DISCRIMINATION

IN SCHOOLS –
A MAJOR
PROBLEM
CASE STUDY AT DANUBIANA TECHNICAL COLLEGE

ROMAN, ROMANIA
EACH STUDENT'S RIGHTS MUST BE
RESPECTED, RIGHTS SPECIFIED AT THE
INTERNATIONAL LEVEL:

• the right to equality

• freedom of expression and opinion

• freedom of thought, conscience and
religion
• economic, social and cultural rights
• the right to education
 DISCRIMINATION IN
SCHOOLS
Discrimination means any difference, exclusion,
restriction or preference based on the following
criteria: race, nationality, ethnicity, language,
religion, social category, beliefs, sex (gender),
sexual orientation, age, handicap (disability),
chronic non-contagious disease, HIV infection,
belonging to a disadvantaged category, as well as
any other criterion that has the purpose or effect of
restricting, removing the recognition, use or exercise,
under equal conditions, of human rights and
fundamental freedoms or rights recognized by law.
IN SHORT, FOR THERE TO BE AN ACT OF
DISCRIMINATION, SEVERAL ELEMENTS MUST BE
FULFILLED, CUMULATIVELY:
•to have different treatment (intentional or not)
•different treatment to mean the violation or restriction of a fundamental right
•to have a comparison with another person in an equal condition
•there must be a criterion that can be the basis of different treatment
•there must be a causal link between the different treatment and the criterion
•that there is no justification or good reason provided by law for this different
treatment
EDUCATING TEACHERS AND STUDENTS IN THE SPIRIT OF
TOLERANCE AND NON-DISCRIMINATION MUST BE A
PRIORITY IF WE WANT TO CHANGE MENTALITIES !
• Unfortunately, many students today cannot accept different students!
• Precisely because we are not united, this society is falling apart and violence appears in schools, be it
verbal or physical.
• 61% of the students answered that the first category of students discriminated at Danubiana
Technical College are those with weight problems, and those who discriminate the most are their
colleagues, through verbal but also physical aggression, while their friends are the ones who
discriminates the least, the main reason being physical appearance - 46%, followed by the
category of those with a precarious social status - 27%, rural origin - 16% and ethnicity 13%.
• 39% of students said that they did not feel discriminated at school;
STUDENTS OF A DIFFERENT RELIGION, ETHNICITY,
NATIONALITY OR WHO HAVE A DISABILITY MUST BE GIVEN
THE CHANCE TO INTEGRATE INTO THE COMMUNITY!

• The situation of gypsy students is critical, most of them belong to extremely

poor families.
• Many of them drop out of school due to material shortages, and those who
continue are often discriminated against by their peers: placed at the back of the
class, treated with indifference, or sometimes verbally abused by other students
or school staff.
• The Gypsy's desire for integration must be encouraged and they must be
convinced that integration does not mean the loss of their traditional culture.
WHO ARE THE DISCRIMINATED STUDENTS IN THE
VIEW OF THE PARENTS:
• 61% say that students with weight problems, 17% - those from poor families, 16% - ethnic
students, 4% those with physical disabilities, 2% those with mental disabilities.
• According to the interviewed parents, teachers are much more tolerant than parents.
• 90% of parents say they have talked to their children about discrimination.
• Of the other 10%, two-thirds say they did not do it because they did not think it was necessary.
• Parents say that students are the ones who discriminate the most, followed by parents and in third
place by teachers.
 DISCRIMINATION IN SCHOOL IN THE VIEW OF
TEACHERS:

• Half of the teachers interviewed say that discrimination is not a problem at all in the school,
42% think it is to a small extent, 6% to a large extent and only 1% to a very large extent.
• Regarding the categories of students discriminated in school, teachers have this opinion: 48% of
teachers say that students with weight problems are the most discriminated against; followed by
those from poor families - 27% and those from ethnic groups - 25%.
• 52% of the interviewed teachers consider that they know the legislation in the field of
discrimination to a large extent, 71% claim that they have included special activities on this topic
in the work program and 29% stated that they intervene only when a critical situation arises.
 SURVEY FINDINGS:

• The main forms of discrimination identified in our school are: verbal aggression from other
students, form that takes the first place, physical aggression from other students and not being
integrated into the group.
• Parents believe that at least a certain form of discrimination is practiced by teachers and it is manifested in
grades being disadvantaged - 37% and teachers ignoring the victims - 35%.
• Parents also believe that discriminated students are verbally abused by teachers.
• Almost half - 49% of our school's teachers who were interviewed believe that discrimination is a problem
in the school even if everyone perceives it to be at a low level.
• There are still very high rates of intolerance regarding certain categories of people from minority
groups - gypsies, homosexuals, immigrants - especially from parents - 20% of them declaring that
they do not accept people with a homosexual orientation at all.
 HUMAN BEINGS HAVE THE RIGHT TO LIVE WITHOUT DISCRIMINATION AND NOT
BE DENIED RIGHTS ON THE BASIS OF RACE, NATIONALITY, ETHNICITY, RELIGION,
SEX, GENDER, SOCIO-ECONOMIC STATUS, ABILITY OR OTHER SOCIAL IDENTITY
OR ANY OTHER CRITERION

• Quality education and non-discrimination are increasingly recognized as essential for

ensuring human rights around the world, eradicating poverty, effectively addressing issues
related to sustainable development.
• States address inequalities in education by adopting national non-discrimination and
equality strategies, implementing legislative reforms and working to create inclusive
schools, and learning environments based on tolerance and non-discrimination.
• Equality and non-discrimination are human rights and we all have an obligation to ensure
that no one is marginalized or discriminated against.
• Everyone has biases to some degree, and these refer to subconscious beliefs, attitudes or
stereotypes that affect our actions and decisions in an unconscious way. We may not be aware
that we have them, we form ideas, assumptions and associations about groups of people
throughout our lives through exposure to the messages we receive from family, community,
culture and the media.
• Experiencing discrimination can significantly hinder students' learning, lower their
academic performance, and force them to drop out of school due to trauma, fear, shame, or
humiliation.
EXAMPLES OF EFFECTIVE MEASURES OR ACTIONS THAT
CAN BE APPLIED TO ENSURE NON-DISCRIMINATION IN THE
EDUCATION SYSTEM:

• Use non-discriminatory selection of students regardless of nationality, their ethnicity,

race when forming classes or groups.
• Use the correct assessment of student outcomes.
• Develop and enforce codes of conduct for faculty, staff, and students, including o zero
tolerance policy towards harassment and physical or verbal abuse of students, teachers or staff
by any other student, teacher or staff, including directors or administrative and technical staff.
• Make sure everyone has an active role in enforcing these codes of conduct!
 EXAMPLES OF EFFECTIVE MEASURES OR ACTIONS
THAT CAN BE APPLIED TO ENSURE NON-
DISCRIMINATION IN THE EDUCATION SYSTEM:

• Promote the active participation of all students in school decision-making processes, regardless of what
they look like.
• Train all students in peer support to fight inequalities, stereotypes and prejudices, such as anti-violence
initiatives and disability inclusion.
• Commit to school inclusion and the elimination of negative attitudes towards marginalized people.
• Ensure equal access to sports, extracurricular, extracurricular activities, Erasmus mobilities, etc.
• Help establish school scholarships for students from vulnerable backgrounds or at risk of exclusion.
Our final message is:

Thank you for your attention !