Today, Tuesday, 30/8/2022, the Forum for Development and Human Rights Dialogue (FDHRD) issues its report on violence in schools, which is the responsibility of everyone. It included monitoring and documenting the violence within schools as a phenomenon that threatens the educational process. It is one of the most serious problems facing the educational process and society in general, which requires attention from the government and civil society organisations on the one hand, and the family on the other.
The report emphasized that the spread of violence within schools, whether violence is between students against each other, or by teachers against students, or by students against teachers, is a phenomenon which is a result of multiple components, starting from poor upbringing within the family, the social environment in which the student grew up, the methods of violence that parents follow in solving the simplest problems, the surrounding environment from bad classmates, and the shortcomings in the educational process in teaching the student methods of dialogue and not resorting to violence, and the lack of control by the family and school. In addition to that, the media effectively contributes to this phenomenon through its interesting embodiment of violent behaviour in Egyptian society which develops a desire within the students developed to emulate this behaviour. Thus, the school community became a theatre in which violent behaviours are not only practiced, but individuals learn patterns for this behaviour.
The report dealt with the phenomenon by defining school violence, types of violence within schools, causes of violence within schools, and the impact of violence within schools.
The report also monitored a number of cases that occurred during the last academic year 2021- 2022.
The report concluded with a set of recommendations, as follows:
• Inclusion of human rights education in the school curricula, to educate students about their rights and the rights of others.
• Activating the role of the library inside the school so that children can practice reading during their free time and between classes.
• Taking all students’ complaints into consideration and not underestimating any situation.
• Training teachers, students and the community to know and eliminate cases of sexual violence.
• Treating boys and girls equally, and enhancing girls’ self-confidence and self-reliance.
• Following the method of encouragement and support by expressing feelings and using gestures, and rewarding outstanding students in front of their peers.
• Following guiding methods that focus on the student’s behaviour and results.
• Working to provide them with the right academic atmosphere and to reconsider the activity classes that have disappeared from schools
• Rehabilitating the educational staff, and the development of its educational skills
• Modifying the curriculum, and prepare it for absorption.
• Providing a psychologist and a social worker in each school and activating their role to get rid of the students’ special problems.
• Amending the educational law, or creating a clause in it that requires the criminalization of violence in all its forms on school campuses
• Selecting good school principals as a direct supervisory authority on the progress of the educational process without hindrances.
• Establishing a central control system that supervises the progress of the educational process away from violence.