INTRODUCTION
School violence is a critical global issue that urgently needs to be addressed, as it impacts children worldwide Article 19 of the Convention on the Rights of the Child (CRC) underscores the necessity for states to implement comprehensive measures—legislative, administrative, social, and educational—to safeguard children from all forms of violence, including physical and mental abuse, neglect, and exploitation, while under the care of parents or guardians.
Globally, nearly 150 million children aged 13 to 15 have reported experiencing peer violence in schools (UNICEF, 2018) While teacher-inflicted physical violence is uncommon worldwide, some countries have alarming cases where children face significant physical abuse from educators The two most common forms of bullying worldwide are "physical bullying" and "sexual bullying," except in Europe and North America, where "psychological bullying" predominates (UNESCO, 2019).
Vietnam became the first Asian nation and the second globally to ratify the UN Convention on the Rights of the Child (CRC) in 1990 The Doi Moi reforms in the late 1980s created favorable conditions for child-focused international organizations, such as UNICEF and Save the Children, to significantly influence the development of Vietnam's initial child protection system (Spence, 2021) The country is deeply committed to achieving the Sustainable Development Goals (SDGs), as evidenced by the Vietnam Sustainable Development Strategy launched in 2004, the 2011-2020 strategy, and the National Action Plan for the 2030 Agenda This commitment includes the critical goal of preventing and reducing all forms of violence against children, as outlined in Goal 16.2 of the 2030 Agenda.
Vietnam is dedicated to enhancing its legal framework for child protection, care, and education, demonstrating its commitment to the Convention on the Rights of the Child (CRC) The government actively enforces laws and regulations aimed at preventing violence against children and provides training to support these initiatives.
School violence in Vietnam has surged, adversely affecting students' physical and emotional well-being, necessitating urgent action to prevent further escalation A joint investigation by the Ministries of Public Security and Education revealed 18,571 cases of school violence from April 2011 to April 2018 In the first quarter of 2019 alone, the Ministry of Labour, Invalids and Social Affairs reported 310 incidents, primarily in secondary and high schools, with 251 teachers—approximately 0.77 percent—also implicated Additionally, systemic issues such as poor school governance and ineffective child protection measures significantly hinder the effectiveness of violence prevention efforts in Vietnam (Loan et al., 2018).
School violence significantly impacts educational quality, with over 50% of children in Vietnam expressing a dislike for school due to physical and verbal abuse from both teachers and peers, as reported by the United Nations Children's Fund (2021).
Further research is essential to address school violence in Vietnam This study investigates the Vietnamese Government's policies aimed at enhancing teachers' awareness of school violence prevention and their practical application in schools It specifically analyzes the perceptions of two groups of teachers: those who have participated in training ("teachers with intervention") and those who have not ("teachers without intervention"), focusing on their views regarding school violence and the impact of training on prevention efforts.
The study's findings serve as a valuable resource for future research on school violence prevention They highlight the significance of "training" and "experience" for teachers in effectively mitigating incidents of school violence Furthermore, this research contributes to the broader understanding of strategies for enhancing safety and support within educational environments.
Violence in Vietnam serves as a valuable case study for other developing nations facing similar challenges It aligns with the objective of achieving 90% of schools implementing fundamental education programs focused on violence prevention, as outlined in the Cooperation Framework of Vietnam and the United Nations for 2022–2026 This effort supports Sustainable Development Goal (SDG) 16.2, which aims to eliminate all forms of violence against children, and SDG 4.a, which seeks to ensure safe, nonviolent, inclusive, and effective learning environments for all students.
LITERATURE REVIEW
Violence against children (VAC)
Violence is defined as any behavior that causes or is likely to cause physical, sexual, or psychological harm (Social Development Direct, 2016) The Convention on the Rights of the Child (CRC) identifies violence against children (VAC) as encompassing all forms of physical or mental violence, abuse, neglect, and exploitation, including sexual abuse (UN, 1989) VAC occurs in various contexts, including the home, schools, care institutions, workplaces, and communities (Pinheiro, 2006) In some cultures, violence is perceived as a normal and acceptable method for resolving conflicts (UNICEF, 2022).
School violence
School violence refers to "all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse" (UN,
School violence, defined by Kernbach-Wighton (2014), encompasses various forms of violent behavior on campuses, including verbal and physical abuse, fighting, and shootings Persistent harassment among students, commonly referred to as "school bullying," can occur both within and around school environments, involving interactions among students, teachers, and staff (UNESCO, 2020) Since the 1980s, there has been a growing focus on addressing school violence, including the assessment of prevention programs (Sela-Shayovitz, 2009) Despite efforts to mitigate these issues, many educators and school personnel continue to struggle with effectively managing and addressing school violence (Beach & Pearson, 1998; Poland, 1994).
Types of school violence
The UN Study on Violence against Children (2007) was the first in-depth investigation into violence against children, including in schools It classified four main
School violence encompasses five main types: bullying, sexual and gender-based violence, physical and psychological violence, and external violence linked to gang culture, weapons, and fighting Among the most common forms of violence against children (VAC) are sexual violence, bullying, cyberbullying, and violent discipline.
Any behavior intended to physically or emotionally hurt students and their property (or that of the school) is considered school violence and bullying (Benbenishty & Astor,
Bullying and school violence are interconnected yet distinct behaviors, characterized by a power imbalance that may not exist in all forms of aggression Physical violence is defined by the intent to inflict harm, encompassing actions like hitting, kicking, and vandalism Additionally, sexual violence involves acts of sexual intimidation, while psychological violence refers to verbal and emotional abuse.
Figure 2.1 School violence and bullying (White, 2019)
In a 2016 report, the Office of the Special Representative of the UN Secretary-General on Violence Against Children identified four primary forms of violence in schools: harassment, physical violence, psychological violence, and violence linked to external factors, particularly gang culture.
School violence, as defined by No 80/2017/ND-CP Degree, Article 2, encompasses various forms of mistreatment, including torture, physical and verbal abuse, violations of dignity and honor, isolation, and other actions that harm the physical and mental well-being of students within educational institutions or independent classes.
Reasons and Impacts of School Violence
There are many reasons leading to school violence, in which teachers and school leaders all have an influence on this issue (Kernbach-Wighton, 2014)
A child's school experience is significantly influenced by the attitudes, strategies, and skills of teachers and staff When discipline is required, it should emphasize constructive criticism, promote positive behavior, and offer clear guidance Consequently, it is essential for teachers to receive training in effective discipline methods (The Office of the SRSG on Violence against Children, 2012).
In schools, various groups such as students, teachers, staff, principals, and parents interact and hold distinct perspectives on violence It is crucial to consider the viewpoints of each group when addressing school violence, as greater discrepancies in attitudes can lead to an increased number of children reported as victims of violence (Benbenishty & Astor, 2008).
The UN Study on Violence Against Children (2006) emphasizes that teachers cannot shoulder the entire responsibility for creating inclusive classrooms It highlights the necessity for support systems that enable all students to enjoy their right to education in a safe environment, underscoring the need for a collaborative approach within the entire school system.
7 needs to actively promote nonviolent principles on a regular basis, and school administration needs to incorporate them
Impacts of School Violence on students
The physical and psychological effects of Violence Against Children (VAC) in schools can hinder healthy brain development, leading to negative consequences for academic performance and social-emotional growth Students exposed to VAC often experience lower attendance rates, poorer test scores, and higher dropout rates, according to UNICEF.
Bullying severely impacts children's academic performance, quality of life, and mental health Research indicates that children who experience bullying are nearly three times more likely to feel unsafe at school and over twice as likely to miss classes compared to their peers who are not bullied (Sood et al., 2021).
Impacts of School Violence on communities and nations
The effects of school violence on children's lives are evident and frequently lasting
As a result, investments in health, early childhood development, and education may suffer
Violence against children significantly impacts the financial stability and economic performance of countries and communities (UNICEF, 2018) A study by Pereznieto et al (2014) estimates that the global cost of such violence reaches a staggering US$7 trillion.
Children exposed to violence are significantly more likely to engage in criminal behavior or become victims themselves later in life, perpetuating a cycle of violence that can span multiple generations (UNICEF, 2017, 2018).
School violence prevention
2.5.1 The roles of teachers in school violence prevention
Teachers play a vital role in responding effectively to violence on school grounds Teachers are also crucial in modeling positive behavior and teaching students’ life skills
Role models play a vital role in addressing violence, as they must react appropriately when they witness or are informed about such incidents Additionally, they often serve as the first point of contact for individuals affected by violence.
8 children who are victims of or perpetrators of violence They monitor the development of children in their daily lives and can help discover hidden incidents of violence (Geneva: WHO, 2019)
Teachers are vital agents of social development and change in any nation, significantly influencing the emotional and cognitive growth of today's children, which in turn shapes the responsible adults of tomorrow (Pinheiro, 2006).
Creating a safe learning environment is essential for enhancing students' learning and fostering their ability to take responsibility for their behavior Therefore, it is important to support teachers in recognizing the importance of establishing a secure educational atmosphere.
2.5.2 Teachers’ knowledge, attitudes, behaviors (KAB) towards school violence prevention
Teachers worldwide face heavy workloads while being expected to address violence in schools, despite often lacking the necessary training and knowledge for this responsibility Additionally, teachers' behaviors significantly impact students; if educators exhibit abusive behavior and disregard children's rights and safety, students are likely to emulate these actions Furthermore, teachers untrained in positive disciplinary methods may resort to physical punishment, highlighting the need for proper training and support in fostering a safe and respectful learning environment.
Educating teachers and all school staff, including cafeteria workers and security guards, about the prevalence and impact of bullying is essential, as many educators may not recognize the extent of the issue or take proactive measures to address it (Espelage & Swearer, 2003).
In 2020, UNESCO carried out a global online survey to gather teachers' perspectives and practices regarding school violence, revealing that many educators feel inadequately equipped to effectively prevent and address incidents of violence in schools.
Every teacher should undergo training in positive discipline and classroom management as part of their professional development Positive discipline involves setting clear behavioral expectations and rewarding students who achieve these standards It addresses misbehavior through nonviolent methods, allowing students to understand and learn from their mistakes (Naker and Sekitoleko, 2009; UNESCO 2015).
The UN Study on Violence Against Children (2006) emphasizes that teachers cannot shoulder the entire responsibility for creating safe learning environments To ensure all students can access their right to education, it is crucial for educators to receive support in developing inclusive classrooms Additionally, the entire school system must consistently advocate for nonviolent principles, which should be integrated into the administration's policies and practices.
Teachers often hesitate to report violence in schools due to fears of job security and embarrassment over their inability to manage such situations It is essential for schools to recognize this issue and consider implementing accessible support systems for educators to address violence effectively (Geneva: WHO, 2019).
Disagreements among Scholars
Regarding the importance of teachers’ "training" and "experience" in reducing school violence, scholars have different viewpoints
Effective teacher training is essential for equipping educators with the skills needed to address and prevent violence in schools Benbenishty et al (2006) underscore the importance of this training in fostering secure educational environments Teachers often struggle with challenging students and large class sizes, which can lead to frustration and the acceptance of violent disciplinary measures Volungis and Goodman (2017) highlight that training in fundamental counseling techniques, provided by school counselors, is vital By consistently applying these strategies in their interactions, teachers can establish trustworthy relationships with their students.
10 relationships and foster an environment that supports school violence prevention on several levels
Practical knowledge and experience are crucial in addressing school violence, as highlighted by Jennings and Greenberg (2009), who assert that experienced teachers possess essential "social and emotional competence" necessary for creating productive learning environments These educators understand student behavior and employ effective conflict-resolution and violence-prevention strategies Astor et al (1999) further emphasize that experienced teachers have a heightened awareness of high-risk areas and times for potential violence, enabling them to proactively prevent incidents Additionally, Johnson et al (2011) notes that teachers who foster strong relationships with students and have a comprehensive understanding of their school's dynamics are more effective in mitigating and managing violent situations.
RESEARCH DESIGN AND METHODOLOGY
Research Design
This study aims to enhance understanding of Vietnamese government policies on school violence prevention, analyzing relevant documents to identify gaps in regulations and guidance for schools Additionally, it explores teachers' perceptions of school violence and the impact of training in addressing this issue.
In line with the research objectives, research questions of the study are as follows:
1 What Vietnamese Government policies are being implemented to better inform teachers about school violence prevention?
2 How do teachers perceive school violence and the role of training in coping with school violence in practice?
Nguyen Truong To Secondary School
Nguyen Truong To Secondary School and Ban Mai Secondary School
Firstly, pursuant to the Law on Children No 102/2016/QH13 dated in 2016, Article
48, Clause B mentions that it is necessary to provide teachers with knowledge on skills to prevent and detect factors and behaviors that cause harm and abuse to children Secondly,
According to the Government's Decree No 80/2017/ND-CP, issued on July 17, 2017, measures to prevent school violence include raising awareness among students, administrators, teachers, and staff about the dangers and consequences of such violence Timely intervention in violent acts is also emphasized To support this decree, the Ministry of Education and Training (MOET) released Circular 31/2017/TT-BGDDT on December 18, 2017, which highlights the role of psychological counseling in general education schools, specifically aiming to prevent school violence.
In 2019, Good Neighbors International (GNI), a Korean non-governmental organization, initiated the "Speak-out 1" project in Vietnam, aimed at preventing school violence and creating safe environments for children This initiative is implemented in two secondary schools in Hanoi: Ban Mai Secondary School and Nguyen Truong To Secondary School.
The Speak-out 1 project aims to raise awareness about school violence prevention, establish a response system for incidents, and enhance community understanding of child protection Key activities include organizing discussions among students, parents, and teachers, producing and distributing a school violence prevention handbook, renovating counseling facilities, and recruiting counseling experts Additionally, the project promotes awareness through radio programs and workshops focused on child rights advocacy, engaging both government and civil society.
From August 2019 to February 2020, GNI conducted a psychological support training program for 20 core teachers from two secondary schools, making them the focus of this research These educators are classified as "teachers with intervention" for the purpose of the study.
Be Van Dan Secondary School and Alpha Secondary School
To compare the impact of the Speak-out 1 project, Be Van Dan Secondary School (a public institution) and Alpha Secondary School (a private institution) were selected for the study The teachers at these schools are categorized as "teachers without intervention" for the purpose of this analysis.
The United Nations Convention on the Rights of the Child defines a child as a person younger than 18 years
Violence against children (VAC) encompasses “all forms of physical or mental violence, injury and abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse” (United Nations, 1989)
Violence against children in Schools
School violence refers to the various forms of violence that occur in and around educational institutions, affecting students and involving other students, teachers, and school staff (UNESCO, 2018) This study specifically focuses on incidents of violence that take place on school grounds and are perpetrated by students and teachers.
School violence can originate on school premises and extend beyond them, or vice versa Additionally, the rise of the internet has introduced new forms of abuse, such as cyberbullying However, due to resource constraints, this study will concentrate solely on the occurrence of violence within school grounds.
This study will investigate physical violence, psychological violence, and sexual violence perpetrated by both teachers and students In short, the phrase "school violence"
14 as used in this study refers to both acts of violence among students as well as those committed by teachers on students inside school grounds
Effective prevention of school violence relies heavily on robust policies and legal frameworks These legal documents serve as essential guidelines for managing regulations and empower educators to implement violence prevention initiatives within schools This article provides a summary and analysis of the relevant legal documents currently in effect in Vietnam, aimed at enhancing teachers' understanding of school violence prevention strategies.
The analytical framework consists of two main parts which are connected to the research questions and objectives The details are described in Table 3.2
The initial component of the framework focuses on school violence prevention policies This research involves a comprehensive document analysis of national-level policies designed to assist teachers in preventing school violence.
The second component of the framework focuses on teachers' practices in preventing school violence, where their knowledge, attitudes, and behaviors are assessed through semi-structured interviews This analysis of Knowledge, Attitude, and Behavior (KAB) is categorized using various classifications.
Knowledge encompasses all the information a person has gathered about a specific subject over time (Alexander & Jetton, 2000; Alexander, Jetton, & Kulikowich, 1995) It can be categorized into three types: declarative knowledge, which pertains to knowing facts; procedural knowledge, which involves knowing how to perform tasks; and conditional knowledge, which relates to understanding when and why to apply certain information (Schrader & Lawless, 2004).
ATTITUDE: "Cognitive, affective, and conative components" compose "attitude" according to modern psychological scholars (Ajzen, 1993; Albert, Aschenbrenner, & Schmalhofer, 1989; Eagly & Chaiken, 1993; Erwin, 2001; Gable & Wolf, 1993) The
The cognitive component encompasses 15 beliefs or concepts related to a specific psychological phenomenon Meanwhile, the emotional aspect involves an individual's evaluation of the psychological object and the emotions linked to it Lastly, the conative or behavioral factor pertains to the observable behaviors or tendencies to act in a particular way toward the object in question.
Behavior, as defined by Schrader and Lawless (2004), refers to the observable actions of individuals, including how people, animals, or groups react to specific circumstances This study aims to investigate teachers' responses to violent incidents, focusing on the strategies they employ to prevent such violence The author seeks to gain insight into the specific actions and behaviors exhibited by teachers in these critical situations.
Table 3.2: Analytical framework created by the author
Analytical dimension Categories Variables Method
The practice of teachers in school violence prevention
Cognitive Affective Behavioral Teachers’ Behaviors
Methodology
According to Article 4, Circular 32/2020/TT-BGDĐT issued in 2020 by the MOET, secondary schools are organized in two types: public and private
Public high schools are established and managed by state agencies, with their construction and operational costs primarily funded by the state budget In contrast, private high schools are funded by domestic or foreign investors and must comply with legal regulations, relying on non-state budget sources for their facilities and operating expenses.
This study examines the knowledge, attitudes, and behaviors regarding school violence prevention among teachers at two public schools, Nguyen Truong To Secondary School and Be Van Dan Secondary School, as well as two private institutions, Ban Mai Secondary School and Alpha Secondary School Data was collected between April 2023 and June 2023 to compare the differences in perceptions and practices between public and private school educators.
Teachers serve as the most dependable source of information regarding school administration regulations on managing violent incidents in the classroom (Benbenishty et al., 2008) This study specifically targets teachers, focusing on those from Ban Mai Secondary School and Nguyen Truong To Secondary School who participated in the Speak-out 1 project and continue to work there Additionally, teachers from Be Van Dan Secondary School and Alpha Secondary School, who are actively involved in addressing violent events and serve as homeroom teachers, are also included in the research.
The study gathers insights from school leaders, parents, and counselors regarding the importance of raising awareness about school violence prevention and the collaborative efforts with teachers to address this issue effectively.
The total number of samples comprises 14 participants
Table 3.3: Total number of participants samples
Ban Mai Alpha Nguyen Truong
On average, participants are 36 years old and have 6,5-year teaching experience (See Table 3.4),
Table 3.4: Demographic characteristics of study participants
ID School Gender Age Teaching subjects
ID02 Be Van Dan F 46 English 7 10 Homeroom teacher
ID03 Be Van Dan F 41 Literature 15 4 Homeroom teacher
Truong To F 27 Biology 5 0 Homeroom teacher
ID07 Ban Mai F 31 Literature 5 9 Homeroom teacher
ID08 Alpha M 34 Biology 5 4 Homeroom teacher
Manager of the school counseling room
This document search aims to identify Vietnamese government policies on school violence prevention, specifically detailing how these policies inform teachers about such measures The policies are evaluated through a two-stage screening process to ensure relevance and validity.
In the initial phase, relevant policies and reports addressing school violence prevention are gathered by conducting keyword searches on online resources, including the Ministry of Education and Training (MOET) website, and examining documents related to violence against children, school violence, and Vietnamese government laws on school violence prevention.
On the second stage, the selection and exclusion criteria are applied to remove documents that do not answer the research question
The selection criteria focus on materials published after 1990, the year Vietnam ratified the Convention on the Rights of the Child (CRC) This includes various types of documents such as laws, degrees, circulars, directives, decisions, official dispatches, and national plans The content specifically addresses school violence in Vietnam and includes articles or requirements pertinent to teachers.
Exclusion criteria include: Documents on school violence prevention from other countries; Documents which were replaced by new ones
After the selection process, a total of 13 documents were selected for further analysis
The study uses qualitative method to investigate the differences of practices among teachers in Hanoi in school violence prevention
Utilizing qualitative narrative research methodologies encourages individuals to share their experiences in a conversational manner, as highlighted by Thomas et al (2009) This approach can effectively uncover the varying practices of teachers, providing a deeper understanding of their interactions and perspectives on different aspects of school violence Additionally, it offers valuable insights into how teachers perceive, emotionally respond to, and manage violent incidents, shedding light on their thought processes and reactions.
In-depth semi-structured interviews are conducted among target participants based on the categories and details listed in Table 3.5
Table 3.5: Framework of forming interview guide created by author
Declarative Knowing what is school violence and school violence prevention methods Procedural Knowing steps to prevent school violence Conditional Knowing why school violence happen
Cognitive aspects of school violence prevention involve beliefs and ideas that shape understanding and strategies Affective components encompass the feelings and evaluations associated with the effectiveness of these prevention measures Behavioral tendencies reflect the inclination to actively implement school violence prevention strategies Finally, behavior pertains to how teachers react to violent incidents, employing various violence prevention methods to address and mitigate such events.
FINDINGS AND DISCUSSION
Policies to better inform teachers about school violence prevention
This study aims to examine the Vietnamese Government's policies designed to enhance teachers' awareness of school violence prevention A total of 13 documents were selected for detailed analysis, categorized into three key areas: the responsibilities of teachers, prohibitions for teachers, and the responsibilities of schools towards teachers.
Table 4.1: Overview of the content of documents related to school violence prevention for teachers
Responsibilities of schools to teachers 1 1 2 1 2 7
The Vietnamese Government has prioritized the creation and development of laws focused on child protection, care, and education since ratifying the Convention on the Rights of the Child (CRC) in 1990 The Law on Child Protection, Care and Education 25/2004/QH11, issued in 2004, was the first significant legal document addressing school violence, but it has since been replaced by Law on Children No 102/2016/QH13 Despite these advancements, there is a need for enhanced training for teachers to effectively cope with and prevent school violence.
School violence lacks specific rules or guidelines, despite basic requirements emphasizing teachers' responsibilities to ensure a safe and healthy learning environment There is a notable deficiency in detailed guidance on preventive measures against school violence Furthermore, regulations and support for collaboration with external resources, such as individuals or organizations, to aid teachers in preventing school violence are insufficient.
Table 4.2: Overview of the legal policies in Vietnam on school violence prevention for teachers
Title Details on school violence prevention for teachers
Article 75 prohibits teachers from offending the honour and dignity of students, or physically abusing them Degree 71/2011/NĐ-CP
Decree 71 clearly stipulates that using punitive measures to educate, injure, or hurt children, either physically or mentally are in violation of child rights (Article 8.3)
Decision on Promulgating the Regulations on Teacher
Provide a code of ethics for teachers and includes a ban on the physical and emotional abuse of students
It is essential to foster an inclusive learning environment by avoiding oppression and any form of bias, discrimination, or prejudice towards learners Educators should not condone or support negative behaviors that affect the teaching and learning experiences of both students and colleagues.
Do not infringe upon the body, offend the honor and dignity of learners, colleagues or other people Do not affect the work and activities of colleagues and others (Point 4)
Guidelines for social work in schools
Article 13 mentions the responsibilities of teachers Point
Teachers play a crucial role in identifying and reporting cases of learner abuse, violence, and legal violations to the Head of the educational institution They collaborate closely with designated staff members responsible for advising on social work implementation in schools to ensure effective prevention measures are in place.
22 intervention, and support activities, help learners at educational institutions
Regulations on the Code of
Conduct in preschool, general education and continuing education institutions
Article 6 mentions that teachers' behavior with learners needs to:
Promoting a safe and supportive educational environment requires the use of clear and respectful language, where compliments and constructive criticism are tailored to the audience and context It is essential to exemplify tolerance, responsibility, and love while respecting differences and ensuring fair treatment Active prevention and combat against school violence are crucial, alongside listening, providing encouragement, and offering sound advice It is important to avoid actions that offend or hurt others, and to reject oppressive, prejudiced, or violent behaviors Additionally, one must not be indifferent or conceal any violations affecting learners, fostering a culture of safety and respect in schools.
Directive on strengthening the management work and improving teacher ethics
Teachers are essential in fostering a culture of self-study and continuous improvement, enhancing their political, ethical, and professional qualities It is crucial for educators to move beyond authoritarian management styles and empower students in their learning journey Furthermore, teachers must demonstrate a strong commitment to maintaining the dignity, reputation, and honor associated with the teaching profession.
"self-check", "self-correct"; regularly study and follow
Ho Chi Minh's thought, morality and style
Responsibilities of schools to teachers
Regulations on safe, healthy, friendly educational environment, prevention and fight against school violence
Article 6 mentions the measures to prevent school violence are raising awareness of teachers in educational institutions about the dangers and consequences of school violence, preventing and intervening timely intervention for acts of violence in accordance with their ability
According to Article 9, the school's principal (Director) regularly leads discussions with students, officials, and teachers to identify and address any signs of insecurity promptly.
23 mechanisms to secure order and security in schools
(This law replaces Law on
Education 25/2004/QH11 since 1st June 2017)
Article 48, Clause B emphasizes the need to provide teachers with knowledge on skills to prevent and detect factors and behaviors that cause harm and abuse to children
Directive on strengthening the management work and improving teacher ethics
Point No 3 for educational institutions shows that they need to:
- Strictly implement the annual evaluation of administrators and teachers according to regulations
- Strengthen propaganda, fostering and training for managers, teachers, employees and employees on political ideology, teacher ethics, legal knowledge
In cases of teacher misconduct, actions may include a temporary suspension from teaching duties, reassignment to alternative roles pending investigation, or consideration of termination of the employment or labor contract, depending on the severity of the violation and applicable legal provisions.
Decision approving the project "Building a culture of behavior in schools for the period of 2018 - 2025"
One of the main tasks and solutions given to improve cultural behavior capacity and cultural behavior education capacity is:
The implementation of Directive 993/CT-BGDĐT emphasizes the importance of developing educational topics and documents that enhance cultural behavior education within teacher training programs This initiative aims to organize educational activities that foster exemplary self-esteem, personality, and cultural lifestyles among future educators, ultimately building a dedicated team of teachers equipped to inspire and lead.
993/CT-BGDĐT on strengthening solutions to prevent and combat school violence in educational institutions
Schools should conduct seminars and share experiences focused on preventing and controlling school violence while promoting positive discipline among administrators, teachers, and staff By exemplifying good behavior and upholding the role of educators as positive role models, every member of the school community can foster a supportive and persuasive educational environment.
On the approval of the national action plan for prevention and against violations and children's violation in the period of
Schools must organize activities to effectively implement the approved plan for preventing school violence This includes providing support and intervention for children facing violence and sexual abuse, along with equipping teachers with the tools to adopt positive and non-violent educational methods for their students.
4.2 The perception of teachers in Hanoi in school violence prevention
This study explores the varied practices of teachers in Hanoi regarding school violence prevention While there is a consensus among teachers on certain viewpoints, their approaches differ significantly, each guided by personal philosophies and experiences in educating children Despite these differences, all teachers express satisfaction with their current methods The findings are organized into seven key categories: the definition of school violence, teachers' prevention methods, the process for addressing violent incidents, the importance of training and experience in managing school violence, the desire for psychological training, the discrepancies between trained knowledge and actual teaching methods, and the challenges faced when collaborating with parents to resolve violent incidents.
The first step of data analysis collects participants’ definitions of school violence
Teachers universally define school violence as actions and words that negatively impact the physical and mental well-being of others.
Three teachers from Be Van Dan School and a teacher with intervention ID06 from Ban Mai School, give quite similar definitions:
ID01: “School violence is behaviors that harm a student's mental health and well- being.” ID02 interviewee: “School violence is acts that violate the body and spirit of
Opinions from school leaders
To gain a comprehensive understanding of school violence prevention, the study gathers insights from school leaders specifically regarding the role of teachers Interviews are conducted to explore three key dimensions related to this issue.
“Regulations and activities about school violence prevention for teachers”, “The benefit from the school counseling room to teachers”, and “The operation of the counseling room”
Regulations and activities about school violence prevention for teachers
School leaders emphasize the importance of regulations and activities aimed at preventing violence in educational settings However, at Ban Mai School, the implementation of legal dissemination to teachers has not yet occurred.
The Vice Principal of Nguyen Truong To Secondary School stated that while there are no specific regulations for teachers regarding anti-bullying measures, the school's management regularly discusses the issue of school violence during meetings with homeroom teachers At the annual meeting at the start of the school year, teachers are required to review the school's rules, which emphasize the importance of preventing disunity, fights, and inappropriate language Furthermore, the school organizes thematic activities in observance of Vietnamese Law Day on September 9th each year, and communicates its regulations to both teachers and students, ensuring that students and their parents sign a commitment to uphold these standards.
The Principal of Ban Mai Secondary School emphasizes strict adherence to labor regulations, mandating that teachers maintain professional conduct and refrain from any form of physical or mental violence against students This includes prohibiting physical impacts and offensive language that could harm a student's honor, dignity, or reputation Additionally, the school promotes a culture of "collective praise" when providing feedback.
Individual criticism of students in front of their peers is prohibited, as it can harm their feelings and negatively impact their mental health School violence is addressed in the school rules and discussed in council meetings, ensuring a comprehensive approach to safety The school mandates annual training for all staff on "Protection of Children," and teachers must pass this training to remain employed While the focus is currently on training and establishing conduct principles for teachers, the dissemination of relevant laws will be implemented in the near future.
The benefit from the school counseling room to teachers
Both school leaders acknowledge the positive contribution of the consultation room to teachers in school violence prevention
Vice Principal of Nguyen Truong To Secondary School: “GNI has helped us a lot by bringing a very interesting, practical model The psychological counseling room helps
Forty students benefit from a dedicated space to return to for emotional relief and psychological support, while teachers experience greater job security Educators often face challenges in managing homeroom responsibilities, which typically involve providing guidance based on personal experience rather than comprehensive methods Although teachers' advice can be subjective, it plays a crucial role in addressing students' needs In more complex situations, homeroom teachers proactively refer students to counseling services for additional support.
The Principal of Ban Mai Secondary School highlights the positive impact of the Speak-out 1 project, noting significant changes in teacher behavior Teachers now communicate with greater respect for students, fostering an environment where students feel heard This openness encourages students to discuss mental health issues and relationship conflicts with teachers and counselors, enabling early intervention and support to address these challenges effectively.
The operation of the counseling room
Ban Mai Secondary School and Nguyen Truong To Secondary School, both supported by GNI to establish counseling rooms through the Speak-out 1 project, face different challenges in maintaining these facilities post-project While Ban Mai, a private institution, reports no significant difficulties, Nguyen Truong To, a public school, struggles primarily with budget constraints, inadequate facilities, and insufficient human resources to effectively operate its counseling room.
The Vice Principal of Nguyen Truong To Secondary School expressed gratitude for the support from GNI, highlighting that although the project has concluded, the school continues to operate its counseling room with its own funds However, challenges remain, as teachers are also responsible for providing psychological counseling, leading to student concerns about the confidentiality of their discussions This has resulted in a decline in student visits to the counseling room, as many prefer to speak directly with their teachers Additionally, the lack of dedicated time for consultations and the absence of personnel planning from the Ministry of Education and Training (MOET) further complicate the situation.
41 difficulty of not having enough space, machinery and equipment for the consultation room to operate at its best Funding and staff are really limited.”
The principal of Ban Mai Secondary School emphasizes the significance of maintaining a counseling room in private schools to support students' mental health and raise awareness While their school has the budget and resources to operate effectively, other institutions may face challenges due to the need for specialized personnel and financial constraints Public schools, in particular, struggle with staffing and funding for counseling services Currently, the school employs one expert and collaborates with universities to offer internship opportunities for final-year students, thereby enhancing resources and providing practical experience for aspiring professionals.