A/66/227 efforts, and are participating in school councils and disciplinary proceedings in which incidents of violence are addressed. 63. In order to support children in this process, it is critical to promote a childfriendly school environment and relevant curricula focusing on life skills and human rights education, and to nurture the values of social equality, tolerance towards diversity and non-violent means of resolving conflict. All these elements can provide children with alternative ways of understanding the world, even in situations where violence outside the school affects their communities and their lives. 64. For vulnerable groups of children, including girls, children with disabilities, children belonging to minority or indigenous groups, and children affected by HIV and AIDS, these efforts must be redoubled. Such children face particular challenges in gaining access to schooling and in remaining in school. They are more likely to be subjected to violence or to be disregarded when they seek advice about or report incidents of violence. As a result, they may end up choosing not to report violence for fear of drawing attention to themselves. 3. Supporting teachers and other school staff with necessary skills and resources 65. Teachers and other school staff are decisive actors in preventing and responding to violence. It is therefore essential to provide them with the necessary skills, support and resources. Raising awareness and providing information about violence against children is indispensable in this process. It helps to equip staff to use constructive-discipline techniques and methods in school, to partner with students in violence prevention, to serve as positive role models, to learn about peaceful conflict mediation and resolution, and to promote school-safety mechanisms such as codes of conduct and student-friendly reporting mechanisms. Equally important is the provision of clear guidance on addressing incidents of violence, mandatory reporting and providing assistance to child victims. 66. Dimensions such as these are vital to enable schools to identify early warning signs of violence, to support children at special risk and to provide timely and effective support in an ethical and child-sensitive manner. 67. In the absence of training in child-friendly pedagogy, and without awareness, information or guidance regarding violence against children, teachers and other school staff may believe that resorting to violent methods to maintain academic standards or impose discipline is a natural or needed response. Children in turn may internalize such values and regard violence as a valid strategy for resolving disputes and imposing their views on their peers. When violence prevention skills and training have been provided, however, there is greater openness to resorting to alternative, positive forms of discipline and advocating the abandonment of violence in school. 4. Consolidating data and research on violence in schools 68. Although statistical information on violence in schools is scarce and fragmented, available data confirm the serious magnitude of this phenomenon and its long-lasting consequences, both for children and their families and for the education system as a whole. Surveys conducted in a number of countries have confirmed this pattern and, in some cases, have assisted in the reporting of emerging 14 11-44118