Initiation rituals in secondary schools—such as throwing eggs or flour at newcomers—constitute a form of hazing which, although often perceived as tradition, involve coercion, humiliation, and potential physical or emotional harm, even when there appears to be voluntary participation.
Studies on secondary education indicate that between 45% and 50% of students have experienced some form of hazing, defined as activities intended to inflict harm, humiliation, or degradation as a condition for belonging to a group, regardless of the individual’s willingness. Consequences include injuries, poor academic performance, and long-term psychological effects.
Psychological research shows that while some believe these practices strengthen group cohesion, in reality they produce humiliation, isolation, and a decrease in self-esteem among victims—especially those lacking social support.
Traditional punitive responses are rarely effective on their own in preventing or eliminating such practices. Research in this field demonstrates that disciplinary measures perceived as unjust may drive hazing underground or increase group resistance to reporting.
By contrast, interventions based on scientific evidence with social impact have proven effective, such as the Zero Violence Brave Club model, implemented in diverse contexts. This approach is based on dialogue, denouncing injustices, supporting victims, and fostering relationships free from violence. It promotes safe environments for all and significantly reduces school bullying, neutralizing the appeal of aggressive behaviors while encouraging attraction to egalitarian models—ultimately improving students’ emotional well-being.
Recommendations to prevent hazing include:
- Clear definitions and training at the beginning of the school year: equip students and staff with knowledge about what constitutes hazing and its consequences.
- Bystander intervention: teach strategies that encourage students to actively support victims and delegitimize aggression as a source of power.
- Safe reporting and support channels: ensure confidential avenues for victims or witnesses of hazing to report incidents.
- Positive, non-harmful welcoming activities: design symbolic and voluntary initiation practices that foster inclusion without humiliation, creating a warm and safe atmosphere.
- Continuous evaluation: monitor the impact of these protocols and adjust them according to outcomes and evolving needs.
Eradicating hazing does not mean eliminating welcoming rituals but rather transforming them into acts of inclusion within a safe environment. Promoting respect, solidarity, and mutual support from the very first day is the best way to begin a school year. The safety and emotional well-being of students must always remain a priority for every educational institution.
Article translated from Periódico Educación
Secondary school teacher