VIOLENCE AGAINST CHILDREN IN SCHOOLS POLICY AND PRACTICE AT SECONDARY EDUCATION IN HANOI, VIETNAM CUA TRUONG VIET NHAT
INTRODUCTION
A serious and urgent problem that affects children all over the world is school violence The fact that school violence is a global issue highlights how urgent and significant it is to solve this issue Protection of children against all types of violence is emphasized in Article 19 of the Convention on the Rights of the Child (CRC) “States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child.”
In the world, almost 150 million children between the ages of 13 and 15 report that they have experienced peer violence in schools (UNICEF, 2018) While physical violence committed by teachers is unusual globally, there have been alarming reports from some nations where children experience significant levels of physical violence inflicted by their own teachers “Physical bullying" and "sexual bullying" are the two types of bullying that are most prevalent worldwide, with the exception of Europe and North America The most typical form of bullying in both Europe and North America is "psychological bullying" (UNESCO, 2019)
Vietnam is the first country in Asia, the second in the world to ratify the UN Convention on the Rights of the Child (CRC) in 1990 Following the country's Doi Moi reforms in the late 1980s, favorable political conditions allowed child-focused International Organizations like UNICEF, Save the Children, ChildFund, Plan, and World Vision to have a significant impact on the creation of Vietnam's first-generation child protection system (Spence, 2021) Vietnam is a country that is strongly committed to the implementation of the SDGs through the issuance of the Vietnam Sustainable Development Strategy in 2004, the Vietnam Sustainable Development Strategy for the period 2011-2020, and the National Action Plan for the implementation of the 2030 Agenda for Sustainable Development It is aimed to fully implement 17 SDGs of the UN which include the requirement to prevent and significantly reduce all forms of violence against children (Goal 16.2 of the 2030 Agenda)
In the process of building and completing the legal system, the State of Vietnam has always focused on drafting and improving laws relating to child protection, care and education to prove for its efforts in fulfilling the commitments to the CRC The government has implemented laws, regulations, and trainings about violence against children
However, school violence in Viet Nam has sharply increased, has negatively impacted students' physical and emotional health, and has to be stopped before it spirals out of control A joint investigation by the Ministries of Public Security and Education and Training found that from April of 2011 to April of 2018, there were 18,571 cases of school violence According to the Ministry of Labour, Invalids and Social Affairs, 310 cases of violence at schools were listed in the first three months of 2019, with the majority occurring at secondary and high schools Not only students, but according to the survey, 251 teachers, approximately 0.77 percent also involve in school violence Moreover, "institutional drivers of violence," such as inadequate school governance and inefficient child protection procedures, are significant contributors to the ineffectiveness of Vietnam's school violence prevention (Loan et al., 2018)
School violence also affects the quality of education According to United Nations Children’s Fund (2021), violence at school, both physical and verbal, from teachers and friends is the main reason why more than 50% of children in Vietnam don't like going to school
Therefore, further research should be done on the violence in schools in Vietnam This study examines the policies that Vietnamese Government are implementing to better inform teachers about school violence prevention and the practice of teachers in schools Specifically, it focuses on the perception of teachers who joined the training (“teachers with intervention”) and teachers who not (“teachers without intervention”) about school violence and the role of training in school violence prevention
The results of the study can be the materials for further studies in school violence prevention investigation First, the findings contribute to the knowledge of role of "training" and "experience” for teachers in reducing school violence Second, the study of school
3 violence in Vietnam can assist studies on other developing countries which share similar situation It also contributes to the goal of reaching 90% of schools providing fundamental education programs about violence prevention in the Cooperation Framework of Viet Nam and the United Nations for 2022–2026, SDG 16.2 to “end all forms of violence against children” and SDG 4.a to “provide safe, nonviolent, inclusive, and effective learning environments for all.”
LITERATURE REVIEW
Violence against children (VAC)
Violence is any behavior, whether direct or indirect, that causes or is likely to cause physical, sexual, or psychological harm (Social Development Direct, 2016) According to article 19 of the CRC, 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” (UN, 1989) Violence against children is examined in five different contexts: the home and family, schools and educational settings, care and justice institutions, the workplace, and the community (Pinheiro, 2006) However, violence may be viewed as a normal and acceptable approach to resolve conflict in some cultures (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, 1989) According to Kernbach-Wighton (2014), any violent behavior that takes place on a school campus is referred to as school violence It involves verbal and physical abuse, fighting, shooting, etc The phrase "school bullying" is typically used to refer to persistent harassment in schools It can exist within and near schools, be faced by students and be committed by other students, teachers, and school staff (UNESCO, 2020) Since the 1980s, the issue of school violence has received a lot of attention, including the evaluation of programs to help prevent school violence (Sela-Shayovitz, 2009) Although the school has tried to limit and prevent school violence within the limits of the school, many teachers and school staff still find it challenging to find the most appropriate way to handle it (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
5 types of school violence: "bullying, sexual and gender-based violence, physical and psychological violence, and violence that includes a dimension external to schools, including violence associated with gang culture, weapons and fighting." Some of the most prevalent types of VAC are sexual violence (Barth et al., 2013), bullying (Vreeman & Carroll, 2007), cyberbullying (Nocentini et al., 2015), and violent discipline (Gershoff, 2017)
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, 2008) Bullying and school violence are two different but linked behaviors Figure 2.1 shows that bullying implies a power disparity that is not always present in aggressive or violent behavior Physical violence involves the intention to cause injury, such as striking, kicking, and destroying property Sexual violence includes behaviors that includes sexual intimidation, and psychological violence includes verbal and emotional abuse (White, 2019)
Figure 2.1 School violence and bullying (White, 2019)
6 The Office of the Special Representative of the UN Secretary-General on Violence Against Children published a report in 2016 that outlines the four main types of violence that occur in schools: harassment, physical violence, psychological violence, and violence that has an element outside of the school and is connected to gang culture
According to No 80/2017/ND-CP Degree, Article 2, school violence consists of torture, abuse and beating; physical abuse; verbal abuse, dignity and honor violations; isolation and other actions that damage the physical and mental health of students at the educational institutions or in the 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)
In many ways, a child's experience at school is most directly shaped by the attitude, strategy, and skills of teachers and other staff When discipline is necessary, it should ideally focus on giving constructive criticism, encouraging positive behavior, and providing clear direction and instructions Therefore, teachers should be trained on the skills which provide appropriate discipline methods (The Office of the SRSG on Violence against Children, 2012)
In the school there are many groups that interact with each other (students, teachers, staff, principals, parents ) Each group has different perspectives on "What is violence", and each group needs to be paid attention to when managing school violence The more different attitudes between groups, the higher the rate of children being reported as victims of violence (Benbenishty & Astor, 2008)
According to the UN Study on Violence Against Children (2006), "teachers cannot bear the entire burden." Teachers need assistance in building inclusive classrooms so all students can exercise their right to an education in a secure setting 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
Children's healthy brain development may be negatively impacted by the physical and psychological effects of VAC in schools, which may then have an adverse impact on academic achievement and social and emotional growth VAC in schools can cause students to have lower attendance rates, worse test results, and increased dropout rates (UNICEF,
Children's performance in school, quality of life, and state of mind are all significantly harmed by bullying Children who are bullied regularly are roughly three times more likely to be uncomfortable at school and are more than twice as likely to miss class than their non-bullied counterparts (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
It can also have an effect on the financial stability and economic performance of the countries and communities in which they live (UNICEF, 2018) According to Pereznieto et al (2014), the estimated cost of all violence against children worldwide is US$7 trillion
Moreover, children who experience violence are also far more inclined to later proceed on to commit crimes or become victims in the future, creating a cycle of violence that lasts for several 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
As a result, they serve as crucial role models and must respond appropriately if they are informed of or see violence They are also frequently the primary points of contact with
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 among the most significant social development and change agents in any nation because they play a crucial role in the emotional and cognitive growth of children of today and, by extension, in the formation of tomorrow's mature and responsible adults (Pinheiro, 2006)
A safe environment for learning may also benefit students' learning and their capacity to accept responsibility for their own behavior, hence it is crucial to assist teachers in understanding the significance of a safe learning environment (Naker and Sekitoleko, 2009)
2.5.2 Teachers’ knowledge, attitudes, behaviors (KAB) towards school violence prevention
Although teachers in many nations have an excessive workload, they are still required to take on greater responsibility for tackling violence in their schools However, they frequently lack the training and knowledge necessary for this additional obligation It is also important to focus on teachers' behaviors If teachers engage in abusive behavior and show no respect for children's rights and safety, children will follow their example Teachers who aren't trained in positive disciplinary methods run the risk of using physical punishment as a form of discipline (Pinheiro, 2006)
Teachers might not be aware of the level of bullying at the school and, even if they are, they won't take proactive action Therefore, according to Espelage & Swearer (2003), it is crucial to educate teachers about bullying, as well as other school staff members including cafeteria workers and security guards
UNESCO conducted a global online survey of teachers' opinions and practices around school violence in 2020, which indicated that not all teachers are completely prepared to fulfill their responsibility of preventing and dealing with school violence
As part of their ongoing professional development, every teacher should receive training in positive discipline and classroom management Positive discipline is establishing clear behavioral standards in the classroom and rewarding and encouraging learners who meet those goals Misbehavior is addressed using nonviolent methods that enable students to comprehend and benefit from their own mistakes (Naker and Sekitoleko, 2009; UNESCO 2015)
According to the UN Study on Violence Against Children (2006), "teachers cannot bear the entire burden." Teachers need assistance in building inclusive classrooms so all students can exercise their right to an education in a secure setting The entire school system needs to actively promote nonviolent principles on a regular basis, and school administration needs to incorporate them
However, teachers frequently reluctant to bring about violence to school management because they are afraid that exposing violence will jeopardize their job or they are embarrassed about not being able to handle the violent situation It is critical that the school take this into account Schools should think about building conveniently available support systems for teachers (Geneva: WHO, 2019).
Disagreements among Scholars
Regarding the importance of teachers’ "training" and "experience" in reducing school violence, scholars have different viewpoints
Some believe that particular training is essential for giving teachers the information they need to address and prevent violence Benbenishty et al (2006) believes that in order to create secure educational environments, the need of teacher training has been highlighted The need for training is brought on by teachers' inability to deal with difficult students or a big number of students in a class, as well as by the possibility that they will act out of frustration or resentment or because they believe that violent disciplinary measures are acceptable and successful Volungis and Goodman (2017) emphasizes that training fundamental counseling techniques provided by school counselors to teachers is crucial By consistently using these strategies in their interactions, teachers may build trustworthy
10 relationships and foster an environment that supports school violence prevention on several levels
Meanwhile, others stress the importance of practical knowledge and experience in addressing and solving school violence According to Jennings and Greenberg (2009), experienced teachers' "social and emotional competence" is essential for fostering productive learning environments These teachers have a greater understanding of how students behave as well as useful conflict-resolution and violence-prevention techniques Astor et al (1999) emphasizes the significance of the experience of teachers in tackling school violence Experienced teachers are considered to have a greater awareness of the regions with the greatest risk and time frames inside the school when violence is more possibly to take place They can act and efficiently stop accidents attributable to this expertise Johnson et al (2011) identifies that teachers who have built close connections with students and have a solid grasp of their school's structure have greater ability to mitigate, tackle violent incidents at schools
RESEARCH DESIGN AND METHODOLOGY
Research Design
This study focuses on two main objectives The first is to provide deeper insight into the policies of Vietnamese Government which better inform teachers about school violence prevention This research collects and analyze documents about policies from Vietnamese government, and find the gap in regulations, guidance for schools related to school violence The second objective is to investigate the perception of teachers towards school violence and the role of training in tackling school violence
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,
12 pursuant to the Government’s Decree No 80/2017/ND-CP dated on July 17, 2017, providing 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 students, administrators, teachers and staff 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 Thirdly, to enact the Decree No 80/2017/ND-CP, on December 18, 2017, the MOET issued Circular 31/2017/TT-BGDDT on psychological counseling for students of general education schools In this Circular, it is emphasized in Article 3 that one of the purposes of psychological counseling for students is to prevent school violence With that guidance, in
2019, the Korean non-governmental organization Good Neighbors International (GNI) in Vietnam launched the "Prevention of School Violence, Building Safe Schools for Children" project, known as Speak-out 1 It is hosted at two Hanoi secondary schools, Ban Mai Secondary School and Nguyen Truong To Secondary School
The Speak-out 1 project focuses on three main purposes which are promoting school violence prevention awareness, establishing of school violence response system, and promoting awareness of community about child protection It has a variety of activities such as organizing talk show with students, parents, and teachers about school violence and school-related issues, producing and distributing school violence prevention handbook, renovating the consulting room and purchase counseling room equipment, recruiting counseling experts and operate counseling For the community, the project promotes awareness of school violence and child protection by radio programs, and Government and Civil Society Invitation Workshop on Child Rights Advocacy
Especially, GNI organizes teacher's psychological support training program for 20 core teachers from the two schools from August 2019 to February 2020 Therefore, these teachers from these two secondary schools are the target population of this research In this study, these teachers are considered as “teachers with intervention”
Be Van Dan Secondary School and Alpha Secondary School
In order to make comparison between teachers joining in the Speak-out 1 project and teachers without joining, Be Van Dan Secondary School and Alpha Secondary School are chosen to be one public and one private school, respectively In this study, these teachers are considered as “teachers without intervention”
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
Violence against children in Schools is referred to as "school violence." School is the setting for the violence, not the violence itself School violence encompasses all types of violence that occur in and around schools, are suffered by students, and are perpetrated by other students, teachers, and school personnel (UNESCO, 2018) However, in this study, only types of violence taken place within school grounds and conducted by students and teachers are examined
School violence might begin at school and continue outside the school grounds, or vice versa On the other hand, new forms of abuse have emerged via the expansion of the internet which is cyberbullying However, with the limited resources this study only focuses on the incidence of violence within the 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
Among the solutions to school violence, an indispensable solution is the prevention policies and legal documents Legal documents are not only guidelines for handling regulations but also help teachers guide the implementation of violence prevention activities in schools This article summarizes and analyzes relevant legal documents that are being implemented in Vietnam to help teachers better understand school violence prevention
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 first part of the framework is school violence prevention policies The study is conducted with a document analysis of policies for school violence prevention aimed at teachers from national level
The second part of the framework is the practice of teachers in school violence prevention Teachers’ knowledge, attitude and behaviors are examined at individual level by semi-structured interviews KAB analysis is based on different classifications
KNOWLEDGE: Knowledge is defined as all of a person's information on a given subject or field that they have acquired over time (Alexander & Jetton, 2000; Alexander, Jetton, & Kulikowich, 1995) Declarative knowledge refers to knowing what, procedural knowledge refers to knowing how, and conditional knowledge refers to understanding when and why (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
15 beliefs or concepts connected to a certain psychological phenomenon are what the cognitive component is concerned with The emotional aspect is a person's assessment of the psychological object and the emotions associated with it "The conative or behavioral factor" refers to the observable behaviors or propensities to behave in a certain way toward the object in question
BEHAVIOR: According to Schrader and Lawless (2004), "behavior" is believed to refer to an audible action by major psychologists It is typically believed to refer to how a person, animal, or group responds to a specific set of circumstances The goal of this study is to examine how teachers respond to violent incidents by applying strategies for preventing violence The author wants to learn more about the precise actions or behaviors teachers make in those 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
16 a) A public school established and directly managed by a competent state agency Investment sources for construction of facilities and recurrent expenditures of public high schools are mainly guaranteed by the state budget b) A private school invested by a domestic investor or a foreign investor and ensuring operating conditions, established in accordance with law Investment sources for construction of facilities and operating expenses of private high schools are sources outside the state budget
Therefore, this study focuses on two public schools which are Nguyen Truong To Secondary School, Be Van Dan Secondary School; and two private schools which are Ban Mai Secondary School, Alpha Secondary School The study collected data on the knowledge, attitudes and behaviors about school violence prevention of the teachers and make comparison to see the difference between them The research was conducted in the period from April 2023 to June 2023
Teachers are the most reliable source of information regarding the regulations that the school's administration provides for how to handle violent events in the classroom (Benbenishty et al., 2008) Therefore, this study focuses on the target group of teachers Selected teachers from Ban Mai Secondary School and Nguyen Truong To Secondary School are the ones joined Speak-out 1 project and still have been working in those schools Selected teachers from Be Van Dan Secondary School and Alpha Secondary School are all involved in solving violent events and are homeroom teachers
Moreover, the study also collects opinions from school leaders, parents, and school counselors about raising awareness of school violence prevention and the cooperation between them and teachers to tackle school violence
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
The purpose of this document search is to identify documents related to school violence prevention policies issued by Vietnamese Government It focuses on the details showing how Vietnamese Government inform teachers about school violence prevention The searched policies are screened through two stages with criteria to choose the most relevant and still valid
On the first stage, policies and reports related to school violence prevention are collected through search by key words on Online resources, Website of the MOET, Reports such as Violence against children, school violence, school violence prevention, laws on school violence prevention in Vietnam, policy, Vietnamese Government
On the second stage, the selection and exclusion criteria are applied to remove documents that do not answer the research question
Selection criteria include: Materials published after 1990 (The year when Vietnam ratify the CRC); Type of documents: Laws, Degree, Circular, Directive, Decision, Official Dispatch, National Plan; Content: School violence in Vietnam, articles or requirements related 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
19 People are encouraged to discuss their experiences in a natural conversational manner using narrative research methodologies (Thomas et al., 2009) Therefore, using qualitative narrative research to explore the difference in the practice of teachers may help to describe teachers’ interactions and viewpoints relating to multiple sides of school violence It also gives insights on how teachers understand, feel and behave when tackling violent events and why they react and think in their ways
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 A belief or idea related to school violence prevention Affective Feeling/ Evaluating school violence prevention Behavioral Tendency to use school violence prevention Behavior The way in which teachers responds to violent events, using violence prevention methods
FINDINGS AND DISCUSSION
Policies to better inform teachers about school violence prevention
One of the objectives of this study is to investigate the Vietnamese Government policies which are being implemented to better inform teachers about school violence prevention The study selects 13 documents for further in-depth analysis after classifying documents into three main categories of content which are responsibilities of teachers, prohibition for teachers, and responsibilities of schools to 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
Vietnamese Government has consistently prioritized creating and developing laws pertaining to child protection, care, and education as part of the process of constructing and completing the legal system to demonstrate its efforts in upholding its obligations since Vietnam ratified the CRC in 1990 Based on the information collected, Law on Child Protection, Care and Education 25/2004/QH11 issued in 2004 is the first and most significant legal document relevant to school violence This Law is now replaced by Law on Children No 102/2016/QH13 However, trainings for teacher to cope with and prevent
21 school violence are not specifically covered by any rule or guideline Although there are basic requirements that stress teachers' obligations to provide a safe and healthy learning environment, there is a shortage of precise guidance on school violence preventive measures Additionally, there is a gap in regulations, guidance for schools related to collaboration with other resources such as individuals or organizations to support teachers in school violence prevention
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
Do not oppress and have a biased, discriminatory or prejudiced attitude towards learners; do not assist or cover for negative behaviors in teaching, learning and training of learners and colleagues (Point 3)
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
2 shows that teachers are responsible for detecting and reporting to the Head of the educational institution or informing teachers and staff members assigned to act as the focal point for advising on the implementation of social work in schools of cases where learners are abused, subjected to violence, violated the law and closely cooperated with teachers and staff assigned to act as the focal point to advise on the implementation of social work in schools to carry out prevention,
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:
Use standard language, easy to understand, compliment or criticize appropriate to the audience and the situation; exemplary, tolerant, responsible, loving; respect for differences, fair treatment, advice, listening and encouragement; actively prevent and combat school violence, build a safe, healthy and friendly educational environment Do not offend, hurt, or take advantage of; not be oppressive, prejudiced, violent or infringing; not be indifferent, avoid or conceal violations of learners
Directive on strengthening the management work and improving teacher ethics
Point No 4 clearly shows that teachers must uphold the spirit of self-study, self-improvement, training to improve political, ethical and professional qualities Overcome the situation of "authoritative" management and education imposed on students In particular, teachers must have attitude and responsibility to preserve the image, reputation and honor of "the teacher"; always
"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
It is said in Article 9 that the principal (Director) of the school dialogue periodically presides over the organization of students and officials and teachers to detect, and promptly handle manifestations of insecurity
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
- For cases where teachers violate, depending on the extent and provisions of relevant laws, temporarily stop teaching, arrange to do other jobs to wait for handling or consider to terminate the employment contract/labor contract
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:
Developing topics, documents, education, organizing educational activities cultural behavior education in teacher training programs in pedagogical training institutions to build a team of teachers with exemplary self-esteem, personality and cultural lifestyle (Point 4) Directive 993/CT-BGDĐT
993/CT-BGDĐT on strengthening solutions to prevent and combat school violence in educational institutions
Schools need to organize seminars, share experiences on school violence prevention and control, and educate positive discipline for administrators, teachers and employees; actively set an example of good people and good deeds, upholding the example of teachers so that each member of the school becomes a friendly and persuasive educator (Article 2, point dd)
On the approval of the national action plan for prevention and against violations and children's violation in the period of
Schools need to organize activities for implementation of the approved plan on prevention of school violence; support and intervention for children experiencing violence and sexual abuse in schools for teachers, including the implementation of positive and non-violent educational methods towards learners (Article 1, section
4.2 The perception of teachers in Hanoi in school violence prevention
This study investigated how different the practice among teachers in Hanoi in school violence prevention is Overall, the teachers share same viewpoints at some parts, but they have different approaches to the problem Each of them has their own motto in educating the children and tackle school violence based on their experience Above all, they are all satisfied with the methods they use up until now The findings are categorized in seven parts which are “Definition of school violence”, “Methods of teachers to prevent school violence”, “Process to solve violent events”, “The role of training and experience with teachers to tackle school violence”, “Intention to get psychological trainings to tackle school violence”, “Conflicts between what teachers are trained in/know about school violence prevention and their teaching methods”, and “Difficulties when working with parents in solving violent event”
The first step of data analysis collects participants’ definitions of school violence
Basically, all teachers have the same ideas in their answer about “What is school violence?” They often refer school violence to actions, words that harm other people’s physical and mental health
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
In order to examine the situation from multi perspectives, the study also collects opinions of school leaders about school violence prevention focused on teachers Interviews are conducted with school leaders about three dimensions They are
“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
Both school leaders interviewed says that they have regulations and activities about school violence prevention for teachers However, in Ban Mai school the dissemination of the law to teachers has not been implemented yet
39 Vice Principal of Nguyen Truong To Secondary School: “The school does not have a separate regulation for teachers on the practice of anti-bullying measures, but in meetings with homeroom teachers, the school's management board also exchanges and communicates to everyone about the level of violence in schools, and manifestations of school violence During the annual meeting at the beginning of the year, teachers will have to study the school's rules and include content that does not cause disunity, fights, or curses in the school In addition, my school also has thematic activities, organized in response to the Vietnamese Law Day 9 th September every year The school communicates the regulations to teachers, students by means of rules and regulations, and for students, as well as students' parents to sign the commitment”
Principal of Ban Mai Secondary School: “At the school, there are regulations according to the labor regulations that teachers must have standard behaviors, must not have physical and mental violence towards students, including physical impacts (the physical impacts with students are prohibited), words that offend the honor, dignity, or reputation of students Even commenting has the principle of "collective praise",
"individual criticism", so there is no case that a student's mistake is brought to the class, and criticize in front of the group It will hurt students' feelings and affect the mental health The content of school violence is included in the school rules and discussed in the council meeting The school also has a training program for all staff on "Protection of children", and this content is trained every year, if teacher cannot pass the training, he/she will not be allowed to work at the school anymore Currently, the school is only implementing at the training level, giving the principles of conduct for teachers, but has not yet disseminated the law However, it will be implemented soon.”
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
40 students have a place to go back to, to relieve their psychology and purify their emotions; and teachers feel more secure in their work Because teachers also have the difficulty of having to spend a lot of time on homeroom work, which is often just advising students by experience, which is not really thorough Although the teacher's advice may or may not be true, it is also based on feelings And there are difficult cases to solve, the homeroom teacher also actively takes students to the counseling room.”
Principal of Ban Mai Secondary School: “Since the operation of Speak-out 1 project, the teachers have changed clearly In the way of communicating and working, teachers show more respect to students, students are listened to more If students have mental health problems or have difficulty in solving conflicts of their relationships, they will be willing to share with teachers and the counselor, so that teachers can prevent the problem from grassroot.”
The operation of the counseling room
Both Ban Mai Secondary School and Nguyen Truong To Secondary School are sponsored to set up and run the counselling room in Speak-out 1 project by GNI But after the project ends, they have to run it by themselves For Ban Mai Secondary School which is a private school, they do not see any difficulties, but Nguyen Truong To Secondary School which is a public school finds it difficult to run it Mostly the difficulty is related to the budget, facilities and human resources to run the counseling room
Vice Principal of Nguyen Truong To Secondary School: “Actually, I also feel that my school is very lucky to have the help of GNI Although the project has ended, we still maintain the counseling room and operate it with the school's funds The difficulty that we face is that teachers are also providing psychological counseling for students, so sometimes students have doubts about the confidentiality of their information Therefore, the number of children coming to the consultation room is very sparse The students think they can talk directly to their teacher, so they won't need to go to the counseling room anymore Another difficulty is that teachers do not have time for consultation and there is no personnel planning of the MOET for this consultation work In addition, the school also has the
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.”
Principal of Ban Mai Secondary School: “For private schools, maintaining a counseling room is an important content in supporting students, helping to raise students' awareness, and supporting students' mental health, so this is also an important and necessary target Up to now, my school does not see any problems of running the counseling room because the school also has a budget for that and it is also a content in the educational method But with other schools, I think it can be a challenge because to be a student support person, the personnel must be a person with deep expertise, professional training The school has to invest a large amount of money in the construction of the counseling room, equipment, and expenses for specialists With private schools, if they have the budget, they can still operate, but in public schools, it is difficult, because there is personnel planning Recruiting without payroll, you don't know how to pay the salary Therefore, I see high practicality, great demand, but implementation in practice is difficult Regarding staffing in the counseling room, there is currently only one expert, but the school will also cooperate with universities with specialized training to provide internship and work opportunities for final year students That is one way that the school increases its resources, and also creates a good environment for students to practice what they learnt.”
CONCLUSION
Implication
The study provides an overview of school violence prevention from different perspectives from policies being implemented for teachers to the practice of teachers in solving this problem
In terms of policies, Vietnamese Government should consider allocating budget for public schools to set up and run the counseling room It is also important to have particular guidance on school violence prevention for teachers to easily follow As the impact from the Speak-out1 project on schools is positive, Vietnamese Government should develop the cooperation mechanism and framework for schools and other institutions such as foreign organizations, companies, education institutions to facilitate and invest in the school counseling room as well as other projects
In terms of practice, training also contributes to the process of teachers dealing with problems However, teachers cannot remember all training content They only remember lessons that are practical and highly applicable Therefore, firstly, it is important to provide teachers with practical trainings that teachers can apply to their daily teaching Secondly, schools should have more activities to raise awareness of school violence prevention for both teachers and parents.
Conclusion
School violence is a difficult problem to completely solve, but educators and parents can work together to support each other to educate children, and limit this situation It is also crucial to take into account Confucianism's cultural influences while discussing the topic of school violence, such as the value placed on submission to authority
It is crucial that Vietnamese government policies contain ongoing directives and objectives for reducing school violence The government may establish a framework that gives teachers a sense of security by regularly implementing these steps, allowing them to
43 completely concentrate on their subject matter expertise and effectively support their students
Furthermore, a wide range of all-inclusive measures to address school violence should be included by these principles and standards Violence can be considerably decreased by taking preventative actions such building a healthy school climate, encouraging respectful relationships, and putting in place dispute resolution programs Establishing early intervention techniques will enable the quick identification and support of pupils who may be at risk or acting aggressively Additionally, it is essential for developing a secure and encouraging learning environment to employ appropriate disciplinary strategies that strike a balance between accountability and rehabilitation
The government must give enough resources to ensure the successful implementation of these principles and aims This involves giving financing for educational initiatives that provide teachers the know-how and abilities to effectively recognize, treat, and prevent school violence Additionally, educators should have access to ongoing professional development opportunities so they may stay current on best practices and evidence-based solutions for dealing with this problem
Fighting school violence requires cooperation from the government, schools, parents, and the larger community A coordinated effort can be developed to address the core causes of violence and promote safe and inclusive learning environments by creating open lines of communication, increasing parental involvement, and including community stakeholders
To guarantee the continuous success of the adopted guidelines and targets, regular evaluation and assessment are necessary This includes keeping track of preventative program results, compiling information on violent episodes, and getting input from parents, teachers, and students The government can adjust its policies to successfully address the changing dynamics of school violence by regularly analyzing and improving these measures based on data and feedback
In conclusion, the Vietnamese government's dedication to consistently incorporating standards and goals for preventing school violence into their policies is essential for developing nurturing and secure learning environments The government may enable educators, parents, and communities to actively combat school violence and advance the overall well-being and development of all students by adopting a comprehensive and collaborative strategy and providing the appropriate tools and training.
Limitation and future research
First, the study excluded other significant stakeholders including students and parents in favor of concentrating only on Vietnamese policies and teachers To acquire a thorough understanding of school violence prevention, future research should consider involving a larger spectrum of participants and studying the perspectives of students and parents Second, the study was also restricted to Hanoi, Vietnam Future studies should broaden their focus to include additional regions and look at the long-term efficacy of strategies to avoid school violence In the end, additional research in this area will improve our comprehension of preventing school violence and contribute to the creation of interventions and policies that are more successful
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Appendix A: Interview guide in Vietnamese
TRƯỜNG ĐẠI HỌC VIỆT NHẬT, ĐẠI HỌC QUỐC GIA HÀ NỘI CHƯƠNG TRÌNH THẠC SỸ LÃNH ĐẠO TOÀN CẦU
1 Người thực hiện phỏng vấn
Học viên Nguyễn Anh Thư – Chương trình Thạc sĩ Lãnh đạo toàn cầu, Trường Đại học Việt Nhật, Đại học Quốc gia Hà Nội (Mã học viên: 21117063, Email: 21117063@st.vju.ac.vn, Số điện thoại: 0343018189)
2 Tên đề tài luận văn: Bạo lực đối với trẻ em trong trường học: Chính sách và thực tiễn ở giáo dục trung học tại Hà Nội, Việt Nam
3 Nội dung phỏng vấn: Cuộc phỏng vấn chủ yếu xoay quanh các kinh nghiệm của Thầy/
Cô trong việc phòng chống bạo lực học đường (Câu hỏi cụ thể được nêu bên dưới)
1 XÁC NHẬN THAM GIA PHỎNG VẤN
1 Cuộc phỏng vấn sẽ kéo dài khoảng 30 đến 40 phút
2 Địa điểm phỏng vấn có thể tại trường của Thầy/ Cô hoặc một địa điểm khác theo yêu cầu của Thầy/ Cô, hoặc thông qua các công cụ họp trực tuyến như Teams, Skype, Zoom, v.v
3 Nội dung phỏng vấn sẽ được giữ an toàn, theo đúng các quy định bảo vệ dữ liệu Thông tin Thầy/ Cô cung cấp sẽ chỉ được sử dụng cho nghiên cứu này và sẽ không được tiết lộ cho bất kỳ bên thứ ba nào Để hỗ trợ phân tích dữ liệu, chị Nguyễn Anh Thư sẽ ghi âm cuộc phỏng vấn bằng máy ghi âm Tất cả dữ liệu sẽ được bảo mật, ẩn danh và giữ an
52 toàn Tuy nhiên, máy ghi âm sẽ bị tắt nếu quý Thầy/ Cô không muốn cuộc phỏng vấn được ghi lại