PREVENTION AND EARLY INTERVENTION IN SCHOOLS: EDUCATIONAL GROUNDING OF THE MAXIM "HARM MUST BE ELIMINATED" IN STUDENT PROTECTION

Abstract

This study highlights the organic relationship between the major jurisprudential maxim "Harm Must Be Eliminated" (Al-Darrar Yuzal) and the concepts of prevention and early intervention in educational institutions. This relationship serves as an integrated legal and educational framework to ensure the students' psychological, physical, and intellectual safety. The paper is based on a vision that combines jurisprudential grounding with reliance on the latest literature in educational psychology and school administration, attempting to formulate a sustainable preventive model that blocks the occurrence of harm before it escalates. The study seeks to answer three central questions: How can the maxim "Harm Must Be Eliminated" be leveraged to establish preventive school policies? How can this principle be translated into practical procedures in the domain of psychological and physical safety? What is the role of the culture of accountability and responsibility in achieving this legal educational objective? The study adopts a dual methodology: the Inductive Methodology to derive concepts from the maxim's texts and foundational sources, and the Analytical Methodology to link these concepts to contemporary practices in school administration and preventive psychology. The results demonstrate that the maxim "Harm Must Be Eliminated" offers an advanced methodological vision that transcends the remedial aspect toward the preventive, making it an effective framework for designing early detection programs and preventive policies in education.