Article by the Moroccan human rights and political activist Fatima Fawzi

Violence against girls in the school environment is not merely a passing behavioral deviation; at its core, it reflects a structural imbalance nourished by deeply rooted cultural perceptions and by distortions in the prioritization of public policies. In this context, it becomes necessary to address the phenomenon as a political and ethical question that touches the very meaning of the school itself: is it a space for liberation and the production of citizenship, or merely an institution that reproduces the prevailing power relations within society?

Limiting the response to punitive measures, however necessary in certain cases, remains of limited effectiveness unless it is integrated into a preventive and transformative vision that rebuilds the school climate on the foundations of equality and dignity. Thus, shifting from the logic of punishment to the logic of value-based and structural prevention requires reconsidering how school life is managed, the content of educational discourse, and the nature of the relationship between the school and its surrounding environment.

In this context, it is also important to highlight what may be called “surreal violence”—that invisible violence which hides behind daily jokes, casual remarks, symbolic bullying, and stereotypical images presented as normal. It is a form of violence that silently infiltrates consciousness and establishes the acceptance of discrimination as if it were inevitable. Such violence cannot be confronted by laws alone; it must also involve dismantling the mental structures that allow it to exist. Hence the need for a deep revision of curricula and textbooks to ensure a fair representation of girls and women, far removed from ready-made stereotypes that confine their roles within narrow limits.

Within this framework, it also becomes necessary to establish effective institutional mechanisms that go beyond formal appearances. This could include the creation of local and regional school observatories to monitor gender-based violence, involving educational staff, trade union actors, representatives of families, and students, and relying on publicly available periodic reports that reinforce transparency and accountability. Likewise, listening and support units must be provided with specialized human resources in psychological and social assistance so that they do not become merely administrative façades without real impact.

Eliminating surreal violence also requires empowering female students with genuine spaces for expression and participation—not merely as subjects of protection but as actors in shaping solutions. If activated democratically, student councils can become daily laboratories for education in equality and spaces where negotiation and disagreement can be learned without violence. Moreover, integrating programs of critical digital education can help contain forms of cyber violence and symbolic extortion that are increasingly spreading in virtual spaces.

In this regard, the trade union dimension remains essential, because defending the dignity of girls within schools is inseparable from defending public education itself. Overcrowded classrooms, insufficient supervision, and the lack of specialized staff all weaken the capacity for prevention and intervention. Therefore, advocating for better educational working conditions is simultaneously an advocacy for a safe and equitable school environment.

A philosophical analysis of the phenomenon leads us to consider violence against girls as a form of symbolic domination, as described in critical thought—a domination that is sometimes exercised unconsciously, yet produces profound effects on self-confidence and on educational trajectories. Resisting it therefore requires rebuilding collective awareness within schools through the promotion of a culture of recognition and mutual respect, and by affirming that dignity is not a privilege but a fundamental right.

In this perspective, the real challenge is to transform the school into a space that redistributes symbolic power fairly, where girls feel that their presence is legitimate, their voices are heard, and their bodies are protected. Any educational reform that does not place these values at the center of its priorities remains merely a technical reform devoid of spirit, because quality is not measured only by numerical indicators but by the extent to which students feel safe and recognized.

Therefore, combating violence against girls is not a marginal battle; it is a test of the seriousness of the societal project in adopting equality as a strategic choice. It is a battle of awareness before it is a battle of procedures, and a battle of justice before it is merely an administrative matter. When schools stand for the dignity of their girls, they stand for the idea of the just society we aspire to build.