623 at-risk cases were detected. Following an incident of school violence, there may be lingering conflicts, insults, isolation, psychological bullying, or online conflicts. If left undetected and unaddressed, these early signs can lead to serious consequences. According to the September 2026 report from 27 out of 34 Departments of Education and Training, 623 cases of students at risk or experiencing conflict were identified and supported. More than 356,000 students in schools received psychological counseling and support. This was one of the points raised at the conference on preventing and combating school violence, life skills education , and school counseling organized by the Ministry of Education and Training. At the conference, Deputy Minister of Education and Training Nguyen Thi Quyen Thanh emphasized that preventing and combating school violence cannot be separated from life skills education and psychological counseling and support for students. Skills education helps students learn to respect others, control their emotions, resolve conflicts, and seek help. School counseling facilitates listening, risk identification, and timely support, while coordination, intervention, and handling mechanisms ensure the safety and protection of the legal rights and interests of students and teachers, and prevent recurrence. These three aspects must be viewed as a continuous process, in which early prevention is of particular importance. Students from Mac Dinh Chi High School in Hanoi participate in a psychological counseling session at the school. However, in reality, incidents of students fighting, bullying, and insulting each other still occur. Some incidents stem from minor conflicts but escalate quickly, causing serious consequences, while others develop silently through isolation, ridicule, and psychological pressure that adults may find difficult to recognize. According to the Deputy Minister, the digital environment changes the way conflicts arise and spread. An online conflict can escalate into real-life violence. Conversely, shared images of incidents continue to cause harm to those involved. Therefore, identification, prevention, and support must keep pace with the interplay between the real and digital spaces, while protecting the privacy, honor, and dignity of students and teachers. Leaders of the Ministry of Education and Training shared that, in reality, there are still bottlenecks and difficulties in preventing school violence at various institutions. Firstly, there is a gap between the need for prevention and the capacity for early detection. Abnormal psychological signs, peer relationships, risks of isolation, or cyberbullying are not always promptly identified due to limitations in human resources, expertise, space, funding, and school counseling support networks. Furthermore, the process of receiving information and coordinating between schools, families, the police, healthcare facilities, and local authorities has sometimes been inconsistent, especially regarding incidents occurring outside of school or online. Shift from treatment to prevention. Associate Professor Tran Thanh Nam, Rector of the University of Education, Vietnam National University, Hanoi, noted the risk of conflicts in cyberspace escalating into real-life violence. According to him, families and schools need to increase observation and listening, promptly recognizing changes in students’ psychology and behavior. This requires preventative measures to extend beyond the school grounds. According to Associate Professor Tran Thanh Nam, conflicts online or outside of school that affect the safety, psychology, and learning of students need to be addressed and handled appropriately. Associate Professor Tran Thanh Nam, Rector of the University of Education, Vietnam National University, Hanoi, noted the risk of conflicts in cyberspace escalating into real-life violence. Based on local practices, Mr. Nguyen Van Thach, Deputy Director of the Department of Education and Training of Lam Dong province, stated that 100% of secondary schools in the area cooperate with local police in disseminating and educating students on legal matters ; and maintain two-way communication with parents. However, having a coordination mechanism does not mean every situation will be handled effectively. When conflicts arise among students, who receives the information, verifies it, and provides support? How does the school coordinate with families, the police, and other relevant forces? These are issues that need to be addressed in detail during the implementation of prevention measures. At the conference, Mr. Nguyen Xuan An Viet, Deputy Director of the Student Affairs Department, Ministry of Education and Training, outlined four key areas of concern: the scope and types of school violence; coordination mechanisms and responsibilities of all parties involved; the quality of life skills education and school counseling; and the application of digital transformation in this area. In this context, fully identifying all forms of violence is a crucial requirement. Violence is not limited to physical harm but also includes psychological violence, cyberbullying, and extracurricular incidents that affect students’ safety and learning. Along with this, it is essential to clearly define the responsibilities of schools and relevant authorities in detecting, coordinating support for, and addressing these issues. Regarding solutions, the Ministry of Education and Training requires schools to shift strongly from dealing with incidents after they have occurred to proactive prevention, linking life skills education with real-life situations. Specifically, educational institutions need to develop procedures for preventing, detecting, and addressing school violence, focusing on broad prevention, early support for at-risk students, intervention when incidents occur, and recovery to prevent recurrence. Schools should assess risks, clearly assign responsible individuals, and establish mechanisms for receiving and referring cases for support. Skills education for students should focus on emotional control, respectful communication, conflict resolution, self-protection, and seeking help. These skills are practiced through scenarios, role-playing, and experiential activities, tailored to each grade level and student group. Specifically, the Ministry of Education and Training also requires that, in the digital environment, students need to be guided on how to refuse to encourage violence, not to spread harmful images, block and report malicious accounts, protect personal information, and identify fake content. At the same time, it emphasizes strengthening coordination with parents and providing training for teachers on classroom management, pedagogical conduct, and risk identification.
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