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Domestic violence is a dilemma for educators, and child protective services do not always effectively contribute to addressing violent situations in school or outside of school. By analyzing 721 field diaries written by psychologists working in public schools, this study seeks to identify the actions taken by educators to address situations of domestic violence experienced by their students. This study is a constructive and interpretive analysis, drawing on the investigated categories in the field diaries. The results showed seven coping strategies: (1) notification and a search for networking, (2) referrals or sharing the suspected cases with other professionals, (3) focused interventions with the family and the child in the school context, (4) reluctance to seek information regarding the child's life, (5) resistance to contacting the family, (6) anonymous accusations, and (7) the welfare perspective. We concluded that violence and the strategies with which to address this phenomenon should be considered from social, political and economic perspectives.

The educator and violent situations experience by student: Coping strategies