Video Summary - 학폭위 당일, 학부모가 ‘이 3가지’ 모르면 무조건 망합니다 (가해·피해 출석 가이드)

Summary of the Video’s Main Points (School Violence Attendance Guidance)

The school violence committee hearing is not a “trial,” but parents often treat it like one. The video argues that many parents mistakenly focus on “winning” or venting, and miss what actually affects the committee’s decision: the student’s sincerity, reflection, and accountability.

How decisions are made on the day

The committee reviews an already-prepared investigation report and the submitted documents before deliberations.
Committee members decide by majority approval during a closed meeting.
While legal arguments are less important than expected, the video emphasizes that the committee is largely composed of parents/council members—so how honestly the child and parents communicate matters a great deal.

The 5 scoring factors used to determine the action level

Severity
Persistence
Intentionality
Remorse
Reconciliation

The video stresses that severity and persistence are hard to change on the day, but intentionality, remorse, and reconciliation can shift significantly depending on the student’s statements.

Core “strategy” for the hearing: short, Q&A-driven, student-led

The meeting includes staggered entries so the perpetrator and victim do not face each other.
It’s not for long prepared speeches—it’s mainly committee questions + student answers.
The video claims about 90% of statements should come from the child, and committee members often stop parents who try to speak on the child’s behalf.
Parents may prepare a brief (about 1 minute) final remark if needed, but should not dominate.

Advice for the Alleged Offender (Perpetrator)

Decide your approach before the hearing (two different tracks):
- If disputing the facts: use objective, data-based corrections, not emotion.
- If admitting the act but seeking mitigation: focus on reflection and recovery, not minimizing or denying “trivial” parts.
Avoid the worst mistake: admitting fault while constantly mixing in excuses, which the video says harms “reflection” scoring.
Plan apology and reconciliation in advance (don’t improvise during the hearing). The video recommends attempting contact and showing effort before the incident day if possible.
Submit key materials in writing beforehand (e.g., letters, confirmation forms, counseling receipts, relevant records), because committee members may not retain a pile of verbal materials during the meeting.
Control emotional framing:
- Don’t present it as “injustice only I suffered.”
- Don’t blame the other party as part of your motive during the hearing.
The video’s framing is that the committee focuses on whether the student takes responsibility, not whether the other side is also at fault.

Advice for the Aggrieved Student (Victim)

Define goals clearly: it’s not an emotional appeal; it’s evidence of harm.
Describe both objective and psychological damage:
- Not only physical injury, but also mental distress, refusal to attend school, academic decline, and sleep problems.
- The video notes a “trend” toward considering actual psychological suffering, and urges submitting medical certificates and counseling records.
Request protective measures specifically (e.g., counseling/therapy support), rather than just asking for punishment.
Avoid forcing reconciliation: the victim should be allowed to refuse without disadvantage.
If the offender apologizes: the key question is whether reconciliation feels sincere and acceptable—answer honestly.

How to Answer Hidden “Grading Intent” in Committee Questions

The video claims committee questions often map directly onto the five scoring areas (severity/persistence/intentionality/remorse/reconciliation). It advises students to identify which factor is being evaluated and respond accordingly:

When acknowledging facts: separate what is acknowledged vs. what differs from the investigation.
When asked “why did you do that?” focus on intentionality—avoid excuses and end with responsibility.
On reflection: provide specific, concrete remorse and perspective from the victim’s standpoint (not abstract “I’m sorry”).
On prevention/guarantee: give concrete plans (e.g., counseling start dates and behavioral steps; include parents’ support too).
On victim harm/damage: describe specific symptoms and daily-life impact; provide documents if available.
On protective measures: state needed supports and logistics (like separation) to reduce anxiety.

Presenters / Contributors

Attorney Kim Jeong-hun (Specialist in School Violence; School Violence Committee member)

학폭위 당일, 학부모가 ‘이 3가지’ 모르면 무조건 망합니다 (가해·피해 출석 가이드)

Key takeaways