万双网讯  秋意渐浓，守护成长正当时。为切实增强教职工的未成年人保护责任意识，提升校园欺凌防治专业能力，万科双语学校第51期教师成长帮帮团于9月21日举行。活动以“守护成长，拒绝欺凌”为主题，围绕未成年人保护与强制报告制度、学生欺凌的识别预防与干预、学校冲突处理流程、班级反欺凌文化建设四大模块展开专题培训。学校高度重视学生身心安全，已成立由杨帆校长牵头、多部门协同的学生欺凌综合治理委员会。全体班主任、生活教师及任课教师参加活动，共同学习以法律底线、识别干预、处理流程与文化建设守护学生健康成长的专业路径。

As autumn settles in, Vanke Bilingual School continues to strengthen its commitment to safeguarding every student’s well-being and development. On September 21st, the school held its 51st Teacher Development Workshop, with the aim of raising staff awareness of their responsibilities in protecting minors and strengthening their professional capacity to prevent and respond to bullying.Under the theme “Safeguarding Growth, Preventing Bullying,” the workshop focused on four key areas: the protection of minors and mandatory reporting requirements; the identification, prevention and intervention of student bullying; school procedures for handling student conflicts; and the development of a positive, anti-bullying classroom culture.The school places the highest priority on students’ physical and emotional safety. To support this commitment, it has established a Student Bullying Prevention and Response Committee, led by Principal Yang Fan and involving close collaboration across departments. Homeroom teachers, residential staff and subject teachers all took part in the workshop, strengthening their understanding of how legal responsibilities, early identification, appropriate intervention, clear procedures and a caring school culture can come together to protect students and support their healthy development.

一、强制报告制度：法治护航，筑牢防线

Mandatory Reporting: Strengthening Protection Through the Law

培训伊始，孙晓溪、彭艳冰老师带来“未成年人保护与强制报告制度”专题分享。孙晓溪老师系统解读《中华人民共和国未成年人保护法》第十一条，指出强制报告制度已从工作机制上升为公民的法定义务。学校及全体教职工作为密切接触未成年人的关键群体，是法定的报告义务主体，教师更是发现侵害的“第一双眼睛”与“第一责任主体”。培训明确了“疑似即报告、报告免责与不报告追责、信息严格保密”三大行动原则，逐类讲解身体侵害、暴力虐待、非正常伤亡、监护缺失、拐卖遗失、组织乞讨等九类法定报告情形，并结合学校场景梳理身体不明伤痕、行为异常、言语流露痛苦等重点信号，强调遵循“判断紧急性—采取行动—后续跟进”三步法实操流程，让每一位教师敢于发声、善于报告，为未成年人保护筑牢坚实防线。

The workshop opened with a presentation by Teacher Sun Xiaoxi and Peng Yanbing on the protection of minors and mandatory reporting requirements. Teacher Sun provided a detailed explanation of Article 11 of the Law of the People’s Republic of China on the Protection of Minors. She noted that mandatory reporting is not simply an internal working requirement, but a legal obligation. Schools and staff members who work closely with minors are among those legally required to report suspected harm. As the adults who interact with students on a daily basis, teachers are often among the first to notice signs that a child may be at risk. The session highlighted three key principles: report when there is reasonable cause for concern; protect those who report in good faith while holding accountable those who fail to report as required; while maintaining strict confidentiality throughout the process. The presenters also reviewed nine categories of situations that may trigger a mandatory report, including physical harm, abuse, unexplained serious injury or death, lack of appropriate guardianship, trafficking or disappearance, and the exploitation of minors through organized begging. Drawing on situations that may arise in schools, the session also examined warning signs such as unexplained injuries, unusual changes in behavior and expressions of distress. Teachers were introduced to a practical three-step response: assess the urgency, take appropriate action, and follow up afterwards. The training gave staff greater confidence and clarity in recognizing concerns, responding appropriately and fulfilling their responsibility to protect minors.

二、欺凌识别与干预：精准识别，分类施策

Identifying and Responding to Bullying: Recognizing the Signs and Taking Appropriate Action

在“学生欺凌的识别、预防与干预”环节，余丹、刘静老师指出，认定学生欺凌需同时满足主体、主观、行为、结果四个要素，并细致辨析了打闹嬉戏、恶作剧、打架斗殴三种易混淆情形，系统梳理了肢体、言语、财物、社交、网络欺凌五种形式，以及身体伤痕、突然拒学、情绪异常、财物异常、关系变化等早期识别信号。在干预层面，培训强调切忌在公共场合当众询问，应通过一对一私密沟通，先接纳情绪、再还原事实；一般冲突由班主任处理，复杂紧急事件逐级上报；对被欺凌者给予情感支持与安全感重建，对欺凌者开展法治教育、心理辅导与行为矫正，对围观者加强反欺凌教育与责任培养。刘静老师还分享了一则真实案例，讲述通过细致观察与主动介入，及时制止了一起长期存在的欺凌行为。预防方面，两位老师提出营造温暖向上的班级氛围、及时彻底化解日常矛盾、规范教师自身管理行为三大策略，从源头减少欺凌的发生。

In the session on the identification, prevention and intervention of student bullying, Teacher Yu Dan and Liu Jing explained that bullying should be identified by considering four key elements: the people involved, the intent behind the behavior, the behavior itself, and its impact. They also clarified the differences between bullying and situations that may appear similar, such as playful roughhousing, practical jokes and small-scale fights between students. The session introduced five common forms of bullying: physical, verbal, property-related, social, and online. Teachers were encouraged to remain alert to early warning signs, including unexplained injuries, sudden reluctance to attend school, unusual emotional changes, missing or damaged belongings and noticeable changes in friendships or peer relationships. When intervention is needed, the presenters emphasized that students should not be questioned publicly. Instead, teachers should speak with students privately and individually, first acknowledging their emotions and helping them feel safe before establishing what happened. Routine conflicts may be handled by the homeroom teacher, while serious, complex or urgent cases should be escalated through the appropriate school procedures.

Students who have experienced bullying should receive emotional support and help in rebuilding their sense of safety. Students who have engaged in bullying behavior should receive age-appropriate legal education, counseling where appropriate and guidance to change their behavior. Observers also need support in understanding their responsibilities and learning how to respond appropriately when they witness bullying. Teacher Liu shared a real-life case in which careful observation and timely intervention enabled a teacher to identify and stop bullying that had continued for an extended period. For prevention, the presenters highlighted three priorities: building a warm and supportive classroom climate, addressing everyday conflicts promptly and thoroughly, and ensuring that teachers model respectful and appropriate behavior in their own interactions with students. Together, these measures help reduce the risk of bullying before it begins.

三、冲突处理流程：规范分级，当日闭环

Conflict Resolution: Clear Procedures and Timely Follow-Up

郑佳佳老师系统介绍了学校2022年研发、覆盖全员的冲突处理机制。该机制立足学生身心发展特点，旨在让每一次学生冲突都能得到及时、规范、有温度的回应。机制将学生冲突按严重程度分为三级，以便采取有针对性的处理方式。处理步骤上，强调先安抚情绪、再澄清事件、后解决冲突——既关注学生的情绪疏导，也注重事实的客观还原，更着眼于冲突的真正化解。学校还就此对全体班主任和生活老师进行了专门培训，要求老师当天及时处理冲突矛盾，不把问题带过夜，实现“当日闭环”，让每一次冲突都成为学生学会相处、学会担责的成长契机。

Teacher Zheng Jiajia introduced the VBS students’ conflict resolution framework, which was developed in 2022 and is used across the school. Designed around students’ developmental needs, the framework ensures that conflicts are addressed promptly, consistently and with care. Student conflicts are classified into three levels according to their severity, allowing staff to respond appropriately to different situations. The process follows a clear sequence: first help students regulate their emotions, then establish the facts, and finally work towards resolving the conflict. This approach recognizes that effective conflict resolution requires more than determining what happened; it also requires attention to students’ emotions and to the underlying issues that caused the conflict. The school has provided dedicated training on this framework for all homeroom teachers and residential staff. Teachers are expected to address conflicts as promptly as possible, ideally on the same day, so that concerns are not left unresolved overnight. Through timely and thoughtful intervention, everyday conflicts can become valuable opportunities for students to learn how to communicate, manage disagreements and take responsibility for their actions.

四、班级反欺凌文化建设：文化浸润，防患未然

Building an Anti-Bullying Classroom Culture: Preventing Problems Before They Begin

颜江红、王玉兰老师分享了主题为《浸润善意，守护微光——构建尊重、友爱的班级氛围；打造和谐温馨的班集体》的实践经验。她们从环境布置入手，通过开学第一课、主题班会引导学生共建“尊重、友爱、安静、公平”的班级公约，让教室成为安全稳定、心理舒适的成长空间；依托午读交流引导学生换位思考、理解差异，妥善处理不同表达习惯带来的摩擦；借助元旦、神话节等节日节点开展感恩卡片、礼物互赠、心愿树挂签等仪式活动，让尊重与友善沉淀为班级底色。在班级管理中，两位老师坚持公平公正、对事不对人，通过细致观察留意学生情绪低落、被边缘化等早期信号，及时给予支持与引导，让每一个孩子在集体中感受到被接纳、被关怀，从根源上预防欺凌与冲突的发生。

Teacher Yan Jianghong and Wang Yulan shared practical experience under the theme “Cultivating Kindness, Protecting Every Spark: Building a Respectful, Caring and Harmonious Classroom Community.” Their approach begins with the classroom environment. Through the first lesson of the school year and through themed class meetings, students are encouraged to develop shared classroom expectations based on respect, kindness, calmness and fairness. In this way, the classroom becomes a space in which students feel physically safe, emotionally secure and comfortable being themselves. Lunchtime reading and discussion activities are also used to encourage students to see situations from different perspectives, appreciate individual differences and manage misunderstandings arising from different communication styles. The teachers also make use of occasions such as New Year celebrations and the school’s Mythology Festival to organize meaningful activities, including gratitude cards, gift exchanges and wish trees. These simple but purposeful experiences help make respect, kindness and consideration part of the everyday culture of the class. In daily classroom management, both teachers emphasized the importance of fairness, consistency and addressing behavior without labeling the individual. By paying close attention to signs such as having a low mood, social withdrawal or exclusion from peer groups, teachers can provide support before problems escalate. The aim is to ensure that every student feels accepted, respected and cared for, creating a classroom environment in which bullying and conflict are less likely to take root.

五、理念升华：从守护到成长，构建温暖共同体

From Protection to Growth: Building a Caring School Community

活动最后，主持人进行总结升华。她强调，“还原事实、了解真相”是一切干预工作的基石，教师必须具备清晰的是非观念，坚持对事不对人，杜绝“各打五十大板”的模糊处理。教师不是高高在上的审判官，而是孩子成长的支持者与引路人。学生欺凌防治工作的最终目的不是惩罚，而是让每一个孩子在经历冲突与挫折后学会与人相处、学会承担责任，从每一次经历中汲取成长的力量。她呼吁全体教师以专业与温度守护每一个孩子，让校园成为孩子们舒展生命、安心前行的温暖家园。

At the conclusion of the workshop, the host emphasized that establishing the truth and understanding what has actually happened is essential to any effective intervention. Teachers need a clear sense of right and wrong while remaining fair and objective. Rather than assigning equal blame automatically to everyone involved, they should examine each situation carefully and respond to the facts. Teachers are not judges passing judgment on children. They are adults who support, guide and accompany students as they grow. The ultimate purpose of bullying prevention is therefore not punishment. It is to help every child learn how to build healthy relationships, take responsibility for their actions and develop the skills to respond constructively to conflict and setbacks. The host encouraged all staff members to combine professional expertise with empathy and care, so that the school can remain a safe and supportive community where every child feels secure, valued and able to thrive.

本次“成长帮帮团”活动，成功搭建了一个集法治教育、能力提升、经验共享于一体的高质量平台。它不仅提升了教师识别与应对学生欺凌的专业能力，更强化了全体教职工守护未成年人健康成长的共同责任。未来，万科双语学校将持续以此为契机，推动校园欺凌预防与干预机制向更高水平迈进，以更科学、更温暖、更高效的教育实践，为每一位学生的健康成长保驾护航。

The workshop provided a valuable platform for legal education, professional learning and the sharing of practical experience. It not only strengthened the teachers’ ability to recognize, prevent and respond to student bullying, but also reinforced the shared responsibility of all staff members to protect the well-being and healthy development of minors. Looking ahead, Vanke Bilingual School will continue to strengthen its systems for bullying prevention and intervention and refine its practices through a more evidence-informed, compassionate and effective approach. Through these ongoing efforts, the school remains committed to creating a safe, caring and supportive environment in which every student can grow with confidence.

资料提供：邹瑶

翻译：周志坚

Proofreading of translation/ Timothy Beers

排版：马葳