violence against children WORLD REPORT ON - CRIN

710–18 in violence. The strongest protective factorswere positive affiliation with school, includingliking the teachers, religious belief, andchurch attendance. 189 The development of suchaffiliation can begin with pre-school enrichmentprogrammes which have been shown tostrengthen bonds with the school and introducechildren early on to the social and behaviouralskills necessary for success in school. 190,191,192,193A few long-term follow-up studies of such programmeshave found positive benefits, includingless involvement in violence and otheranti-social behaviours. 194,195,196 Quality schooling,which embraces learning, support for nondiscrimination,and activities to support childprotection in the community, is an essentialelement in fostering the child-friendly environment(see the chapter on violence against childrenin schools and educational settings).Non-formal learning opportunitiesChildren who are from disadvantaged backgroundsand groups that suffer from discriminationare more likely to be involved inanti-social behaviour, and are also likely to beexcluded from school or drop out early. Community-basedprogrammes can reach out tosuch children and re-introduce them to formaleducation via non-formal or ‘catch-up’ programmes.These can also provide adult mentorsfor children with family problems, whocan do much to redirect such children into asafe, non-aggressive and personally fulfillingdevelopment path. 197Mentoring programmes. These can sometimesmatch high-risk children or young peoplewith trusted and caring adults such as olderpeers, tutors, counsellors, law enforcementofficers or other community members. Suchpositive relationships can improve the child’sschool attendance and performance, decreasethe likelihood of drug use, and repair his orher relationships with parents. 198,199 These programmesmay be particularly valuable for childrenfrom minority groups, or for those fromdifficult circumstances such as refugees anddisplaced persons. 200Programmes with and for children livingon the street. Examples include drop-in centres,shelters, and other places of safety wheretrusted adults, food, washing facilities, educationand skills-building, and other supportmay be available.Many children who attend such centres havesuffered injury or been traumatised by theirlife experience. However, many educationalprogrammes are primarily directed at childrenliving on the street, and aim to assist theirwithdrawal from the street and their accessto school or vocational training. All such programmescan be regarded as helping vulnerablechildren to safety and providing themwith protection from sources of violence, bothin the immediate sense and in terms of futurelife and work opportunities.Sport and youth activities. These activitiesand other structured leisure time are essentialfor child development. Although there is littleresearch internationally on the subject, it iswidely thought that properly supervised, community-basedactivities for children – fromsports and youth clubs to social, cultural andfaith-based groups – can be useful in build-319Violence against children in the community