Maltreatment and abuse have consequences that affect the entire society. What has been paid less attention to is abuse in the school environment in connection with the education of students. The purpose of this research was to investigate the concept of academic abuse of students. The statistical population of the research included all secondary school students in Yazd city in the academic year of 2020-2021. The sampling method was purposeful and the data reached theoretical saturation after interviewing 20 students. The analysis of the data obtained from the interviews was done with the coding method and led to the identification of 60 open codes, 16 axial codes and 4 selective codes. Based on the findings, academic abuse consisted of 4 components: intra-school challenges, traumatic family, educational system policies and students' academic demotivation. The causal factors of academic harassment are the way of academic eva‎luation, the way of compiling textbooks and the low quality of teachers' teaching, the underlying factors of academic harassment including unreasonable family expectations, intra-family conflicts and lack of educational facilities, intervening/facilitating factors including Uneven career path, extra-family conflicts and rigid and inflexible rules, academic abuse strategies including differentiation between disciplines, lack of family support and inappropriate behavior of school staff and the consequences of academic abuse including academic frustration, ineffective coping mechanisms It was negligence in carrying out activities and incompatibility with the school environment. According to the results of this research, academic abuse is a variable that is influenced by many individual and social factors, and due to the negative base effects, it is necessary to pay attention to it in the priorities of the educational system

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