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Globally, half of students aged 13–15 experience peer-to-peer violence in and around school. This violence has short-term effects on their educational achievement and leaves a long-term impression on their futures. This report outlines the prevalence of violence in and around schools and highlights students’, partners’ and UNICEF efforts to #Endviolence in schools.
Violence in and around schools, including bullying, physical attacks and physical fights, undermines learning and has negative physical and mental health consequences. No country can achieve inclusive and equitable quality education if learners experience violence in school.
Launched in 2017 by Japan’s public broadcaster NHK, FACES: How I Survived being Bullied is an international project led by a group of public media organizations which aims to fight against bullying on a global scale. This vast collection features 2-minute testimonies of bullying from all over the world. Bullying is a social problem in every culture, but if we come together and share our experiences, we can attain an objective view of the current state of the problem which is the first step in designing a solution.
The rate of bullying among children is a key indicator of children’s well-being and an important marker for comparing global social development: both victims and perpetrators of bullying in childhood suffer across various dimensions, including personal social development, education, and health, with negative effects persisting into adulthood. For policymakers and professionals working with children, high rates of bullying amongst children should raise warning flags regarding child rights’ failings. …
Access to education is one of the fundamental rights of every child which should be delivered in a conducive and safe learning environment. With the introduction of Universal Primary Education (UPE) and the Universal Secondary Education (USE), the Government of Uganda has greatly improved primary and secondary school enrolment for both girls and boys including those with disabilities. For these programmes to be effective, children need to access quality education in a safe learning environment. …
Access to education is one of the fundamental rights of every child which should be delivered in a conducive and safe learning environment. With the introduction of Universal Primary Education (UPE) and the Universal Secondary Education (USE) , the Government of Uganda has greatly improved primary and secondary school enrolment for both girls and boys including those with disabilities. For these programmes to be effective, children need to access quality education and complete the education cycle in an environment free from violence. …
With over 75 commitments, the cross-Government plan sets out how the Government will improve the lives of LGBT people. Some of the key actions include: Appointing a national LGBT health adviser to provide leadership on reducing the health inequalities that LGBT people face; Extending the anti-homophobic, biphobic and transphobic bullying programme in schools; Bringing forward proposals to end the practice of conversion therapy in the UK; and Taking further action on LGBT hate crime – improving the recording and reporting of, and police response to, hate crime.
Ce rapport est organisé en trois principales parties. La première traite des différentes formes et manifestations de la violence à l’égard des femmes, en famille et chez les jeunes (1.1 à 1.3). Ensuite sont exposées les données, l’ampleur et les types de violences recensées dans le système éducatif (1.4.). Cette partie se termine par le bilan de la l’extrémisme violent lié au terrorisme (1.5.). La seconde partie commence par la présentation des éléments du débat et point de vue des officiels sur l’extrêmisme violent e au Maroc (2.1). …
The objective of the Journeys Activity Handbook for Teachers and School Staff is to mobilise school staff to take deliberate steps to increase, foster and promote a safe and caring school that is free from violence. A positive school climate includes norms, values and expectations that support people feeling socially, emotionally and physically safe. It also means that teachers are engaged and respected and pupils are cared about, encouraged and supported in a classroom that is free from violence. In addition all school staff and pupils contribute to keeping the school compound clean. …
The aim of this report is to inform policy-makers and practitioners at EU, national, regional and local level on the most effective strategies and practices for preventing bullying and violence in schools across the EU. It examines evidence from European and international research, reviews national practices and the work of civil society organisations with regard to school bullying and violence.
Eighteen experts in the field of bullying and cyberbullying and the SRSG on Violence against Children, have written a contribution from their specific area of expertise, addressing bullying and cyberbullying. Starting with a human rights foundation and children participation, it is followed by examples that show different experiences in developing policies and legislation, including specific dimensions and vulnerable groups to be kept in mind. …
The authors examine the impact of bullying on learning and non-cognitive outcomes for sixth grade students in 15 Latin America countries using data from the Third Regional Comparative and Explanatory Study (TERCE) learning survey. OLS and propensity score matching is applied to attenuate the impact of confounding factors. Matching results show that students being bullied achieve between 9.6 and 18.4 points less in math than their non-bullied peers whilst in reading between 5.8 and 19.4 lower scores, a 0.07-0.22 reduction in the standard deviation of test scores. …
El presente protocolo se enmarca dentro de la Estrategia de Educación Integral de Sexualidad y Prevención de la Violencia para luchar contra la violencia en los centros educativos, las familias y las comunidades. Este protocolo constituye una herramienta de orientación para los centros educativos que permite identificar, atender y referir los casos de violencia física, psicológica y sexual en contra de niñas, niños y adolescentes, así como casos de maltrato infantil, discriminación por VIH, racismo y acoso o hostigamiento sexual. …
La Estrategia Nacional de Educación para la Convivencia Pacífica y Prevención de la Violencia 2016-2020, constituye una respuesta a las necesidades y proyectos de formación integral de la niñez y juventud guatemalteca en el marco de la Política General de Gobierno 2016-2020 y el Plan Estratégico de Educación 2016-2020. La estructura de la presente estrategia se compone de la descripción, estrategias, principios, objetivos, componentes, metas y proyectos. …
Resultados del relevamiento estadístico sobre clima escolar, violencia y conflicto en escuelas según la perspectiva de los alumnos, realizado por el Observatorio Argentino de Violencia en las Escuelas, Ministerio de Educación de la Nación, a partir de una encuesta aplicada a 26.000 alumnos de escuelas secundarias estatales y privadas de las 24 jurisdicciones del país, durante el año 2014.
