“I have been teaching at the Queen Juliana School (KJS) for 21 years. Previously, we all worked with children on social-emotional development in our own ways. The fact that we now all use the same method – De Vreedzame School – works extremely well. The first block of the school year is always about group formation and a safe environment. In every class, we make the theme visible by putting up the same image from that block. In addition, the teacher establishes rules with the class, which both parties sign. By giving the children a voice in this, the rules stick better. The school’s golden rule is: ‘What I say and do should also be enjoyable for the other person’. You can apply that to almost any situation.”

All together in the schoolyard

The De Vreedzame School working group, of which Mia is a member, draws up an annual plan. “In special education, things do not always move at the same pace in every group. But by keeping an eye on the timetable together, we manage to get there.” The sense of community makes it possible to achieve positive results at KJS.

“You can see that as early as the first two weeks. During breaks, all team members are in the schoolyard. This way, the children get to know all of us and know: I am never here alone. For us, it is a way to observe the children outside the classroom setting. Interns repeatedly tell us how unique this is.”

A positive approach

By teaching positive behavior and continuing to practice it, a positive behavioral climate emerges. Mia is convinced of this. “For example, we also do not emphasize a word like ‘bullying’. In the lower grades, we do not even use the word. In such a situation, we fall back on our golden rule: do you think the other person likes it when you push them or call them a funny name?

By approaching the conversation in this way, you largely prevent bullying behavior. Of course, our 12-year-olds sometimes also say that they are being bullied, or we see that someone is being excluded. Precisely because we observe the children so closely, we can often respond quickly. In such situations, we sometimes consciously use the lessons on bullying from De Vreedzame School.”

It works

Mia considers the mediators another excellent component of De Vreedzame School. “These are children who help the teachers resolve conflicts in the schoolyard according to a fixed step-by-step plan.

I am glad that we will soon start working with them. In the ‘application letters’, I read some strong motivations. Children who were bullied at a previous school and now want to help prevent that from happening, isn’t that wonderful? It is beautiful to see how seriously our pupils take the little tasks that arise from this program. In advance, you hope to convey the importance of respect and safety through a clear, consistent approach. The fact that we actually see that reflected is something we as a team can be proud of.”Top of form

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Mia’s tips

  • Work across the entire school on one health theme and make it visible in every class.
  • Involve De Vreedzame School in subjects such as language and mathematics. Make room for giving compliments and encouragement.
  • Regularly inspire team members outside the working group with a workshop on De Vreedzame School topics.
  • Do it together: follow one consistent approach.

About De Vreedzame School

De Vreedzame School is a program that schools can use to promote the well-being of pupils. Focused on democratic citizenship, this Healthy School activity views the class and the school as a community in which pupils feel heard and seen. They are given a voice and learn to make decisions together and resolve conflicts.