What strategies emerged from the conference?

Patterns in the Strategies report
Analysis of the reports from the strategy groups reveals these common themes. There are specific action that will flow from the conference, including approaches to some of the relevant Education departments. Generally, these are what emerged from our discussions:
See violence as inherent in the system and not as a marginal phenomenon: address all relationships
Delegates saw violence as affecting a full range of relationships across the education system, from ECD to tertiary levels. The culture of educational institutions needs to change. Thus working against violence needs to include but cannot be reduced to addressing specific outbreaks of violence. One specific proposal is for schools to be encouraged to develop jointly – all staff and students – a common code of conduct to which all are held accountable.
Reporting processes/ending of silence/holding schools accountable
The Departments of Education are asked to set out clearly how young people, teachers and other stakeholders can report violence of all kinds. This may lead to some schools being identified for particular attention. There is a need for workshops to involve teachers and Learner Representative Councils on how such issues need to be addressed.
Education of teachers and other role players, including student leadership
A key problem is the lack of relevant education of teachers at pre-service and in-service levels. Teachers may be taught about violence, but not equipped to deal with it, including dealing with the trauma in their own lives. This requires that people are able to speak about their experience of violence within the education system.
Attention to physical infrastructure
Toilets are a particular area of threat to students and staff; generally there is a need for a greater range of resources for young people to engage with, and this includes libraries, places where young people can develop their reading.
Men as role models
At the level of media, and within education, there is a particular need for men to be visible as people who communicate a sense of respect for themselves and others.
Programmes beyond the formal curriculum
There is a specific role for outside bodies: NGOs, religious, community-based grouping – which could be encouraged to interact with schools and to provide programmes for young people. These would include drama, arts, writing, widening out the range of activities for young people, as well as programmes such as AVP to address specifically the role of trauma in limiting the imagination and hopes of teachers and students.