エビデンスから考えるシリーズ：学校のいじめ問題⑤ 実践方法

８. 実践方法

　それではこれまでのエビデンスを踏まえて、実践方法を提示します。

①　学年の教員団が決まって最初の会議の時に、「いじめがあったら各担任一人で対応するのではなく、必ず複数の教員で対応する」ように言っておく。また、基本的には加害生徒に自分の行為の悪かったところを振り返らせる指導を基本とすることを共有しておく。

②　最初のホームルームで、各担任が「いじめは絶対に許さない」とはっきり宣言する。また、1学期の最初の学年全体集会でも、学年主任が同じように言う。

③　最初の道徳の授業で、STACを全クラスで教える。ロールプレイにするのか、ディスカッションにするのか、はたまた読み物にするかは、学校種、学年によって決める。特に、傍観者の役割がいかに大きいかをしっかり伝えておく。

④　各クラス担任は、いじめ撲滅運動のためのリーダーを一人決める。それを言う時には、それがいかに名誉のあることか、そして保護者にも伝えてから、できれば学校全体集会で任命する。これを「面倒な仕事をやらされている」というふうに思われたら決していけないのである。

⑤　定期的にリーダー会議、教員へのインタビュー、そしてリーダー生徒と教員の会議を実施する。

⑥　それでもいじめは起こりうる。いじめがおこった時には、加害者はもちろん、被害者、そして傍観者にもちゃんとそれぞれ指導を行う。加害者には自分の行為の振り返りをさせ、被害者には自信をもつように励ます、そして傍観者にはあらためてSTACを徹底させる。また保護者にも適宜連絡する。

⑦　リーダー生徒と教員の会議で、いじめ事案を共有する。

このような感じでしょうか。

どこの学校でも道徳の授業ではきっといじめのことを扱っているのでしょうが、たまにはエヴィデンスを参考に、いじめプログラムを組み立てることも大事ですね。またさらによい取り組みがあれば、しっかり記録し、次のプログラム改善に役立てましょう。



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