violence against children WORLD REPORT ON - CRIN

148Violence against children in schools and educational settingsConstructive child disciplineThe rights-based, child-centred approachrequires that there be codes of conduct acceptedby all members of the school community, establishingmoral and social reference points andemphasising the values that underpin them,including the values inherent in the CRC andin other human rights conventions. Disciplineshould aim at positive reinforcement, constructivecriticism, clear guidance and instruction.Except in extreme cases it should not promotemeasures that may impede a child’s cognitiveand emotional development.Recent research on disciplinary regimes hasmade a distinction between what are termedpro-active and reactive regimes. Those that arepro-active focus on prevention, and are generallybased on careful research into what works,and they establish a legal framework, clear policies,clear rules of conduct and mechanisms forenforcement. Those that are reactive are oftenbased on ill-informed ‘blanket statements’ orassertions, and call for ‘zero tolerance’ andharsh punishments. They often involve suspendingor expelling children, which only displacesthe problem to another school or to thewider community while doing little to help thechild. Such measures contravene a child’s rightto education. Firm but fair discipline can correctunacceptable behaviour without resortingto violence. 201 The consensus among leadingeducationalists is that reactive regimes areineffective in the long term. 202 In this context,UNESCO has outlined basic principles whichshould govern school discipline of childrenwhich emphasise constructive criticism, clearguidance and instruction as well as the principlesof the CRC. 203Bullying: prevention andinterventionWith its Olweus Bullying Prevention Programme,Norway has been a pioneer in effortsto stop bullying in schools. Monitoring offour cohorts of 600–700 elementary schoolstudents each found that, within two years,the programme had reduced bullying by 50%or more. It also had reduced rates of truancy,theft, vandalism and other antisocial behaviour,and the reductions were consistent acrossgenders and grades. 204 The Olweus approachhas been tried and proven to work in severalother countries, including Australia, Germanyand the USA. 205 It has not been tried in nonindustrialisedcountries, mainly because bullyinghas not risen to prominence as a matter ofpublic concern in these countries.The Olweus approach has achieved a considerabledegree of success and also identified importantissues requiring ongoing attention, suchas, the need to build the commitment of stakeholders,to sustain leadership over time, andto monitor and understand motivations andinterlinking causes of violence while addressingall forms of violence at school. Introducinga human rights framework into bullyingprevention programmes can also meet thesechallenges. 206 (see box).For children who are at high risk of bullying,whether as victims or offenders, it may be desirableto provide intensive one-on-one strategiesthat involve home visits, counselling and skillsdevelopment for both children and parents.