A/66/227 45. Moreover, incidents reported by children with disabilities are largely dismissed; there is a prevailing perception that such children are easily confused and are unable to provide convincing and accurate testimony. 46. In many cases, the justice system is not child-friendly or disability-sensitive; the challenges faced by a blind child in identifying a sexual offender amply illustrate this. However, in many countries additional barriers persist, including where the legal system fails to recognize the testimony of children with disabilities in court and prevents them from testifying under oath or signing legal documents. Under such circumstances, the conspiracy of silence becomes insurmountable. 47. In the light of these concerns, the report to the Human Rights Council presents a set of guiding principles based on human rights standards, as well as practical recommendations to accelerate progress in making safe, child-sensitive and effective mechanisms available to all children. These mechanisms need to be established by law and to have well-defined mandates, guided by the best interests of the child and informed by children’s experiences and perspectives. They need to be well publicized and made accessible to all children, without discrimination of any kind, and must guarantee children’s safety, ensure confidentiality and allow for prompt and speedy response and follow-up. 48. These critical requirements are essential in helping children to feel empowered, supported and reassured that they will be listened to in an ethical and safe manner, and that their testimony will not be disclosed or misused or place them at further risk. D. Preventing and addressing violence against children in schools 49. In many countries, initiatives to prevent and address violence against children in schools are building momentum. Some key developments of this significant process of change include campaigns aimed at ensuring learning without fear and at addressing specific forms of violence, including bullying, cyberbullying and genderbased violence. School audits and participatory debates inform the promotion of ethical standards and encourage child-sensitive counselling, reporting, mediation and victim assistance. Data and research address root causes of violence and support children at risk. Law reform initiatives seek to prohibit all forms of violence in education. 50. Education has a unique potential to create a positive environment in which attitudes condoning violence can be changed and non-violent behaviour can be learned. Schools are well placed to break patterns of violence and to provide skills that enable people to communicate, negotiate and support peaceful solutions to conflicts. This is possible at all stages of life, especially early childhood, when initiatives can decisively improve the development of talents and abilities, reduce marginalization and associated risks of violence, and promote access to school and educational achievement. An environment free of violence in all its forms is also instrumental to promoting the achievement of the Millennium Development Goals, in particular to ensure universal primary education for all and to eliminate gender disparities in education. 51. Unfortunately, this unique potential is in marked contrast to the daily reality of millions of children. Within and around educational settings, both girls and boys 11-44118 11