DEALING WITH MISTREATMENT

AMMIE B. BACSAN

Social problem solving skills can help our youth to evaluate what is said about them, equipping them with tools to deal with bullying. All our students should be taught these kinds of skills so they can try different solutions instead of giving up when they experience failure.

These skills can also support alternatives to bullying so students can determine how to respond with determination if they are victimized or threatened.

There are instances wherein students reported that adults listen to them – about 55 percent – and that they get the needed supervision (42 percent), but the statistics don’t go above 90 percent, which is alarming.

All students, regardless of age, race, sexual orientation, physical disability, special education need to be heard and supported, especially when they become victims of maltreatment or bullying.

There are also incidents wherein students in special education classes are mistreated by their peers, and these students get more support from adults than others. This is an example of social exclusion. While they have a narrower range of contacts with adults, they get support from these adults. But when they are in school, they come in contact with their peers, but do not get any support from them.

All schools must gather and analyze data on incidents of mistreatment and victimization, and tap student voice and involvement.

Schools should promote a genuine and broad sense of inclusiveness by educating for true understanding of diversity. This ensures that school codes of conduct and core values are integrated into everyday routines.

All students should also be given systematic training in social problem solving or related social-emotional skills and encourage them to use those skills in finding alternatives to mistreating others.

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The author is Teacher III at Manibaug Paralaya Elementary School.