Don't let children despair in silence.

And what troubles society even more is the question: Why did a child suffer for such a long time without anyone knowing? Why were those signs of pain not detected? Why did a student choose to end up in despair instead of seeking help?

Undeniably, in many cases, the school environment still focuses heavily on managing behavior while neglecting to observe the emotions and psychological well-being of students.

In reality, homeroom teachers face significant pressure regarding student records, grades, and performance evaluations, yet lack the time and skills to recognize subtle psychological changes in their students.

Meanwhile, the mentality of "not making a big deal out of it," and thinking "it's nothing serious," still persists among adults. In some cases, when students complain, they are advised to "try to ignore it," "the kids are just joking," or "don't be too sensitive."

How much unintentional neglect there is on the part of teachers, parents, and even education administrators if they only listen but don't actually listen to the students, only look but don't observe, only measure grades while forgetting about their interest and effort in learning... This neglect unintentionally makes many students feel alone and helpless.

To address school violence at its root, we cannot wait for incidents to occur before taking action. What is more necessary is to build a strong mechanism for prevention, early detection, and psychological support.

A safe school isn't just about having cameras or strict rules; it's about where students dare to speak the truth without fear of judgment. When students know they will be heard, protected, and respected, they will dare to speak up.

Homeroom teachers should be seen as the "emotional controllers" of the classroom, not just those who manage discipline. They must be close enough to notice averted gazes, unusual withdrawal, or subtle "SOS" signals from students.

To achieve this, teachers need to be trained in basic counseling skills, identifying psychological risks, and handling situations of school violence.

Parents shouldn't just ask their children, "How many points did you get today?" More importantly, they should ask if their child is happy, if they are hurt, or if they are afraid of anything.

Furthermore, schools need to teach students the skills to speak up, refuse violence, connect with positive peers, and seek effective psychological support. There can be no delay in implementing the coordinated "three circles of protection" model: school - family - student; and this must be a dynamic model with priorities focused on educational impact and mental health care for students.

In this model, the school plays the role of identifying and intervening; parents play the role of accompanying and supporting; and students play the role of actively sharing and supporting each other.

When these three circles are closely connected, the risk of students being left alone will be greatly reduced, and problems can be detected and addressed promptly and effectively.

Don't wait for another tragic incident before you start talking about school violence. Act now: listen to students more, observe them more closely, intervene earlier, and show them love in the right way.

If we only look at students with a gaze that lacks empathy, respect, and genuine sincerity in their eyes, their pain will be difficult to empathize with, share, and resolve.

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HUYNH VAN SON

Source: https://tuoitre.vn/dung-de-tre-phai-tuyet-vong-trong-im-lang-2026052809340393.htm