Child Protection, Violence Prevention, and Safeguarding Duties in Schools

Rationale

The research brief confirms that UNICEF BiH has developed school-based mechanisms for identifying and referring peer violence, "Child-Friendly Guidelines for the Prevention of Violence against Children in Bosnia and Herzegovina" (2017), and guidelines on responding to online violence against children. The brief also notes that jurisdiction-specific mandatory-reporting statutes were not confirmed from primary text; therefore this course teaches the duty of care and referral pathways as documented by UNICEF and instructs teachers to confirm their own canton or entity reporting rule locally. The 2020 Council of Ministers Roadmap on Quality Education for All calls for improving teacher competences for democratic school culture and anti-discrimination, which includes safeguarding. The 2017 occupational standard implies a duty of care through its requirement to differentiate for individual needs. This course fills a documented gap: teachers in BiH need structured, jurisdiction-aware training on recognising harm, responding to disclosures, and navigating referral chains to centres for social work, all within the constraints of a system where pedagogical institutes and school pedagogues provide supervision.

Part I: Foundations (Lessons 1-4)

Lesson 1. The teacher's duty of care in BiH schools

This lesson establishes the legal and professional foundation for safeguarding as a standing duty for every teacher in Bosnia and Herzegovina. Participants examine the concept of duty of care as it arises from the teacher's professional role, the occupational standard's implicit requirement to protect and support all students, and the UNICEF BiH child-protection framework that documents school-based responsibilities. The lesson clarifies that safeguarding is not optional or limited to homeroom teachers; it applies to every adult in a school setting. Participants map their own school's existing safeguarding awareness and identify gaps in their personal knowledge of referral pathways. The lesson emphasises that while BiH has no single national mandatory-reporting statute, the duty of care is universally recognised across all 14 education authorities. After this lesson, participants can articulate the teacher's duty of care in BiH schools and locate the UNICEF child-protection framework as the primary reference for their practice.

Lesson 2. Forms of violence against children

Participants learn to identify the four principal forms of violence against children as documented by UNICEF BiH: physical violence, emotional violence, neglect, and peer violence, with attention to gender-based violence as a cross-cutting category. The lesson draws on UNICEF BiH's "End violence against children" programme materials, which provide definitions and prevalence indicators for the BiH context. Participants analyse case vignettes drawn from real school situations (anonymised) and practise distinguishing between types of harm without over-diagnosing or labelling children. The lesson stresses that violence often presents in overlapping forms and that teachers must recognise subtle indicators rather than waiting for clear physical evidence. After this lesson, participants can name and distinguish the four forms of violence against children recognised by UNICEF BiH and identify behavioural and physical indicators for each form in a school setting.

Lesson 3. Recognising signs of harm

This lesson moves from general categories to specific, observable indicators of harm that teachers can use in daily classroom practice. Drawing on the UNICEF "Child-Friendly Guidelines" (2017), participants learn behavioural indicators (withdrawal, aggression, sudden changes in performance), physical indicators (unexplained injuries, poor hygiene, consistent hunger), and relational indicators (isolation from peers, fear of specific adults). The lesson emphasises that indicators are not proof of harm; they are signals that warrant careful observation and, where appropriate, consultation with the school pedagogue or counsellor. Participants practise using a structured observation template that separates factual description from interpretation. The lesson also addresses cultural considerations in BiH, where some signs of neglect may be confused with poverty. After this lesson, participants can recognise and document behavioural, physical, and relational indicators of harm using a structured observation approach that avoids premature conclusions.

Lesson 4. Peer violence and bullying in primary schools

Participants examine the specific dynamics of peer violence and bullying in BiH primary schools, drawing on UNICEF BiH's documented school-based referral work. The lesson distinguishes between conflict (mutual, equal-power) and bullying (repeated, intentional, power-imbalanced) and explores how peer violence manifests in the BiH context, including through ethnic or linguistic taunting, exclusion of returnee children, and gender-based harassment. Participants learn the "stop, observe, connect" protocol for interrupting peer violence in the moment and the documentation steps required before referral. The lesson addresses the particular vulnerability of children with disabilities and Roma children to peer violence, as noted in OECD equity findings. After this lesson, participants can distinguish peer violence from ordinary conflict, interrupt bullying in the moment using a structured protocol, and document incidents for referral through the school's internal pathway.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Online violence and digital safety of children

This lesson addresses the growing challenge of online violence against children in BiH, drawing on UNICEF BiH guidelines for responding to such cases. Participants learn to recognise forms of online harm relevant to the BiH context: cyberbullying among classmates, sextortion, exposure to harmful content, and online grooming. The lesson emphasises that online violence often mirrors offline peer violence and that teachers must be alert to digital indicators such as a child suddenly avoiding devices, receiving repeated messages during class, or showing distress after screen time. Participants practise a simple digital-safety conversation framework for use with students and parents, focusing on prevention rather than restriction. The lesson also covers the limits of teacher responsibility: teachers are not expected to investigate online crimes but to recognise signs and refer to the school pedagogue or centre for social work. After this lesson, participants can recognise indicators of online violence against children and initiate a supportive conversation with a student or parent using a prevention-focused framework.

Lesson 6. Gender-based violence and its silence

Participants explore why gender-based violence is particularly under-reported in BiH schools and how teachers can create conditions for disclosure. Drawing on UNICEF BiH documentation of gender-based violence reporting, the lesson examines cultural and social factors that silence victims: shame, fear of retaliation, normalisation of controlling behaviour, and lack of trusted adults. Participants learn to recognise indirect indicators such as a student avoiding a specific peer, sudden changes in friendship groups, or references to controlling behaviour by a partner. The lesson provides a structured approach to creating a safe classroom environment where gender-based violence can be named, including using inclusive language, displaying helpline posters, and teaching about consent and respect as part of the curriculum. After this lesson, participants can identify indirect indicators of gender-based violence and create classroom conditions that encourage disclosure through inclusive language and visible support resources.

Lesson 7. Building the child's circle of trust

This lesson addresses a finding documented by UNICEF BiH: many children in BiH lack a "circle of trust" - a set of adults they can turn to when experiencing harm. Participants examine why children do not disclose: fear of not being believed, fear of consequences for themselves or others, lack of a trusted adult, and previous negative experiences with disclosure. The lesson provides practical strategies for becoming a trusted adult: consistent presence, non-judgemental listening, confidentiality boundaries explained clearly, and follow-through on promises. Participants role-play a scenario where a child begins to disclose and practise the "listen, believe, support, refer" sequence. The lesson emphasises that building trust is a long-term, relational investment, not a one-time intervention. After this lesson, participants can describe the characteristics of a trusted adult in a school setting and practise the initial response sequence when a child begins to disclose harm.

Lesson 8. Confirming your local reporting duty

This lesson is critical because the research brief flags that jurisdiction-specific mandatory-reporting statutes were not confirmed from primary text. Participants learn to locate their own canton or entity reporting rule by consulting the relevant pedagogical institute, the entity or cantonal ministry of education, or the local centre for social work. The lesson provides a structured inquiry template: what must be reported, to whom, within what timeframe, and what documentation is required. Participants practise using the template to research their own jurisdiction during the lesson, using publicly available materials from the Republic Pedagogical Institute (RPZ) in Republika Srpska or the relevant cantonal pedagogical institute in the Federation. The lesson emphasises that the duty of care is universal but the reporting mechanism is local, and that teachers must know their specific chain before an incident occurs. After this lesson, participants can locate and interpret their own canton or entity mandatory-reporting rule using a structured inquiry template and identify the correct referral authority.

Lesson 9. The referral pathway: school to centre for social work

Participants learn the standard referral pathway from school to the centre for social work (centar za socijalni rad) as documented by UNICEF BiH community-based referral mechanisms. The lesson maps the sequence: teacher identifies concern, consults with school pedagogue or counsellor, school leadership decides to refer, written referral is made to the centre for social work, and the centre conducts its own assessment. Participants examine a sample referral form and practise completing it with anonymised case information. The lesson addresses common barriers: delays in response, lack of feedback from the centre, and the emotional toll on teachers when the system does not respond quickly. Participants discuss strategies for following up appropriately without overstepping professional boundaries. After this lesson, participants can describe the complete referral pathway from teacher identification to centre for social work assessment and complete a referral form accurately.

Lesson 10. Documentation and confidentiality

This lesson teaches the lawful and ethical handling of safeguarding information. Participants learn the principles of documentation: record facts, not opinions; note the date, time, and source of information; use the child's own words where possible; and store records securely. The lesson distinguishes between confidentiality (information shared within a professional team on a need-to-know basis) and secrecy (withholding information that should be shared to protect a child). Participants examine sample records and identify common errors: speculation, emotional language, and failure to distinguish observation from interpretation. The lesson also covers data-protection duties under BiH law, noting that the teacher must balance the child's right to privacy with the duty to protect. After this lesson, participants can document a safeguarding concern factually and lawfully, distinguish confidentiality from secrecy, and store records in compliance with data-protection duties.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Responding to a disclosure

Participants learn the first-response conduct that protects a child who discloses harm. Drawing on the UNICEF "Child-Friendly Guidelines" (2017), the lesson teaches the "listen, believe, support, refer" sequence in detail. Participants practise responding to a disclosure scenario: remaining calm, finding a private space, using open questions (not leading questions), telling the child what will happen next, and not promising secrecy. The lesson emphasises what not to do: investigate, promise outcomes, express shock or anger, or contact the alleged perpetrator. Participants also learn how to manage their own emotional response during and after a disclosure. After this lesson, participants can conduct a first response to a child's disclosure of harm using the "listen, believe, support, refer" sequence, avoiding common errors that can compromise the child's safety or the referral process.

Lesson 12. Working with the pedagogue, counsellor, and pedagogical institute

Participants learn the internal escalation and support structure within BiH schools and the broader pedagogical system. Drawing on Eurydice's documentation of pedagogical advisors employed in pedagogical institutes, the lesson maps the roles of the school pedagogue (pedagog), school counsellor (psiholog), and the pedagogical institute (pedagoski zavod) in safeguarding. Participants learn when to consult the pedagogue (for classroom-level concerns), when to involve the counsellor (for mental-health aspects), and when the pedagogical institute provides supervision or intervention (for systemic or complex cases). The lesson emphasises that the teacher is not alone; the internal support structure exists to share the burden of safeguarding. Participants practise a consultation conversation with a simulated pedagogue. After this lesson, participants can identify the appropriate internal support person (pedagogue, counsellor, or pedagogical institute) for different types of safeguarding concerns and conduct a consultation conversation.

Lesson 13. Prevention as curriculum

This lesson positions safeguarding as an integral part of everyday teaching, not a separate add-on. Drawing on the 2020 Council of Ministers Roadmap's democratic-culture aims and UNICEF BiH prevention tools, participants learn to embed safety, respect, and healthy relationships into their regular subject teaching. The lesson provides concrete examples: using literature to discuss empathy, teaching digital literacy that includes online safety, incorporating conflict-resolution skills into group work, and using circle time to build classroom community. Participants design a prevention activity for their own subject and grade level. The lesson emphasises that prevention is most effective when it is consistent, age-appropriate, and embedded in the curriculum rather than delivered as a one-off workshop. After this lesson, participants can design a prevention activity that embeds safety, respect, and healthy relationships into their regular subject teaching.

Lesson 14. Vicarious stress and teacher wellbeing

This lesson addresses the emotional cost of safeguarding work. Participants learn about vicarious trauma, compassion fatigue, and burnout as documented risks for teachers who regularly hear disclosures of harm. Drawing on OECD findings on teacher support and capacity constraints, the lesson provides self-assessment tools for recognising early signs of vicarious stress: emotional numbing, intrusive thoughts about a child's situation, irritability, and withdrawal from colleagues. Participants develop a personal wellbeing plan that includes boundaries (what they can and cannot control), peer support (identifying a trusted colleague), and professional supervision (using the pedagogue or pedagogical institute). The lesson emphasises that sustaining the adults who safeguard is a school-level responsibility, not just an individual one. After this lesson, participants can recognise early signs of vicarious stress in themselves and develop a personal wellbeing plan that includes boundaries, peer support, and professional supervision.

Lesson 15. A school safeguarding protocol you can defend

This final lesson synthesises the course into a practical, shareable outcome: a school safeguarding protocol that participants can take back to their own school. Drawing on UNICEF referral mechanisms and the local statute each participant confirmed in Lesson 8, participants work in groups to draft a protocol that includes: the school's statement of commitment, definitions of harm, indicators, the internal referral chain (teacher to pedagogue to leadership), the external referral pathway (school to centre for social work), documentation procedures, confidentiality rules, and a rehearsal schedule. The lesson emphasises that a protocol is only as good as its rehearsal; participants plan a simple drill scenario for their school. After this lesson, participants can draft a school safeguarding protocol that includes all essential elements and plan a rehearsal drill for their own school context.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.