Why Does Anti-Bullying Child-Friendly School Program Matter? A Study of Junior High Schools in Indonesia

Abstract

Schools should be able to create an inclusive, safe, and supportive learning environment, as outlined in the United Nations (UN) Sustainable Development Goals (SDGs). These goals have been translated into policies and implemented through a Child-Friendly School (CFS) program in UN member countries. This study examines how the CFS program is implemented in one UN member country, specifically in Indonesia, particularly in Junior High Schools in the city of Semarang. This research employs a qualitative exploratory method conducted through interviews, focus group discussions, and observations with various participants, including school principals, educators, education staff, students, and parents in eight schools, CFS facilitators, school supervisory coordinators, and education department officials. The study results identified several CFS program concepts, which were grouped into six dimensions such as first, the CFS policy dimension; second, the dimension of trained educators and education staff on children's rights; third, the dimension of CFS learning process implementation; fourth, the dimension of CFS facilities and resources; fifth, the dimension of children's participation; and sixth, the dimension of parent, alumni, community organization, and business world participation. The findings of this study are expected to make a significant contribution in the form of CFS programs in Indonesian junior high schools, creating inclusive schools that prioritize equality values in achieving academic success. Additionally, these research results can serve as a reference for the goverment in optimizing the development of CFS programs in schools. Furthermore, this study can contribute to the body of knowledge, especially in the field of inclusive education.
 
 Received: 8 September 2023 / Accepted: 22 October 2023 / Published: 5 November 2023