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Notes
Conflict Resolution
in Schools
Guide for Educators in South Africa
Booklet 1
INTRODUCTION
TO CONFLICT
RESOLUTION
IN SCHOOLS
Topics in this booklet:
• Introduction to Conflict Resolution
in schools
• Setting up Conflict Resolution Mediation
Programmes in schools
10
Introduction to Notes
Conflict Resolution in Schools
Guide for Educators
in South Africa
Booklet 1 - Introduction to Conflict Resolution
Contents
Section Topic Page
1. Background ................................................................................................................................................................ 1
School Conflict Resolution Mediation Programmes ................................................................ 1
Conflict Resolution Skills ............................................................................................................... 1
Previous Experience in Conflict Resolution .............................................................................. 2
Curriculum ........................................................................................................................................ 2
Learning Areas .................................................................................................................................. 3
Constitution ........................................................................................................................................ 4
2. School Conflict Resolution Mediation Programmes ................................................................................ 5
Suggested Methodology for Schools and Educators ................................................................ 5
Notes for Learner CR Mediator Members ............................................................................... 7
Notes for CR Class Monitors ....................................................................................................... 8
Notes for Parental Awareness ...................................................................................................... 8
4. Further Resources ...................................................................................................................... Inside Back Cover
ii 9
Notes for CR Class Monitors diffuse this. However, they are not permitted to put Introduction to Conflict
themselves at any risk. There are also two/three nomi-
The role of CR class monitors is to act as a first stage for nated staff members with responsibility for CR. This Resolution in Schools
advice on class conflicts and potential conflicts, and to be initiative will help the school to enhance its capacity to
the ‘eyes and ears’ of the CR mediators. deal with conflict (it is certainly not abdicating respon- Background
The advice that CR class monitors offer should be limited sibility to learners). Each educator and learner with re-
to: - sponsibility for CR will receive special training to equip Conflict is a fight, struggle or a battle – a direct opposition;
them for this role. a clash, discord, contention, dispute or quarrel; a disagree-
• The learners in their class only; • In addition, over time each learner will receive ment between two people or parties with different ideas
• In the case of a conflict: the procedures that could be conflict resolution skills training. This should help to or beliefs; a mental or spiritual struggle within a person.
followed; create a school able to overcome conflict, violence and Conflict resolution is about finding ways of resolving the
• In the case of a potential conflict, ways in which the bullying. The hope is that the CR monitoring and conflict so both parties are satisfied with the outcome.
parties involved could diffuse this themselves before it mediation system will become redundant over time. It is a ‘win-win’ approach.
becomes a conflict. But for the present, it will provide the early warning
and intervention needed to make the school a more Conflict resolution is needed in South African schools to
With regard to the last point, the ways in which learners peaceful environment for all learners. reduce school conflict and violence and to equip learners
themselves could try to diffuse potential conflicts would • Children chosen as members of the CR mediation team to become adults who are able to solve conflicts peacefully,
include: - will learn some vital new skills, which will help them and thus to avoid violence.
• Meeting to talk in a peaceful and constructive manner both practically and in building their reputation and Conflict resolution in education is linked to democracy
about the potential conflict; future prospects. It will be an excellent addition to their and citizenship, developing a peaceful world, cooperative
CV and university/job interviews. learning, multicultural education, prejudice reduction, social
• Clarifying each party’s interests and desires; • Similarly, CR class monitors will be provided with useful justice, violence prevention and intervention, critical think-
• Checking that each understands the other’s position; new training and skills. They will also be first in line to ing and problem-solving, and site-based management.
• Exploring ways of solving the problem; be chosen as future CR mediators. • Exploring ways of solving the problem;
School Conflict Resolution Mediation • Trying to find a solution that everyone involved likes.
• Trying to find a solution that everyone involved likes. • It would also be helpful to ask parents not only to Programmes
support this initiative in the school, but also to back Similar systems have already been introduced in the USA,
If it is not possible for the parties to meet and discuss it up by providing a peaceful and non-violent home The peer mediation system introduced in this manual is a where they were found to reduce the amount of time
things constructively and dispassionately on their own, environment. Conflict resolution is all about resolving system of learner mediation programmes that can reduce teachers need to spend on resolving disputes, whilst pro-
then it might be possible for the CR class monitor or a conflicts through effective communication and negotia- classroom conflict, and in particular teacher/learner viding learners with the opportunity to talk over their dif-
CR mediator to be an independent observer. tion - without resorting to violence. Conflict resolution antagonisms and polarisation. ficulties with others. Simultaneously, these systems provide
Alternatively, two friends or allies could be asked to meet is unlikely to be effective if it is only carried out within The system outlined is one method for achieving peer mediators with valuable life skills.
and discuss the problem on their behalf. However, as this school hours (and where, as soon as learners return to mediation in schools, but it can easily be adapted to suit the
would be a ‘second-hand’ discussion, it may cause further their homes, they are again faced with violence and requirements of individual schools. Conflict Resolution Skills
communication problems. aggression).
CR class monitors who abuse their Key elements of the system are: - Suggested lessons are included which are specially designed
position in any way (for example by themselves bullying or • Gaining support of school governors, and training/ to increase empathy and understanding of other perspec-
intimidating learners) will be replaced immediately, and the awareness briefing; tives and viewpoints. These lessons also provide peace-
reasons for this explained to the class and school. ful anger-management and negotiation tools for solving
• Selection and training of educators with special disputes. They are arranged in a number of sections, and
Notes for Parental Awareness responsibility for CR (Conflict Resolution); cover the following: -
• Selection and training of learner conflict resolution • Bullying;
It would be helpful to write to parents about the proposed mediator members; • Perception;
introduction of this system, following this with a parents • Selection and training of class conflict resolution
meeting to discuss any lingering concerns. monitors; • Communication skills;
The following are some points that could be included. • Establishment of monitoring and mediation procedures. • Empathy and compassion;
• This conflict resolution programme includes a system • Cooperation;
of peer mediation. Peer mediation is a specific form of The mediation and negotiation techniques used include key • Tolerance;
conflict resolution utilising learners as neutral third aspects, such as:
parties in resolving disputes. In this system the school • Use of a neutral adjudicator/facilitator (or team); • Anger and other emotions;
will utilise a learner mediation team for the school • Assertiveness;
(which comprises three learners from the top class • Meeting to talk in a peaceful and constructive manner
and three from the class below this), plus three about the potential conflict; • Critical & creative thinking;
monitors for each class. • Clarifying each party’s interests and desires; • Mapping the conflict;
• The system provides for an early warning of any • Negotiation techniques;
conflicts or bullying in the school. Trained learner • Checking that each party understands the other’s
mediators and class monitors can intervene to try and position; • Mediation.
8 1
Each section begins by providing background information suspensions for fighting during the program’s first year • Information (in broad, terms, not detailed) on each • Help learners to actively listen to the other learner(s);
for the educator on the subject, and a suggested list of of operation. conflict and its progress must be given to CR educators • Help learners to understand the perspective of the
further resources, in case the educator wants to research • The Clark County Social Service School Mediation weekly; other party.
the subject in more detail. The introduction is followed by Program in Nevada, during the 1992-1993 school year, • Any serious conflict or bullying, which could be a
suggested lessons for each subject area, which can be reduced conflict among learners in two participating physical danger to educators or learners must be Negotiation
delivered directly, or adapted to suit the skills, abilities and elementary schools and helped prevent fights among notified to the CR educators immediately (this
experiences of the individual school and educator. This learners. After the program, the number of teachers includes cases of abuse and neglect); Ask each learner involved to: -
approach is designed to help educators to develop their who spent less than 20 percent of their time on dis- • Explain what they think the problem is;
own skills and knowledge, while at the same time providing cipline increased by 18 percent. Similar results were • On no account should CR mediators or CR class
lessons that can be either directly delivered or enhanced reported for the 1993-1994 school year. monitors put themselves at any risk; • Say what they want;
by more experienced educators. • There is a risk that a pupil may reveal something • Say what their limits are (what they will accept);
Conflict resolution skills are important for the settle- • Evaluations of the impact of the Resolving Conflict important like neglect or abuse to a peer counsellor • Work out an agreement together;
ment of playground disputes and the avoidance of learner Creatively Program (RCCP) in four multiracial, multi- who may not realise it needs to be passed to a teacher.
aggression and violence. But their value goes much deeper ethnic school districts in New York City showed that: • Check that those involved are happy.
than this: these CR skills are also vital components of the 84 percent of teachers who responded to a survey Notes for Learner CR Mediators Mediation
emotional intelligence of learners, which helps them in all reported positive changes in classroom climate;
their future relationships - be they personal, family, social, 71 percent reported moderate or significant decreases Learner CR mediators will be trained for their role. • Give each learner involved the opportunity to talk;
workplace-related, or national/international. in physical violence in the classroom; and This is a responsible role, and must be taken seriously. The • Clarify what they are saying;
A peaceable classroom or school results when these values 66 percent observed less name-calling and fewer verbal role should not be accepted unless the learner is willing to • Check that each understands the other’s position;
and skills are taught and supported in all areas of school insults. devote significant time and effort to it.
culture. More than 98 percent of respondents said that media- They should also be careful not to take advantage of the • Help the parties to create ways of solving the problem;
tion gave children a significant tool for handling conflicts. position of power. Any CR mediators that abuse their • Test suggested solutions with the parties;
Previous Experience Conflict resolution skills have also been taught all over position in any way (for example by themselves bullying or • Find a solution that everyone involved likes.
in Conflict Resolution New South Wales and Queensland in Australia to learners, intimidating learners) will be replaced immediately, and the
educators and parents, transforming communities. reasons for this explained to the class and school. Ideation (developing and exploring solutions)
There is existing international experience in conflict resolu- All words and actions of CR mediators must be peaceful
tion in schools, including in Australia and the USA. A joint Conflict resolution skills have been found to be transfera- and non-violent, aimed at avoiding or resolving conflict. • Use fresh perspectives and ideas;
report, from the Office of Juvenile Justice and Delinquency ble: solving conflicts in the inner life, personal life, and family. • Use critical, creative and lateral thinking.
Prevention and the Office of Elementary and Secondary It follows that this intervention has the potential to extend The main tools that will be used by CR mediators in
Education in the USA, cited examples of effective conflict into the community, state, nation and international scene. resolving conflicts will be: facilitating communication, Seek ‘win-win’ solutions
resolution programs. Among the success stories they negotiation, mediation, and helping the parties to develop
noted are the following: - and explore solutions (using critical, creative and lateral • Never make any learner feel resentful or hard done by.
• Five of the six New York City high schools participat- thinking). Follow-up
ing in Project S.M.A.R.T. (School Mediator Alternative A successful CR mediator will have developed skills that • Always follow through by keeping in contact with the
Resolution Team) had a 45 to 70 percent reduction in will be useful throughout his or her life, and in the finding learners involved to check that they remain content and
and keeping of employment. Please use this opportunity conflict-free, and keep class monitors in the picture.
wisely, and enjoy it!
The basic principles are: “If you want to
Stay neutral make peace with
• Ensure fairness and
justice. your enemy, you
Bring down the have to work with
temperature your enemy. Then
• Stress similarities and play
down differences; he becomes your
• Help those involved to
depersonalise (by avoiding partner.”
personal attacks, accusations Nelson Mandela
and language);
• Use ‘time out’ where necessary.
Facilitate communication
• Help the learners involved to explain their problem
clearly;
2 7
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