Why does Denmark have one of Europe’s lowest rates of bullying?

Denmark, along with Sweden and Finland, has one of the lowest rates of bullying in Europe. We speak to teachers, pupils and parents to find out how this Scandinavian country is managing to stamp out harassment in schools.

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The Sluseholmen Skole in Copenhagen is one of many Danish schools where children are taught from an early age how to avoid bullying, which causes less damage here than elsewhere in Europe.

Meditation and cuddles are part of the morning routine for primary school pupils at Sluseholmen Skole. For teacher Maja Hindsgaul, well-being is key to learning.

“I’m the one they can talk to if something is difficult. And I’m actually talking a lot about who I am and what I like, and that it’s ok if they like to hug. I like that too,” she told Euronews.

“Of course, they have to learn to read and write and stuff like that, but they can do that if they feel safe. It’s my mission to make them feel safe so that they can develop social skills at school.”

Learning how to live with each other is part of the teaching.

“We’re always trying to get the kids to work together in different types of groups, across genders and not always with their best friends,” said teacher Louise Ibsen. “They’re also practicing social skills for how to communicate, and also how to compromise on different ideas.”

These methods are just some examples of the programmes used in many Danish schools to prevent bullying, as early as kindergarden. And the children are very receptive.

“Everybody has full respect for each other,” said pupil Polly Schlüter Bingestam. “Friends help you if you are bullied because they stop the bullies and call a teacher.”

Fatemeh Shahmarvand is a parent and part of the school board. This enables parents to take part in decisions regarding school programmes, which plays a key role in preventing bullying, says Fatemeh.

“I think the most important thing is that if you see that your children are feeling bad, you take it seriously and try to find out what could be wrong, that we parents talk to our children and find how to make them a bit more robust so that they can learn how to cope with adversity,” she told Euronews.

‘It’s harder to be a teenager:’ The impact of the internet and Covid lockdowns

Denmark, along with Sweden and Finland, has one of the lowest rates of bullying in Europe. However, a call centre, managed by Danish children’s rights NGO Børns Vilkår, has seen the number of calls related to bullying increase, as well as suicidal thoughts, in particular among young teenagers.

“We have all age groups calling about bullying, but it seems to be a particular problem for, let’s say 10 to 15-year-olds,” says Børns Vilkår’s CEO, Rasmus Kjeldahl. “And that’s where it’s extremely important for a child to belong to a group. The act of bullying is expulsion from the group.”

“The digital dimension has made it worse because the bullying doesn’t stop when you leave the school,” he added.

Helle Hansen is an education and school bullying researcher. She’s one of the experts who designed anti-bullying programmes introduced in Denmark’s schools 15 years ago.

Such programmes have been successful, but must be reinvented she says, in the light of new realities.

“It’s harder to be a teenager. We had the lockdown. We had Covid. You’re more alone. In general, well-being is challenged. Young people, or kids who are involved in bullying, they need something. They need to understand the meaning of being here and being part of it.”

“If we don’t understand them, they are meeting meaninglessness. And meaninglessness is a part of why they start bullying each other.”

The importance of communication and student-led governance

Understanding teenagers is a matter of course, for the headteacher of the Greve Gymnasium high school near Copenhagen. Like in many Danish schools, an anti-bullying charter can be found on its website.

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More than sanctions, what matters most are group dynamics and dialogue with students. They have their say in the anti-bullying strategy, as they do for all the rules governing school life.

“We try to get close to the students in many ways and to discuss the teaching, the pedagogical principles, what they do in the breaks, what they do in their spare time, and of course, how they interact on social media. We have lessons about that as well,” said Mette Trangbæk, the Headmaster of Greve Gymnasium school.

“It’s very important that we dare to go close to them and dare to facilitate their life, not only life in the classroom but also life in their spare time.We work on trust, because trust is a way to get closely related to them, but it’s also to act upon the problems.”

That was a trust we could bear witness to in one final-year maths class. A group of students chose to leave the room to talk to us about bullying, with their teacher’s blessing.

“I’m an authority in my field in math and history. But I’m not an authority on what you should do or think. That’s responsibility,” Maths and History teacher Sanne Yde Schmidt told her students.

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“I think a lot of bullying comes from hierarchies that don’t work. And then people try to take power by bullying someone else. And if you don’t need to take power because you have the power of your own life from the beginning, then that’s another situation.” she told Valerie Gauriat.

“The students have a quite big voice in the decisions that the school makes”, points out Mathias Keimling, a student representative at the school board. “If we hear that any of our co-students, have problems, we can take it right to the board, where our opinions will definitely be heard.”

Co-student Lucija Mikic feels the odds of bullying are lower in Denmark than elsewhere in Europe, because young people “learn from a young age to treat others as we would like to be treated. That’s very much built into the way we’re taught,” she says. “And it’s something you think of before you say anything to someone else.”

For her class-mate Jonathan Emil Bloch Teute, the way children and teenagers relate to  adults also plays a role: “teachers and parents are seen as confidants and guidance givers more than authorities you have to respect and answer to. If you do experience bullying in Denmark, I think everyone has someone older that they can reach out to and help fix this problem.”

At the end of our conversation, the students meet up cheerfully with their maths teacher again.

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“They missed the math class, but they learned something else that’s also important. It’s part of being grown up, to decide what is important.”, smiles Sanne Yde Schmidt. “To be a person in your own right is part of feeling well about yourself, and that prevents bullying.”

One of her students, Xenia Marie Biehl Wilkens nods approvingly. “Denmark as a country is good at giving us this feeling that we are a person, we are an individual, and we are heard and seen.”

“And important!” adds Sanne. “You’re your own person, but as a part of a community. We’re separate but together.”

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UK concrete crisis: What is RAAC and why is it ‘crumbling’?

As schools across the country are forced to partially close and London airports confirm their buildings have RAAC, Euronews takes a look at the impact RAAC has and will have going forward.

It hasn’t been a normal ‘back to school’ for many pupils in the United Kingdom this September.

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More than 150 schools in the nation have been forced to close – fully or partially – thanks to the fact that they are fitted with a type of concrete which could suddenly collapse.

Reinforced autoclaved aerated concrete – otherwise known as RAAC – is a lightweight building material which was used from the 1950s up to the mid-1990s in the UK and across the globe.

Recently, it has been assessed to be at risk of collapse and is not just present in schools, but also in hospitals, airports, housing blocks, theatres and other public buildings.

The British government has attracted huge amounts of criticism due to their handling of the situation and ministers in England and Scotland have been accused of covering up evidence relating to the severity of the problem for months.

Earlier this week, UK Education Secretary Gillian Keegan was forced to apologise after making “off-the-cuff” remarks on camera while expressing frustration about the crumbling concrete crisis in schools.

“Does anyone ever say ’you know what you’ve done a f***ing good job because everyone else has sat on their arse and done nothing?′”, Keegan said at the end of an interview with broadcaster ITV.

Before the controversy about RAAC – and the much-maligned government’s reaction – came to the forefront, a report by the UK’s spending watchdog, the National Audit Office (NAO), had highlighted the cost and complexity involved in dealing with the problem.

The government has since committed to completely rebuilding seven “structurally unsound” hospitals built with RAAC but parents and political opponents alike are in uproar following parliament’s response, with some saying it was “too slow” and “doesn’t go far enough”.

If you’re finding it hard to get your head around the controversy surrounding RAAC as well as the sheer scale of the problem, Euronews is here to help, with the assistance of some construction experts.

What is RAAC?

RAAC is known as a less durable form of concrete, with a lifespan of around 30 years. It’s prone to collapse when it gets wet. Remarkably, concerns about its structural integrity were first raised by researchers nearly 30 years ago, back in 1994.

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Manufacturing in the UK stopped in the 1980s and, although it’s not entirely clear why it was brought to an end, researchers believed that the material could be prone to problems.

“Due to its lightweight, RAAC planks were commonly used for flat roofing, which is a primary reason the present circumstances are perilous. In the 1990s, even as RAAC was still in use, structural engineers found that its durability wasn’t enduring over the years” Stuart Bosley, managing director of Quantum and Project Advisory at DeSimone Consulting Engineers, toldEuronews.

“As RAAC ages, it can weaken, increasing the risk of structural collapses. Its initial popularity stemmed from its lightweight, ease of installation and affordability. At its height of use, it was viewed as a cutting-edge and efficient building material”, Bosley added.

Where was RAAC used?

Contrary to some current reports, RAAC wasn’t just used in the UK.

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It was also very popular in countries including Ireland, Australia, New Zealand and South Africa from the 1950s up to the 1980s.

Experts said it was very unlikely that RAAC manufactured in countries other than the UK would be able to avoid similar problems.

“RAAC was used in various parts of Europe, but the extent to which each country or region adopted it would vary”, Stuart Bosley explained.

“[Other collapses in Europe] might raise questions about the usage of RAAC or similar materials in other European structures. However, it’s essential to investigate each incident individually to determine the exact causes”, he adds.

How dangerous is RAAC?

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“RAAC has a shorter service life due to its inherent properties. Its high volume of pores makes it less reliable for structural purposes”, Andrew Coombe, managing director at My Build My Way told Euronews.

“Larger RAAC units are particularly prone to sudden cracking, which can be catastrophic in load-bearing elements, and a collapse can happen with no warning”, Coome added, “As a porous structure RAAC is vulnerable to moisture, chloride, and carbon dioxide, which can lead to the corrosion of steel bars or welded wire fabric which act as reinforcement agents within the concrete”.

While it’s not entirely clear exactly how many buildings contain RAAC, Stuart Bosley explained that it was absolutely crucial they are all checked to ensure the safety of people inside and nearby.

“Any structure built with RAAC during its popular usage period should be assessed for potential risks”, he said.

The present issue dates back to at least 2018 in the UK, when part of the roof collapsed at Singlewell Primary School in Gravesend, Kent. RAAC was linked to the collapse of the roof and although no one was hurt, government opponents say the Conservatives should have moved significantly faster after that incident.

Where did the concerns around RAAC come from?

While you likely may not have heard of RAAC until 2023, the root of the problem actually goes back decades.

In fact, some issues with the material have been known about for around forty years.

As early as the 1980s, there were roof collapses reported in multiple buildings, due to decades of corrosion. Some required demolitions and many were found not to contain adequate steel reinforcements.

In the late 1990s and early 2000s, the Building Research Establishment (BRE) published research papers which found that excessive deflections and cracking had been identified in a number of RAAC roof planks and highlighted “excessive” issues in a significant number of older buildings using the material.

In 2019, the Standing Committee on Structural Safety issued an alert about the collapse to government departments as well as hospitals, churches, building professionals and local authorities in charge of schools. They wanted that “pre-1980 RAAC planks are now past their expected service life and it is recommended that consideration is given to their replacement”.

This event, and others, prompted the Department for Education (DfE) to release safety guidelines on RAAC. There were holds up, apparently due to insufficient funding and COVID-19-related delays up until February of this year, when seven education unions demanded urgent action over the “shocking state” of school buildings at the risk of collapse.

At the time, union bosses said the situation had “reached rock bottom”. In June, four schools in Essex and the North East of England were forced to close due to the presence of RAAC in their ceilings. Pupils affected were taught remotely or at alternative, safe sites.

What’s next for preventing any RAAC-based catastrophes?

It has certainly been a trying time for those who have been informed that their buildings contain RAAC.

Some school pupils are being told they will have to take pandemic-style remote lessons, while other heads of schools have been frantically searching to find temporary facilities.

Around 14 hospitals, constructed “either wholly or in major part with RAAC”, have been ruled as dangerous, with seven of them considered “critical” and not fit for purpose beyond 2030.

As we approach the colder months, the National Risk Register has warned of the threat to schools from “low temperatures” and “heavy snowfall” which could pose a “significant threat to human welfare”.

Opposition leader Sir Keir Starmer has blamed the crumbling concrete crisis on the government “cutting corners” and “sticking plaster politics”, joining industry experts in that sentiment.

“One could argue that the government might have taken more rigorous steps to determine the actual risk extent”, Stuart Bosley told Euronews. He added, “Given that these concerns have persisted for over a decade, a well-orchestrated risk management approach could have potentially prevented this widespread dilemma”.

A government spokesperson has refuted claims of wrongdoing, saying ministers had acted “decisively” to tackle the RAAC scandal. The DfE has called for schools to proactively check for RAAC in their buildings and say they will offer funding so that expert guidance can be called in.

Some have questioned whether this goes far enough – or whether it’s simply too little too late.

“Upon identifying any wear and tear, schools should promptly establish safety measures, including sectioning off compromised areas”, Bosley explained. “It’s essential to update evacuation procedures, emphasising safeguards against possible structural emergencies”.

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How are internally displaced Ukrainian children coping?

In the final instalment of this two-part series, Euronews investigates how children in Ukraine have had their lives upended by Russia’s invasion. How are NGOs Save the Children and UNICEF tackling challenges posed by internal displacement and disruptions to education?

As of January 2023, there were 6.2 million internally-displaced people (IDPs) in Ukraine. The United Nations estimates that more than 3.5 million children across the country have “severe to catastrophic levels of needs”. Approximately 75% of parents have reported that their children have symptoms of psychological trauma as a result of the war with impaired memories, shorter attention spans, and a decreased ability to learn.

“We try to work with families inside of Ukraine, those trying to get their children back [those forcibly deported to Russia] but also families who have had their children returned”, Ajman Yamin, Save the Children’s Advocacy, Campaigns, Communication and Media Director for Ukraine told Euronews.

“This is one of the situations that is very sensitive for families. Sometimes after they get their children back they don’t even want to talk about it, because they worry that something else might come after,” he said.

Collective centres have been set up to cater to Ukraine’s displaced population. There are some 7,000 collective centres in the country but many of them lack child-friendly facilities and infrastructure for small children.

In addition, Save the Children has reported that collective site managers do not have the experience to deal with diverse groups of IDPs, such as ethnic minorities, people with specific needs, female-headed households with children, older people, etc., which can exacerbate IDP vulnerabilities and introduce barriers to accessing services.

To better address the needs of children, the charity has a large focus on reintegration through what Save the Children calls ‘child-friendly spaces’. These centres cater to children who are not up to speed with the education curriculum, provide space for parents to discuss their financial needs, and help children process difficult emotions through designated therapy dogs.

Educating a lost generation

Education comes in two parts, both formal and social as Ajman Yamin explained: “Children are trying to form their opinions of what life looks like. It is vastly important for them to socialise, and meet each other. And this is why we continue to push not only to work with the Minister of Education but also work with families on improving the quality of learning and making sure there are opportunities for children to speak to each other, learn from each other, and socialise which will help them develop a healthier view of themselves and of life.”

For many children in Ukraine, remote learning has become the norm. The shelling of critical infrastructure and residential areas has forced many schools in frontline areas to conduct lessons online.

Poor internet connection, energy blackouts, and a lack of suitable smart devices can disrupt lessons, while less than 30% of school children have access to a laptop or tablet.

As a consequence and after two years of remote learning due to the COVID-19 pandemic, many children are not educated or do not have the age-appropriate skills required by Ukraine’s Department of Education.

To facilitate both online and in-person learning, Save the Children has developed digital learning centres (DLCs) and mobile learning stations. Teachers are transported on purpose-fitted buses with learning materials to war-torn areas to provide families and children with educational support and to allow children to socialise together.

UNICEF is also on the ground providing essential services such as medical care, psychological support, family support, clean water and education.

“UNICEF is delivering both humanitarian assistance and humanitarian recovery all the way along that spectrum from bottled water and medical kits in frontline locations all the way through to supporting health clinics with power generation and all the equipment they need to get wastewater treatment plants back online and functioning again”, Damian Ranch, the Chief of Communications for UNICEF in Ukraine told Euronews.

“One of the most important things, as far as UNICEF is concerned, is ensuring that wherever children may be, no matter what the set of circumstances is, children get the opportunity to access learning, whether it be in a formal school setting or whether it be online,” he said.

For UNICEF, the focus remains on ensuring that children return to education as soon as possible. However, many humanitarian organisations in Ukraine depend on private donations to continue their work.

As Russia’s full-scale invasion nears the one-and-a-half-year mark, some experts fear compassion fatigue will hit financial supporters.

“The world has been very generous to Ukraine and to us [Save the Children] in particular,” said Yamin. “But sadly, the level of funding cannot meet the level of need, and the number of people in need is big” he continued.

Ukraine has a land mass of 603,700 square kilometres making it the second largest country on the European continent after Russia, this adds further logistical challenges. “It can take more than 14 hours just to get from the west to the centre, so that puts large demands on us,” explained Yamin.

“I think beyond UNICEF, it’s something that all organisations working in conflict zones worry about. But we have seen a significant decline [in funding] in 2023 compared to last year. I think people are looking ahead to 2024 and are worrying about how much programming they can put in place”, echoed Damian Rance.

While online learning is helping to bridge the gap for students in the interim, Rance warned that schools will not be repaired overnight. 

“Recovery and rebuilding are not just about infrastructure, this is also about rebuilding the community and society here in Ukraine so that it is child-centric and child-focused, one that puts children and their needs at the centre. And that requires, of course, significant resources,” he concluded.

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