Violence in schools poses an obstacle to the realization of the right to education and quality education and prompts questions about the role of schools in the social development of children and young people.

Schools are privileged spaces for fostering the learning of positive social behaviors and enhancing social-emotional skills, enabling individuals to develop resources to effectively manage their relationships with others.

Furthermore, the school must ensure that everyone feels well, respected, motivated, and safe as part of its main mission to promote quality learning. However, the experiences of students and educational actors in schools reveal a reality that may not align with the stated principles and ideals. Per several studies and evaluations, violence in schools is the most frequently reported experience, with an undeniable negative impact on the school climate and the well-being of students and educational actors.

Numerous studies have shown that violence leads to serious physical, cognitive, and social consequences. It hinders children from accessing quality education and diminishes their learning ability. The PNEA 2019 findings exposed the negative impact of physical and/or verbal violence on students’ academic achievements. The score gaps between students who have experienced violence and those who have not range from 12 to 17 points in primary school, depending on the subjects, and from 18 to 27 points in lower secondary school.

Moreover, the impact of violence on students’ economic prospects and productivity will be felt throughout their personal and professional lives, as those who fall victim to violence are twice as likely to be unemployed later in life and live in poverty[1]. The economic influence of violence is of great importance. Violence against children costs up to 8% of GDP while reducing the impact of investments in health, education, and nutrition[2]. Research also showed that children exposed to violence may exhibit symptoms of post-traumatic stress disorder, such as anxiety, depression, irritability, and anger. These symptoms can disrupt attention, memory, and the ability to regulate emotions, negatively affecting the child’s abilities, academic performance, and social and emotional development. Additionally, violence in schools can also impact those who witness it, creating an atmosphere of anxiety and insecurity that can impair their learning process. The presence of violence or the threat of violence can also contribute to school dropout rates, as some individuals may see leaving school as a desperate quest to prevent or avoid further violence and harm.

Finally, violence in schools, in all its forms, generates an atmosphere of insecurity and fear that directly contradicts the institution’s educational mission. This violence undermines the fundamental right of students and children to live and learn without questioning their safety.

To end this phenomenon, the regulatory frameworks and public policies in Morocco have directly and indirectly addressed the matter of violence against children, and specifically, the issue of violence in schools. Consequently, the Kingdom’s 2011 Constitution enshrines the right of every individual to a modern, accessible, and quality education (article 31). Similarly, article 22 of the same Constitution unequivocally condemns any form of physical or moral assault, whether committed by a private or public party, in all circumstances.

In addition, the Strategic Vision of Reform 2015-2030 has dedicated two levers (18 and 21) to promoting a modern, accessible, and quality education and protecting children against all forms of violence.

Lastly, to align these commitments with those of the international community and its efforts in fostering and implementing children’s rights, Morocco ratified the Convention on the Rights of the Child in 1993 to confirm its commitment and guarantee every child the right to education and protection against all forms of physical or mental violence, whether as a victim, perpetrator, or witness. Additionally, it undertakes to take all appropriate measures to ensure that school discipline is applied in a manner that respects the child’s dignity to create a healthy and safe school environment where every child can flourish. The said convention stipulates that every child has the right to education and the protection of adults in their surroundings to guide and secure them throughout their social and academic learning, whether they are victims, perpetrators, or witnesses of such situations.

Despite the alarming situation, violence in schools remains poorly studied, as education policymakers possess limited data to identify the manifestations, contours, and complexity of violence.

The evidence regarding the extent and nature of violence in schools is limited, and there is currently little information available on effective practices to prevent or combat this phenomenon. In line with this objective, the Higher Council for Education, Training, and Scientific Research (CSEFRS), in partnership with UNICEF, carried out an evaluation of violence in schools in Morocco between 2020 and 2022, which led to a diagnosis of the prevalence of the phenomenon, its typology, and its main manifestations.

To present the findings of the study and deepen the debate on these various aspects, in alignment with the International Day Against Violence and Bullying at School, which takes place on November 3^rd, CSEFRS and UNICEF are organizing an international symposium entitled “Violence in Schools: Interdisciplinary Perspectives, Knowledge, Policies, and Practices” on November 1-2, 2023.

[1] UNICEF UK, Child in Danger: Act to end violence against children, 2014

[2] Pereznieto et coll. 2014

The symposium will bring together stakeholders, including experts from diverse backgrounds, particularly in education and children’s rights, in addition to sociologists, psychologists, civil society actors, researchers, academics, representatives from international organizations, as well as professionals in education fields.

This meeting aims to:

• Present the findings of violence in schools in Morocco study, carried out by CSEFRS in partnership with UNICEF.
• Identify and document initiatives, good practices, and educational models promoting non-violence from a comparative and interdisciplinary perspective.
• Identify the success and limiting factors for effective responses in the prevention and fight against violence in schools in Morocco.

More specifically, the symposium will explore, in light of national and international experiences, the key areas where changes can and must be made. It aims to contribute to knowledge generating and sharing to promote a safe, conducive, and respectful school environment, where students can thrive under the best learning and self-development conditions,[1] and arrive at concrete recommendations to fight and prevent violence in schools.

[1] Article 29 of the Rights of the Child Convention.

The symposium will include plenary sessions to provide a global framework for the primary axes highlighted in the study. The sessions will propose thematic workshops for attendees to explore the topics in greater depth, share their knowledge, and broaden their discussion.

The plenary sessions will take place in the mornings of the symposium days on the following axes:

1. Violence in schools: Interdisciplinary perspectives, including cognitive sciences and neuroscience;
2. National and international overview of violence in schools: Comparison and analysis of different educational models;
3. The role of school climate and victimization in the genesis of violence in schools: Understanding the underlying dynamics;
4. Educational actors, families, and community actors against violence in schools: Origins and potential solutions.

The workshops will be held in the afternoons on the following themes: 

1. Actors’ mobilization and coordination for a school free of violence: How can different actors, including civil society and media, help end violence in schools?
2. Bullying at school: Identifying the forms of bullying and how to prevent, report, and address them.
3. Victimization, tensions, and school experience: What factors influence the perception of violence in schools?
4. Innovative policies and good practices: How to ensure the safety of children in schools? What strategies to implement to promote safe learning?