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Article translated from Periódico Educación

Nowadays, awareness of school violence and bullying is higher than ever, and the need to properly train teachers to tackle this scourge is increasingly recognized. However, despite this progress in raising awareness, many of the trainings that teachers receive lack a solid scientific foundation and, instead of providing solutions, can even worsen the situation.

One of the most controversial and harmful forms of training is that which introduces the idea of “the copy” as a justification for negative, aggressive, and violent behavior. In these sessions, so-called “experts” use metaphors and examples in which they tell teachers that “we all have another self” or “a copy” that sometimes acts beyond our control. According to this “theory,” if someone insults a peer, they could excuse themselves by saying it wasn’t them, but rather “their copy.” Taken to the extreme, this idea could justify serious acts like sexual abuse, under the dangerous premise that “it isn’t the person acting, but their copy.” Unfortunately, such cases have already occurred in real life. A few months ago, a young man murdered a child and justified his actions by saying it wasn’t him, but his “copy.” Sadly, this is not an isolated case.

But what kind of message is this theory sending to teachers? This kind of “training” not only lacks scientific support but also may foster an environment of permissiveness towards bullying and violence, justifying the idea that aggressors can evade responsibility for their actions. Instead of promoting empathy and personal responsibility, this training undermines the importance of accepting the consequences of one’s actions, which is counterproductive.

It is essential that the training teachers receive to combat bullying and other forms of school violence is based on Scientific Evidence of Social Impact and strategies that have shown their effectiveness in improving the school climate.

Therefore, it is urgent that administrations and educational institutions be careful when selecting the professionals who conduct this training, ensuring that it is based on Scientific Evidence of Social Impact. Only in this way can we guarantee that teachers are adequately prepared to face these situations and promote a safe and respectful environment in our classrooms.

Pre-doctoral researcher at University of the Basque Country

By Ane Olabarria

Pre-doctoral researcher at University of the Basque Country