The pandemic context sorrounded COVID-19 evidence the need to create strong community support in order to faster prevent violence from happening and aslo act in case of need (Chanchlani et al., 2020). The pandemic just shed more light about an already studied reality. In 2005, Vicotria Banyard and colleagues published about bystander intervention, in order to focus on the active role of those who witness some situation of harassment.
In this line, in the educational contexts, other actions have been later promoted, such as: (1) dialogic workspaces, (2) dialogic gatherings, (3) class assemblies, (4) dialogic pedagogical gatherings with teachers, (5) mixed committees, and (6) dynamisation of social networks with preventive messages and the creation of a sense of community, which are being implemented both in-site and virtually during the pandemic lockdown.
Banyard, V. L., Plante, E. G., Cohn, E. S., Moorhead, C., Ward, S., & Walsh, W. (2005). Revisiting unwanted sexual experiences on campus: a 12-year follow-up. Violence Against Women, 11(4), 426–446, doi: 10.1177/1077801204274388
Chanchlani, N., Buchanan, F., & Gill, P. J. (2020). Addressing the indirect effects of COVID-19 on the health of children and young people. CMAJ, 192(32), E921-E927. https://www.cmaj.ca/content/192/32/E921.short (JCR Q in 2019; Scopus Q1 in 2019)
Roca, E.; Melgar, P.; Gairal-Casadó, R.; Pulido-Rodríguez, M.A. (2020). Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19. Sustainability, 12, 4685. https://doi.org/10.3390/su12114685