Keyword: «harassment»

The article presents the analysis of the problem of bullying in the educational environment of the modern school; describes its causes and health risks of students. Describes the results of empirical research of peculiarities of manifestation of bullying among today's teenagers.

The article considers harassment as a form of discrimination in labor relations, its distinctive features and legal regulation of employees’ rights protection. The study is based on the analysis of specialized literature, Russian and foreign legislation, as well as judicial practice of national and international courts. It justifies the conclusion that it is necessary to concretize harassment criteria in normative legal acts in order to ensure the protection of the honor and dignity of a person.

The author's and official interpretations of harassment, its manifestations and correlation with related concepts are given. Empirical data on the population awareness on the problem of harassment are analyzed.

This article provides a comprehensive analysis of the place and role of educational institutions in the system of prevention of bullying among minors. The author considers an educational organization as a key actor in the identification, suppression, and prevention of bullying, possessing unique access to the children's collective. The paper examines the regulatory and legal framework for the activities of educational institutions in this area, including the obligations established by the Federal Law "On Education in the Russian Federation". Special attention is paid to the systemic approach to prevention, including primary, secondary, and tertiary prevention. Effective models and technologies of work, such as the creation of reconciliation services, the implementation of social-emotional learning programs, and the formation of a favorable psychological climate in school, are analyzed. Based on the analysis of modern scientific literature and legal acts, it is proved that effective bullying prevention is possible only if the efforts of all participants in educational relations are integrated: teachers, administration, psychologists, students, and their parents (legal representatives). The conclusion is made about the necessity of transitioning from one-time actions to the creation of a holistic, continuous prevention system based on the values of respect, empathy, and non-violent interaction.