PART I
Since the early 2000s, several surveys have raised awareness of the extent of violence in schools and its impact on children and young people, particularly regarding bullying and intimidation among students. In 2015, an action plan was launched, which is now one of the priorities of the Council of State of Vaud.
From the playground to social media, how does violence manifest in schools? Who does it affect? What should you do if you are a victim or witness? Insights from Jennifer Lugon, Project Manager for “Bullying and violence among students: prevention in schools” at the PSPS Unit, and Olivia Cutruzzolà, a specialist officer and head of the Criminal Prevention and Citizen Relations Section at the Police Cantonale Vaudoise.
Bullying and intimidation among students
“It is important to distinguish between different types of violence, as each requires a specific approach,” begins Jennifer Lugon. Bullying among students, involving repeated acts by a group against a targeted individual in an unequal situation, often includes insults, mockery, humiliation, physical aggression, or social exclusion. This is a widespread form of violence. Such cases are addressed using the Shared Concern Method (SCM), described as “a non-blaming approach that minimises the risk of stigmatisation and retaliation. It breaks the group dynamic through short individual interviews with the students involved—whether directly or indirectly—and ensures the suffering stops for the targeted student, who is also provided with parallel support.” This method is implemented in most public schools in the canton of Vaud, which hosted nearly 95,000 compulsory school students in 2022.
Conflicts between students or groups of students, which involve more symmetrical dynamics, are another issue, often resolved through mediation. Additionally, sexual violence is addressed with a specific system (known as “Support for schools in cases of suspected sexual abuse or student maltreatment”), which includes a dedicated team in each school.
The PSPS Unit (Health Promotion and Prevention in Schools) and the police both have dual roles in their respective areas of responsibility: promoting prevention and taking action when necessary. The PSPS Unit, with around 40 staff members, serves as a resource for school professionals through awareness campaigns, training, and support to foster a positive school environment and equip students with tools (such as educational materials). It does not intervene directly with students but acts as a liaison between stakeholders when specific cases arise, often at the request of schools or parents. The PSPS Unit also evaluates and approves external services related to health and prevention in schools. Additionally, sexual education courses are provided by PROFA, a specially designated organisation.
By raising awareness about internet safety topics, the goal is not to ban or demonise but to make children autonomous.
The Vaud police, with about 70 officers involved in schools, focus primarily on prevention. “For many years, we have collaborated with the Department of Education and Vocational Training (DEF). Each year, crime prevention officers and classroom speakers from the Cantonal Police and their municipal counterparts visit all 8th-grade students in the canton to raise awareness about internet safety topics such as nudes (naked photos), pornography, or grooming,” explains Olivia Cutruzzolà. “The goal is not to ban or demonise but to make children autonomous.”
In recent years, the PSPS Unit and the police have worked to harmonise their approach to social media, tailoring their efforts to different educational stages. “While violence often originates in direct interactions, it gains significant traction and amplification on social media,” notes Olivia Cutruzzolà. “When this affects a student’s ability to learn in class, the school must intervene,” adds Jennifer Lugon. “A bullying situation can cause significant suffering for the victim, leading to absenteeism, suicide attempts, or even suicide. It is essential to help the victim,” says the specialist officer.
The phenomena of bullying and intimidation represented by the students of 10VG, EPS C.F. Ramuz, Lausanne (2017), under the supervision of Natacha Anderes, Nathalie Moret, and Samira Chajaï.
Collaboration between PSPS, police, and schools
The enforcement regulations of the LEO (Compulsory Education Law) address violence in Article 100: “Students develop a constructive and respectful attitude toward others. They refrain from any act of physical, verbal, or psychological violence or any racist, sexist, or homophobic behavior, as well as from any contemptuous remarks related to the physical appearance, social, religious, or ethnic affiliation of other students, adults around them, or anyone else.” A 2020 study found that 88% of bullying cases improve after intervention, and the SCM is effective in addressing such issues. The SCM and broader PSPS initiatives fit into the 360° Concept.
A bullying situation can cause significant suffering for the victim, leading to absenteeism, suicide attempts, or even suicide. It is essential to help the victim.
The PSPS Unit leads the development of resource tools and the deployment of priority programs for public schools in the canton, supporting them in developing violence prevention projects alongside school-based PSPS teams. Schools now have dedicated PSPS delegates, mediators, school nurses, school psychologists, educators, and school doctors to address violence-related issues alongside teachers.
When internal resources fail to resolve a violence issue, the police may be called to intervene. “The police can offer mediation to support the school, involving the students, their parents, a school or departmental representative, and a specially trained police officer. The goal is to resolve the conflict at an infra-judicial level, avoiding a lengthy judicial process,” explains Olivia Cutruzzolà.
The police can offer mediation to support the school. The goal is to resolve the conflict at an infra-judicial level, avoiding a lengthy judicial process.
“Schools have protocols, but every situation, whether it can be resolved internally or with the help of external resources, is different and must be specifically assessed to identify and activate the appropriate measures,” explains the project manager at the PSPS Unit. She adds that whenever there is any doubt about how to proceed (in cases involving nudes or the question of filing a complaint, for example), the professional team knows they can consult the police. “This allows us to discuss the situation and work together to find the best way to resolve it,” explains Olivia Cutruzzolà. Exchanges between schools and the police do not lead to the initiation of criminal proceedings unless the circumstances are severe enough to require mandatory prosecution. “It’s about listening, exchanging ideas, and shared reflections with the common goal of addressing the issues presented to us,” she concludes.
eCop on TikTok
TikTok and Instagram recently welcomed a new member: eCop François, a crime prevention officer with the Vaud Cantonal Police. This versatile judicial police inspector (he plays all the characters featured in his videos) communicates brilliantly with teenagers, mastering their codes and language. By engaging with young people on their platforms, his mission is to raise awareness about safety issues and to interact with them – or their parents – through instant messaging. On TikTok, his videos have already amassed several million views. “The freedom of tone and format adopted by eCop François allows young people to identify with him. That’s what explains his success,” says his supervisor. eCop François is also part of the team that visits schools, particularly 8th-grade classes, to carry out prevention activities.
By engaging with young people on their platforms, his mission is to raise awareness about safety issues and to interact with them – or their parents – through instant messaging.
“The idea is for young people to find, in a virtual environment, a police officer they trust – someone they can confide in without fearing the need to visit a police station, which isn’t always easy,” explains Olivia Cutruzzolà. She clarifies that conversations between eCop François and young people do not lead to police files being opened. “Young people can approach him safely, and they will always be warmly welcomed,” she emphasises.
PART II
In its four primary schools (1P to 6P) and its combined primary and secondary school (7P to 11S) located at the foot of the Jura, ESEP (Établissement scolaire Élisabeth de Portes) welcomes over a thousand students from nine municipalities in the Nyon countryside (Vaud). With 120 staff members and 54 classes for the 2022–2023 school year, the institution is led by director Philippe Ducommun-dit-Boudry, who shares his insights on preventing and addressing violence in his school.
Bullying: A new phenomenon?
After beginning his teaching career 40 years ago in the working-class districts of Geneva, Philippe Ducommun became the director of ESEP in 2015. He notes that bullying in schools has only been acknowledged relatively recently. A form of violence that existed without officially existing, as it was often considered normal, even legitimate.
“Everyone tolerated the humiliation or violence some students experienced—parents hardly reacted, and teachers might even join in,” he recalls. He then reflects on meeting a former schoolmate 30 years later, someone who had been bullied for experiencing delayed puberty and whose hatred toward his tormentors remained undiminished. “The scars of bullying last a lifetime,” laments Ducommun, who is pleased that bullying is now recognized as violence and extensively documented in academic literature.
Le harcèlement est toujours basé sur une différence, qu’elle soit physique ou non.
“There are two types of violence to distinguish: personal conflicts between two students, which have always existed and changed little over time, and bullying phenomena, often involving groups, which have been significantly exacerbated by the rise of social media over the past decade. The former, being isolated incidents, are relatively easy to resolve, particularly with the intervention of a third-party mediator, while the latter, which persist over time, require a much more complex approach,” explains Philippe Ducommun. He also notes a new type of violence that has emerged in his institution over the past two years: that of parents toward teachers or the school administration. Some reactions or attacks have been particularly harsh, fueled by a pandemic that has unsettled many people. “I feel like there are fewer filters, and communication can sometimes be less kind,” he observes, though he acknowledges the emotional strain parents may feel when their child is facing difficulties.
“Bullying is always based on a difference, whether physical or otherwise (a verbal tic, for instance). Students with traits such as giftedness, ADHD, or ASD (high potential, attention deficit hyperactivity disorder, or autism spectrum disorder) are also prime targets,” explains Philippe Ducommun. When bullying begins at school and continues on social media, it becomes quite challenging to manage, he admits. Whereas in the past, violence would end when students returned home, today, it offers no respite, continuing on social networks and instant messaging platforms, which act as powerful amplifiers.
Training and awareness
ESEP has a handbook, created in 2015 as part of a pedagogical day on bullying (followed by an evening conference for parents), to help teachers recognize the obvious signs of bullying and guide them on how to respond. A group of teachers has been specially trained to handle violence cases within the institution, particularly using the Shared Concern Method (SCM), implemented in 2018. As of autumn 2022, ESEP has around thirty people trained in this method, of whom twenty are actively applying it. “It’s an extremely promising and effective tool, embraced by the vast majority of our teachers,” says Philippe Ducommun. He also offers his staff various awareness-raising initiatives and ongoing training on the topic of violence. “We never let our guard down,” he emphasises. Within the school, he has observed a strong interest in this issue, expressed through reading, practice-sharing, and professional coaching and analysis workshops. “Openness to dialogue is a shared value at ESEP. This is what we call collective intelligence,” he observes.
Students are also heavily educated about bullying and violence. “On the first day of school, I welcomed the seventh to eleventh-year classes with a speech on bullying. That morning was a joyful moment for me because I saw attentive and very receptive students. I explained to them that violence doesn’t just lie in insults but also in seemingly harmless words like hippopotamus, which can be perceived very violently. This example resonated deeply with them,” says Philippe Ducommun. Teachers then continued the discussion in their classrooms.
Dans des situations de harcèlement, il faut veiller à ne pas intervenir systématiquement devant toute la classe, au risque de remettre le focus sur la victime, ce qui serait contre-productif.
Annual prevention initiatives are organised within the school, notably in collaboration with the police (on topics such as bullying and intimidation, online behaviour, etc.) or PROFA (sexual education), as well as actions led by ESEP’s health group on themes like discrimination, cyberbullying, or incitement. The PPLS team (school psychology, psychomotricity, and speech therapy) and its psychologists are also ready to intervene at any time.
“For anything that violates personal integrity, zero tolerance must be applied,” states the director. “Violence, in any form, has no place in school. I firmly expect my teachers to address the subject as often as necessary, starting from the youngest grades.” Philippe Ducommun further explains that it is crucial to avoid intervening systematically in front of the class, as this risks putting the spotlight back on the victim, which would be counterproductive. Some issues should be addressed directly with the bullying students to avoid further stigmatising their target.
A multidisciplinary intervention group
To address the complex issue of bullying, ESEP has established a multidisciplinary group of about twelve members, including two mediators, one male mediator, two school psychologists, the school nurse, the school doctor, the educator, and all the pedagogical deans. Each situation is carefully analysed, and a tailored approach is devised before implementing an intervention. For instance, in a case related to gender identity a few years ago, it was decided to invite the Agnodice Foundation to provide tools for teachers and raise awareness among the students in the affected class. “Shared reflection and collective intelligence led to an ad hoc solution,” says Philippe Ducommun with satisfaction. He adds, “Sexual violence, which includes homophobia and transphobia, is addressed annually during PROFA interventions – with separate sessions for girls and boys to ensure that everyone can express themselves freely – as well as through our own initiatives, including my back-to-school speech.” He emphasises that confidentiality is guaranteed for discussions involving teachers, administration, or anyone addressing topics related to sexual or gender identity, unless the individuals involved choose to discuss them publicly. However, any suspicion of abuse, sexual violence, or maltreatment must be reported.
Chaque situation est analysée et une réflexion spécifique menée avant de construire une intervention.
“When a sanction needs to be applied within our institution, it follows careful deliberation in collaboration with the parents of the offending student and the victim. Again, we do not have ready-made solutions; we assess each situation to provide the most appropriate response. We always act, but not necessarily in the same way. Of course, if it’s a criminal matter, the police take over,” explains the director of ESEP.
For several years now, the awareness-raising initiatives implemented at ESEP, as part of the broader Vers le Pacifique project, have encouraged students experiencing violence to speak to a trusted person. This could be a relative, a classmate, a teacher, or the school nurse. Thanks to the vigilance of other students, three cases were brought to the attention of ESEP’s administration during the past school year. “I’ve observed something unusual and don’t know what to do – this is how students report their concerns about a peer who might be a victim of violence,” explains Philippe Ducommun. “I’m proud that these students understood that their role was to help, not to denounce. This allowed us to uncover confirmed cases of violence and intervene.” His pride is evident as he recalls a student, then president of the student council (each class elects a delegate to represent them throughout the year in assemblies that also include members of the school administration), who took his leadership role to heart. During a fight in the schoolyard, this young man stepped in, saying: “As president of the student council, I can’t let this fight go on. So now you’re going to stop, and I’m taking you to the office.” “I’m deeply convinced that when students are empowered to exercise their rights as citizens, things can only get better,” shares Philippe Ducommun.
He also commends the various initiatives proposed by student delegates to improve coexistence, as he sees a clear connection between well-being and violence prevention. A well-being monitoring survey was conducted among ESEP students in 2014 and again in 2018, with plans to repeat it in two or three years. While the resulting data is confidential, it provides the administration with valuable insights into the school’s climate.
During the 2017-2018 school year, students from ESEP’s schools and college created five Peace Murals under the guidance of artist Guillaume du Souich. These collective works, painted by countless hands, feature the artistic touch of every student, with their drawings unified by the artist into symbols of peace and harmony.
The Shared Concern Method
To address conflicts between two students, the school relies on its two mediators and one male mediator, whose skills and availability have been enhanced. They conduct individual interviews with each student involved. Additionally, an educator working part-time intervenes at the request of teachers or families, either at school or at home. Families and students are informed about these resources through posters in every classroom, communications on the school’s website, and during parent meetings, among other channels.
The Shared Concern Method, implemented by ESEP’s mediation team, is a tool provided by the canton and widely used across various schools. The underlying principle is as follows: if the bullying student can understand how their actions affect the victim, they will stop on their own. A series of three to four short five-minute meetings is initiated by a member of the mediation team, one of the school psychologists (if the student is already being followed in that context), or the school nurse. The student at fault is encouraged to reflect on what they can change in their behaviour and then implement these changes. Their understanding of the situation is assessed, and later, a follow-up ensures that the behaviour has genuinely improved. “In the vast majority of cases, the situation is resolved after two meetings,” notes Philippe Ducommun, whose school reports fewer than twenty cases per year. If the method fails, a second analysis of the situation is conducted, and the administration takes the necessary measures. “This has only happened twice,” he adds.
Avec la méthode de la préoccupation partagée, l’élève en faute est invité·e à réfléchir sur ce qu’elle ou il peut changer dans son comportement, puis à mettre en œuvre ces changements.
“Thanks to our awareness efforts, many situations are reported to us quickly, which helps limit the damage. Unfortunately, it is often the most severe cases that are reported the latest,” laments Philippe Ducommun. Victims rarely report the violence they endure themselves, which he attributes to the nature of the phenomenon: bullied students often feel responsible for what is happening. Instead, it is typically witnesses, parents, or teachers who bring these situations to light. Victims are then supported by a member of the SCM team, specially trained for this purpose.
While it is difficult to measure the direct impact of prevention efforts on the number of violence cases within the school, the director is confident that the handling of such cases is now far more effective than in the past. “We benefit from very good collaboration between families and the school, especially with the parents of violent students,” says Philippe Ducommun, who views this as an indicator of trust. However, he highlights the complexity of managing social media, where young people are easily exposed to violent or sexual images – a realm that can sometimes be beyond parents’ control. Supporting young people in this area is, in his view, a major societal challenge. “Sometimes it’s us informing parents about cases of bullying on social media,” he notes regretfully. He has chosen to address the topic with parents during class meetings, “not to lecture families, but to encourage caution to better protect their children.”
La prise en charge des violences en milieu scolaire est aujourd’hui bien plus efficace qu’auparavant.
Regarding the various challenges circulating on social media, which he keeps informed about, the director of ESEP shares the information with teachers to ensure vigilance but never with students, to avoid sparking their curiosity. Only one incident occurred at the primary level and was addressed in time.
High tolerance, few gang-related issues
Philippe Ducommun observes very few gang-related phenomena within his institution, which he attributes to the relatively affluent backgrounds of his students. On the contrary, he notes significant kindness and tolerance, particularly regarding appearance or clothing, and an encouraging openness to issues surrounding gender identity.
“I’m very proud of everything we have implemented in the fight to prevent violence and all forms of discrimination. We have numerous tools and skills at our disposal, the collaboration among all stakeholders is working well, and, while not claiming perfection, I believe our approach is appropriate. This is a topic that is particularly close to my heart, and I have been committed to continually highlighting and improving our efforts in this area. Let’s not forget that our mission is to shape the citizens of tomorrow,” he concludes.
WORDS FROM CHILDREN AND ADOLESCENTS
Violence?
It’s when you’re angry and when you’re scared.
What to do to stop it?
We need to not be angry, to be happy, to be friends forever, and not be scared.ut qu’on ne soit pas fâché, qu’on soit content, qu’on soit amis pour toujours et qu’on n’ait pas peur.
O., 4
Violence?
It’s when you hurt someone, physically or emotionally.
What to do to stop it?
We can help violent people by finding out what makes them violent.
A., 14
Violence?
It’s being mean to others, and also getting pushed away.
What to do to stop it?
We need to help the one who has something wrong, if they feel frustrated or violent, so they feel better and less violent.
J., 9
Violence?
It’s when you hit someone physically or insult them verbally.
What to do to stop it?
We should punish everyone who is violent.
J., 11
Violence?
It’s not being calm.
What to do to stop it?
We need to calm people down, we can do a little show for them to make them feel better.
K., 5
Violence?
It’s when you hit or insult someone to hurt them.
What to do to stop it?
Violence never stops because violence breeds violence. Someone needs to break this chain of violence for it to stop.
F., 13
Violence?
It’s being mean, kicking, and punching.
What to do to stop it?
You have to tell them to stop, and if they keep going, you leave.
O., 9
Violence?
It’s like in a war, when you have the choice between imprisoning someone or killing them, and you choose to kill them.
What to do to stop it?
We need to teach people to be calmer and not hurt others. We can try to make them meditate, to help them control themselves.
M., 11
Violence?
It’s insults, physical violence, and emotional violence.
What to do to stop it?
You need to make an effort and realise when you’re being violent so you can stop.
L., 11
Violence?
It’s when you hit or scream because it hurts and it really hurts the heart.
What to do to stop it?
You can say “stop,” “don’t come near me,” or not go toward them.
A., 6
