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Description
In a survey conducted among 100 students of secondary schools in the Pomeranian Province, when asked about the most important problems of young people in their locality, 32% of the respondents answered: ‘aggression, violence, crime’. These problems intensified during the Covid-19 pandemic. Isolation encourages the escalation of cyberbullying because children and young people spend all day on the computer or the phone and no one is able to constantly check what they are doing. The perpetrators feel unpunished, and frequent online presence makes the dissemination of harmful content easier. Young people today are more aware of being different. ‘Different’ means no longer just being obese, poor or having bad grades at school. Young people are increasingly meeting LGBT people, migrants or people from different religions. They are afraid of what they do not understand, and this often leads to aggression or peer violence. The project''s target group consists of around 200 students aged 13-19 who live or study in the Pomeranian Province, as well as their peers (as recipients of educational campaigns). Within the project, young people will develop social campaigns that will sensitise young people to the issues of human rights and equal treatment, encourage them to counteract hate speech and oppose peer violence. They will be supported by pedagogues and animators engaged in prevention programmes. Groups of ambassadors against peer violence will be appointed in the schools participating in the project. Students will implement their own initiatives against hate speech and acts of hate, develop prevention movies and cartoons that will spread knowledge about human rights and equal treatment.
Summary of project results
The "I do not tolerate violence" project was aimed at preventing and minimizing peer violence. Students - Ambassadors of the fight against peer violence carried out social campaigns in their schools, prepared by them, making peers from their schools aware that it is worth co-creating a school where every student can feel safe, where the entire student community works to create a school without violence, in which young people are not afraid to talk about this problem openly and each party, both the victim, the perpetrator and the witness, can receive help.
As part of the project, with the substantive support of educators and police specialists, students of Pomeranian schools developed social campaigns to increase the sensitivity of young people to respect the diversity of beliefs and students'' rights and to counteract hate and hate speech as a consequence of intolerance. Representatives elected in individual schools created groups of ambassadors for the fight against peer violence. After appropriate training - workshops, meetings, they carried out educational campaigns in their schools. Using the acquired knowledge and skills, they were ambassadors of the fight against violence, support for students, and developed educational campaigns in their schools that were acceptable to students because they were prepared by them. Students prepared initiatives to counteract hate speech and acts, developed preventive films and cartoons, which, among others: disseminate knowledge about human rights, collect ideas to reduce the causes of peer violence and discrimination in the peer group. The activities were reinforced by a conference addressed to teachers, students and parents, prepared in cooperation with the project participants.
-increasing knowledge related to violence and aggression among project participants who are part of the Ambassadors of the fight against peer violence
- making an attempt to develop correct responses to aggressive behavior
- developing attitudes of no tolerance for aggressive and violent behavior
- students launch activities that influence the development of social awareness in schools;
- developing activities aimed at protecting children''s rights based on the Convention on the Rights of the Child, with particular emphasis on law
to freedom, dignity, respect, personal integrity, the right to freedom of thought, conscience and religion, and the right to express one''s own
views
- selecting young leaders capable of building a civic role model,
- arousing new interests among young people (film competition, literary competition for an educational fairy tale, illustration competition),
- development of creative attitudes among participants
- development of social and civic competences
- developing skills such as communication, openness, independence, teamwork and organizational skills,
stress resistance, problem-solving ability, and creativity
- building a project community - 20 groups working at the same time to not tolerate peer violence