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Description
The project will be implemented in primary and secondary schools in the Žilina and Banská Bystrica regions through trainings of social and communication skills for teachers and students. It will focus on preventing bullying and socio-pathological phenomena, improving climate in schools, reducing conflicts in schools, improving social tolerance, removing barriers stemming from different socio-economic situation of families of students, cultural differences, etc. and non-aggressively averting aggressive behavior, learning to respect diversity of opinion and human rights. The anticipated number people targeted by the project is 180 pupils and 300 pedagogical and professional employees from participating schools.
The first interactive meeting will be for teachers (1 meeting for pedagogues from elementary schools + lecturers; 1 meeting for pedagogues from secondary schools + lecturers). Afterwards 4 interactive meetings with students of elementary / secondary schools will be held. Educators and students will fill out a short questionnaire at the beginning and end of these sessions to monitor the situation in school. Activities of these sessions should students help to instill confidence and respect for other opinions, know how to receive positive and negative information, gain knowledge, what motivational incentives are important for improving climate at school, getting acquainted with peer mediation at school. During meetings, students will gain knowledge of skills that can help them and their peers to solve their own problems.
Afterwards, the second round of meetings with teachers and students is planned, where teachers and students reflect on how they did during a certain period of time, fill out questionnaires and practice activities to help them based on the needs they stated in the first questionnaire. From each meeting with teachers and students a report will be prepared. All questionnaires will be evaluated to assess the impact of activities on school.
Summary of project results
The project focused on preventing bullying and addressing socio-pathological issues in schools in the Žilina and Banská Bystrica regions. The project aimed to improve the school climate, reduce conflicts, promote social tolerance, eliminate barriers arising from different socio-economic backgrounds and cultural differences, and teach students effective ways to prevent aggressive behavior.
The project aimed at preventing bullying and sociopathological phenomena in 6 primary schools in the Žilina region and 6 high schools in the Banská Bystrica region. Through training in social and communication skills for both educators and students, it sought to improve the school climate, reduce conflicts, and promote social tolerance. Students were guided on effective and non-aggressive ways to counteract aggressive behavior, resolve conflicts, and assist their peers. Throughout the project, students filled out questionnaires at the beginning and end, revealing their interest in improving the school atmosphere and their willingness to be peer mediators. Activities also included establishing a sustainable project model that would remain active even after participants'' departure. The project encouraged collaboration and exchange between schools, including online meetings. Students endeavored to address issues at their schools, with support from coordinators, engaging in public communication through various media. Schools praised the project, recognizing its positive impact on students and recommending its implementation in primary schools. The project contributed to a positive impact on the entire school and individual students, adjusting meeting intensity based on the severity of COVID-19 situations. The interest of other schools in similar educational programs suggests the potential for spreading this approach in the school environment.
The beneficiaries included both educators and students who underwent training in social and communication skills. The intended impacts encompassed the development of abilities to effectively counteract aggressive behavior, promote social tolerance, and eliminate barriers arising from diverse socio-economic and cultural backgrounds. The project sought to educate and guide students from selected classes and grades on conflict resolution and problem-solving, fostering skills that serve as prevention against bullying.
The outcomes and impacts included a positive shift in the school atmosphere, with students expressing a keen interest in improving the school climate. Notably, students wished to become peer mediators and actively contribute to conflict resolution even after their departure, ensuring the project''s sustainability. The project also facilitated the personal development of individual students, encouraging them to address challenges within the school independently. Coordinators supported students in problem-solving, and students communicated their efforts through various channels, such as radio broadcasts, bulletin boards, badges, conflict resolution initiatives, class presentations, and online platforms.
The final joint meeting, despite being held online, was positively perceived, fostering connections among students who engaged in self-prepared activities and discussions. The intensity of interactions varied due to the severity of COVID-19. The project received praise from schools, recognizing its positive impact on students and recommending its implementation at the primary school level. The engagement of trained students in supporting and training others showcased a positive ripple effect on the entire school community. Given the interest of other schools, those involved in the project serve as positive examples, highlighting its significance for students, educators, and schools.