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Children

Children are at the center of ESHA’s attention. As school leaders of Europe together we discuss in what way our changing society effects our children. The themes that we discuss, work on and exchange experiences on related to the wellbeing of children are: social behavior, crisis psychology, bullying and suicide prevention, radicalization, learners with special needs and early school leaving.

children

Social Behaviour

Effective strategies to combat bullying in schools

Current research and common sense tell us that schools need to be places that are physically, emotionally, and psychologically safe for students to learn to their fullest potential. Given these criteria, one would surmise that preventing bullying would be paramount on any principal’s list of priorities. Unfortunately, this is often not the case.

Educate Roma children

Mothers of Roma children in Italy are being trained to support their children in the classroom as part of an EU project to boost the number of Roma children attending school. It comes ahead of International Roma Day falling on April the 8th – which celebrates Roma culture and aims to raise awareness of the issues facing the largest minority in Europe.

LED on values

LED on values follows a reference framework for the competences to be developed in children and youth that is structured in three main areas: personal, social and civic competences. More information about this Portuguese program can be found on www.ledonvalues.org

The David project

The David project screens and reviews social literacy practices. The web site contains a database of best practics in the field of social literacy. School heads can read about and implement these best practics in their schools. The web site also contains a social literacy community.

Links:

No place for bullying

Read more about Roma children on this site

The David project web site is located at: www.david-llp.net.

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Bullying and Suicide Prevention

Effective strategies to combat bullying in schools

Current research and common sense tell us that schools need to be places that are physically, emotionally, and psychologically safe for students to learn to their fullest potential. Given these criteria, one would surmise that preventing bullying would be paramount on any principal’s list of priorities. Unfortunately, this is often not the case.

James Dillon describes why every educator must prevent bullying in No place for bullying

The United Kingdom takes the lead with regards to preventing and reducing bullying. The country’s leading initiative Childnet describes how to deal with bullying.

The Beprox programme (Alsaker, 2004) is a Swiss intervention which uses teacher and parent education as the sole component of a universal programme to address bullying. It emphasises group discussions, mutual support and co-operation between consultants and teachers and between teachers and parents. The programme engages teachers in an intensive focused training about bullying and supervision for approximately four months. Teachers implement specific preventive elements in the classroom and then meet and discuss their experiences of the implementation: Bre-Prox Programme, Bernese Anti-bullying programme. Switzerland
Professor Dr Francoise Alsaker francoise.alsaker@psy.unibe.ch

The Norwegian anti- bullying programme (Galloway and Roland 2004) has at its core teacher education which gives teachers the opportunity to discuss the practical implications of the theoretical interventions they learned, which consists of four in-service days over a nine-month period, plus fifteen two-hour peer supervision sessions: Norwegian Anti-bullying programme, Norway
Professor David Galloway d.m.galloway@durham.ac.uk

Learners with special needs

Inclusion is becoming more of an issue within educational systems in all countries, it is symptomatic of the ambiguity which surrounds issues related to inclusion and exclusion that the words themselves have recently acquired new and restrictive meanings. “Inclusion” is sometimes used to mean the absorption of pupils currently educated in special schools into mainstream schooling: “exclusion” sometimes means the sanction formerly known as suspension or expulsion.

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Early Intervention

The term early intervention can broadly cover the provision of services to infants, toddlers and young children who are considered vulnerable for reasons of disability, the risk of disability, social disadvantage, child abuse, and other factors

Increasingly, in the U.S., Australia, England, Europe, and New Zealand, jurisdictions have moved towards a more inclusive approach to early intervention for children with special education needs, that acknowledges the importance of children with disabilities being included in mainstream early childhood and community settings. However, while teachers accept the principle of inclusion, they also recognise challenges in its implementation, including their lack of knowledge about children with disabilities and the need for training, skills and resources to help them to provide an appropriate programme.

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