There is no evidence of national or regional data collection on bullying and harassment in education environments, or SO, GIGE and SC are not specifically mentioned: 0/10 | National or regional data on bullying and harassment in education environments is collected and disaggregated for one ground of discrimination: 5/10 | Two grounds: 7.5/10 | Three grounds: 10/10
The information available shows that there is no a comprehensive database kept in the CzechRepublic in which all cases of bullying would be registered. The Police of the Czech Republic only collect such data in cases where bullying incidents are qualified as crimes under the Criminal Code.Under the law, schools are not obliged to collect data on the occurrence of bullying among their students (unlike, for instance, their statutory duty to collect data on accidents resulting in the injuryof a student, whereby they are obliged to draw up a report on any accident and send it to the competent authorities and institutions).
Nonetheless, according to the Bullying Prevention Guideline (2016), schools are obliged to collect data on bullying incidents and review precautionary procedures, safety and crisis management plans, and set up measures to prevent the recurrence of risk behaviour8. As already mentioned above, the guideline is not legally binding on schools, and as a result, the Ministry of Education thus cannot enforce compliance.
Statistical data that helps give an overview of bullying cases in the Czech Republic comes from theCzech School Inspectorate and specific NGOs. In 2015, the NGO PROUD (Platform for Equality, Recognition and Diversity)9 carried out a survey on homophobia and transphobia on the national level.The survey was a follow-up on a survey of discrimination on the basis of sexual orientation, carried out in 2008.10 The first part of this extensive research comprised of an online quantitative questionnaire targeting senior primary schools and secondary schools. Over 1,300 respondents took part in this survey. The survey mapped, in particular, the attitude of learners toward their peers with (supposedly) “minority” or non-conformist sexual and/or gender identity, as well as their experience of homophobia and transphobia in the school environment. The second part of the survey consisted of interviews with primary and secondary school teachers concerning LGBTQI students, their social status in the group, coming out, the inclusion of information on various sexual and gender related differences in the teaching process, the prevention of homophobic bullying, etc. The outcome of the survey serves as the basis for proposals as to how best to make the school climate.
The outcome of the survey also showed that overall respondents had largely positive or tolerant attitudes towards gay, lesbian and bisexual people. Having said that, some of the respondents stated that they did not feel comfortable in the company of gay and lesbian people and that they did not treat them in the same way as heterosexuals (about 10% of the respondents on average).The greatest concerns and antipathies were, however, associated with transgender people – a full quarter of the respondents would not feel comfortable in their company, and one-fifth of the respondents believe that they are not the same as other people. Heterosexual boys were the least tolerant in terms of views on LGBTQI people (nearly one-half of heterosexual boys would not feel comfortable in the presence of a gay person, and as many as quarter would end a friendship should their friend turn out to be transgender. About 59% of the respondents considered the company of a transgender person unpleasant.
