I have to tell you one thing. It”s not easy to count. My mind has erased many of the details, but I remember being at the recess of my school and I remember my partner”s face very well. I don”t remember what had happened, I don”t know what triggered that situation, but the more I think, the more frightening I find it.
She was in the center of the patio, and many of her classmates started spitting at her. The spitting followed in his face, one after the other. I think the daring of the first ones encouraged others to follow the same steps and spit out too. I remember his red face and the watery eyes covered by the saliva of others, and I remember walking steadily to the exit to leave there as soon as possible.
I strive to forget it. I hardly bear the shame that causes me. I didn”t spit. I didn”t spit her face, but I didn”t do anything to defend her either. I am deeply ashamed of that.
The truth is that I hardly understood the situation at the time. I”ve always gone a lot to my ball, and surely that day, one more of so many, I was also on my ball. I probably don”t remember what caused us to get to that point.
I turn it around and I have a question to my mind all the time. What else does it do? What could the 12-year-old girl who deserved the humiliation to which her classmates subjected her? What do you have to do at a recess so that you have no choice but to suffer dozens of spitews falling into your face?
I do not know you, but I am not convinced by any answer. If I find it hard to write it down, can you imagine the damage it had to do to it? Can you imagine having suffered it?
Unesco has designated one day as International Day Against Violence and Harassment at School (keep reading to discover which), but you go to class every day and I think it would be best if each and every day were the day against bullying at school. Nobody deserves it.
UNESCO designated the first Thursday of November each year as International Day against Violence and Harassment at School, including Cyberbullying, thus recognizing that violence in the school environment in all its forms (bullying) violates the rights of children and adolescents, health and well-being. Unesco appeals to member States, international and regional organizations concerned, as well as civil society, including non-governmental organizations, individuals and other interested parties, to assist in the promotion, organization and celebration of this international day.
The aim is to make people aware of the problem of network violence and cyberbullying and its consequences, and of the need to put an end to them. It also calls on members of the educational community, authorities and related sectors such as technology to pay attention to this problem in order to encourage them to contribute to the prevention of online violence, with a view to ensuring the safety and well-being of children, adolescents and young people.
For more information:
The content and objectives of this proposal partially coincide with those of International Day of Education (24 January) and International Day of Zero Discrimination (1 March).
In our autonomous community there has been a Aragonese Observatory for Coexistence and against Bullying since 2018. It is a collegiate, consultative, advisory and participatory body that aims to promote positive coexistence and constructive resolution of conflicts that arise in the educational community, with special attention to situations of harassment.
The UNESCO page dedicated to this International Day offers parallel visions, related to conflict prevention and classroom malpractice. It”s very interesting to go a little further, the document on gender-based violence in classrooms.
Objective 4 of the UN 2030 Agenda for Sustainable Development advocates inclusive and equitable quality education. That will be unworkable as long as students continue to suffer discrimination or experience violence on the basis of gender identity and real or apparent sexual orientation.
Unesco supports prevention and combat actions as a response of the education sector to homophobic and transphobic violence and harassment, whether physical or psychological. Those answers must be strong from the education community, but the foundation is early education.
Proposals for the professor
Because it affects the coexistence in the classroom and the normal development of the course, directly affecting the fulfillment of curricular objectives, the subject addressed in this International Day has an evident and precise transversal nature of continuous attention in the classroom and in the center.
Specific work is recommended in relation to aspects such as those mentioned in the previous paragraphs about gender, homophobic and transphobic violence and, of course, classroom work from audiovisual documents such as:
It also proposes the search and comment of news related to bullying, not necessarily (or not exclusively) on specific events, but also on initiatives to neutralize and prevent the problem.
For example, reports and balances (news in Heraldo de Aragón). Also, news about a meeting of students aiding in the IES Pablo Gargallo in Zaragoza.
It is recommended not to lose contact with various campaigns that, in the United Nations environment, primarily in relation to the Sustainable Development Goals, are presented on a regular basis.
This proposal strengthens the momentum for the development of values that promote effective equality between men and women and the prevention of gender-based violence, and of values inherent in the principle of equal treatment and non-discrimination on the basis of any personal or social condition or circumstance, fostering learning from the prevention of any type of violence and the peaceful resolution of conflicts. It also helps to promote and disseminate children”s rights in education.
It participates in methodological principles such as attention to student diversity and special attention to emotional intelligence, promoting a classroom and center climate that favors personal balance and personal relationships based on fundamental values of coexistence, from conflict prevention and peaceful resolution, as well as non-violence in all areas.
Objectives that helps to comply with this proposal
- Assume responsibly their duties, know and exercise their rights in respect for others, practice tolerance, cooperation and solidarity between individuals and groups, exercise in dialogue, strengthening human rights and equal treatment and opportunities between women and men, as common values of a plural society, and prepare for the exercise of democratic citizenship.
- Assess and respect gender differences and equal rights and opportunities between them. Reject discrimination against persons on grounds of sex or any other personal or social condition or circumstances. Reject stereotypes involving discrimination between men and women, as well as any manifestation of violence against women.
- Strengthen their affective capacities in all areas of personality and in their relations with others, as well as reject violence, prejudice of any kind, sexist behaviour and peacefully resolve conflicts.
- Exercise democratic citizenship, from a global perspective, and gain a responsible civic conscience, inspired by the values of the Spanish Constitution, as well as by human rights, which promotes co-responsibility in the construction of a just and equitable society.
- Consolidate personal and social maturity enabling them to act responsibly and autonomously and develop their critical spirit. Peacefully anticipate and resolve personal, family and social conflicts.
- To promote the effective equality of rights and opportunities between men and women, to analyse and critically assess existing inequalities and discrimination, and in particular violence against women, and to promote real equality and non-discrimination of people by any personal or social condition or circumstance, with particular attention to people with disabilities.
Subjects to be linked
- Ethical values (ESO, 1st and 2nd cycles)
- Education for citizenship and human rights (ESO, 2nd cycle)
- Baccalaureate: To be allocated according to modality
- Social and civic competences