The two primary institutions responsible for the upbringing of children and adolescents are the family and the school. These two settings should be places of care, safety, warmth, and affection, but, unfortunately, this has not always been the case!

Both the family and the school have been settings fraught with challenges—and at times even conflicting values—where adults are unable to establish themselves as positive role models, and where there is a lack of dialogue, understanding of others, empathy, and a dialogical authority figure who can create a space for reflection and a sense of belonging for our children and young people.

Furthermore, everyone, from early childhood onward, has been immersed in digital environments and has become lost in networks and platforms that have distanced children, teenagers, and adults from the real world.

This certainly happens because families and schools are victims of everything that has been happening in society: a reversal of values, contradictory social models, various forms of violence, anxiety that throws people off balance, depression that paralyzes… In short, they need to look inward and rebuild their histories to foster the healthy development of future generations.

I will, therefore, begin my reflection by looking at the school, because I believe it can be a space for transformation and learning—both for the school itself and for families.

Many recent studies show that children and adolescents need to feel like they belong in the school environment in order to feel motivated to learn. This is especially true for adolescents!

For this sense of belonging to develop naturally, it is essential that we focus on the sense of safety students should feel in this space. To feel safe in the school environment, students need to feel known, seen, and understood in all their diversity; therefore, the school must be a space that embraces diversity and implements educational practices focused on equity to promote effective learning for the diverse range of students it serves, thereby ensuring the inclusion of all students.

Still on the topic of safety, it is essential that the school be a space for dialogue and recognized authority, where any conflicts that arise can be addressed as opportunities for character development and personal growth, rather than becoming triggers for various forms of violence.

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To this end, it is necessary to inform the entire school community—families, students, and staff—of the rules and school regulations that will provide a framework for mediating any conflicts that arise. To achieve this, we will also need to rely on adults recognized by the community to serve as mediators for the many issues that arise in daily life.

From there, another key aspect is that all adults affiliated with the school recognize their importance as role models and as sources of values and attitudes. These adults need to understand the characteristics of the age group they work with, practice active and reflective listening, and engage in open, sensible dialogues that cover a range of topics, free from prejudice or discrimination.

These adults—school staff—also need to develop projects and campaigns against bullying, racism, and all forms of discrimination, among many other issues, so that all students can feel safer among their peers and with the adults at school.

All of this is quite a challenge for our teachers, isn't it?! But that's where the crucial role of school administration comes in—it's another key factor in ensuring a welcoming school environment.

It is the administration’s responsibility to develop a training program for its educators that covers a variety of topics designed to strengthen the ability of teachers and staff to address different challenges: stages of development, social-emotional skills, pedagogical skills, current issues, and much more, while also ensuring a welcoming environment that fosters listening and dialogue—especially for teachers who need to have their mental health supported so they can be fully present in their relationships with their students.

The school needs to establish itself as a support network among peers and with administrators so that everyone feels jointly responsible for the development of the students and the staff itself.

In addition to this sense of security, the school must be a caring and welcoming environment where —by focusing on students and teachers and recognizing their individual characteristics—the school fosters the development of talents and shows respect for students’ challenges. Educators need to be open to new ways of teaching, recognizing the various approaches that facilitate effective student learning; they need to employ different methodologies that empower students to take a more active role in their own learning process; and they need to provide encouragement and feedback to students so that those on the right track can continue and those who are straying from their goals can reevaluate their paths with the help of adults.

It is also important here to foster the development of networks based on mutual support, to develop projects in which each person gives their best in the area where they have a personal talent, allowing for the appreciation of multiple languages and forms of expression. They must also be respectful of others’ difficulties, view them with compassion, and believe in their potential for transformation.

Another characteristic of a welcoming school is the warmth that is evident in people’s expressions, conversations, and attitudes. In addition to the exemplary behavior adults should demonstrate, the school should incorporate into its curriculum classes, materials, projects, and campaigns that highlight this aspect.

Even if a student does not have this role model at home, the school must offer activities that strengthen family bonds and ensure that instances of violence are handled firmly, yet with respect and empathy. These bonds should bring families into the school environment through interactive educational activities, parties, commemorative events, parent-teacher meetings...

That said, let's take a look at the family!

We know that many families feel at a loss when it comes to raising their children and often shirk their responsibilities; as a result, children and adolescents do not feel they belong in this environment and seek—in the outside world, on social media, and in online games—the sense of belonging that is so important for their age group, as well as the listening ear and warmth they are not receiving at home.

Given this situation, recent studies show that children and adolescents are becoming increasingly lost, easy prey for recruiters and pedophiles, and that doctors’ offices are filled with cases of anxiety and depression—in short, children and adolescents who do not feel safe, welcomed, cared for, or loved at home and, as a result, experience learning difficulties and a decline in academic performance.

And where will these families be able to relearn their role? I believe that, initially, it will be at school, which should position itself as a partner and role model; it should open its doors to welcome families, offer training on various topics, engage in one-on-one conversations with families, mediate conflicts among families, and encourage parents to participate in school life.

And I cannot conclude my reflections today without going beyond these perspectives in the context of education. We must not forget that teachers need to be valued by society once again; we cannot allow young people and families to undermine the role and importance of educators.

Teachers must not be subjected to any form of violence, and this begins with the respect that families and the government must show toward these professionals. Professional recognition, respect for teachers’ authority, effective legislation that does not tolerate violence against teachers, and raising awareness throughout the community will all contribute to the development of a peaceful culture that brings together more motivated students and educators who feel safe and are committed to building a better society!

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