The paper sets out to examine school violence as a hiccup to open spaces for quality education in Cameroon. It was crafted from research on violence and educational quality in Cameroon colleges, emphasizing the effects of violence on students’ learning outcomes. This translates to how much and how well children learn and the extent to which their education leads to personal, social, and developmental benefits through respect, tolerance, collaboration, and creativity to attain education for life. The paper has been conceived using the experimental group design with a causal approach wherein the cause and effect are examined. The study was guided by the social interaction theory that shows that an actor's social influence contributes to producing victims' behavior. The research question focused on the extent of violence in education. The specific objective of this study was to understand the learners' violence, the effects of violence on their motivation and self-esteem, and its influence on their learning outcomes. It adopted the quantitative method of data collection and analyses followed by examining the data by appropriate statistical and mathematical rules for significant relations. The quantitative data obtained from the interviews of 924 respondents analyzed using ANOVA but reduced to descriptive statistics in this paper. The analysis was conducted using descriptive statistics, frequencies, and regression analysis. The findings indicate an acute prevalence of violence in school, poor school quality, and challenging socioeconomic background. Besides this, the argumentation of schools as open spaces becomes moribund and problematic.

violence, educational quality, open spaces, human rights