index for inclusion


index for inclusion

An indicator and its questions




A2.8 The school promotes non-violent interactions and resolutions to disputes.


a) Is non-violence understood as non-coercive interaction as well as absence of physical conflict?


b) Are disputes in the school resolved through dialogue rather than coercion based on differences in perceived status and physical strength?


c) Do adults model non-coercive interaction?


d) Do people learn to respond to challenges to their ideas so that they prompt reflection on what should be thought and done differently?


e) Does everyone learn skills of negotiation, conflict resolution and the mediation of disputes?


f) Are abuse, discrimination, harassment and bullying understood as forms of violence?


g) Is it understood that collaboration is easier when people feel secure in their identities?


h) Are discussions chaired so that they are not dominated by any individual, group or gender?


i) Are those who are often excessively angry helped to find other ways to express themselves?


j) Are children directed to martial arts activities and clubs as a way of developing confidence and assertiveness without aggression?


k) Do people help each other to make contributions that respect the contributions of others?


l) Do people reflect on how their feelings about others affect interactions with them?


m) Do children draw on poetry, literature, music, drama, puppetry to understand feelings?


n) Do children learn about the consequences of seeking revenge for perpetuating individual and international conflicts?


o) Do children and adults discuss the limits to the acceptable portrayal of violence, including degrading relationships between genders, in films and computer games?


p) Does the school emphasise its human rather than its business priorities?


q) Does the school avoid treating children as examination fodder?


r) Are children taught about the origins of conflicts over territories, identities, resources and

intolerance to difference, and how they can be reduced through peaceful means?


s) Do children learn to question the need for any gender to dominate another?


t) Do children consider violence between genders and how such patterns of violence can be interrupted?


u) Is it explored how some male identities encourage violence towards males and females?


v) Is it understood how men and women may contribute to forming aggressive masculinities in children?


w) Do children explore what they gain and lose from joining gangs and how violence between gangs can be avoided inside and outside school?


x) Are children supported to find activities outside school which reduce any involvement in violence between gangs?


y) Are children helped to avoid carrying knives or other weapons?


z) Is it considered that violence, directed internally, can produce depression and self-harm?


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© Tony Booth