To eliminate violence in schools.

"Children are the happiness of the family, the future of the country" - a simple yet profoundly humane statement by President Ho Chi Minh.

Violence is escalating.

According to information from authorities: In just the last 20 days of October and the beginning of November 2025, there were 5 serious incidents of school violence nationwide in Hanoi, Lao Cai, Thanh Hoa, Ha Tinh, and Ho Chi Minh City. As a result, 3 students died, many students and adults were arrested and detained, not to mention videos of student fights being posted on social media.

According to statistics released by the Ministry of Education and Training , in the 2023-2024 school year, there were 466 cases of school violence nationwide, involving 1,453 students; of which 235 students suffered physical harm and 222 suffered psychological harm.

This issue has not only attracted the attention of families and schools, but has also heated up discussions in the National Assembly .

Accordingly, during the discussion on the socio-economic situation at the 10th Session of the 15th National Assembly regarding the socio-economic situation in 2025, many delegates emphasized that school violence is no longer an isolated incident, but has become a serious social problem, profoundly affecting the physical, mental, and personality of students.

There have been a series of student fights recently.

However, while the number of violent incidents remains high and the severity of violence is showing signs of increasing, the methods and solutions for handling them are a significant gap. A prime example is the incident in Lao Cai, where, despite the teacher being aware of the conflict and having discussed it with the family beforehand, the serious violence still occurred shortly afterward.

Similarly, in Ho Chi Minh City, the incident of a female student being attacked by a group of female students in a restroom was not thoroughly resolved. After the serious act of violence, the school requested the family and the group of female students who committed the act to apologize to the victim; however, just a few days later, a video of the attack, along with the cheering and encouragement of many other students, was uploaded to social media. Only then did the victim's mother find out, and the authorities finally intervened.

Another warning that needs to be raised is: It's not just students attacking other students; in some cases, school violence also occurs between teachers and students, and vice versa. There have been numerous heartbreaking incidents where teachers have abused students, causing them both physical and psychological harm. In fact, some teachers have been disciplined, forced to resign, or prosecuted for serious student abuse.

The statistics, details, and even the nature of the problem of school violence reveal a very old reality; yet the educational environment in Vietnam has yet to find new solutions or models to effectively limit, control, and prevent it.

Solutions and models from several countries

Around the world, advanced countries have implemented solutions and models to combat school violence from a very early stage. Among them, Finland is known as a country with an effective approach to the issue of school violence through its KiVa program (kiusaamista vastaan ​​- against bullying). This model uses a comprehensive approach and empathetic education.

Accordingly, KiVa doesn't just target bullies and victims, but focuses on the entire classroom, including witnesses, to build a classroom culture that doesn't tolerate violence. The meaning and core of KiVa is that students are equipped with the skills to recognize, intervene, and support each other; teachers are trained to detect and address problems early. And over time, KiVa has significantly reduced bullying rates and enhanced the sense of safety in schools.

A female student in Thanh Hoa was beaten by a group of classmates, resulting in a fractured cervical vertebra.

Along with Finland, a number of other countries have also enacted laws or implemented special educational programs, solutions, and models to combat school violence. Among them, France has introduced "empathy education" programs into schools, increased the number of school psychologists, and expanded hotlines to support students. Notably, France is also experimenting with a "mobile device ban" model in schools aimed at reducing cyberbullying and phone-based harassment.

In Vietnam, various levels and sectors, including the Ministry of Education and Training, have implemented solutions and models to prevent and combat school violence. Notable among these are projects on revolutionary ideals, ethics, and lifestyle education; projects on behavioral culture in schools; and handbooks on laws and skills for preventing and combating school violence and sexual abuse.

Particularly in 2025, measures and new models related to preventing and combating school violence in Vietnam have been strengthened, such as: incorporating "prevention of school violence and life skills education" into the annual school plan; requiring schools to publicly display hotlines and promote the National Child Protection Hotline 111; and many localities implementing models for life skills education, emotional management, and early detection of school violence...

In particular, two key issues are set to be addressed in 2025: Firstly, the United Nations Convention against Cybercrime (also known as the Hanoi Convention), which is closely related to the protection of children in cyberspace. Secondly, Circular No. 19/2025/TT-BGDĐT of the Ministry of Education and Training on student rewards and disciplinary actions. This circular clarifies the responsibilities of principals, teachers, parents, and students in preventing, detecting, and addressing school violence.

A ninth-grade student was brutally assaulted by a classmate.

The humanities world has witnessed numerous solutions and models for combating school violence, implemented with heart and intellect from families or schools, as illustrated by two stories that have spread across the globe. The first story is about the mother of the renowned scientist Albert Einstein. According to the story, during his school years, Albert Einstein was discriminated against and bullied by those around him who considered him mentally deficient, giving him the nickname "The Idiot." The psychological terror was so intense that Albert Einstein lived in constant fear, even to the point of not daring to go to school. Knowing her son's plight, his mother became his "spiritual pillar," helping him overcome his trauma and excel in his studies and research, eventually becoming a famous scientist.

The second story is from the famous book "One Child" by psychologist Torey Hayden. According to Hayden's memoir, Hayden, a teacher at a special education school, took in a student named Sheila. Sheila was an abandoned child who was frequently abused by her uncle. This experience hardened her heart and gave her a tendency towards violence. Along with Sheila, Hayden's class included eight other students with serious conditions such as hyperactivity, anxiety, and suicidal thoughts. In that special class, Sheila and the other children learned and grew up surrounded by the love and understanding of Hayden and the school staff.

The two stories above illustrate two models of education from family and school, yet they share a common denominator: compassion. Therefore, if families and schools educate students with understanding, tolerance, and love, that is the best solution and model to combat school violence and ensure that every day at school is a joyful one for children.

congan.com.vn

Source: https://baolaocai.vn/de-hoc-duong-khong-con-bao-luc-post888472.html