This study investigates the ongoing issue of violence against children in Indonesian schools by utilizing a legal philosophy framework and adopting a constructivist approach. Even with the introduction of regulations designed to curb such violence, occurrences of both peer-to-peer aggression and abuse perpetrated by teachers continue to be widespread. This research employs a qualitative methodology rooted in constructivist theory to analyze school violence as a socially constructed phenomenon influenced by cultural norms, institutional practices, and environmental factors in educational contexts. The research involved gathering data from various sources, including legal, philosophical, and sociological literature, which were then examined through a hermeneutic-dialectical lens to reveal the fundamental causes and consequences of violence in educational settings. The results indicate that established social constructs—such as patriarchal values, authoritarian educational models, and hierarchical teacher-student dynamics—play a crucial role in normalizing and perpetuating violence. The study reveals a significant prevalence of physical and sexual violence, frequently intensified by insufficient preventive measures and the absence of robust response systems. The study indicates that implementing a constructivist approach may enable dismantling detrimental social norms, fostering a transition to a more human-centered, introspective, and cooperative educational framework. A transformation of this nature is crucial for cultivating secure, non-violent educational settings that promote children’s comprehensive development and welfare.