Implementing proactive measures to combat verbal violence and school dropout
Ibn Annafiss High School in Chichaoua, one of the 28 schools benefiting from the "Secondary Education" project in the Marrakech-Safi Region, has adopted an innovative way to fight against violence and school dropout by creating a vigilance committee within the school. As part of the activities planned under the Integrated School Improvement Plan (PEI), this committee, composed of teachers and administrative staff, has as its main mission to deal with negative phenomena that may occur, such as violence and school dropout. This committee is also responsible for the continuous follow-up of the students concerned.
Intervening as a mediating body to resolve certain internal disputes that may arise between teachers and students, and through a proactive approach based on listening and benevolent communication, the committee meets twice a month or whenever deemed necessary. Chaired by the school principal, these meetings provide an opportunity to identify factors contributing either to the deterioration or improvement of the school climate, and to discuss various topics concerning the quality of life at the school (relations between adults, relations between students, relations between teachers and students, etc.). Students, teachers and administrative staff can thus establish a real collective strategy and share their concerns while bringing to light their difficulties.
The same is true of the Mohammed VI High School in Tangier, which was confronted with the phenomenon of verbal violence and non-compliance with its internal rules. Proactively, the management of this establishment has set up a joint school watch committee composed of student representatives from the different classes, the teaching staff and the school’s management. Meeting weekly and closely supervised by the general supervisor, the watch committee members have elaborated, in a participative way, a working charter and planned mobilizing activities for the current school year.
Mobilized against these phenomena that are harmful to the school climate and convinced of the importance of adopting participatory methods, these two high schools demonstrate the importance of these proactive practices. Indeed, the result is a climate that encourages positive reinforcement of students' civic behavior, exchanges between colleagues, solidarity within the management team, mutual aid between students, etc. These proactive measures have made a lasting contribution to improving the positive climate and overall atmosphere in high schools, thereby enhancing the learning environment for students.
This school climate work, which addresses the root causes of problems and prevents situations from escalating, has improved student and staff well-being, reduced inequities, improved student achievement and reduced absenteeism, violence and bullying.
By periodically talking with students and staff to take into account their views on school climate, learn about possible prejudices and propose solutions, the two high schools have demonstrated that a calm school climate is an essential condition to ensure good working conditions for staff, as well as the well-being and development of all students, girls and boys.