Sources of structural violence in the modern educational system as obstacles to healthy relationships in teams: exploration through the lens of peace pedagogy

Fostering positive team relationships and fair learning environments is severely hampered by structural violence in educational institutions. The purpose of this study is to investigate how structural violence affects the cohesiveness of educational teams and to provide peace pedagogically based solutions to these issues. In total, 200 students, 50 teachers, and 50 administrators from secondary schools in urban and rural areas participated in surveys, semi-structured interviews, focus groups, and classroom observations as part of a mixed-methods approach to data collection. Significant differences were found by quantitative analysis using ANOVA and t-tests: p-values < 0.01 for rural students who reported lower levels of team cohesiveness (mean = 3.2) and access to instructional resources (mean = 2.9) than urban students (team cohesion mean = 4.1, resources mean = 4.3). These conclusions were supported by observations made in classrooms, which showed tense teacher-student relationships and interrupted group activities in underfunded schools. These findings highlight how systemic injustices negatively impact teamwork, morale, and academic performance. The study comes to the conclusion that institutional changes, fair resource allocation, and supportive legislation are necessary to combat structural violence. To improve team relationships and lessen the negative effects of structural violence, practical implications include implementing the ideas of peace pedagogy to establish inclusive and cooperative learning settings.