On the occasion of the International Day Against Bullying, the Centre for Civic Education (CCE) warns that peer violence in Montenegro remains a serious and pressing issue that must not be viewed solely through individual incidents, but rather as a deeply rooted social and institutional challenge requiring a continuous, systemic, and coordinated response.
Findings from CCE’s research on peer violence among the secondary school population indicate that nearly 60% of students recognise a certain level of peer violence in their school or community, while only 11% believe it does not exist. Every fifth respondent reports having experienced peer violence. The broader scope of the problem, extending beyond individual experience and affecting the school community as a whole, is reflected in the fact that 53.4% of students know someone who has been a victim of peer violence. Over 66% of students have witnessed peer violence to some extent, which strongly indicates its normalization and prevalence within the school environment.
These findings point to an atmosphere of insecurity present in schools, directly affecting psychological development, sense of belonging, and the ability of young people to grow in a safe and supportive environment.
Among young people who have experienced violence, 35.8% did not report it, while 75.9% of students believe that nothing would change. This figure is particularly concerning, as it reflects a broader societal pattern whereby peer violence receives intensified public and institutional attention only after a serious incident occurs. Such an approach represents a delayed reaction to consequences rather than a proactive response. The critical moment is precisely when violence has already escalated, and the consequences for children, their families, and the school community have already occurred. Therefore, it is essential to focus on prevention, early risk identification, and the development of functional protection mechanisms, rather than relying solely on ad hoc measures following events that disturb public opinion.
CCE reminds that peer violence does not end with physical conflict. It also includes psychological and verbal abuse, social exclusion, as well as digital violence, which increasingly accompanies or prolongs violence beyond the school setting. These forms are also recognised by young people, who report most frequently experiencing psychological (34.9%), social (22.4%), and digital violence (17%). At the same time, 15.8% of students report having experienced physical violence, while 9.9% report sexual violence. Students consider families and family upbringing, the Internet and social networks, as well as the overall state of society, to be among the primary factors contributing to peer violence in their communities.
The consequences of such experiences can be long-lasting and serious, ranging from anxiety, depression, and withdrawal to diminished self-confidence, poorer academic performance, and strained relationships with peers and adults. Moreover, tolerance of violence sends a dangerous message that aggression is an acceptable means of resolving conflicts, thereby reproducing patterns of violent behaviour and widening the sense of insecurity within society.
In this context, the issue of engaging security guards in schools must not be presented as the sole or “quick” solution, which currently appears to be the only institutional step taken in response to this problem. CCE has previously pointed out that the presence of security guards may have a role in controlling access to school facilities and increasing the perception of safety, but it cannot replace essential preventive and support measures. If the topic of security guards is raised only after an incident, without clear standards, defined competences, training, coordination with school administrations and professional services, there is a risk of creating an illusion of problem-solving while the root causes of violence remain unaddressed.
In other words, without strengthening school teams, psychological and pedagogical services, cooperation with parents, training for teaching staff, functional response protocols, and intersectoral coordination between education, social, and health protection systems, no single measure, including security guards, will produce sustainable results. The system must be capable of acting before incidents occur: identifying risky behaviours, responding to early warning signs, providing support to victims, working with young people who display violent behaviour, and involving families and the local community in prevention efforts.
CCE therefore calls on the competent institutions to approach the issue of peer violence strategically, responsibly, and in the long term, relying on data, expertise, and practical experience. Continuous preventive activities in schools, clearly defined procedures, greater availability of professional support for children and young people, and stronger institutional accountability in implementing existing measures are necessary. At the same time, public discourse on this issue must move beyond sensationalism and short-term reactions, as children’s safety cannot be built from one incident to another.
The protection of children and young people from peer violence must be a permanent priority of the education system and society as a whole. Any delay in systemic action means leaving new generations in an environment where violence becomes normalized – a cost that, as a society, we must not accept.
Miloš Knežević, Development Coordinator