OUTCOME REPORT ON CHILD LED RESEARCH ON INCLUSION AND SAFETY IN SCHOOL

Loo Niva Child Concern Group Lalitpur List of Abbreviations

CBR Community Based Rehabilitation CC Child Club CWD Children with Disability/ies DRR Disaster Risk Reduction FGD Focused Group Discussion ILO International Labour Organization IMR Infant Mortality Rate MMR Maternal Mortality Rate NGO Non-Governmental Organization PTA Parents-Teachers Association SMC School Management Committee SS Secondary School UNCRC United Nations Convention on the Rights of the Child VDC Village Development Committee Acknowledgements

It was a matter of pride and pleasure insights provided by all child respondents to take the assignment for preparing are the foundation of this report, I am a research report on the Child Led very much thankful to them. Research: Inclusion and Safety in School. Once again, I am very much thankful to I would like to thank Loo Niva Child all the supporting people, interviewees, Concern Group for trusting me and my FGD participants and Loo Niva engaged team to take this assignment. The role of for making it possible for coming up with the program officers and coordinators this report and providing considerable in facilitating and guiding this research amount of time to develop it. throughout and their involvement in the data collection process is quite appreciable. I would also like to thank all the selected school authorities, SMC, teachers and principals for cooperating with the research tools. All the child researchers Mr. Narendra Dangol who conducted this research are the Executive Director main actors. The time, information and Loo Niva Child Concern Group, Lalitpur Table of Contents

List of Abbreviations Acknowledgements Table of Contents Executive Summary 1. Introduction 2. Findings 2.1 Findings from the Identification of Inclusion and Safety Issues: Forms and Practices of Discrimination, Safety and Violence in selected schools 3. Recommendations 3.1 For the issues of Safety of the Children 3.2 For the issues of Violence affecting the Children 3.3 For the issues of Inclusion in school Annex 1: Case Studies Executive Summary

The child researchers identified the issues of lots of games and extracurricular activities. discrimination, safety and violence during Most of the participants of the interviews affirmed the research process. The major forms of the prevalence of the children’s consultation practice discrimination identified by the child researchers and their counseling. There are parents gathering, and the responses of the participants about these meetings and interaction between parents and issues were; discrimination against children with teachers. Similarly, students are consulted at the disability, based on learning skills, based on caste, times of activities like construction, educational gender and religion, based on physical structure tours, cultural programs, sports, social audits, etc. and facial color and inequality in the involvement When asked about the practice of counseling the in the extracurricular activities. interviewees said that the children are counseled On the safety issue, child researchers have listed occasionally. They are oriented about cleanliness, playgrounds, classroom materials like benches and safe drinking water, DRR, child club planning, desks, ladders, path towards their schools, doors SMC meeting, discussions on safety and positive and windows, building, toilet, school gate, etc. behavior, etc. They have stated that the playgrounds are unsafe Some of the recommended actions suggested by the as there are heaps of reconstruction materials. teachers and child researchers are that the schools Similarly, about the behavior of the behaviors of should have wall built around the premise for the teachers with the CWD, the respondents shared secured compound, constructing disabled friendly that they call names, not love them and not be physical infrastructure (toilets, taps, classroom supportive enough in their learning processes. furniture, and stairs), proper management of About the kinds of behaviors they would like to basic amenities like clean drinking water and experience from the teachers, the girls and boys gender friendly toilets. Similarly, there should shared that they would like to experience equal be enough water to clean the toilet, adoption of treatment, motivating attitude, no corporal safety measures and education on DRR to reduce punishment and good learning environment with the damage of natural disasters. 1. Inclusion and Safety in Schools

Introduction

Students feel positively connected with each exists here. The children who belong to the lower other and the system in a safe, caring and equal caste (Dalit community) face discrimination on school environment. They feel respected and they day to day basis within and outside the household, are good in what they do if such environment is in the community and in their school. Despite ensured. Everyone has a role to play in building a the country providing free basic education, safe and inclusive school environment. the retention is not satisfactory in which discrimination based on various factors plays one Nepal is a multi-cultural with greater power of the main roles. Furthermore, children with distance within the individuals. We have disability in the complex geographical and socio- hierarchical social system. The caste system still cultural system face exclusion and issues of safety

1 to greater extent. The remote hill areas of Nepal Lalitpur district. The process involved children with difficult land topography pose threat to the from the same area as the lead researchers who people residing in these areas. Massive earthquake are also the active members of the child clubs. of 2015 and the extensive reconstruction activities They were involved in the identification of issues, following the incident have had adverse impacts data collection, data analysis, and data verification on the students regarding their safety. Besides process. these obvious safety issues, there are/could be the certain areas within the school premises The overall objectives of the research were as affecting the learning and overall physical and follows: psychosocial development of the children. • To help children understand the situation Without addressing the reading and learning of their and other children’s inclusion and opportunities for all children irrespective of their safety in school and provide physical, intellectual, social, economic, cultural recommendations to the policy makers. and linguistic backgrounds, the education system • To prepare children as the active change cannot be considered inclusive, safe and in favor makers for the assurance of inclusion and of children’s right to education. safety in school.

In this light, Loo Niva Child Concern Group in collaboration with Patan CBR and Interpedia Finland carried out the Child Led Research in the topic “Inclusion and Safety in School” in two rural municipalities; Bagmati and Mahankal in Southern part of Lalitpur. These are the earthquake affected and geographically remote areas of

2 2. Findings of the Study

2.1. Findings from the Identification of Rural Forms of Actors Victims No. of Municipality discrimination responses Inclusion and Safety Issues: Forms and Boys Girls Practices of Discrimination, Safety and Discrimination Friends and Friends and 5 5 Violence in selected schools based on height classmates classmates Discrimination Friends, Dalit friends 8 15 based on caste teachers and The different forms and practices in both safety community and inclusion issues were identified by the child Discrimination Teachers, Students scoring 6 12 1 based on students, less in exams participants in the selected schools of two rural learning skills neighbors Discrimination Friends, Children with 12 11 municipalities. The child researchers prioritized Bagmati against CWD teachers and disability the most prevalent forms as per the responses of community Discrimination Students and Students 7 8 the child participants. based on community belonging to the economic status belonging poor families to the rich A. Inclusion in the Selected Schools of families 2 Discrimination Friends Students and 4 8 Bagmati Rural Municipality based on facial class mates color The responses on the discriminatory practices that Discrimination Senior Junior students 5 7 based on age students, exclude the children along with list of the involved class mates, actors and affected victims in the selected schools community of Bagmati are presented in the table below: The above table suggests that the discrimination based on caste where Dalit children are treated Table 1. The details of the forms of discrimination unequally has the high prevalence in Bagmati rural as per the responses of boys and girls in Bagmati municipality as it got the total responses of twenty rural municipality three (eight boys and fifteen girls). Similarly, the

1The detailed description about the selected schools in both the municipalities are provided in the Process Report. Outcome Report only presents the findings of the research. 2The study was conducted in Ashrang, Malta, and Gimdee in Bagmati rural municipality. The details of the number of wards and schools distributed across these places are given in the process report.

3 same number of responses is given by the children Table 2. The details of the forms of discrimination on the prevalence of discrimination against CWD as per the responses of boys and girls in i.e. twenty three (twelve boys and eleven girls). Mahankal rural municipality Lower performing children are treated unfairly and Rural Forms of Actors Victims No. of not given priority to participate in the indoor and Municipality discrimination responses outdoor classroom activities, as per the responses. Boys Girls There have been total eighteen responses in which Discrimination Teachers, Friends 2 2 six were boys and twelve were girls. Likewise, based on height friends Discrimination Teachers, Friends scoring 3 5 children being treated differently on the basis of based on friends low in exams learning skills their economic status is also prevalent in Bagmati Mahankal Discrimination Teachers, Students with 3 0 rural municipality as implied by the fifteen against CWD students disability Gender-based Teachers, Girls 0 2 responses of the children (seven boys and eight discrimination students girls). The other forms of discrimination are those Based on age Friends Junior students 2 0 that are based on age, facial color and height. B. Inclusion in the Selected Schools of The most common forms of discrimination as Mahankal Rural Municipality3 identified by the students in Mahankal rural municipality are those that are based on age, Similarly, the responses of girls and boys in the height, learning skills, gender and against CWD. selected schools of Mahankal on the practices The discrimination based on learning skill received which the respondents feel are discriminatory are the highest responses of eight (three from boys and presented below in the table along with the list of five from the girls. It is noteworthy that in both actors and victims: Bagmati and rural municipality, it is common form

3In Mahankal rural municipality, the study was conducted in .

4 of discrimination with highest prevalence and Table 3. The details of the issues of safety and more girls have felt that it’s commonly practiced. violence as per the responses of boys and girls It suggests that girls feel more discriminated on in Bagmati Rural Municipality the basis of their learning skill. Rural No. of Issues of Safety Actors Victims Municipality responses and Violence Another common form of discrimination in Mahankal is the one based on height. Total four Boys Girls children responded that it’s prevalent (two boys 4 3 Sexual Teacher, Students harassment students and two girls). Discrimination against CWD is also 3 4 Fights/ Senior students Junior prevalent as per the responses. There have been quarrels students causing only three responses from boys and none from physical the girls. Similarly, on the prevalence of gender- harm based discrimination, there were two affirmative 1 4 Unsafe SMC and Students Playground teachers Bagmati responses from the girls and none from the boys. 2 5 Unsafe SMC and Students Likewise, according to the respondents, there is furniture teachers 2 5 Slippery SMC and Students the minimum prevalence of discrimination based ladder and teachers on age. Only two boys responded. There was no premises response from the girls to confirm the prevalence 11 7 Corporal Teachers Students Punishment of this practice. 1 0 Lack of SMC Students CWD with C. Safety in the Selected Schools of Bagmati friendly disability Rural Municipality space (toilet, classroom) The different practices as prioritized by the child researchers as per the responses of child The above table suggests that the most common participants are given below in the table with the issue on safety and inclusion is the corporal list of the respective actors and the victims in punishment. Eleven boys and seven girls of Bagmati rural municipality:

5 Bagmati responded to the prevalence of this issue. D. Safety in the Selected Schools of Mahankal Other highly prevalent safety and violence issues Rural Municipality are sexual harassment and fights/quarrels causing Table 4. The details of the issues of safety and physical harm. Four boys and three girls affirmed violence as per the responses of boys and girls in the prevalence of sexual harassment whereas three Mahankal Rural Municipality boys and four girls responded positively on fights Rural No. of Issues of Safety Actors Victims and quarrels causing physical harm being common Municipality responses and Violence in their schools. Unsafe playground and slippery Boys Girls school premises are also two of the common 17 4 Teasing and Male friends, Female safety issues as per the responses. There are seven bullying senior friends who students put make responses (two from boys and five from girls) in up, junior each of the issues. Likewise, unsafe playground has students 4 2 Slippery SMC Students also been viewed as one of the safety issue. It has path towards five responses (one from a boy and four from the toilet and classroom Mahankal girls). Last but not the least, lack of CWD friendly 1 0 Sexual Boys Girls space is also viewed as one of the existing safety harassment issues according to the response of one boy. 2 2 Unsafe SMC Students classroom furniture (with nails and spikes) 0 1 Unsafe SMC Students playground (with concrete and nails) In Mahankal rural municipality of southern Lalitpur, teasing and bullying is considered to be the

6 most highly prevalent issue of violence as per the i. Based on the Physical Ability: Majority twenty one responses (seventeen from the boys and of the participants had responded about the twenty one from the girls). Six respondents voted absence of a CWD friendly classroom. Similarly, for slippery path towards toilet and classroom to in one specific instance of Kalidevi SS, Pyutar-4 of be the safety issue among whom four were boys Bagmati rural municipality, the respondent shared and two were girls. Similarly, unsafe classroom about a blind student having difficulty to study furniture has also been perceived as one of the in the absence of a specific teacher to teach blind safety issues, as per the two responses each from students. The child researchers who participated boys and girls (total four). Sexual harassment and in the analysis workshop, during the verification unsafe playground (with concrete and nails) have process added that the children with disability been considered other safety issues. Only one are discriminated and excluded to participate in boy’s response affirmed the prevalence of sexual the extracurricular activities. Such children are harassment. On the other hand, only one girl’s dependent on others for even the simple tasks, response confirmed the unsafe playground being so, they are often neglected and discriminated. a safety issue. Pushing, misbehaving are mentioned as some of the violent behaviors mentioned by the respondents. The victims are mostly the CWDs On the basis of the above data presentation, and the actors are both fellow students as well as the the inclusion and safety issues prevalent in teachers. According to the child researchers who Bagmati and Mahankal rural municipalities participated in analysis workshop, in their guess, can be categorized as follows along with some there are around 1-2% of the CWDs who are not qualitative findings generated from the study able to come to school due to the stigmas, bullying conducted by the child researchers and backed and exclusion related with disability (physical and up by the child researchers in analysis workshop: mental). One researcher said, “The families where

7 they belong is not supportive and positive about responded that the teachers, fellow classmates and their disability, let alone other people. There is neighbors are the actors involved in such type of huge gap in awareness and education regarding the discrimination. family and society’s treatment to such children”. Some of the participants in the analysis workshop said that students should keep good attitude and In Bagmati rural municipality, one of the most make minimum mistakes when it comes to study common issues of violence (psychological) as and discipline. Interestingly, on the other hand, filled in the form by the respondents is bullying some of the participants didn’t agree and said against Children with Disability (CWD). As that its teacher’s job to make the class interesting. per the respondents, the victims of such type of According to them, teachers should design their violence are the children with disability of certain courses in a way that students are motivated to age group (12 years old) and grades (class 5-6). learn which leads to better learning achievement. The actors who are involved in this are friends They further added that the prevalent teaching and teachers. Similarly, students with special method in the schools where research are background are bullied, like orphaned children conducted is not good enough. by the fellow classmates and seniors as per the ii. Based on Religion, Caste and Gender: respondents of Pyutar-4, Bagmati. Similarly, discrimination is felt by the students a. Based on Learning Skill: Another common based on their religion, gender and caste. form of discrimination as per the responses is the Specifically about the one based on religion one based on learning skills. The students who and caste, 6 girls have expressed that School are considered less competent in studies or lower Management Committee (SMC) didn’t allow performing students are not provided equal their friends with so called lower castes to touch opportunities. According to the respondents, their the drinking water tap. Likewise, 4 boys have friends, brothers and sisters from certain grades stated that the SMC discriminates on the basis of are subject of this discrimination. They have religion too. Gender based discrimination is also

8 prevalent in which the teachers along with the last benches cannot see properly. Seat planning is friends are claimed to be the actors. not done properly in the classroom by the schools. In addition, the participants have responded that Similarly, teasing, dominating, insulting and the friends bully each other on the basis of the humiliating tendency is also mentioned by color of their skin (black and white). Students are the respondents. Such actions are performed also shamed on the basis of their body size (fat by the senior students on the junior ones. Girl shaming), in which the students’ friends are the respondents from Kali Devi SS, Malta, and actors. There is also the practice of name calling Bagmati have mentioned about boys fighting with among the friends which have been termed as one them. They have termed such boys as ‘bad boys’. of the forms of violence. iii. Based on Facial Color and Physical Appearance: Another common findings in the issues of discrimination is that the students with less heights and ages are not treated equally. The participants have responded that teachers and friends are the actors involved in such discrimination. Another form of discrimination is based on facial color. The participants have responded that the friends discriminate each other on the basis of the color of their skin (black and white).

Students with black skin color are named, “bokso/ boksi”. Students with less height when seated in

9 iv. Exclusion from Extra Curricular Activities: Not allowing students to participate in school sports is another common Example of a Good Practice: form of discrimination practiced in school, according to the respondents. Specifically, In Shri Kali Devi SS, Malta, children with disability are excluded from Bagmati rural municipality, there participating in extracurricular activities. is the provision of providing sports Boys do not allow girls to participate in such materials for different grades activities; similarly, junior students are not according to the days (Volleyball allowed by the seniors. Junior students’ ability for class 8 on Sunday, Basketball for to participate in all kind of sports including class 5 on Monday). Volleyball and Basketball is undermined. Similarly, CWD are not allowed to play because of their physical limitation. There is no provision of special arrangement like wheelchair for them.

Students have also stated that there is discrimination based on one’s position in child club. Teachers and friends are regarded as the actors by the respondents.

10 v. Corporal Punishment and Physical Abuse: 2.2. Findings from FGDs, Observation and Some of the students have responded positively to Interviews the prevalence of ‘mental and emotional torture’ by FGDs, observation and interviews were conducted the teachers. They have also considered scolding in Basic and Secondary schools of Bagmati as an issue of violence. Respondents from Bal and Mahankal rural municipalities by the child Manorama B.S, Ashrang have mentioned about researchers4 . The issues explored by the application corporal punishment in their school. In the of these methods revolve around the subject of safety analysis workshop, the child researchers shared and inclusion in these schools. The researchers, that the forms of corporal punishment are; beating by the help of the checklists and questionnaires5 and other physical punishments (making them conducted the FGDs, Observation and Interviews. do up-down, making them hen, etc.). While FGDs were conducted with the students, The participants have responded that there is Interviews were conducted with the Principals, “inappropriate touching of the physical parts of SMC chairpersons and the teachers with an the female students” practiced by the teachers. objective of gaining information on the issues and Although the child researchers have not confirmed practices of discrimination, safety and inclusion in about this kind of violence in the analysis their schools. The objective of observation on the workshop, it has been mentioned in the forms by other hand was to gain information from the school the child respondents. They have mentioned their and its surrounding about the status of its safety, friends (female) as the victims. Similarly, students inclusion and discrimination practices through the from Shree Panch Mahendra Secondary School, Thuladurlung-6, Mahankal rural municipality application of the observation tools. In this case, have responded that “bad intention” is the checklist was provided to the child researchers demonstrated by seniors and classmates (males). who actively observed the school premises and the They have mentioned that the ‘the girls who put classrooms. on a lot of make-up’ are the victims. 4The total number of child researchers and the respondents is provided in the process report. 5The checklists and questionnaires are in the annex section.

11 The summary of the findings from FGDs, Table no. 5. Positive and Negative Behaviors of Observation and Interview discussed in the points Girls and Boys with each other categorized as below: Positive Behaviors of Boys Behaviors of Boys and Girls S.N. and Girls with each other with each other i. Positive and Negative Behaviors Affecting Negative Inclusion in School 1 Being friendly with each other Fighting, throwing stones, in the classroom beating with sticks or broom, In both the municipalities, the participants of pulling hair and ears 2 Eating, playing and dancing Teasing and name calling FGDs, Interviews and Observation had some together common findings on the positive and negative behaviors of students and teachers, the reasons 3 Supporting each other in the Back biting behind them and the expected behaviors. study Positive and negative behaviors of the students 4 Using polite language Behaving in a rude manner based on interviews and observation carried out 5 Sharing food, stationery and Not helping in study by the child researchers are enlisted below: stuffs

6 Treating everyone equally Getting angry

7 Involving in group discussion Writing unnecessarily in other’s copy

8 Doing homework together Not sharing sports materials

There was common perception of boys and girls about their behaviors with each other (both positive and negative). In Bagmati, there was no specific and different kind of behavior demonstrated by the either of the gender. There are general sorts

12 of behaviors that normal children (both boys and Table no. 6. Responses on the positive behaviors girls) show in the school, according to the findings of girls and boys with each other derived from Bagmati rural municipality. Bagmati Rural Mahankal Rural Same findings as above was derived from the Positive Behaviors Municipality Municipality response regarding the positive behaviors of Boys Girls Total Boys Girls Total Being friendly with each children from other castes with Dalit children. other in the classroom 106 128 234 37 21 58 However, the respondents shared that there is and school Eating, playing, cleaning misbehaving and discrimination as the negative 82 94 176 21 22 43 and dancing together behaviors towards Dalits. Likewise, there is name Supporting each other 71 77 148 28 27 55 calling, humiliating and physically assaulting in the study Using polite language 19 7 26 9 8 17 the children with disability, according to their Sharing food, stationery 110 77 187 12 6 18 response. and stuffs Treating everyone Furthermore, the two subsequent tables below 8 17 25 4 0 4 equally verify the prevalence of the above mentioned Involving in group 0 4 4 0 0 0 behaviors through the number of responses discussion Doing homework 5 13 18 4 0 4 per boys and girls on the practices of positive together and negative behaviors of the students among themselves and with each other in two rural The above table shows the number of boys municipalities. and girls who have shared about the common practices of positive behaviors of students with each other. Being friendly with each other has the highest number of responses in both Bagmati and Mahankal. On the other hand, involving in group discussion has the least number of responses i.e. only four from the girls in Ashrang of Bagmati.

13 Table no. 7. Responses on the negative behaviors Table no. 8. Responses on the positive behaviors of girls and boys with each other of teachers with students

Bagmati Rural Mahankal Rural Bagmati Rural Mahankal Rural Negative Behaviors Municipality Municipality Positive Behaviors Municipality Municipality Boys Girls Boys Girls Boys Girls Boys Girls Fighting, throwing Teaching well and in a stones, beating with 84 65 16 8 173 182 26 40 friendly manner sticks or broom, pulling Loving and caring hair and ears 22 29 0 0 Teasing, bullying and 156 155 40 28 Being considerate with name calling the needs of children Back biting 4 0 0 0 like letting them go to 19 20 0 16 Showing rudeness and the toilet, drink water not sharing stuffs (food, 77 37 0 0 and play outside stationeries and sports Helping in study and 47 25 11 23 materials) clearing confusions Treating everyone The above table shows the negative behaviors 13 5 0 6 equally of children with each other on the basis of their Not giving punishment 11 17 0 0 responses. Fighting, throwing, beating, pulling hair has been considered the negative behavior The above table presents the forms of positive widely in practice. However, this contradicts with behaviors of teachers with their students. the high response in “being friendly with each Teaching well and in a friendly manner has been other”. considered as one of the positive practices with In both Bagmati and Mahankal, this negative highest number of responses in Bagmati. Helping behavior has got the highest responses from in study and clearing confusions has the highest the FGD participants. Similarly, other highly number of responses in Mahankal. Treating prevalent forms are teasing, bullying and name everyone equally and not giving punishment is calling followed by rude behavior like not sharing less prevalent according to the responses in both stuffs. Back biting is the least prevalent one. Bagmati and Mahankal.

14 Table no. 9. Responses on the negative behaviors behaviors as listed above in the table were mentioned of teachers with the students by the respondents of both FGDs and Interviews. On Bagmati Rural Mahankal Rural the other hand, some of the alarming kinds of negative Negative Behaviors Municipality Municipality behaviors of teachers with the Dalits as pointed out by Boys Girls Boys Girls the children were; dominating behavior, not letting Beating with stick, pulling 145 116 12 22 hair/ears and scolding them play and having separate place in the classroom Being touchy 4 0 0 4 for Dalit students. The following subsequent table Giving lots of homework 6 0 0 0 presents the FGD data on the negative behaviors of Not allowing to enter the 7 0 0 0 students and teachers with Dalit children. classroom if one is late Discriminatory behavior 0 9 0 0 Table no. 10. Responses on the negative behaviors The girls and boys responded on the negative behaviors of the students with their Dalit Friends of teachers with their students. According to them, Negative behavior of Bagmati Rural Mahankal Rural corporal punishment is the most common one, both students with their Dalit Municipality Municipality in Bagmati and Mahankal rural municipalities. Now Friends Boys Girls Boys Girls Bullying, insulting, allowing to enter the classroom when one is late ignoring, teasing and 81 47 10 10 physically harming Dalit is viewed by the children as negative behavior in Bagmati. While giving lots of homework is considered Children Not sharing food and 16 15 0 0 negative by the boys of Bagmati, students of Mahankal stationeries did not have any response to confirm the prevalence Not doing activities of it in their schools. together with Dalit 16 0 0 0 friends Being touchy as a negative or wrong behavior is Discriminatory behavior prevalent as per the boys of Bagmati and girls of like not touching 17 6 5 0 Mahankal. Similarly, girls of Bagmati have responded (untouchability) to discriminatory behavior as the negative behavior The most common negative form of behavior of the of teachers towards their students. children with their Dalit friends in both Bagmati In case of Dalit children, the similar kinds of positive and Mahankal is bullying. Furthermore, the Dalit

15 classmates are also insulted, teased and physically The chart above shows the responses of the girls harmed. Maximum number of boys feel that this is and boys on the practices of negative behaviors of a common practice in Bagmati. Another common teachers with their Dalit students. The respondents negative behavior that excludes Dalit students is in Mahankal did not respond at all on this one. when their other caste friends do not share food and stationeries with them. This is responded by the Rude behavior with the Dalit children is considered students of Bagmati only. Not touching the Dalit more common in the schools in Bagmati. Girls friend is common in both Bagmati and Mahankal. have responded higher to this form of behavior. The practice of untouchability is considered as the According to them, Dalit children are scolded negative behavior by more boys than girls in these more often and given harsh punishments like municipalities. locking them up in the toiler. Greater number of boys think there is discrimination against Chart 1. Responses on the negative behaviors of Dalits. They shared that the teachers do not give teachers with the Dalit students stationeries and other materials to their Dalit friends. Few boys have responded that teachers allocate separate place for Dalit child in the classroom.

Likewise, the respondents shared some prevalent positive and negative behaviors with CWD as well.

16 Chart 2. Responses on positive behaviors of equally is also one of the good behaviors practiced students with CWD by students with CWD in Bagmati and Mahankal.

The teachers in their interviews and the students in FGDs shared some positive behaviors practiced in the school with CWD.

Chart 3. Responses on the positive behaviors of teachers with CWD

Offering help whenever needed got the maximum number of responses in Bagmati and Mahankal. More boys than girls in Bagmati shared that students help CWD to go to toilet, to move from one place to another, in their studies and by carrying their bags and other materials. Not teasing, fighting, bullying and humiliating is also the positive behavior shown by students towards Loving, helping and taking care of the CWD is their friends with disability. Similarly, there is the viewed as the most common positive practice in practice of protecting them from possible hazards both Bagmati and Mahankal. Providing them with like pond and fire. Loving them is another good stationeries and necessary cash for their wellbeing behavior. Last but not the least, treating them is considered as another positive practice in

17 Bagmati whereas motivating them is considered According to the respondents in Bagmati, another most common positive practice of quarreling and physically harming CWD is quite teachers in the selected schools of Mahankal. common, where the actors are the classmates, Respondent in Bagmati also think there is the seniors and the juniors. More boys than girls practice of motivating CWD in their schools. Few responded to the prevalence of this kind of violent respondents in Bagmati have shared about the behavior towards CWD. In Mahankal, bullying, practice of providing scholarship to CWD. naming and humiliating tops the rank of negative Along with the positive behaviors, there were behaviors where the actors are both teachers and plenty responses regarding the negative behaviors students. It seems high in Bagmati as well, but towards CWD. after quarreling and physically harming. As per the students, not treating equal to everyone Chart 4. Responses on the negative behaviors by excluding from opportunities on the basis of teachers and students with CWD of their physical limitations is another negative practice against CWD in which the actors are mainly the teachers.

18 When asked about the reasons for positive and good learning environment with lots of games negative behaviors of teachers, the children and extracurricular activities. shared the following points: Similarly, they shared that they would like girls Table no. 11. Reasons for positive and negative and boys to be kind with behaviors of the teachers each other, help each “Children with disabilities are provided scholarship by other in studies, share the government”, Ishor Prasad S.N. Reasons for Positive Reasons for Negative important materials, Sanjel, Vice Principal (Narayani Behaviors Behaviors School, Gimdee-7, Bagmati) 1 For the support to get up while To punish the children for being treat each other equally, falling irregular in class not bully one another and obey the rules of the 2 For the support when one is When children fail in exam sick or is in pain school. Furthermore, they stressed on working 3 To motivate to do homework When the student does not together through child clubs in solving issues regularly complete the homework through street plays and rallies. 4 To motivate to study hard When student is a Dalit 5 To provide comfort in the When students are fighting, times of menstruation teasing and bullying and not being in discipline 6 To help the children with Low learning skill disability 7 If the teacher is a relative Poor economic condition 8 When the student is perform- For having a long hair ing well in the class

The children were also asked about the kinds of behaviors they would like to experience from the teachers first. The girls and boys shared that they would like to experience equal treatment, motivating attitude, no corporal punishment and 19 ii. Safe and Unsafe Places in School affecting far from school. There is no water in the tap in the Safety of the Children some cases. Playgrounds have stones, pebbles The FGDs, Observation and Interviews had and construction materials. It is unsafe to play in the following findings regarding the safe and such playgrounds as they cause accidents. Some unsafe places in the school: schools in upper hills have the risk of landslides.

School Surrounding and Playground: Physical Infrastructure and Amenities: The playground is green. They are not cracked in “A female student cut “Building made by UCEF In some schools, there are her ankle by the rusty some schools. The buildingsare child and disable flowers and garden. ToiletsCGI sheet on the path of reconstructed after thefriendly”, Arjun Prasad washroom at school. It Timilsina (Head Teacher, are clean. There are separate would not have happened massive earthquake are safer. Shree Bal Chandra School, toilets for girls and boys in if she had carefully walked Classroom furniture are in Malta-2, Bagmati) on the road and the school Pyutar-4, Bagmati, and Shree had placed such materials good condition and safe to Chandeshwori School. In in proper places.” utilize. Benches are child friendly. Stairs are safe some cases, there are taps to use in some schools. Terrace and roof tops are in toilets and toilets are well-built with tiles in safe with no leakage of water. them. They are painted too. Drinking water tap About the unsafe places, “Stairs are not disable is in good condition and child friendly. Water is in some cases, classroom friendly” (Head Teacher, Sovani School, Gimdee-9, consumed by filtering in some cases. The way to furniture including desks and Bagmati) school is safe (in Bagmati, Malta-2 and Pyutar-4). benches are not very safe and The road is wide enough to walk safely. child friendly. Also, some benches are cracked. On the other hand, landscapes around the school Some benches and desks have nails. Similarly, are unsafe in some places. They are slippery. Some Stairs are not disable friendly. In some cases, they schools do not have compound. The boundary are not suitable for small children also. is open and unsafe. Drinking water tap is a bit

20 iii. Practice of children’s consultation and 3. Recommendations counseling Based on the interviews and opinions of both child researchers and the child participants, Most of the participants of the interviews affirmed following recommendations have been derived: the prevalence of the children’s consultation practice and their counseling. There are parents gathering, 3.1. For the issues of Safety of the Children meetings and interaction between parents and • Schools should have wall built around the teachers. Similarly, students are consulted at the premise for the secured compound. times of activities like construction, educational • Constructing disabled friendly physical tours, cultural programs, sports, social audits, etc. infrastructure (toilets, taps, classroom When asked about the practice of counseling the furniture, and stairs). interviewees said that the children are counseled • There should be proper management of occasionally. They are oriented about cleanliness, basic amenities like clean drinking water safe drinking water, DRR, child club planning, and gender friendly toilets. Similarly, there SMC meeting, discussions on safety and positive should be enough water to clean the toilet. behavior, etc. They said that the purpose of • Adoption of safety measures and education counseling is to keep the children in discipline, on DRR to reduce the damage of natural to aware them of the dangers, to maintain good disasters like earthquake and landslide relationship with them and to know about their should be made sure. family background. • SMC should do something about the slippery path to the toilet and tap. Likewise, hazardous construction materials should not be put in the places where children play or visit frequently.

21 3.2 For the issues of Violence affecting the teaching method which is non-discriminatory Children through trainings • Corporal punishment should not be allowed • Child Clubs should take the issues regarding in the school. There should be common discrimination and violence against CWD understanding through the awareness programs very seriously. They should organize awareness that beating and humiliating is not the solution. programs (street plays and door to door Alternative of the corporal punishment can be counseling). Parents and Teachers should be the friendly approach adopted by the teachers. counseled in regular basis. • CWD should be allowed • The teachers have to try to understand when In case of any severe incident students come up with genuine reasons for not to choose their desired of discrimination and violence games. They can playagainst CWD, the members, doing homework or failing in exam. through the Child Protection • Serious issues like sexual harassment and sitting on wheelchair Committee of child club too. can directly go to the Vice physical abuses should be dealt with much Chairperson of Judiciary sensitivity. There should be a proper and • There should be proper Committee of their respective seating arrangement in rural municipality, so that he confidential mechanism to deal such problems. can take action against such the classroom. For e.g.; 3.3 For the issues of Inclusion in school matters. seat rotation or seat • Holding regular meetings and discussions planning based on student’s height. about the problems related with exclusion and • Those with less learning ability have to be discrimination in the child clubs. provided special attention and time. Similarly, • Maintaining positive relationship with parents students who fail due to language barrier should and students through regular meetings and be allowed to give exams in the medium they consultation programs to address the safety are comfortable in. and inclusion problems • Promoting and practicing child friendly

22 Annex 1:

Case Studies Prepared by the Child 7. In Janak Secondary School, a teacher let a Researchers student stand outside during the class from 10th 1. Ms. Nish Bal was victim of fire incident before grade because of not bringing the homework. 6 months, where the incident took place at 8. In Kause Basic School, due to unmanaged her house. She would not have suffered if her playground, a student from 2nd grade had got parents would not have let her sit near the fire. a serious injured due to fall down on the school 2. Due to unwell management of all the ground. construction materials. Mr. Abhishek got 9. A girl from 9th grade had got injured on her injured during the recess time on the school leg, when she falls down on school ground due yard on 23rd June 2018. to immediate push by her friend. 3. Due to the carelessness, Mr. Rayan got a deep 10. Before two months, in Narayani Secondary cut in his feet while playing at school yard on School, a boy from 4th grade got fractured in 5th Sept. 2018. his hand due to unclean environment and his 4. On 28th August 2018, due to the carelessness of carelessness. the workers, Ms. Sarita Bhomjan got a cut from 11. Before 3 months, a female teacher got sexual a rusty nail which was thrown on the ground. abuse by community people in her community. 5. When the snake entered in the exam hall, the The main cause of this incident was due to examination was completely disrupted, it would illiteracy. not happen if the school surrounding was neat 12. On 19th June 2018, the discussion of preparing and clean. questions for Unit examination between Head 6. A female student cut her ankle by the rusty teacher and teachers took hike. This problem CGI sheet on the path of washroom at school. can be solved by having staff meeting. It would not happen if she carefully walked 13. The lack of proper awareness and proper on the road and also if school has placed the parental care leads a sexual abuse to a girl inside wastage material in its order as well. her house by her step brother where illiteracy

23 was the main cause of the incident and lack of his tooth while playing with his friends. It knowledge about ups and downs of adolescence wouldn't not happened if all the friends played period. in friendly environment. 14. Before 11 months, a boy broke his hand 19. In July, a boy while playing near the tree inside the school premises due to fall down nearby his school, he got a wound by branches of on slippery road of washroom. It would not the tree, which was serious and had passed out happen if the roads were maintained properly. on his cheek inside out. It would not happen if 15. Before 8 months, Mr. Mangal Bahadur teachers had properly monitored and had given Dindin broke his hand due to fall down on the early warning. playground. He got an accident because he run 20. A boy got serious injured on his head while away in careless manner on school closing time. he was playing with his friend. It would not 16. A boy student from grade nine had touched happen if they played carefully at the school on the sensitive part of his ladies' friend at their yard. class. This incident was happened in the month of June 2018 at school. Most of the girls who do heavy make-up are suffering from sexual abuse and bad concept keeping from male friends at school. This kind of incident could be minimized if girls do less make up while coming school and pick out the bad thinking by the male friends at school. 17. A girl was sexually abused by her male classmate inside the class. It would not happen if there were all the friends inside the classroom. 18. Before 6 months, a boy from 6th grade broke

24 Loo Niva Child Concern Group Lalitpur Metropolitan City- 25, Lalitpur, Nepal G.P.O 8975, EPC 2127, Kathmandu Phone: 977-01-5592054/5591426 Fax No: 977-01-5591329 Email: [email protected] www.loonivachild.org.np https://fb.com/loonivachild www.youtube.com/loonivachild www.twitter.com/loo_Niva www.instagram.com/loonivachild