Students Combat Bullying in Niksic with Peer Education Initiatives

In Niksic, Montenegro, students at the First Secondary Vocational School have taken a proactive stance against bullying by engaging in peer education programs. These initiatives aim to address the pressing issue of peer violence within schools and contribute positively to their community. Notably, some of the student educators have themselves experienced bullying or have been involved in bullying others, reflecting a transformative journey towards understanding and empathy.

With support from the school’s professional services, these students have recognized the root causes of their past behaviors. They now feel compelled to assist others, reporting significant improvements in their own attitudes and the school environment. The issue of peer violence has been a longstanding challenge, prompting calls for community-wide participation to effectively combat the problem.

Recent surveys indicate that students report feeling unsafe, with many experiencing verbal, emotional, and physical abuse, particularly in the preceding months. In response, school authorities have implemented various measures, including the hiring of security personnel to enhance safety and the introduction of conflict resolution assistants.

Empowering Young Voices Against Bullying

Marija Draganic-Vulanovic, a pedagogical expert at the school, has been instrumental in motivating students to become educators on the topic of peer violence. This initiative was fueled by conversations with students, including Konstantin Markovic and Jovana Stojanovic, who shared their personal experiences and insights into the prevalence of bullying.

Markovic, who himself endured verbal abuse, decided to join the initiative to transform his painful experience into a source of support for others. He expressed how his past with bullying has shaped his current role: “The time when I faced insults and humiliation from my peers was crucial. I sought help from the school’s psychological services, which reacted professionally and with understanding. This process helped me regain my sense of security and realize the importance of responding to violence.”

Initially, he found it challenging to discuss such a personal topic in workshops. However, as he gained confidence, he discovered that sharing his honest experiences resonated deeply with his peers. “The workshop is interactive, based on discussions and group activities. I strive to create a space where students can express their thoughts and feelings freely, without fear of judgment,” Markovic noted.

Building a Supportive Community

Stojanovic, who has also become a peer educator, emphasized that every child’s voice matters, even those who are quieter. Her journey into education was not triggered by a specific incident but rather by a realization of her potential to address challenges within her community. “I learned that my voice holds value and that I should always use my capacity to help others,” she stated.

During workshops, she encourages open dialogue and mutual respect among students. “I noticed that as we discussed various perspectives, students became more tolerant and willing to listen to one another,” she explained. The supportive environment has empowered students to speak up about issues that concern them, fostering a culture of understanding.

Both Markovic and Stojanovic have noted the positive changes in their peers. Markovic recalled a situation where a fellow student confided in him about being bullied but was afraid to approach teachers. Together, they sought help from the school’s psychological services, leading to a resolution that significantly improved the student’s confidence.

“The messages about empathy, responsibility, and the consequences of behavior are crucial,” Markovic said. He believes that preventing peer violence requires active listening, timely reactions, and collective efforts from students, schools, and families.

Stojanovic shared her perspective on the importance of courage in addressing bullying. “Children often do not consider how their actions affect others. They need to understand that words can hurt just as much as actions, and we all have a responsibility to one another,” she added.

As these young educators continue to make strides in combating bullying, they receive backing from school officials like Draganic-Vulanovic, who recently highlighted the significance of student-driven initiatives during a forum on peer violence. She urged young people not to ignore the challenges they face and to actively seek solutions.

Psychologist Adriana Pejakovic also emphasized the necessity of structured support for such programs. She remarked that well-implemented initiatives not only reduce violence but also cultivate empathy and a sense of agency in children. “When students understand their behavior and its consequences, they can actively participate in mending the harm caused,” Pejakovic explained.

Through their efforts, Markovic and Stojanovic demonstrate that change is possible. They embody the belief that no one is permanently stuck in a negative role and that education is a powerful tool in fostering a culture of kindness and support. As their work progresses, it serves as a reminder of the critical role young voices can play in shaping a safer, more inclusive school environment.