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FIVE PRIORITIES TOR BATTLING PREJUDICE-BASED BULLYING IN SCOTTISH SCHOOLS

The Children’s Commissioner described the first five precedencies for dealing with prejudice-based bullying and molestations in Scottish schools for children and young people.

Precise information has been disseminated beforehand to the Scottish congress about a debate that is meant to hold today, the title of which is “it is not cool to be cruel” – an account into prejudice-based bullying.

The Scottish congress equalities and members of the human right were the ones who wrote this account and also unitedly organize this debate with the committee for skills and education.

The concise summary can be read below:

Conceptual knowledge of prejudice-based bullying according to rights.

The explanatory introduction is given at the United Nations congress on the right of the child (UNCRC) state thus:
“Children and youngsters should be completely fit to live an individualized life in the community and raised in the essence of the standard declared in the constitutions of the United Nations, more so in the presence of tranquility, worthiness, forbearance, independence, parity, and unity.

There is a direct correlation between bullying and some of the articles at the congress:

Children and youngsters have the privilege to be shielded from any category of bodily or mind related violence, harm, or injustice, says Article 19.

No child should be subjugated to torment, cruelty, or any fierce, brutal, or demoting process or actions says Article 37.

Article 39 states: Assistance should be made available for a violated child to get better.

The awareness of other agreement rights can be utilized to stop molestation and bullying. For instance:
Young people and children have right such as the liberty to associate and freedom to gather peacefully say Article 15.

Article 23 assert that young people and juvenile with a disability should experience complete and appropriate living in states that guarantee worthiness, encourage self-dependence to bring about their functional involvement in society.

Juvenile and youngsters have a privilege to quality education, and this formal knowledge must enable them to achieve their maximum potentialities declares Article 28 and 29.

Article 30 asserts that youngsters and children who belong to a tribe, spiritual group, or language minorities should be allowed the right to their custom, to express and carry out their religious practice or the usage of their tongue.

Young people and children have the right to fun and games, sleep, relaxation, and recreation says Article 31.

Also, congress acknowledges that:
Education of the child should make ready the child for accountability in an open society with forbearance, peace, the equivalence of sexes, cordiality, and sympathy amidst individuals, racial, national, spiritual groups, and people of natural spring.

Bullying and prejudice
The congress acknowledged that some children and young people are prone to be subjugated to discriminative based intimidation and molestation compared to other children.

The United Nations committee on child rights pinpointed in 2016 that children with disabilities, LGBTI children, and children who belong to minor racial groups were more prone to undergo this improper treatment.

Five precedences for battling prejudice-based bullying

1. Enlightenment on human rights.
• United Nations committee on child rights recommended in 2016 that the UK and all third world nations, Scotland inclusive, should increase their endeavor to battle fighting and bullying in educational institutions.

• The committee proposed that this can be achieved by creating awareness through lecturing or teachings on human rights. With this proposal, we hope that education on human rights needs will be introduced into the school curriculum in Scotland and that from childhood, training on human rights will start.

2. Breeding a respectful habit
Human rights education only was thought not to be sufficient to eliminate prejudice based molestation and bullying. This kind of bullying behavior often takes its origin from a lack of awareness and respect for differences and varieties.

Derek Allan of Kirkcaldy high school described an ideal that we agree within the actual sense. In his proof to the committee of human rights and equality, Derek pinpointed the significance of utilizing a prudent way of providing a solution to the problem of harassment and bullying. This approach can be implemented by creating a culture built on worth and regards, including self-respect, respect for others, and also a concern for gaining knowledge.

The need to ensure that pupils confront individuals who bully or maltreat others was also illuminated.

The report on “it is not good to be cruel” lay emphasis on the necessity to train teachers, and the training should concentrate on parity, defended features, and the right of humans, and it was agreed that this kind of skill acquisition is imperative. Also, we concurred with the report that this type of training should be extended to CPD to help available teachers.

3. Sensible Health education on sex and reproduction
The members of the equality and human right recommendations gained our support on the proposition that students at primary level should be made to know gender equivalence and positive associations as far as it can be carried out suitably and properly considering their age.

There is a need for significant health education on sex and reproduction for the juvenile and young people to alleviate molestations and discrimination based bullying.

The United Nations committee on child right in 2013, gave a general comment 15, this comment says that the child should be satisfied with the right to the broadest obtainable health standard. This comment state in clear terms that reproductive and sexual education should:

Be rooted in gender equivalence and try to remove all types of gender and sexual-based violations.
A suggestion was made by the Istanbul congress to alleviate the rate of molestations and prejudice based bully. It is expedient for the curriculum to include instructional materials that emphasized on:
Equivalence of gender
Reciprocal respect
Resolving conflict without physical force in interpersonal relationships
Right to personal moral and ethical code.

The Istanbul congress made suggestions that this kind of learning should be made available at all grades of education as well as children.

4. We are encouraging the participation of juveniles and young people.

• Contribution of young people and children to the questioning that brought about the debate, “it is not cool to be cruel,” gladdens our heart.

• It is imperative to put into consideration the opinions and views of young individuals and children if we look forward to eliminating discriminative bullying and molestations in schools.

• It is valid when we consider the contribution of technology to bullying and harassment. In bringing about a solution, the skills and proficiency of these children are essential.

• Analyze the possible solutions, we carry out observations of the questionings and also persuade a participatory process that associates a whole lot of young people and children, even the ones that are subjected to bullying.

5. Inclusion of UNCRC

• United Nations committee on child right 2016 final findings suggested that steps should be taken by Scotland to ensure that the UN congress on child rights is enacted in Scottish law.

• It gladdens our hearts after being aware of all these. When “it is not cool to be cruel,” recommended that the governing bodies of Scotland should legislate the inclusions of the United Nations on child rights. The writings indicate that the integration will make UN recommendation on bullying to be activated in Scotland, making it possible to follow the legal agreement on child right under international law.