Nagaland education board urges schools to adopt zero-tolerance policy against ragging

On June 20, the NBSE released a notification in response to reports of students requesting school transfers due to incidents of bullying occurring in certain schools.

Nagaland education board urges schools to adopt zero-tolerance policy against ragging
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The Nagaland Board of School Education (NBSE) has instructed all educational institutions under its purview to establish robust Anti-Bullying and Ragging Committees in accordance with the General Rules. They are also urged to adopt a zero-tolerance policy to effectively combat the issues of bullying and ragging in schools and hostels.

Furthermore, the heads of these institutions are required to take necessary measures to create a supportive environment for students, ensuring that no child falls victim to bullying or ragging.

In response to reports of bullying incidents leading students to seek school transfers, the NBSE issued a notification on June 20. The notification emphasizes that every act of ragging or bullying, regardless of its magnitude, goes beyond the boundaries of decency, morality, and humanity.

The board expresses deep concern regarding the prevalence of bullying and victimization among school-going children, as it has severe short and long-term consequences for students. It emphasizes the urgent need for schools to have dedicated school counselors who can provide social, emotional, and academic support to students facing challenges that hinder their overall development within the school environment.

The NBSE cites reports from the United Nations Educational, Scientific and Cultural Organization (UNESCO) that highlight the significant negative impact of bullying on children’s mental health, quality of life, and academic performance. It further notes that children who experience frequent bullying are nearly three times more likely to feel like outcasts at school, leading to increased school absenteeism compared to those who are not frequently bullied.

In addition, these children tend to have poorer educational outcomes and a higher likelihood of discontinuing formal education after completing secondary school.

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