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SRSG on violence against children: Annual report 2015, para. 98
- Paragraph text
- The school is especially important for connecting children, families and teachers and in remote areas it can become a bridge between a child's home and the community. Schools have a unique potential to nurture non-violent behaviour and to change attitudes that condone violence.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 73
- Paragraph text
- Alongside their unique potential, ICTs are associated with risks, making children vulnerable to harmful information, bullying, abuse and exploitation in ways that are sometimes difficult to detect and respond to, including by families and caregivers, teachers and others.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2016, para. 95
- Paragraph text
- In the United States of America, a comprehensive resource for prevention and response was created by the Government. A dedicated siteprovides information on the nature of bullying and cyberbullying, who may be at risk, and how bullying can be prevented and addressed. Alongside advice for parents and children there is information about when and where to report cyberbullying.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 115
- Paragraph text
- Restorative justice can be introduced into every stage of the criminal justice process and is relevant in other contexts, such as family, school, care institutions and communities. It allows for the design and implementation of holistic interventions in line with children's development and the achievement of their potential in all aspects of life.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 93
- Paragraph text
- Especially in remote areas, schools can also become a bridge between a child's home and community, an environment where students, parents and other community members meet to gain digital literacy and confidence, and to benefit from ICT-based training on life skills, social and economic empowerment and entrepreneurship.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 88
- Paragraph text
- Parents' and caregivers' own digital literacy is a key factor. They need support and advice to reduce their anxiety and to gain an understanding of the online world and of how children operate in that environment, the risks they might encounter, the harm that can potentially ensue and, crucially, the most effective ways to cope and develop their children's resilience.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 86
- Paragraph text
- Guided by children's evolving capacities, it is equally important to support a positive, caring, digitally-informed and protective family environment, with access to relevant child-friendly information and services, including on how to report online abuse. Strategies to enhance children's resilience online include: - Open communication with children, both at home and at school, about issues concerning the online environment; - Opportunities for children to learn how to use online coping strategies, such as deleting messages, blocking contacts and reporting providers of inappropriate content, from an early age; - Appropriate support for children to tackle their psychological problems and build self-confidence, especially for vulnerable children; - Parental Internet access and use, which both cultivates the confidence of parents and caregivers and enhances their ability to provide guidance to children; - Positive attitudes about online safety and proactive coping strategies among peer groups; - Support for children's Internet use and safety by schools and teachers, both technical support and assistance in developing problem-solving strategies; - Action by parents to address online risk, including monitoring and mediation, rather than simply restricting children's Internet use.Technological advances have been so rapid that parents and caregivers often struggle to keep up with developments, and to detect and respond to online risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 127
- Paragraph text
- Similarly, it is vital to promote awareness and give children, parents and caregivers the skills to enable them to seek opportunities and prevent and manage harm associated with ICTs. Balancing children's empowerment and protection is critical, and strategies to reduce risks should not hamper children's online opportunities or their learning to cope with risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 113
- Paragraph text
- Especially in remote areas, schools can also become a bridge between a child's home and his or her community, an environment where students, parents and other community members meet to gain digital literacy and confidence, and to benefit from ICT-based training on life skills, social and economic empowerment and entrepreneurship.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2013, para. 33a
- Paragraph text
- [The meeting called for a multidimensional strategy and:] Holistic, participatory and child-centred strategies to bring an end to violence in school. These strategies should aim to secure a safe and child-friendly environment inside education settings, address the cultural acceptance of violence against children, and promote positive discipline initiatives amongst families and in the community at large;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2012, para. 55
- Paragraph text
- Although statistical information on violence in education is scarce and fragmented, available data reveal the serious magnitude and the long-lasting consequences of this phenomenon - on children and their families and on the education system as a whole. Surveys conducted in a number of countries confirm this pattern and in some cases helped to denounce emerging forms of violence, including new forms of sexual abuse in schools referred to as "sex for grades".
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 68
- Paragraph text
- 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 forms of violence, including a new form of sexual abuse in schools, referred to as "sex for grades".
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 52
- Paragraph text
- Violence has a negative and often long-term impact on child victims. Beyond those directly affected, however, it creates fear and insecurity among students, hampering their learning opportunities and well-being. This in turn gives rise to anxiety and concerns in the family, sometimes fuelling pressure to keep children, particularly girls, out of school or to encourage school abandonment as a means of avoiding further violence.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Girls
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 94
- Paragraph text
- Violence not only has a negative impact on child victims; beyond those directly affected, it also generates fear and insecurity among students, hampering their learning opportunities and overall well-being. This situation raises families' anxiety and concerns, at times fuelling pressure to keep children, particularly girls, away from school and encouraging dropping out of school as a means of preventing further violence and harm.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Girls
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2016, para. 102
- Paragraph text
- Schools provide another crucial dimension of this process. When a "whole-school" approach is promoted, it opens up new opportunities to inform the preparation and dissemination of clear policies on what is acceptable and what is not; to promote the engagement, awareness-raising and capacity-building of relevant actors, including the senior management of the school, teachers, students, parents and local authorities; to establish child-friendly reporting mechanisms; and to develop a safe, inclusive and tolerant learning environment.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2016, para. 92
- Paragraph text
- Promoting a safe and peaceful learning environment is a major cultural undertaking that requires leadership and support from Government, including adequate resources, to become a reality. It is crucial to strengthen children's protective environment with the support of all relevant stakeholders, including parents and caregivers, teachers and service providers. No less important is engaging and empowering children themselves. Children need to develop their own capacities as digital citizens and learn solid values and life skills, including being responsible in their actions towards others.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 58d
- Paragraph text
- [This whole-school ethos informed the significant experiences shared at the Oslo meeting, including experiences with initiatives designed to prevent bullying in schools. The success of such initiatives has been closely associated with the engagement of teachers, staff and students, as well as parents and other members of the community. Reductions in the number of incidents of bullying have also been achieved as a result of a strong commitment, a clear plan and a strategic combination of efforts, namely:] The dissemination of anti-bullying messages in the community at large.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 58b
- Paragraph text
- [This whole-school ethos informed the significant experiences shared at the Oslo meeting, including experiences with initiatives designed to prevent bullying in schools. The success of such initiatives has been closely associated with the engagement of teachers, staff and students, as well as parents and other members of the community. Reductions in the number of incidents of bullying have also been achieved as a result of a strong commitment, a clear plan and a strategic combination of efforts, namely:] The establishment of a governance system in which all stakeholders participate;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 102
- Paragraph text
- The Children's Rights and Business Principles, jointly developed by UNICEF, the UN Global Compact and Save the Children, is the first comprehensive set of principles to guide companies' actions in the workplace, the marketplace and the community to respect and support children's rights. The ITU Guidelines for Industry on Child Online Protection, developed with UNICEF, identify ways for industry to integrate child rights into policy and management; processes for handling child sexual abuse material, establishing safe and age-appropriate online environments; and ways of promoting the positive use of ICTs and online safety education for children, parents and teachers.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 26
- Paragraph text
- Similarly, significant legislative reforms have been promoted to address distinct manifestations of violence against children, including physical, emotional and sexual abuse, bullying in schools, and neglect and maltreatment in institutions and within the home. Since 2006, the number of countries with a comprehensive legal ban on all forms of violence, including corporal punishment, has more than doubled, reaching 39 by July 2014. Brazil is the most recent nation with such a comprehensive legal framework. With its large child population, the enactment of its legislation has led to a visible increase in the proportion of the world's children protected by a legal ban, from 5 to 8 per cent. This process has been accompanied by training initiatives for professional groups and programmes for parents and caregivers to promote positive parenting and non-violent discipline.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2012, para. 50
- Paragraph text
- Schools succeed better in their efforts to curb violence particularly when they break away from a strictly sectoral approach in favour of holistic, participatory and child-centred strategies. Such strategies help to involve families in school life and children as crucial actors and agents of change, shaping decisions with their perspectives and experience. Furthermore, these strategies help to operate in a multifaceted way, by investing in teacher and school staff training, curricula development, school administration, policy development, budgetary allocations and strong legislation to secure children's protection from violence.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2012, para. 49
- Paragraph text
- Schools are an inherent part of the communities in which they are located; violence in the school mirrors social attitudes condoning violence, and reflects the environment surrounding the school, including social unrest, availability of weapons and criminal gang activities. Hence, efforts to bring an end to violence in school must not only invest in securing a safe and child-friendly environment inside education settings, but also seek to address the cultural acceptance of violence against children, and invest in violence prevention and positive discipline initiatives for families and the community at large.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 58c
- Paragraph text
- [This whole-school ethos informed the significant experiences shared at the Oslo meeting, including experiences with initiatives designed to prevent bullying in schools. The success of such initiatives has been closely associated with the engagement of teachers, staff and students, as well as parents and other members of the community. Reductions in the number of incidents of bullying have also been achieved as a result of a strong commitment, a clear plan and a strategic combination of efforts, namely:] The development of a monitoring system, with the periodic review of incidents and issues of concern;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 58a
- Paragraph text
- [This whole-school ethos informed the significant experiences shared at the Oslo meeting, including experiences with initiatives designed to prevent bullying in schools. The success of such initiatives has been closely associated with the engagement of teachers, staff and students, as well as parents and other members of the community. Reductions in the number of incidents of bullying have also been achieved as a result of a strong commitment, a clear plan and a strategic combination of efforts, namely:] A sincere and widely shared commitment to address this phenomenon, with the formal adoption and wide dissemination of anti-bullying rules, and their launching at an official school event;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Families
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 57
- Paragraph text
- Schools succeed in their efforts to curb violence in particular when they break away from a strictly sectoral approach in favour of holistic, participatory and child-centred strategies. Such strategies help to involve families in school life and envisage children as crucial actors and agents of change, shaping decisions with their perspectives and experiences. Furthermore, they help to overcome bureaucratic and administrative divisions and operate in a multifaceted way, through investments in teacher and school staff training, curriculum development, school administration, policy development, budgetary allocations and strong legislation to guarantee the protection of children from violence.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 56
- Paragraph text
- Schools are an inherent part of the communities in which they are located; violence in the school mirrors social attitudes condoning violence and also reflects the environment surrounding the school, including social unrest, the availability of weapons and criminal gang activities. For this reason, efforts to bring an end to violence in school must not only invest in ensuring a safe and child-friendly environment in educational settings, but also seek to address the cultural acceptance of violence against children, and invest in violence prevention and positive discipline initiatives for families and the community at large.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
26 shown of 26 entities