Project Idea
Peer bullying appears frequently due to increasing cases in recent years. Peer bullying, which is physically and psychologically difficult for our students to cope with, negatively affects their commitment to school, self-confidence, academic success and life satisfaction.
According to a report published by Unicef in 2018;
• 3 out of every 10 students admit to bullying their peers.
• Approximately 720 million school-age children live in countries where corporal punishment is not completely banned in schools.
• Although girls and boys have the same risk of being bullied, girls are more likely to be exposed to psychological bullying and boys are more likely to be exposed to physical violence and threats.
In line with the same report, UNICEF and its partners call for urgent action in the following areas to end violence in schools:
• Implementation of policies and legal regulations to protect students from violence in schools.
• Strengthening preventive and counter-reactive measures in schools.
• More effective and targeted investments in proven solutions that help keep students and schools safe.
Studies on preventing and coping with peer bullying are generally shaped around 4 focus points.
1. Recognizing bullying
2. Report bullying incidents
3. Friendship skills and self-confidence development activities
4. Promoting acts of kindness
Schools and non-governmental organizations generally tend to focus their work on the first 3 points. However, when we examine bullying cases carefully, we encounter the consequences of not internalizing the concept of kindness among children. For this reason, we shaped our project, which we decided to initiate to prevent peer bullying among our students, within the framework of the positive impact of kindness and courteous behavior. With the activities to be carried out during the project, our students will realize what is the meaning kind behaviors and the positive effects these behaviors have on other people.
https://data.unicef.org/topic/child-protection/violence/bullying/