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The problem of violence in schools has been considered globally through teachers’ assessments of violence in schools- sometimes of the actual state of violence in the schools where they work; of the representation of the form of violent behavior and the reactions of students in the situations where they find themselves in the spectator role of a violent scene. This work is the result of research which serves to empirically confirm the representation of violent behavior of both students and teachers in verified, controlled (part of the School without violence network) and unverified elementary schools of the Rasina District in Serbia, as well as the attitudes of teachers on violence and on personal competence to suppress the aforementioned phenomenon. The beginning results of the research on the problem of violence- in the past and at present have shown a tendency for the increase in violence in educational institutions. Through a longitudinal consideration of subjective assessments of teachers on violence in the previous and current period, we come to a conclusion that the greatest percentage of teachers points out that the problem of violence today is the same or greater in relation to earlier periods. Further analysis of the results has contributed to the conclusion that the teachers’ awareness of the presence of violence is greater in schools which are a part of the School without violence network, which caused the display of a greater degree of violence in these schools.

The paper presents the results of a research regarding the implementation of educational software in the classroom conducted on a sample of 212 pupils in primary schools. After applying the experimental factor, i.e. educational software the purpose of which is to encourage individual teaching, the pupils expressed their opinions of innovative approaches to teaching by means of questionnaires designed especially for the purposes of the research (Cronbach α=0,816 and Fergusons coefficient δ=0,912). The results of the research speak in favour of modern concepts. Almost two-thirds of surveyed pupils prefer learning through educational software and believe that it is the best way of learning at school. On the basis of the expressed pupilś opinions one can conclude that learning through educational sofware fits the needs of contemporary pupils and that schools should be advised to apply the resources of information technologies for educational purposes to a far greater extent.

It is a fact that the value system of those countries which are in a transitional period is significantly disrupted. Such condition has a negative effect on the entire society, institutions, families and young people. The proof for that is a heightened number of juvenile delinquents which is increasing more and more each year. Also, when it comes to a disrupted value system which is dominated by the famous, rich, influential and powerful, the question arises: From whom do the young learn about life and humane values? One of the features of many people who are going through the existing crises is explicit contradictoriness, meaning that they know what is right and moral but they do not act accordingly because it is a lot more difficult to satisfy their needs in that way. Therefore, young people too, modelling themselves on the adults, have not started to choose means to achieve their aims, while they are, at the same time, aware that the means they are using are not moral. In accordance with these facts, the problem of this theoretical qualitative research is set, and the problem is that young delinquents, besides knowing which moral values they should follow, still act in the opposite way. However, in order for a person to align his/her behaviour with personal and general principles of moral values, he/she has to reach a certain cognitive and developmental stage of moral judgement. That is why the problem of this research is the degree of moral judgement of juvenile delinquents.