How to prevent bullying and conflicts in classrooms in Casvi Villaviciosa

Casvi Villaviciosa > Orientación > How to prevent bullying and conflicts in classrooms in Casvi Villaviciosa
Prevención del acoso escolar en Casvi Villaviciosa

Working with pupils beforehand to prevent any bullying or conflict from occurring in the classroom is essential. It is also essential to work on proper coexistence inside and outside the classroom. And although this should be emphasised throughout the pupil’s school years, the courses that should be emphasised are those from 9 to 15 years of age. In fact, it is at this age that it is most difficult for them to regulate their emotions. Sometimes, they are not able to act with integrity, nor are they aware of the consequences of their actions. For this reason, we will now explain how we work at Casvi Villaviciosa to prevent bullying and conflicts in the classroom.

From the age of 2 to 4th Grade Secondary Education and in a planned way, we work on emotional intelligence through different strategies. Skills such as the following are developed: 

  1. Better knowledge of one’s own emotions and identification of the same in others.
  2. Prevention of the harmful effects of negative emotions.
  3. Ability to generate positive emotions.
  4. Development of greater emotional competence.
  5. Acquisition of self-motivation skills.
  6. Positive attitude towards life.

In addition, they are taught the appropriate use and management of social networks. On the one hand, as a way for pupils to express their digital identity, and on the other, as a way of relating correctly with the world. Developing a good emotional balance favours the integral development of our pupils.

Prevención del acoso escolar en Casvi Villaviciosa

Types of conflicts to prevent bullying in the classroom

Preventing bullying is a basic point for an adequate coexistence in Casvi Villaviciosa. There are different types of conflict in the classroom:

Physical conflict

This ranges from repetitive pushing and shoving, hazing or breaking personal material, to more overt physical aggression.

Verbal conflict

In this case, more or less subtle humiliations should be prevented without the need for bad-sounding words, threats, insults, nicknames, rumours…

Situations of exclusion

There may be no physical or verbal violence, but the group may be encouraged so that one pupil or a small group of pupils cannot enjoy leisure activities with the rest. This is another situation that should be prevented in the classroom, so that it does not happen.

Ciberbullying

For this purpose, through specific training given by professionals in this field, work is carried out on the prevention of verbal harassment, exclusion or even the dissemination of images without consent or manipulated with the aim of damaging or ridiculing someone through the Internet, among others. 

Bullying prevention plan 

The bullying prevention plan is planned annually. It includes conferences planned annually with specialised professionals from outside the school, aimed at parents and pupils, as well as activities organised by Casvi Villaviciosa.  In the IB PYP Programme, the sessions are integrated in each of the Units of Inquiry. In the MYP Programme, they take place during tutoring hours as part of the tutorial action. In addition, sociograms or specific tutorial sessions are held to address any issue or circumstance that may arise at a specific moment and needs to be addressed immediately. 

Prevención del acoso escolar en Casvi Villaviciosa

Family and school, a team, how can we contribute from home?

We must stress the importance of collaboration between families and school at Casvi Villaviciosa.  The best help we can give to Casvi pupils both at school and at home is to offer them the possibility of expressing their emotions, without underestimating any of them, as well as being an example to follow. The adult becomes a role model and therefore a reference for the child. If the adult shows appropriate behaviour, the child will tend to imitate him or her. 

In short, healthy contexts favour the emotional development of our pupils, generating resources that help them to manage their own emotions and impulse management in stressful situations.

Improving coexistence in our schools is everyone’s goal. Our schoolchildren need to come to school as a safe environment, where they are happy. 

Pilar Alegría, Minister of Education and Vocational Training