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The purpose of this study was to investigate the effect teacher violence on academic avoidanc, academic optimism and academic vitality of students. The research method is descriptive-correlation. The statistical population of the study was all secondary high school students in Sarbaz city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=5395). By stratified-stratified sampling (by gender) of 359 students through teacher violence scale (Piskin et al., 2014), Academic Avoidance Scale (Khormaei & Saleh Ardestani, 2016), Academic Avoidance Scale (Tschannen-Moran et al., 2013) and Academic Vitality Scale (Hosseinchari & Dehganizade, 2014) were studied. Kolmogorov-Smirnov tests, Pearson correlation coefficient, Durbin-Watson and path analysis Correlation coefficient and path analysis were used to analyze the data by using SPSS and Smart PLS softwares. Findings showed that teacher violence has a positive effect on academic avoidanc and has a negative effect on academic optimism and academic vitality of students. According to these results, holding in-service training workshops for teachers in the areas of familiarity with children's natural rights, anger management, compassion and forgiveness towards others is recommended.