Summary of "Herramientas para el registro de incidencias escolares"

Main ideas and lessons

• Purpose of the conference: Provide clear, practical tools for primary school staff to record and report school incidents related to:
  • Child sexual abuse
  • School bullying
  • Mistreatment (abuse/harassment)
• Why it matters: Teachers are often the front line of observation, but they may not know what to do, how to record, or who to inform.
• Rights-based framing (human rights in school):
  • Students (girls, boys, adolescents) are rights holders with special rights due to age.
  • The educational community has a legal/ethical duty to guarantee, respect, protect, and promote human rights.
  • When there is awareness of a fact putting students’ physical, psychological, or sexual integrity at risk, staff must:
    • Protect
    • Above all, report to the corresponding authorities.

Legal/protocol foundations mentioned

• The presenter links the duty to protect/report to regulations and protocols, describing:
  • Federal and state regulation frameworks
• Key laws/regulations referenced (State of Mexico context):
  • Political Constitution
  • Education Law
  • Law on the Rights of Girls, Boys and Adolescents (State of Mexico)
  • Law for Women’s Access to a Life Free of Violence
  • Law for Equality between Women and Men
  • Law to Prevent and Address School Bullying
• Protocols referenced:
  • Protocols for prevention, detection, and action in cases of:
    • sexual abuse
    • school bullying
    • mistreatment

Structure of the protocols (3x3 model)

For each of the three violence types (sexual abuse, bullying, mistreatment), the protocols include:

1. Prevention
   • Minimum responsibilities of the whole educational community
   • Members include: mothers, fathers, guardians, teaching staff, administrative staff, management staff, supervisors
2. Detection
   • An observation guide to identify risk indicators
   • Includes:
     • general indicators
     • specific indicators for each violence type
3. Action
   • Guidelines for response once a concern is identified
   • Recommendations and situations to avoid

Practical methodology: minimum responsibilities (prevention + preparedness)

• Emergency phone numbers
  • Inform the school about two emergency phone numbers
  • Do this at the beginning of the school year (and verify mid-year)
  • Ensure the numbers remain the same as the parents/guardians provided
• Make the protocol documents known
  • Entire community should be familiar with the protocol and regulatory documents
  • Participation/acknowledgment may require signatures confirming receipt
• Training participation
  • Ensure the whole school community attends training sessions
  • Staff should understand their responsibility to participate
• Observation and reporting
  • Be alert to changes in behavior
  • Inform the principal about findings/indicators
  • Reporting is not only for teachers:
    • parents report to teacher → teacher informs principal/hierarchy
• Written agreements
  • If the school reaches written agreements, the responsible party must prove fulfillment to the institution
• Documentation
  • Record actions related to prevention and care
  • As soon as a situation is known:
    • implement the appropriate action
    • record it

Detection guidance: “observation guide” and indicators

Key clarification

• The observation guide is not a diagnosis.
• It provides elements to identify “red flags” and guide next steps with additional evidence/actions.

General/behavioral risk indicators (examples provided)

• Fear of going to the bathroom
• Nervousness around a specific person (possible aggressor)
• Sudden appetite change (e.g., refuses lunch or throws it away)
• Sudden crying without explanation
• Irritability or aggression in home/living setting
• Social withdrawal:
  • stops integrating with peers
  • stops wanting to go to school
• Urinary incontinence
• Other indicators described as “more specific” for sexual abuse

Indicators more specific to possible sexual abuse (examples provided)

• Obvious discomfort or expressions of pain in genitals
• Difficulty walking or sitting
• Use of information unusual for age
• Knowledge of sexual topics inappropriate for age
• Drawings/writing/dreams with frightening or sexual images
• Forcing other people to perform sexual games
  • Note emphasized: not all sexual play equals sexual abuse, but it is still sexual violence; among similar-age peers (especially young children), it may be framed as sexual games

“What to avoid” during detection/interviews (action integrity)

• Avoid harming investigations:
  • The school should not interfere with potential criminal investigations.
• Specifically asked/avoided behaviors:
  • Do not ask questions or conduct interviews
    • In documents, record only what the student said
  • Do not postpone listening
    • Provide active listening when the student seeks support
  • Do not ask the student to show body parts
    • Even if they offer, do not request it; authorities handle medical/investigative body evidence
  • Do not repeatedly pressure the student
    • Do not insist they recount events or answer questions they don’t want to answer
  • Do not question credibility in a way that implies doubt
    • “Believe children and teenagers when they tell you something”
    • If the student was possibly influenced by someone else, this is not the teacher’s investigative job
  • Do not judge or criticize
    • Do not value-judge parents or aggressor
    • Do not hypothesize motives or blame
    • Do not express prejudiced judgments
  • Do not have the student repeat their story to others
    • E.g., to principal/supervisor (positioned as a procedural risk to avoid)
  • Avoid anger/blame
  • Avoid irrelevant family issues unrelated to the incident
  • Avoid taking actions without explaining reasons
    • Students should feel secure; refer to appropriate authority

How a case becomes “known” (sources/types of awareness)

Protocols mention three ways staff can become aware of a case:

1. Witnessing the crime
   • What staff personally saw/observed with senses
2. Report
   • Someone else tells you what happened (you did not directly see/hear)
3. Suspicion
   • Based on indicators/red flags

These awareness types connect to the protocol’s incident recording tools.

Incident recording tools (detailed list)

Tool 1: Logbook (bitácora / registro en cuaderno)

Purpose: A classroom teacher’s format to record incidents and build a timeline for later official reporting.

What to record (core elements described):

• Date
• Type of incident
• Cause determining teacher/parent actions
• Agreements/commitments made
• Type of support required for the student
• General identification details (school/class/group/shift)
• Student involved details (noting full name for identification)
• Location in school (e.g., courtyard, library, classroom, restroom)
• Background: first occurrence vs recurring
• Brief description based on student statements
  • Student words recommended in quotation marks
• What the teacher did
  • e.g., summon parents, reinforce surveillance, specific activities to improve coexistence
• Follow-up
  • whether behavior improved, reintegration into group, etc.
• Signatures:
  • mother/father/guardian (recommended witness if they refuse)
  • teacher signature
  • principal signature planned/added when available

Important legal/privacy notes:

• Not a legal document; timeline/support rather than evidence with legal standing.
• Logbook is kept by the school; it does not leave the school premises.
• No torn pages.
• Corrections follow administrative rules:
  • place in parentheses
  • cross out previous text with a line
  • optionally add a note explaining error
• Prefer a bound notebook with numbered pages (page/folio, not loose sheets).
• Minors should not sign or write in the logbook.
• Keep one logbook per school year, group, and shift.
• If a teacher changes schools:
  • handover/receipt process with acknowledgment.
• If a student leaves/changes schools:
  • hand over required materials to principal with receipt.
• For sexual violence/serious cases:
  • must be recorded and reported immediately, not waiting for routine timeline.

Reporting frequency for general cases:

• Inform principal every 15 days (or weekly, depending on school organization)
• Principal signs when informed
• If parents don’t sign:
  • record that they were present and didn’t want to sign
  • record the reason if they provide one
• Keep evidence that meetings happened (e.g., if a parent later claims they weren’t notified).

Prevent revictimization:

• Avoid keeping a per-child logbook; suggestion is logbook by group instead of per student.

Handling copies / confidentiality:

• If authorities/legal department require it:
  • copy the incident, not the entire logbook
  • use student full name only in that copy context (since it’s not public)
  • place in a sealed envelope with incident report documents
• Full name inclusion is recommended to avoid confusion (same first/last names possible).

Additional details recommended in example fields:

• Folio/page number, incident number
• School identifiers (CCT)
• Grade and group
• Location details
• Time/date
• “Manner, time, place” (explicitly required by authorities)
• Quotes of student statements
• Agreements, follow-up, and signatures

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Tool 2: Incident Report (reporte de incidente)

Purpose: A formal/legal-character document prepared by school administrators, built from logbook information, and used to officially inform higher authorities.

Nature and function:

• A formal document with legal character
• Functions:
  • record relevant events
  • serve as evidence in conflicts/problems
  • facilitate communication among teachers, administrators, parents, students

Who prepares it:

• Administrators prepare it with support from teachers who knew the situation and reported through the logbook

When/where it goes:

• Sent to supervisor and regional sub-directorate regarding the incident

What it must include (very specific):

• Circumstances: time, place, manner
• Date/time of incident
• Location details (courtyard vs office vs library/classroom, etc.)
• School code (CCT) and/or where it occurred (e.g., school supervision office/regional office)
• Municipality
• Who was present
• Identification documents and full names of adults involved (as required)
• Witnesses (recommended if possible)
• Brief description of what happened
• If someone “has the floor,” their words go in quotation marks

Student identity confidentiality:

• Should not include students’ full names
• Use initials to protect identity
• Adults/public servants’ full names are included

Signatures and attachments:

• Signatures of participants and witnesses
• Attach supporting documents used in the protocol response, such as:
  • summonses and requests for meetings
  • requests related to non-repetition
  • referrals for psychological support (if required)
  • other protocol-based evidence

Related forms:

• Protocol provides forms (referenced as starting around page 52) for:
  • each type of violence
  • each person who may have committed school violence
• Presenter emphasizes reviewing those forms.

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Tool 3: Report itself / referral document

• Described as an additional “report” document complementing the incident report and sent to inform superiors.
• It is a formal referral format that:
  • includes an official number
  • date and time
  • addressee (supervisor or regional sub-directorate)
  • summarizes the event and indicates attached documents
• The incident report and attachments act as the substantive record.

Note: wording overlaps in the subtitles between “report,” “incident report,” and referral form; the key takeaway is that official communication to higher authorities is via an official report/referral package plus attachments.

Closing resources and support mentioned

• The School Welfare Council offers services and an inter-institutional network (more than 20 state agencies).
• Provided help line:
  • Center for Attention to School Coexistence (Estado de México): 7221672202
• Services include:
  • advice
  • referral for student psychological support
  • initiation of investigation if necessary
• Also mentioned:
  • phone numbers for the School Welfare Council and General Directorate
  • social media links
  • encouragement to share conference access and subscribe for ongoing tools.

Speakers / sources featured (as named in subtitles)

• Ms. África Medina del Raso
  • Speaker/trainer (Human Rights Sub-Directorate, School Council for Welfare)
• Teacher Pao
  • Introduced as “teacher Pao” (moderator/host who introduces the speaker)
• Teacher Elsa Lourdes Fuerte Robles
  • Referenced as General Director
• School Welfare Council (CONEVI context implied)
  • Institutional source providing protocols, tools, and support line
• CONEBI / CONEVI
  • Used as the calling point branding for support (as referenced by the host/speaker)

Category

Educational

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