Emotional child abuse is present in all environments, but we do not hear about these kind of cases a lot. This paper deals with types of emotional violence and their characteristics. For the purpose of this paper, a qualitative research was carried out and its main aim was to find out the most efficient methods of recognition and prevention of emotional violence in schools. The research involved 7 teachers from one school in Zagreb whose average age is 47 years. The instrument used to collect data was a questionnaire with 11 questions that teachers could study before the interview began. In an interview with the teachers, cases of emotional violence and measures taken to prevent it were elaborated in detail. All of the teachers I have been talking to point out verbal abuse and mockery as main types of emotional abuse, and conversation with children as the most common form of abuse prevention. One out od seven teachers considers that she is not sufficiently educated about the problem and has difficulty solving such cases. However, she only has one year of experience in the classroom, which is why it can be concluded that experience is very necessary. Identification of violence, as well as its prevention demand a specific knowledge of the characteristic of the victim, the abuser and other participants in the act of abuse. Since teachers are the ones who spend a lot of time with childen at school, they have great responsibility in identifying and preventing emotional violence. Every school should start from its policy. It needs to make clear that there is no room for violence in it, and that, if it is present, it is needed to react on time. Given the complexity of emotional violence, other employers of the school also have to be involved in its recognition and prevention. To be able to act properly, they have to be educated. Today, there is a possibility of going to courses, workshops, etc., but also organizing them in the classroom with the students.