Author: Mirjana Popović, Sociologist
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Peer violence is one of the most serious challenges facing contemporary Montenegrin society. While violence among children and adolescents exists in every country, specific social, cultural, and institutional circumstances in Montenegro make this issue particularly pronounced and concerning. The consequences of peer violence extend far beyond the immediate victims, affecting society as a whole through the reproduction of aggressive behavioral patterns, the deterioration of mental health, and the erosion of fundamental values such as empathy, solidarity, and respect.
The most visible indicator of the problem is the growing number of cases of peer violence and the increasingly severe forms it takes. Today’s children are exposed not only to physical and verbal abuse but also to psychological harassment, social exclusion, humiliation, and, increasingly, cyberbullying through social media and digital communication. Unlike previous generations, violence no longer ends when children leave the schoolyard—it often continues online, sometimes in even more harmful and relentless forms.
Unfortunately, institutional responses have not been sufficiently effective. Although laws, protocols, and professional support services exist, their implementation remains limited. Schools, which should provide safe environments for children’s development, often avoid reporting incidents of violence in order to protect their reputation. Parents, meanwhile, sometimes deny or minimize the seriousness of the problem, shifting responsibility onto one another or onto the system itself. This atmosphere of uncertainty and silence further aggravates the situation and sends a message to children that they are largely left to cope on their own. Sadly, many children feel exactly that way.
The broader social and cultural context in Montenegro further complicates efforts to combat violence. The long-standing legacy of patriarchal values, the prevalence of aggressive rhetoric in public discourse and the media, and a low tolerance for difference all contribute to an environment in which violent behavior is often tolerated or even justified. Children learn by observing those around them. If they see conflicts being resolved through force and aggression, they are likely to adopt the same behavioral patterns.
Particularly alarming are the consequences for young people’s mental health. Victims of bullying frequently experience anxiety, depression, insomnia, diminished self-esteem, and, in some cases, suicidal thoughts. Emotionally, they often struggle with fear, shame, helplessness, and loneliness. Their confidence deteriorates, and they lose trust in both themselves and others. In the educational context, victims may begin avoiding school, experience declining academic performance, or even leave the education system altogether, creating additional personal and social challenges. All of this underscores the seriousness of the consequences that peer violence can have when it is not addressed adequately and in a timely manner.
However, perpetrators are not unaffected by these dynamics either. Many carry emotional trauma, feelings of guilt, or later become involved in conflicts with the law. This contributes to the emergence of generations that are emotionally unstable and socially dysfunctional. It often seems that, as a society—and particularly within the institutions responsible for addressing these issues—we fail to recognize this broader picture of social relations. As a result, responses are frequently short-term, ineffective, and populist, failing to address the root causes of the problem.
Both schools and the wider community continue to lack systematic and continuous prevention efforts. Intersectoral cooperation remains insufficient, and even when intervention processes are initiated, they often remain largely formalistic. Programs aimed at developing emotional intelligence, empathy, nonviolent communication, and conflict-resolution skills are either rare or optional. Consequently, opportunities to prevent problems before they escalate are frequently missed.
A national framework for combating peer violence should be grounded in a clear and comprehensive societal strategy. However, creating and adopting national strategies and accompanying action plans is not enough; success depends on effective implementation. Achieving meaningful progress requires the regular collection and analysis of data on peer violence. Unfortunately, as a society, we still underestimate the importance of databases, registries, statistical records, and sociological and anthropological analyses in addressing this social problem and understanding its dynamics, forms, and prevalence. Relevant institutions—particularly those within education, social and child protection, and healthcare—must continuously invest in professional training and capacity-building. Equally important is the development of accountable and transparent institutions that genuinely serve the public interest and respond to citizens’ needs.
While schools and the education system must establish clear rules and procedures, prevention remains the key. Parents must be actively involved in order to create a unified approach and consistent support in both school and family environments. Equally important is fostering relationships of trust between students and teachers. Children are far more likely to report violence when they know they will be heard, protected, and not exposed to further risk as a result of speaking out. This is why teachers, school counselors, and other staff members must be trained to recognize the signs of violence and respond appropriately.
Combating peer violence is a long-term process that requires commitment, expertise, and cooperation among all stakeholders in education. Schools should be places where students feel safe, accepted, and respected. Prevention, education, support, and decisive responses to violence form the foundation of a healthy and empathetic community. Through a proactive approach and the cultivation of a positive school climate, schools can not only reduce violence but also help raise responsible and compassionate citizens.
In recent years, Montenegro has introduced a number of strategic measures and programs aimed at addressing peer violence. School safety assistants have been engaged, international projects have been implemented in cooperation with the Council of Europe, protocols have been developed, and workshops and training sessions for teachers have been organized. Nevertheless, despite these efforts, the number of reported cases continues to rise. This is also, in part, a positive development, as greater awareness, education, and support have encouraged more students and teachers to report incidents. At the same time, we must remain aware that many victims still remain silent, some schools continue to avoid acknowledging the problem, and many parents are unaware of what their children are experiencing.
Although progress has been made, systemic change remains slow. Long-term investments, continuous evaluation of programs, and locally tailored approaches are essential. Schools differ from one community to another, and children do not all have the same needs. What works in one environment may prove ineffective in another. Establishing standards is only the first step; without consistent implementation, ongoing training, and trust between schools, students, and parents, meaningful change will remain limited.
Peer violence in Montenegro is not an isolated problem affecting only individual students, schools, or families. Given its frequency, intensity, and evolving forms, this phenomenon reflects the broader state of society itself. Addressing it therefore requires a collective effort involving schools, parents, institutions, the media, and students. Only a society that recognizes the importance of mental health, tolerance, and nonviolence can move toward sustainable development, progress, and social well-being.