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National Commission for the Promotion of Equality

This research study aims to analyze the different forms, trends, and consequences of violence, harassment, and bullying in schools through a gender perspective. It also examines the victims' response, barriers encountered, and the effectiveness of preventive measures. The study aligns with global and local agendas to protect children from all forms of violence.

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National Commission for the Promotion of Equality

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  1. National Commission for the Promotion of Equality Violence, Harassment and Bullying in Schools Research Study Antoniella Gatt Principal

  2. “Violence, harassment and bullying are human rights issues that profoundly affect the lives of children.” United Nations, 1989

  3. Aims of the Research Study (1) • To analyse the subject from a gender perspective in order to identify different forms of violence, harassment and bullying in schools affect girls and boys; • To identify emerging trends, circumstances, types and causes of violence, harassment and bullying in schools; • To establish a contemporary view of the patterns and processes of such forms of violence in schools; • To analyse the effects, the immediate and potential long-term consequences on boy/girlvictims and perpetrators;

  4. Aims of the Research Study (2) • To identify the victims’ response to violence and highlight victims’ efforts for help or to stop the violence; • To identify barriers encountered by victims; • To identify the victims’ needs and whether such needs are met; • To examine perpetrators’ characteristics and risk factors triggering violence; • To analyse the effectiveness of preventive measures; • To analyse the current protocols, policies and existing structures within schools to combat violence

  5. Global and Local Agenda (1) • “All children have the right to be protected from violence...” ~UNICEF, 2014 • “States parties shall take all the appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity...”; “States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence...” ~UNCRC

  6. Global and Local Agenda (2) • In Maltese law, harassment is defined as: • “alarming a person or causing them distress” • “to subject the person to any unwelcome act, request or conduct, including spoken words, gestures or the production, display or circulation of written words, pictures or other material” • There is also a prohibition to incite hatred against a person or group of persons, in connection with their gender, gender identity, sexual orientation, race, colour, language, ethnic origin, religion or belief or political or other opinion.

  7. Definitions “A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself” ~Dan Olweus Important elements in definition: • aggressive behaviour that involves unwanted, negative actions • a pattern of behaviour repeated over time • an imbalance of power

  8. Posters disseminated in a number of secondary schools in Malta and Gozo

  9. Methodology • Qualitative • 50 structured in-depth interviews with stakeholders • 8 peer streamed semi-structured focus groups with students, parents, and teachers

  10. How and where does bullying occur? • In the school • Outside the school: - Bus transport - Cyber-bullying Who is responsible when bullying occurs outside the school?

  11. Why does bullying occur? • Element of power • Peer pressure • Being different • Low self-esteem • Jealousy • To impress friends • To stop being the victim

  12. The Gender Element

  13. Impact of bullying on children • Low self-esteem, less self-confidence • Low emotional well-being • Lower educational achievement • Issues with attention span • No longer desire to go to school • Early school leavers • Long-term impact: vulnerability, insecure • Might become bullies themselves

  14. How is bullying dealt with at schools? • According to students: • Limited faith in schools • Reporting is not confidential • Fear of retaliation from the bully • Service is not child-friendly • According to parents: • Limited faith in schools • Bad practices of the school administration • Lack proper intervention

  15. Effective Interventions • Train all school staff especially the teachers • Developing non-academic skills along with parents • Focus should be on the need of the students rather than make the children fit into the goals of the schools

  16. Dealing with diversity in schools • Anti-bullying focus points • Diversity Weeks • Human Library • Buddy System • Circle of Friends • Peer Preparation Programme

  17. How can schools better deal with diversity? • Diversity from early education • Diversity in the curriculum • More non-formal activities • More online presence of school • Giving children a voice

  18. Restorative Justice Measures School should aim to restore as far as possible the relationships between the students in a context where the needs of victims and bullies are addressed.” Addressing Bullying Behaviour in Schools Policy (2014) Such measures help: • to identify the cause of the problem • to understand the behaviour in bullies • the bully to understand the victim’s feelings Concerns: • Mixed feelings about whether measures can really work • Bullying will start again once bully leaves room • Not every victim is ready to forgive • Power imbalance remains

  19. A Rights Based approach Right of every child: to receive an education without feeling threatened or afraid Right of the perpetrator: to access help and support Education about rights and responsibilities should start from a young age.

  20. Whole School approach • “The Addressing Bullying Behaviour in Schools Policy adopts a whole school approach philosophy. This approach is defined as a unified collective and collaborative action ... that has been strategically constituted to improve student learning behaviour and well being and the conditions that support these.” Addressing Bullying Behaviour in Schools Policy (2014) • Bullying is everyone’s problem - not just the victim’s, not just inside the school system, but require the inclusion of non-academic members of staff as well • Everyone should be onboard, train everyone, so that everyone will be committed towards a violence-free school environment – not only school administration

  21. Monitoring • Proper and continuous monitoring system • Feedback collected from children and parents • Whole-school approach for the greatest decline in student bullying

  22. Video clip aired on main local TV channels & on Facebook

  23. Recommendations • Foster fairness, respect and dignity for all persons within the school community • Educate on the value of diversity • Provide a clear understanding of the term “bullying” to prevent different interpretations • Provide training to all school staff

  24. Link to Research Study: https://ncpe.gov.mt/en/Documents/Projects_and_Specific_Initiatives/Forms%20of%20Violence/Report%20-%20Violence%20Schools.pdf Thank you for your attention! National Commission for the Promotion of Equality, Malta Tel: [+356]25903850 Email: equality@gov.mt Website: www.equality.gov.mt

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