News

Teachers are instrumental in promoting safe learning environments, as they are often first to prevent and address violent behavior including bullying in schools. However, a recent study shows that a significant number of teachers are not able to effectively identify, prevent and address bullying.

To advance more effective responses to bullying, the 4th international thematic meeting on bullying on 7 September examined the role of teachers. Like previous meetings in the series co-organized by UNESCO and the World Anti-Bullying Forum (WABF), it contributed to the preparation of the Forum  that will take place in Stockholm from 1 to 3 November 2021.

“For many years, UNESCO has supported its Member States in responding to school violence and bullying, and during the last decade, we have intensified our efforts.” She explained that a solid understanding of teachers’ perceptions and practices is essential to inform these efforts,” said Vibeke Jensen, Director, Division of Education for Peace and Sustainable Development at UNESCO.

Violence affects teaching practices

Key findings from a recent UNESCO study based on a global survey involving 34,877 teachers (80 % of them from Central and South America) were presented for the first time at the meeting. The study highlighted what teachers think and do about bullying in schools: as many as 3 in 5 teachers surveyed expressed that violence in classrooms affected their teaching practice, but only half of the respondents felt that they were fully trained and supported by school management to address and prevent bullying. The study also revealed that some teachers were not able to identify the various forms of bullying, especially those who came from contexts where bullying is more prevalent.

At the first roundtable, teachers from Africa and Europe echoed the study findings. “Here in Zambia, most teachers are aware of some kinds of bullying, but not of the more subtle types of bullying. All of the reports are about physical bullying, and incidents such as name-calling are disregarded as normal stages of growing,” said Ms Agatha Shindende, teacher at the Kabulonga Primary School in Zambia.

Ms Maria Bengtsson Hurtig, Teacher and Special Educator from Nynäshamn municipality of Sweden said “in Sweden, while teachers can usually identify different types of bullying theoretically, their ability to prevent and address bullying varies, depending on the school context”.

Dr Peter Macaulay, Lecturer of Psychology at the University of Derby, United Kingdom addressed the problem of cyberbullying: “Teachers are in a position where they could educate young people on how to behave online and especially help them become aware of what cyberbullying is, because sometimes young people engage in it without being aware of its impact.”

Creation of a caring classroom climate

The second roundtable presented different country perspectives on how to improve teacher support to prevent bullying. Ms Diana Castellanos, Undersecretary for Educational Innovation and Good Living, Ministry of Education, Ecuador, emphasized the importance of creating a harmonious school environment, and the need to take into consideration the aspect of inequality in the design of more effective responses to school violence and bullying. The experience of Thailand shared by Dr Thira Bhawangkanantha, Senior Advisor for the Ministry of Education highlighted the importance of a strong leadership, and long-term and sustainable investment in teacher training by education authorities.

Dr Shoko Yoneyama, Member of the UNESCO Scientific Committee on bullying and of the WABF Scientific Committee, Japan/Australia, commented on the role of teachers based on global evidence emphasizing that teacher training should promote student-centered learning and teaching, and the creation of a caring classroom climate. “For instance, training teachers on how to create extra curriculum activities, which help students to build confidence and self-esteem.”

• UNESCO’s work to prevent and address school violence and bullying
• Behind the numbers: Ending school violence and bullying
• International Day against School Violence and Bullying, including Cyberbullying (on 4 November 2021)

Photo: Monkey Business Images/Shutterstock.com

URL:

https://en.unesco.org/news/teachers-need-training-and-support-prevent-and-address-school-bullying