form of physical violence between peers. The Health Behavior in School-aged Children (HBSC) does not refer specifically to school-related violence or to violence between peers, as it can occur between a student and “a total stranger, a parent of other adult family member, a brother or sister, a boyfriend or girlfriend or date, a friend or someone known by the student”. Sexual violence According to Demographic and Health Survey (DHS), sexual violence is forced sexual intercourse or any other sexual acts against one's will. Violence Against Children Survey (VACS) defines it as completed non-consensual sex acts (such as rape), attempted non-consensual sex acts, abusive sexual contact (such as unwanted touching), and non-contact sexual abuse (such as threatened sexual violence, exhibitionism, and verbal sexual harassment). Physical violence perpetrated by teachers This is defined as the intentional use of physical force with the potential to cause death, disability, injury or harm, regardless of whether it is used as a form of punishment. Corporal punishment perpetrated by teachers In school, corporal punishment is defined as any punishment in which physical force is used and intended to cause some degree of pain or discomfort. Most involves hitting children, with the hand or with an implement, but it can also involve kicking, shaking, throwing or scratching children. Risk factors Internalizing and externalizing behaviors A distinction is made between internalizing and externalizing behavior. Internalizing behaviors reflect withdrawal, inhibition, anxiety, and/or depression. Internalizing behavior has been found in some cases of youth violence although in some youth, depression is associated with substance abuse. Because they rarely act out, students with internalizing problems are often overlooked by school personnel. Externalizing behaviors refer to delinquent activities, aggression, and hyperactivity. Unlike internalizing behaviors, externalizing behaviors include, or are directly linked to, violent episodes. Violent behaviors such as punching and kicking are often learned from observing others. Just as externalizing behaviors are observed outside of school, such behaviors also observed in schools. Other individual factors A number of other individual factors are associated with higher levels of aggressiveness. Compared to children whose antisocial conduct begins in adolescence, early starters have a worse prognosis in terms of future aggression and other antisocial activities. Lower IQ is related to higher levels of aggression. Other findings indicate that in boys early problematic motor skills, attention difficulties, and reading problems predict later persistent antisocial conduct. Home environment The home environment is thought to contribute to