Our results highlight that the schools that work the best do not use violence or discrimination. These kinds of schools do attempt to create positive reciprocal relationships, in the form of sustainable partnerships with parents and pupils. This relies not only on the personality of teachers, but on the institution’s policies with regards to receiving pupils, listening to them and offering them various activities.
Concerning the training of future teachers, we recommend paying particular attention to child psychology and for pre-existing teachers, regular training programs on active listening, to help them to improve their ability to help children/teenagers at risk. In the same vein, we also recommend developing stress assessment tools throughout the pre-teen and teenage periods. A list of useful tools to this end is available in the appendices; the Boxall Profile method caught our particular attention.
The issue of children’s biological and psycho-physiological rhythms must also be promoted in the optimal development of their cognitive skills and capacities. We should underline the necessity of creating spaces for rest within the school, a kind of day dormitory. As a way to complement these elements, certain activities should be enhanced; sports, art, meditation and relaxation. These strengthen teenage capacities for resilience and their aptitude to transcend any trauma-inducing events.
Lastly, we recommend sensitisation workshops on the importance of staying in school. These fun-based workshops, which should take the form of games, will be developed as a second part of this study. Our objectives are firstly to sensitise 40 educational structures inside and around the five slums studied here, and then to sign up 1 000 students to these workshops in the first year.