The recent situation at School No. 7 in the village of Pristan-Przhevalsk, where, according to the mother of one of the students, a group of high school students was beating younger ones, threatening them, and forcing them to participate in violence, once again highlights the issue of unsafe environments in educational institutions.
A study conducted from August to October in 50 public schools across the country confirms that violence in schools is a pressing and widespread problem.
Study: 40% of children have witnessed violence
A survey involving 1,045 participants, including 500 students aged 10 to 17, their parents, teachers, and child protection specialists, formed the basis of the study.About 40% of surveyed students reported that they had witnessed violence against other children.
At the same time, 78% of students claimed they did not participate in bullying themselves. However, some respondents admitted to having done so (sometimes or just once).
Some respondents, both boys and girls, faced insults and mockery online from their classmates.
The most frequent cases of abuse and bullying are observed among students in the Chui, Osh, and Batken regions, while such cases are less common in Issyk-Kul and Naryn.
The most common types of violence include:
- school racketeering (extortion);
- bullying (psychological and physical harassment);
- cyberbullying;
- violence based on gender stereotypes.
When asked if they were afraid to go to school due to violence, most respondents stated that they felt safe. However, 15-18% admitted that they sometimes feel fear.
Regarding violence from teachers (not necessarily physical), most students responded negatively, but some reported such cases.
The authors of the study noted that the data obtained cannot be considered representative for all educational institutions in the country, but they fill gaps in information about violence in Kyrgyzstan's educational establishments.
Additional materials Racketeering and bullying are frequently manifested forms of violence in Kyrgyz schools
According to Cholpon Akmatova, a representative of the research group, data collection was influenced by certain limitations.
“There is a problem with registering and accounting for cases of violence, as different government agencies record incidents in various ways. The state does not yet have a unified understanding of the scale of the problem. Access to schools was complicated due to the delicacy of the topic, as it could negatively impact the image of educational institutions. Survey participants, including children involved in or affected by violence, were inclined to conceal this out of fear. Teachers and school administration are also not interested in open dialogue,” she added.
The roots of the problem lie in the family
In an interview with 24.kg, psychologist Olga Bidenko noted that violence among schoolchildren often has roots in family relationships.“Adults have stopped communicating with children and understanding them, expecting too much from them. Some economically disadvantaged parents hope that their children will start earning money to support the family. Children mature early, but they should not have to solve their parents' problems,” the expert emphasized. “It is important to engage in dialogue with children so they can openly talk about their experiences, what worries them, and what they fear at school.”
She added that children who are humiliated and undervalued at home seek to stand out among their peers and become informal leaders, which gives them a sense of superiority.
According to the IDN, in 2024, more than 3,000 minors were on preventive registration, and in 2025 this figure remained almost the same.
The Commissioner for Children's Rights Asel Chynbaeva also raised the issue of problems in relationships between children and parents.
“This year we traveled extensively across the regions and found that parents often do not know how to communicate with their children. They cannot start a conversation, as there is a lack of communication in families. Children are left alone with their problems. When you talk to them, they admit that they often have suicidal thoughts because their parents do not understand them. A decade ago, there were far fewer such problems, and now it falls on the shoulders of schools and educators, although educational institutions also need support,” she noted.
New risks on the horizon
Asel Chynbaeva added that society is changing, leading to new risks concerning the safety and well-being of children.“These changes require government agencies, social services, the justice system, and civil society to work more cohesively and responsibly. An analysis of the current situation shows that we are facing serious challenges— the spread of online violence, cyberbullying, and destructive content. The lack of systematic prevention of digital risks threatens the mental and emotional health of children.
The growing migration of parents and emotional burnout among adults also lead to an increase in cases of family dysfunction.
This necessitates expanding available social support and taking measures to prevent hidden violence and neglect of children's needs. Problems in interaction between schools, social services, medical institutions, and law enforcement often lead to delays and the inability to timely identify risks.
Moreover, the shortage of psychologists and crisis centers reduces the opportunities for long-term rehabilitation of children, increasing the risk of re-victimization,” she added.
Solutions exist
Psychologist Olga Bidenko is confident that there is a way out.According to her, parents and adults need to pay attention to children and learn to communicate with them regularly. Schools are implementing programs aimed at creating a safe and friendly environment. There are examples where such projects have helped prevent cases of violence and racketeering, as well as positively change the behavior of informal leaders.
Asel Chynbaeva believes it is important to develop digital literacy among parents, educators, and children, as well as to foster a culture of safe behavior online.
“Additionally, it is necessary to systematically support each child in a difficult life situation and provide them with the necessary assistance. — We constantly discuss the need to strengthen inter-agency cooperation, but issues of its effectiveness and timeliness remain open. Only through joint efforts can we create conditions in which every child in Kyrgyzstan feels protected and successful,” she emphasized.
Child safety is not only the responsibility of schools and educators. Three parties are important here: the state, parents, and the school. Only in this way can we achieve the consolidation of measures.
Asel Chynbaeva
Violence prevention expert Nazgul Turdubekova, in an interview with 24.kg, highlighted five key conditions necessary for creating a safe educational environment:
Implementation of the "School Without Violence" program
The comprehensive program implies a systematic approach that includes prevention, professional response, and support for affected children without discrimination.
Creating an atmosphere of respect for each child's rights
Particular attention should be paid to children facing migration, school absenteeism, low academic performance, and children with disabilities. This will help build a trust system between students and teachers. Social educators and psychologists should be ready to provide individual assistance. The main principle: “We believe the child until proven otherwise.”
Training staff for early detection of violence
Every employee—from teachers to security—must be able to recognize signs of violence, respond appropriately, and inform through established channels. Regular training is mandatory for all staff, from the principal to security guards, and additional contracts should be concluded with special responsibility for preventing violence against children. Actions such as mockery, stalking, and worsening grades in cases of interpersonal conflicts between teachers and students should also be recognized as violence.
Additional materials Do not feel cared for at home or at school — social worker on bullying and racketeering
Fostering a culture of non-violent behavior among children
Teaching empathy, communication skills, and peaceful conflict resolution; holding competitions and role-playing games on the theme of a safe school. Anti-bullying policies should contain clear rules and support for all parties involved.
Involving parents and creating clear response procedures
Parents need to be informed about the nature of violence and ways to prevent it; training on positive parenting should be organized. The school, family, and society must act in concert. There should be clear procedures in the educational institution: response algorithms, contact networks (IDN, social services, experts), incident registration logs, as well as a responsible coordinator who will organize regular meetings with participants in the educational process.
