Project partners
Scoala Gimnaziala Nr 51, Bucarest, Romania
Scoala Gimnaziala nr 51 is situated in the District 2,a public school with primary classes and lowersecondary classes. There are 805 pupils(aged6-15), 43 teachers and 11 auxiliary staff.Our school has an After-School Program for primary, optional courses of English, Romanian, Maths, Health Education.The school mission is to offer education based on various dimensions:formal, informal and non-formal through core education, optional courses and extra-curricular activities. In Romania, the NGO “Salvati copiii” made a national sociological study in 2016 on bullying among children and the data and statistics show problematic figures: only 13% of pupils heard about bullying in school, 73% of pupils admit they witness bullying in school environment and 69% online, 29% of pupils were threatened in school, etc.In the school SWOT analysis for this school year, referring to pupils’ behavior, there are identified weaknesses: pupils who are bullied are afraid to speak up about it; teachers do not have the skills and methodology to deal with bullying cases.Every term an average of 15 pupils are given warnings or have lowered behavior marks for verbal or physical violence.Strengthens:school managers and teachers make efforts to help pupils and parents in understanding the bullying issues.Opportunity-involving pupils and teachers in educational partnerships which can increase awareness on bullying and create a positive learning environment.Threat:the national educational policy seems not to include the bullying phenomenon in the priorities.In school, there his an anti-violence commission whose reports show to the school management that there are cases of violence in different forms in school on daily basis.The cases range from calling names or other attributes, poking, physical intimidation, pushing around, damaging and stealing belongings, fighting or laughing at the person, to some sporadic threatens on social media or telephone messages.Though there have been taken different measures to prevent these situations, they still appear.The school is very motivated to develop this partnership as we believe that by learning more about the bullying phenomenon through non-formal activities, pupils learn how to deal with the situations, teachers learn how to make lessons on this topic, pupils learn to accept and value the cultural and social differences.
web site: http://www.scoala51.ro/sc51.php
web site: http://www.scoala51.ro/sc51.php
Scuola media Cocchi-Aosta, Todi, Italy
The four seats of the “Scuola Secondaria di primo grado “Cocchi-Aosta” Todi, Pantalla Collepepe and Fratta Todina are representative of different socio-economic and cultural realities which are diversified with tourism, commercial, small and medium industries, farms and craft activities. It is a lower secondary school (pupils age from 11 to 13) and there are 618 students and 78 teachers. The students with special needs are supposed by specialized teachers. The school is engaged in the National Opertional Programme on Research and Innovation. Nowadays Bullying and Cyberbullying are a social emergency, a phenomenon widespread and rooted: bullying, mockery, offenses, threats and aggression. At a National level, confirmed a a regional one, almost a student out of three declares to have suffered this type of behavior from peers sometimes per year and is perceived by almost 70% of the students as one of the main dangers to which they are exposed. It is manifested everywhere but located in the school context, also in reason of the age of the students, the place in which it is frequently committed and where the teachers and the school staff are the only adults who can carry out the delicate task of intercepting the abuses. To combat it, it is essential to work precisely starting from schools, with the aim to curb violence and reinforce the resilience of young students forced to undergo regular harassment. After having carried out a SWOT analysis of the school’s situation and needs, episodes of misuse and unknowingly that occurred made us reflect on some needs that seem to emerge between our students: according to the huge use of social media they need to be competent in building and protecting their digital identities; they need to be aware of the dangers connected with social medias, forums, posts in order to protect themselves. They need to find out the positive resources of digital devices and social media. We believe this project may facilitate the research of elements to solve the problem.
web site: www.scuolamediatodi.it
web site: www.scuolamediatodi.it
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Sehit Polis Mehmet Celik Ortaokulu, Izmir, Turkiye
Our school is a formal middle school which has nationally specified curriculum and subject-based lessons.We have 1055 students as 5-8 grades in a double shift schooling.There are 68 teachers.English is compulsory as a foreign language.They have 35 hours of lesson in a week.6 of them are elective and 8th grades takes a counselling course per week. Our school has a complex socio-economic and cultural characteristic profile. We give full-time schooling from 8 am to 7.30 pm and have 10 minutes of break times so we’ve conflict problems in the lessons and extra times of the school.According to SWOT analysis of our school some strengths are a big garden,a young and dynamic teaching staff,a counselling service,using technological devices and a multi-purpose saloon;some opportunities are parents who are eager to be trained,teachers who are eager to be improved,using ICT in the lessons;some weaknesses are different socio-economic situation,parents’ low education level,technical problems,lack of a sport saloon,pupils who are deficient for success level and goal setting;some threats are many families that are divorced or non-educated,different socio-economic settlement,many behavior problems.Moreover according to the survey of 35 questions applied to some problem classes from each grade,each pupil encounters with a bullying problem in the school period and the bullying percentage of each question is nearly half of the pupils.These unwanted attitudes create problems in each school day and teachers cut their lessons for it.Our counselling service talk to pupils having the most problems and teachers come together to reduce problems.So if we think at school and national level generally and understand that we should do something for our pupils who are a part of society to decrease bullying and to infuse empathy into them.We think that with this project activities,we’ll occupy a happy and fertile schooling for pupils, teachers and parents and also give a different view to solve the problems about bullying.This project will help us because we want our pupils to be understanding and thoughtful to each other and to other people around them or people in the other countries.We also know that with the increasing level of using technological devices,people reduce face to face communication and don't join sport or social activities so they have dialog problems even for a small detail.If we succeed to raise a positive change for them,they can improve themselves and we take the results as a whole.It'll create a knockon effect on the others as training patterns of different individual characteristics.
web site: http://sehitpolismehmetcelik.meb.k12.tr/
web site: http://sehitpolismehmetcelik.meb.k12.tr/
Agrupamento de escolas Dr António Augusto Louro - E.B. 2.3, Seixal, Portugal
António Augusto Louro is a secondary school, with 100 teachers, 800 students whose ages are 10- 15 years, but due to academic failure have some older students aged up to 18 years.We have 5 grades and 38 classes. We have around 80 foreigner students from 12 different countries, so there is a great linguistic, cultural and ethnic diversity.Also exists a significant Gypsy community, there are 28 students, which has serious problems of school integration and consequently very low school success.About 30 activities are organized every year, aims to raise students' awareness of the differences that exist among children, to promote the development of more positive attitudes and attitudes of tolerance in relation to their peers, to provide students with moments of discussion/reflection about their relationship with each other, gender equality, value affection among people in development and the awareness of the importance of self-esteem and self-concept.We try always include our SEN students.This project will be developed with students between the ages of 10 and 15, although we have some older students, until the age of 18 because of school failure. Due to the ethnic, social and cultural diversity, many students do not coexist well with the difference and this creates conflicts and is sometimes difficult to detect cases of bullying. Also the physical differences are often cause of integration difficulties and we as teachers are not always able to be attentive so that we will have to improve in this aspect. The lack of respect for school staff, the disrespect for the rules established in the Internal Rules of Procedure need urgent action to change the current situation and will be one of the main points that will guide our educational project.Associated with behavioral problems, there are also problems of learning, motivation and, sometimes, school drop-out. In last year SWOT, there were identified 276 disciplinary occurrences.
web site: www.ebal.com/portal/index.php/component/wrapper/
web site: www.ebal.com/portal/index.php/component/wrapper/
Gymnasio Platania, Platania, Greece
Gymnasio Platania is a school of 240 pupils(12-15 years old) and 25 teachers in the municipality of Platanias, 14 km west of the city of Chania, Crete.It is a typical Greek public school of secondary education, which additionally offers extra teaching help to pupils with learning difficulties.Equal possibilities in learning and tolerance are the values that our school holds.Each year our school runs environmental projects, volunteering actions and programmes favouring the creativity of pupils.Our school hosts pupils of various financial and social backgrounds:a big percentage of pupils come from well-off families owning hotels and touristic businesses, others belong to working class families, a lot of them come from foreign countries-BG, AlL, RO and UK, there is a significant number of bilingual pupils with one of their parents being from GB, FR or Scandinavian countries.We consider all these factors to be responsible for the establishment of feelings of superiority for some pupils and inferiority to others, leading very often to bullying.According to school’s statistics: 60% of our pupils were called names, 50% were made fun of by their classmates, 23% were hit by their classmates, 19% were threatened, 35% of the boys of the school feel that they were wrongly accused, 25% of the pupils say that they were denied participation in a game, 28% state that they were robbed of money or personal items, 33% were called by a nickname which they don’t like, 44% stated that some of their classmates told lies about them to other pupils, 31% stated that lies were told at their expense to teachers.Our participation in this project is very crucial, since we are convinced that through this project our pupils’ awareness concerning these issues will be significantly raised and they will acquire the tools to stand against bullying and come forward if such an incident should happen to them. Also, this project can enhance their sense of union, stressing on their similarities and the beauty of diversity and aiming at the development of a different mentality embracing difference and harmonious relationships.
web site: www.gymnasio-platania.gr
web site: www.gymnasio-platania.gr
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