I read different stories and we start talking how to be nice and how we have to help each other, how we have to treat others the way we want them to treat us.

1. Creating Classroom Rules Together: Involve students in creating the classroom rules. When students contribute to the rules, they are more likely to follow them and encourage their peers to do the same.

2. Social and Emotional Learning (SEL) Education: Integrate lessons that teach skills such as empathy, self-regulation, and conflict resolution. Students learn how to recognize and respond to the needs of others.

3. Assigning Responsibility Roles: Assign roles of responsibility to students, such as classroom monitors, peer mentors, or support teams. These roles give students a sense of duty and responsibility.

4. Group Activities and Collaborative Projects: Promote collaboration through group work and projects. Students learn to rely on each other and develop a sense of solidarity and support.

5. Encouraging Open Communication: Create a safe environment where students feel comfortable discussing their problems or any issues they face. Encourage the expression of feelings and sharing of experiences.

6. Mentoring Programs: Establish programs where older students help and support younger ones. This mentor-mentee relationship fosters a sense of responsibility and support.

7. Cultivating Empathy and Kindness: Teach students about the importance of kindness and empathy through stories, role-playing, and discussions. Encourage students to consider how their actions affect others.

8. Team-Building Activities: Organize activities that promote bonding and solidarity, such as team-building games, group outings, and collaborative challenges.

9. Teacher as a Role Model: As a teacher, set an example of respectful, empathetic, and responsible behavior. Students learn by observing and mimicking these behaviors.

10. Recognizing and Rewarding Positive Behavior: Acknowledge and reward students who demonstrate responsibility and care for others. Recognition can be verbal praise, rewards, or other positive reinforcements.

By implementing these strategies, students learn to care for and protect each other, creating a safe and supportive classroom environment.

Finally, the French program named pHARe uses the PICAS method of shared preoccupation which is the best example!

To cope with stress and to cut from school before I deal with my own teens, I go for a walk with my dog whatever the weather. I listen to any podcast I can find. I also like to go to school early so I have time to prepare my classes + to relax in the staff room before my colleagues arrive drinking coffee and making crosswords.

A lot of resources are lacking in our school : the Internet remains very precarious, if we want to go abroad we have to sell a lot of extraordinary stuff to get the funds... It's an everyday struggle...

Teachers do not have any specific person to talk to if things are complicated. We try our best to listen and exchange but we may be not enough in the end.

1. Try to serve as a role model for the kids showing emphaty, respect and also being a good listener.

2. Share the classroom rules at the begining of the year, so everybody will be aware of them and they could notify each other in case somebody won't be following them.

3. Encourage them to talk with an educator at school if they notice somebody who is being bullyed or treated unfairly by others.

4. Use social stories in my teaching to foster empathy and kindness amongst them.

5. Reward postive behaviour.

If I notice someone is not in a bad mood, I offer sympathy and support if they want to. Most of my students know this already and some come and share without me asking them if they need me.

The other thing are the staff meetings because the days often vary and I find it hard to plan my private life because work things often come up.

What I find most stressful is the fact that the problems faced by young people and children are so complex. The roots no longer lie in school alone; I have no influence on many factors. Society is evolving so quickly, I feel like I'm constantly lagging behind. In addition, the feeling arises that only quick solutions are required. Working or thinking about problems together does not seem to be desired. Colleagues are becoming increasingly unwilling but also unable to support children with difficult behavior.

I am lucky enough to be able to take part in supervision. This helps to organize thoughts and also get to know other aspects of a problem. I make sure to spend my free time very consciously. I take on a lot of things that have nothing to do with my work. When I'm with my colleagues, I try to avoid negative people and not allow myself to be drawn into complaining and whining. I also try to make myself aware of successful aspects of my work. This helps to avoid moving in a downward spiral.

Do you think there are certain resources or supports that your school is lacking? Teachers should have more opportunities for supervision. There is a lack of additional support options for particularly challenging students. (Autistic people, traumatized children,...)

Be Observant: If you notice someone is upset, struggling, or acting out of the ordinary, take a moment to check in with them or inform your teachers.

Practice Kindness and Respect: Treat everyone with kindness and respect.

Communicate Openly: If you see something that concerns you or if you’re experiencing something difficult yourself, please speak up.

Support Each Other: Offer help when you can. Your support can be invaluable to a classmate in need.

Follow Safety Guidelines: Adhere to classroom rules and safety protocols.
Be Inclusive: Make sure everyone feels welcome.
Take Responsibility: We all make mistakes, but taking responsibility is a crucial step in maintaining a trustworthy and safe environment.

The school's Guidance Department works with a group of students who become “Mediators” and who are in charge of enforcing these rules in the classrooms.

1. Modeling Behavior:

   • I consistently model caring and supportive behavior, demonstrating how to help and support each other through my actions and words. By showing empathy, patience, and kindness in my interactions, I set an example for my students to follow.

2. Creating a Safe and Inclusive Environment:

   • Establishing a classroom environment where every student feels safe, valued, and respected is essential. I ensure that each student understands that their actions impact their peers and that everyone has a role in maintaining a positive atmosphere.

3. Using Visual Supports and Social Stories:

   • Visual supports and social stories are effective tools to teach students about social behaviors and responsibilities. These tools help illustrate scenarios where students can help each other and show what positive interactions look like.

Specific Activities

1. Peer Buddy System:

   • Activity: I pair students in a peer buddy system where each student is paired with another for various activities. Buddies assist each other with tasks, offer encouragement, and provide support during transitions and activities. This system helps build a sense of responsibility and fosters friendships.

   • Example: During a group project, I paired Cristian, a student with autism, with Andrei, who has Down syndrome. They worked together on creating a class poster. Andrei helped Cristian with cutting and pasting, while Cristian guided Andrei in coloring within the lines. This collaboration not only enhanced their skills but also taught them to support and rely on each other.

2. Classroom Jobs and Responsibilities:

   • Activity: Assigning specific classroom jobs and responsibilities to each student helps them take ownership and understand the importance of contributing to the classroom community. Jobs like “safety monitor,” “clean-up helper,” and “friendship ambassador” encourage students to look out for their peers.

   • Example: Sofia, a student with a mental deficiency, was given the role of "friendship ambassador." Her job was to welcome new students and help them integrate into the classroom. This role boosted Sofia’s confidence and reinforced the importance of inclusion and support.