance of behaviour has evolved within the broader context of the welfare state and its impact on school practices.