Introduction
Educators need to be prepared to face the challenges of bullying and harassment. Solving these issues is necessary to ensure a safe and comfortable learning environment for students. If a student approached me with concerns about dominance, I would have taken several steps to support, assess, report, and intervene in incidents. In the context of the Dignity for All Students Act (DASA), the main task of teachers is to create a comfortable school environment in which there is no discrimination and bullying of children, regardless of their origin or appearance. Resolving such conflicts requires consideration of the principle of maturity, dignity, and honor on the part of both pupils and teachers.
Addressing Bullying in Educational Institutions
Listening Support
The first step is listening and creating an atmosphere of support around students by the teacher. When a student reports bullying or homemaking, professionals should support the child and actively listen to the problems. Attentive listening and empathy make it possible to recognize students’ experiences and demonstrate teachers’ commitment to their well-being (Shafakhah et al., 2018). These actions help build trust and encourage further disclosure by the student.
Documenting Evidence
The second step is documenting the incident, which will allow for effective intervention and monitoring of the situation. Documentation is necessary to create a society that wants to live in harmony and ethics. (Green et al., 2021). By recording all the details of the incident, including the smallest details in the description, the educator provides a factual, evidentiary basis for subsequent action.
Assessment
The third step is a thorough assessment of the situation, which is crucial in understanding the magnitude of the problem. Assessing the situation’s seriousness can determine the number and necessity of appropriate interventions (Stikholmen et al., 2022). Gathering information from the victim and potential witnesses allows for a comprehensive incident analysis.
Defining Stakeholders
The next step is to establish accountability and cooperate with stakeholders in the form of the school administration and parents. Reporting the incident to law enforcement agencies and bringing the perpetrators to justice is a comprehensive approach to solving the problem (Rimon-Or et al., 2023).
Rehabilitation and Prevention
The fifth step was rehabilitating the victim and promoting an inclusive school culture. These actions may include consulting psychologists, conducting educational programs to prevent bullying, and increasing the level of compassion among children (Roth et al., 2022). Finally, as a last step, I would monitor the situation and support the victim. Follow-up meetings with students and stakeholders allow assessment of progress in averting unpleasant situations and creating a healthy learning environment.
Conclusion
In conclusion, the fight against bullying and abuse in the workplace requires a comprehensive approach by educators. Implementing the steps described will make it possible to take actions that will help effectively manage incident prevention. In accordance with the objectives of the DASA, the principles to be monitored by the teacher must be incorporated into the education process. Provided that the rules are followed, creating a comfortable learning environment is real, and incidents of bullying and negativity will occur less frequently when students are made aware of their responsibility for their actions. Every student must behave with dignity from school to grow up to be a pleasant person seeking self-realization and improvement in life.
References
Green, K. L., Coles, J. A., Lyiscott, J., & Ohito, E. O. (2021). Pedagogies of care, dignity, love, and respect: An epistle to our future. Equity & Excellence in Education: University of Massachusetts School of Education Journal, 54(3), 211â219. Web.
Roth, K., Mollvik, L., Alshoufani, R., Adami, R., Dineen, K., Majlesi, F., Peters, M. A., & Tesar, M. (2022). Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity. Educational Philosophy and Theory, 54(8), 1147â1161. Web.
Rimon-Or, A., Yaakobi, T., & Getahun, S. (2023). Honor and dignity as indicators of distinct educational approaches. Psychology (Irvine, Calif.), 14(01), 102â126. Web.
Shafakhah, M., Molazem, Z., Khademi, M., & Sharif, F. (2018). Facilitators and inhibitors in developing professional values in nursing students. Nursing Ethics, 25(2), 153â164. Web.
Stikholmen, T., NĂ„den, D., & AlvsvĂ„g, H. (2022). Discovering dignity through experience: How nursing students discover the expression of dignity. Nursing Ethics, 29(1), 194â207. Web.