
{"id":725959,"date":"2026-06-26T18:35:25","date_gmt":"2026-06-26T16:35:25","guid":{"rendered":"https:\/\/www.dynseo.com\/le-role-du-cpe-face-au-harcelement-scolaire-de-lobservation-a-laction-dynseo-2\/"},"modified":"2026-06-26T18:45:57","modified_gmt":"2026-06-26T16:45:57","slug":"the-role-of-the-cpe-in-the-face-of-school-harassment-from-observation-to-action","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/the-role-of-the-cpe-in-the-face-of-school-harassment-from-observation-to-action\/","title":{"rendered":"The Role of the CPE in the Face of School Harassment: From Observation to Action"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; 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parole, \u00e9valuer, coordonner l'\u00e9quipe, g\u00e9rer les familles, intervenir aupr\u00e8s des auteurs. Formation certifi\u00e9e Qualiopi DYNSEO.\",\n  \"image\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/harcelementscolaire.jpg\",\n  \"author\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"url\":\"https:\/\/www.dynseo.com\"},\n  \"publisher\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2021\/03\/logo-dynseo.png\"}},\n  \"datePublished\":\"2026-03-06\",\n  \"dateModified\":\"2026-03-06\",\n  \"mainEntityOfPage\":\"https:\/\/www.dynseo.com\/role-cpe-harcelement-scolaire-observation-action\/\"\n}\n<\/script><\/p>\n<div class=\"dbi-art-17e1e4\">\n<header class=\"article-hero\">\n<div class=\"article-hero-inner\">\n<nav class=\"article-breadcrumb\">\n      <a href=\"https:\/\/www.dynseo.com\/en\/\">Home<\/a> &rsaquo;<br \/>\n      <a href=\"https:\/\/www.dynseo.com\/formations\/\">Training<\/a> &rsaquo;<br \/>\n      The role of the CPE in the face of school bullying<br \/>\n    <\/nav>\n<p>    <span class=\"article-category\">&#x1F9D1;&#x200D;&#x1F3EB; SCHOOL LIFE &amp; CPE<\/span><\/p>\n<h1>The role of the CPE in the face of school bullying&nbsp;: <span class=\"hl\">from observation to action<\/span><\/h1>\n<div class=\"article-meta\">\n      <span>&#x1F4C5; March 2026<\/span><br \/>\n      <span>&#x23F1; 20 min read<\/span><br \/>\n      <span>&#x1F3EB; By the DYNSEO team<\/span>\n    <\/div>\n<\/p><\/div>\n<div class=\"article-hero-curve\"><\/div>\n<\/header>\n<div class=\"container\">\n<p><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/harcelementscolaire.jpg\" alt=\"Training to prevent and act against school bullying \u2014 DYNSEO\" style=\"width:100%;border-radius:20px;margin:30px 0 10px;box-shadow:0 6px 25px rgba(0,0,0,.08);\"><\/p>\n<article class=\"article-body\">\n<div class=\"toc\">\n<h4>&#x1F4D1; Summary<\/h4>\n<ol>\n<li><a href=\"#position-cpe\">The unique position of the CPE in the school ecosystem<\/a><\/li>\n<li><a href=\"#observer\">Observe: the CPE as a sensor of school life<\/a><\/li>\n<li><a href=\"#recevoir\">Receiving a student&#8217;s voice: the first collection interview<\/a><\/li>\n<li><a href=\"#evaluer\">Assessing the situation: bullying or conflict?<\/a><\/li>\n<li><a href=\"#coordonner\">Coordinating the team: the CPE as the pivot of intervention<\/a><\/li>\n<li><a href=\"#familles\">Managing families: the art of delicate communication<\/a><\/li>\n<li><a href=\"#auteurs\">Intervening with perpetrators: methods and attitudes<\/a><\/li>\n<li><a href=\"#cyber\">The CPE facing cyberbullying: specificities and tools<\/a><\/li>\n<li><a href=\"#prevention\">The CPE as a prevention actor: beyond crisis management<\/a><\/li>\n<li><a href=\"#limites\">The limits of the CPE&#8217;s role: when and how to hand over<\/a><\/li>\n<li><a href=\"#cas-pratiques\">Practical cases: the CPE in situation<\/a><\/li>\n<\/ol>\n<\/div>\n<pee>In a school, the Principal Education Advisor occupies a unique position. Neither a teacher nor an administrator, present in all areas of school life, in direct contact with students on a daily basis, recognized as a trusted interlocutor by a large part of them: the CPE is structurally the adult best placed to detect, instruct, and coordinate the institutional response to school bullying.<\/pee>\n<pee>This is also why official texts most often designate the CPE as the bullying referent of the institution. But between institutional legitimacy and real effectiveness, there is a gap that training alone can fill. <strong>Knowing how to recognize bullying, conduct a collection interview, coordinate a multidisciplinary team around a complex situation, manage families in distress or anger<\/strong>: these skills are not improvised.<\/pee>\n<pee>This guide is designed for CPEs who wish to strengthen their professional practice in the face of bullying, but also for management teams reflecting on structuring the role of the CPE in their institutional framework. It offers a comprehensive framework, from observation to resolution, through all the intermediate steps that make the difference between an effective intervention and a missed opportunity.<\/pee>\n<div class=\"alerte-box\">\n<div class=\"alerte-box-title\">&#x26A0;&#xFE0F; The designated CPE for bullying: a mission that is learned<\/div>\n<pee>Being a CPE and being a trained designated person for bullying are two different things. The initial training for CPEs addresses bullying, but it is not sufficient to train for all the required skills: interview methods, intervention techniques with perpetrators, multidisciplinary coordination, management of families in crisis, digital protocols. Continuous training is essential, regardless of the CPE&#8217;s experience.<\/pee>\n<\/div>\n<h2 id=\"position-cpe\">1. The unique position of the CPE in the school ecosystem<\/h2>\n<pee>To understand why the CPE is the central actor in the fight against bullying in an establishment, one must first understand the uniqueness of their position in the school ecosystem. This uniqueness is due to four characteristics that no other adult in the establishment has.<\/pee>\n<h3>A transversal presence in all school life spaces<\/h3>\n<pee>The teacher sees their students in their classroom, during their class hours. The nurse sees them in the infirmary, upon referral. The administration often sees them in disciplinary contexts. The CPE, however, is present in the playground, constantly, in the cafeteria, in the hallways, during transitions between classes. They observe group dynamics in their most natural dimension, when students are not in a formal classroom situation. This <strong>presence in the interstices<\/strong> of school life gives them access to information that other adults cannot have.<\/pee>\n<h3>A trust-based relationship built over time<\/h3>\n<pee>Unlike teachers who change every year in subjects, the CPE is often present for several years in the same establishment and can follow the same students throughout their time in middle or high school. This continuity creates a trust-based relationship that facilitates confidences. Students who would not go to talk about a difficult situation to their main teacher often go to see the CPE \u2014 because they know them, because they are not in an evaluative relationship with them, and because they are perceived as a supportive adult in crisis situations.<\/pee>\n<h3>An institutional legitimacy in managing complex situations<\/h3>\n<pee>The CPE is statutorily responsible for organizing and facilitating school life, and for the general supervision of students. This mission explicitly includes monitoring students in difficulty, the relationship with families, and the coordination of school life teams. Their legitimacy to manage bullying situations is therefore not an informal extension of their role: it is the very core of their mission.<\/pee>\n<h3>A natural interface between students, teaching staff, and administration<\/h3>\n<pee>The CPE is one of the few adults in the establishment to have regular interactions with both students, teachers, administration, and families. This interface position is valuable in managing bullying, which precisely requires coordination among all these actors. The CPE is naturally the hub of the information and action network.<\/pee>\n<div class=\"info-box\">\n  <pee><strong>&#x1F4CA; What research says about the role of the CPE.<\/strong> Comparative studies on the effectiveness of anti-bullying interventions show that institutions where the CPE is trained, has dedicated time, and is recognized as the coordinator of the institutional response achieve significantly better results than those where bullying management is diffuse or informal. Training the CPE is one of the best return investments in preventing school bullying.<\/pee>\n<\/div>\n<h2 id=\"observer\">2. Observe: the CPE as a sensor of school life<\/h2>\n<pee>Observation is the primary skill of the CPE in the face of bullying. Before any interview, before any intervention, there is a careful look at daily school life \u2014 a trained eye to spot what should not be there.<\/pee>\n<h3>Observe risky spaces<\/h3>\n<pee>Some areas of the institution are structurally more favorable to bullying than others because they combine low adult supervision and high student density. Hallways during transitions between classes, locker rooms and restrooms, remote areas of the playground, little-used staircases, the immediate surroundings of the institution at the end of classes: these are points of vigilance that the CPE and the school life team must systematically cover.<\/pee>\n<pee>The mapping of these risky spaces is a concrete approach that some institutions have formalized. It involves identifying, on the institution&#8217;s plan, the areas where supervision is weakest and the incidents most frequently reported, and then organizing enhanced adult presence in these areas during transition times.<\/pee>\n<h3>Observe group dynamics during free time<\/h3>\n<pee>The playground is an exceptional observatory of social dynamics among students. The CPE who knows what to observe can read, over the weeks, significant developments: a student who was integrated into a group and is now eating alone, a group whose composition suddenly changes, dynamics of domination among students that manifest in the occupation of space, recurring laughter that seems to always occur around the same student.<\/pee>\n<h3>Observe available objective data<\/h3>\n<pee>The CPE has access to objective data that can signal an ongoing bullying situation: attendance records (a sudden increase or targeted absenteeism on certain days), visits to the nurse&#8217;s office (a high frequency for the same student over a short period), disciplinary incidents (recurring conflicts involving the same students), and academic results (a sharp drop in grades over a term). Cross-referenced, this data forms a picture that can alert well before a victim comes forward.<\/pee>\n<div class=\"key-points\">\n<h3>&#x1F50D; CPE Monitoring Dashboard \u2014 Indicators to Watch<\/h3>\n<ul>\n<li>Increased absenteeism in a student without documented medical justification<\/li>\n<li>Repeated visits to the nurse&#8217;s office (stomach aches, headaches, discomfort) over 2-3 weeks<\/li>\n<li>Decline in academic results over one or more terms<\/li>\n<li>Student consistently alone during free time (playground, cafeteria)<\/li>\n<li>Visible exclusion during group activities (sports, group work)<\/li>\n<li>Recurring disciplinary incidents involving the same individuals<\/li>\n<li>Informal reports from other students or parents<\/li>\n<li>Sudden change in attitude or mood without identified explanation<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"recevoir\">3. Receiving a Student&#8217;s Voice: The Initial Interview<\/h2>\n<pee>The initial interview is the most delicate and decisive moment of the entire process. It is in this interview that the student \u2014 victim, witness, or even perpetrator who becomes aware of their actions \u2014 decides whether the adult in front of them can help. The first minutes of this exchange can determine the course of the entire intervention.<\/pee>\n<h3>Creating the Physical and Psychological Conditions for Trust<\/h3>\n<pee>The space for the interview must be chosen carefully. An office with a closed door, where exchanges cannot be heard from outside and where colleagues&#8217; interruptions do not disrupt the conversation. The seating arrangement also matters: strict face-to-face can create an interrogative tension; a slight angle, with two chairs oriented towards a common desk rather than facing each other, creates a more collaborative atmosphere.<\/pee>\n<pee>Psychologically, the CPE must indicate from the first seconds that they are in a listening posture and not a judgmental one. A simple and non-suggestive opening statement \u2014 &#8220;I asked you to come because I feel like you are going through something difficult right now. Would you like to tell me about it?&#8221; \u2014 sets a caring framework without steering the response.<\/pee>\n<h3>The Principles of Non-Directive Active Listening<\/h3>\n<pee>Active listening in this context is based on several practical principles. Do not interrupt, even if the narrative is confusing or incomplete \u2014 the student needs to tell their story at their own pace. Regularly rephrase to show understanding and to check comprehension \u2014 &#8220;If I understand correctly, since the start of the school year, you often find yourself alone at recess, is that right?&#8221; Avoid suggestive questions that steer the response \u2014 instead of &#8220;Is it so-and-so who bothers you?&#8221; prefer &#8220;Are there any particular students involved in this situation?&#8221;<\/pee>\n<pee>One must also resist the urge to reassure too quickly. Phrases like &#8220;don&#8217;t worry, it will get better&#8221; or &#8220;you are strong, you will get through this&#8221; may seem caring but signal to the student that the adult wants to quickly close an uncomfortable conversation. The victim needs to be heard before being reassured.<\/pee>\n<div class=\"article-quote\">\n  <pee>The greatest progress I made in training is learning to be silent. Before, as soon as a student told me something, I was already looking for a solution. Later, I understood that the first five minutes where I just listen without proposing anything are the most useful five minutes of the entire interview. That\u2019s when the student realizes they can trust me for what comes next.<\/pee>\n<\/div>\n<div class=\"quote-author\">\u2014 High school CPE with 12 years of experience, testimony during a DYNSEO training<\/div>\n<\/div>\n<h3>What to say and not to say at the end of the interview<\/h3>\n<pee>The closing of the first collection interview is as important as its opening. The student must leave with three certainties: what they said was heard and taken seriously; concrete measures will be taken; they will not be alone to go through what follows. It is important to clearly explain the next steps \u2014 who will be informed, within what timeframe, how they will be kept informed \u2014 and to give them the opportunity to reach out to the CPE at any time.<\/pee>\n<pee>What should never be promised: absolute confidentiality. Some situations require reporting to parents, or even to authorities. Promising the student that &#8220;no one will know&#8221; creates a false expectation that can backfire on the trust relationship if this promise cannot be kept.<\/pee>\n<h2 id=\"evaluer\">4. Assessing the situation: harassment or conflict?<\/h2>\n<pee>After gathering the student&#8217;s words, the CPE must assess the situation. This assessment is not a judgment \u2014 it does not designate culprits \u2014 but a qualification that will determine the level and type of response to be provided.<\/pee>\n<pee>The assessment grid is based on the three fundamental criteria of harassment: <strong>repetition<\/strong> (are the acts recurring over time?), <strong>intentionality<\/strong> (are the acts deliberate?), and <strong>power imbalance<\/strong> (is the victim in a position of inferiority?). If all three criteria are met, we are facing harassment. If one or two criteria are missing, we may be facing an ordinary conflict, a temporary tension situation, or an isolated incident \u2014 which still deserves intervention, but of a different nature.<\/pee>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>Criterion<\/th>\n<th>Assessment Questions<\/th>\n<th>Harassment if\u2026<\/th>\n<th>Conflict if\u2026<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Repetition<\/td>\n<td>Since when? How often? Has it happened before?<\/td>\n<td>Recurring acts over several weeks or months<\/td>\n<td>One-time incident, first occurrence<\/td>\n<\/tr>\n<tr>\n<td>Intentionality<\/td>\n<td>Did the perpetrator know it was hurting? Did they continue anyway?<\/td>\n<td>Deliberate acts, continued despite expressed suffering<\/td>\n<td>Clumsiness, misunderstanding, lack of awareness of effects<\/td>\n<\/tr>\n<tr>\n<td>Power imbalance<\/td>\n<td>Can the victim defend themselves? Are they alone against several?<\/td>\n<td>Stable physical, numerical, social, or psychological inferiority<\/td>\n<td>Balanced power dynamics, both parties can &#8220;give back&#8221;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"coordonner\">5. Coordinate the team: the CPE as the pivot of the intervention<\/h2>\n<pee>The response to harassment is a collective matter. The CPE, no matter how trained and experienced, cannot and should not manage a harassment situation alone. Their role as the pivot of the intervention is to gather information held by different adults, organize the coordinated response, and ensure coherence between the different levels of action.<\/pee>\n<h3>Mobilizing information held by other adults<\/h3>\n<pee>Once the situation is identified, the CPE must systematically consult other adults in contact with the involved students. Have the class teachers observed any tensions? Has the nurse seen the student? Have the educational assistants noted any unusual behaviors in class or at lunch? This collection of cross-referenced information allows for a complete picture of the situation and identifies elements that the interview alone would not have revealed.<\/pee>\n<h3>Organizing and leading the team meeting<\/h3>\n<pee>For confirmed or seriously suspected situations, a multidisciplinary team meeting is necessary. The CPE organizes and leads it. Ideally, the main teacher, the nurse, the social worker if available, the national education psychologist if possible, and the administration participate. The goal is not to debate endlessly but to share observations in 30 minutes, qualify the situation, and decide on actions: who conducts the follow-up interviews, who informs the families, who takes care of the victim&#8217;s follow-up, what immediate protective measures are put in place.<\/pee>\n<h3>Documenting to ensure continuity<\/h3>\n<pee>The CPE is responsible for documenting the situation. They chronologically record all elements: reports received, interviews conducted, decisions made, information transmitted to families, follow-up carried out. This documentation is not an administrative formality: it is the institutional memory of the management of the situation, essential in case of harassment resumption, personnel changes, or external procedures.<\/pee>\n<ul class=\"numbered-list\">\n<li><strong>Initial collection.<\/strong> The CPE receives a report or identifies a concerning situation. They document it and inform the administration within 24 hours.<\/li>\n<li><strong>Interview with the presumed victim.<\/strong> Within 48 hours. Active listening, gathering facts, information about the next steps.<\/li>\n<li><strong>Consultation with other adults.<\/strong> Teachers, nurse, school life \u2014 collecting cross-referenced observations.<\/li>\n<li><strong>Team meeting.<\/strong> Sharing information, qualifying the situation, deciding on measures.<\/li>\n<li><strong>Interviews with witnesses and presumed perpetrators.<\/strong> Separately, according to the shared concern method for the perpetrators.<\/li>\n<li><strong>Informing families.<\/strong> Parents of the victim first, parents of the perpetrators afterward.<\/li>\n<li><strong>Implementing protective and intervention measures.<\/strong> Spatial reorganization, increased supervision, support for the victim.<\/li>\n<li><strong>Structured follow-up.<\/strong> Checkpoints at J+7, J+30, J+90.<\/li>\n<\/ul>\n<h2 id=\"familles\">6. Managing families: the art of delicate communication<\/h2>\n<pee>Managing families is often the most emotionally charged part of the CPE&#8217;s role in a harassment situation. The parents of the victim may be in a state of distress, anger, or guilt. The parents of the perpetrators may be in denial, defensive, or on the contrary, fully cooperative. Each interview is different and requires an adapted posture.<\/pee>\n<h3>The interview with the parents of the victim<\/h3>\n<pee>This interview should take place as soon as possible after confirming the situation. It should be conducted in the presence of the CPE and, if possible, a representative from the administration. The CPE presents the established facts clearly and factually, without minimizing or excessively dramatizing. They explain the measures already taken and those that will be taken. They involve the parents in the process by asking for their perception of the situation and validating the information they can provide.<\/pee>\n<pee>What the CPE should avoid in this interview: promising results they cannot guarantee (&#8220;your child will never be harassed again&#8221;), speaking ill of the perpetrator students or their families, or giving the impression that the institution is trying to minimize its responsibility. The parents of the victim need to feel that the institution takes the situation seriously and acts with determination.<\/pee>\n<h3>The interview with the parents of the perpetrators<\/h3>\n<pee>This interview is even more delicate. The parents&#8217; reaction can range from sincere indignation to total denial, even counterattack (&#8220;your student is the problem, not mine&#8221;). The CPE must maintain a factual and non-moralizing posture: they present the observed facts without qualifying the child&#8217;s intent in a way that would put the parents in a position of having to defend their child against an accusation.<\/pee>\n<pee>The goal of this interview is not punishment but cooperation. Parents who understand that the institution is seeking a solution rather than a culprit are much more likely to be allies in changing their child&#8217;s behavior.<\/pee>\n<div class=\"article-quote\">\n  <pee>I received parents who came into my office convinced that their son was a saint and that our victimized student was looking for trouble. In two hours of discussion, by showing them the documented facts without ever directly accusing their child, they left saying they would talk to him that evening. It doesn&#8217;t work every time. But it works much more often than one might think, if you know how to approach it.<\/pee>\n<div class=\"quote-author\">\u2014 Middle school REP CPE, testimony during a DYNSEO training session<\/div>\n<\/div>\n<h2 id=\"auteurs\">7. Intervening with the perpetrators: methods and attitudes<\/h2>\n<pee>Intervening with students who are perpetrators of bullying may be the most technical skill of the CPE in this area. It largely determines whether the bullying will cease permanently or simply move after the immediate crisis.<\/pee>\n<h3>The shared concern method<\/h3>\n<pee>Developed by Swedish psychologist Anatol Pikas in the 1980s and validated by numerous studies since, the shared concern method (SCM) is today the most recommended intervention method for perpetrators of bullying. Its principle is radically different from confrontation or immediate punishment.<\/pee>\n<pee>In an individual meeting with each presumed perpetrator (and not in a group), the CPE expresses a <em>concern<\/em> for the victimized student \u2014 &#8220;I feel that [first name] is not doing very well right now&#8221; \u2014 without making a direct accusation. He encourages the student to recognize for himself that something is wrong, then asks him what he could do to help the situation. This reversal \u2014 making the student an actor in the solution rather than an accused \u2014 generates a sense of responsibility and commitment that is much more effective in the long term than punishment alone.<\/pee>\n<h3>Sanctions: when and how to use them<\/h3>\n<pee>Sanctions are not excluded from the response to bullying. In some cases \u2014 serious bullying, repeated despite interventions, particularly violent behavior \u2014 they are necessary and expected by the victim and their parents. But they must be used in addition to work on behaviors, not as a substitute. A sanction without associated educational work rarely produces lasting change.<\/pee>\n<h2 id=\"cyber\">8. The CPE facing cyberbullying: specifics and tools<\/h2>\n<pee>Cyberbullying requires the CPE to make specific adaptations in their practice. The first is the need to train on the platforms and digital codes of adolescents \u2014 not to be a technical expert, but to be able to support students in their efforts and understand what they describe.<\/pee>\n<pee>When a student reports a situation of cyberbullying, the CPE must be able to direct them to <strong>3018<\/strong> for content removal, explain the reporting procedures on the platforms (the &#8220;report&#8221; button on Instagram, TikTok, etc.), and assist the student in gathering evidence (timestamped screenshots, archiving messages). They must also be careful not to ask the student to &#8220;re-watch&#8221; humiliating content for documentation purposes \u2014 this exacerbates the trauma.<\/pee>\n<div class=\"key-points\">\n<h3>&#x1F4F1; Digital toolbox of the CPE against cyberbullying<\/h3>\n<ul>\n<li><strong>3018 :<\/strong> national number \u2014 assistance for content removal and support for victims<\/li>\n<li><strong>Pharos :<\/strong> national platform for reporting illegal online content<\/li>\n<li><strong>Signal-spam :<\/strong> reporting of malicious emails and messages<\/li>\n<li><strong>Net \u00c9coute (3020) :<\/strong> national helpline for school harassment situations<\/li>\n<li><strong>Integrated reporting procedure for platforms :<\/strong> know the reporting path on Instagram, TikTok, Snapchat, WhatsApp<\/li>\n<li><strong>Date-stamped screenshot :<\/strong> method of documenting evidence without re-exposing the victim to the content<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"prevention\">9. The CPE as a prevention actor: beyond crisis management<\/h2>\n<pee>The CPE should not be confined to a reactive role. Intervening after harassment has taken hold is necessary but insufficient. The CPE can and must be a prevention actor, through various types of actions that contribute to creating a school climate in which harassment is less likely to thrive.<\/pee>\n<pee>The <strong>awareness actions for students<\/strong> \u2014 class sessions, interventions during class life hours, partnerships with specialized associations \u2014 create a common culture of rejecting harassment. The <strong>peer support systems<\/strong> \u2014 students trained in listening and guidance \u2014 multiply the points of contact between peers in distress and adults capable of helping. The <strong>work on the school climate<\/strong> \u2014 improving reception conditions, reducing spaces of impunity, valuing diversity \u2014 structurally reduces the favorable conditions for harassment.<\/pee>\n<pee>The CPE is also a key actor in the <strong>training of the school life team<\/strong>. Educational assistants \u2014 often young, poorly trained, in direct and daily contact with students \u2014 need to be trained to recognize warning signs and know whom to report them to. The CPE can organize and lead this internal training, relying on the framework provided by DYNSEO training.<\/pee>\n<h2 id=\"limites\">10. The limits of the CPE&#8217;s role: when and how to hand over<\/h2>\n<pee>Professional competence also includes awareness of one&#8217;s own limits. In certain situations, the CPE must recognize that they need specialized support \u2014 not because they are incompetent, but because the situation exceeds what a single professional, no matter how trained, can handle alone.<\/pee>\n<pee>Situations that require a handover include: situations of immediate danger for the student (suicidal ideations, self-harm), which require intervention from emergency services or child psychiatry; situations involving criminal offenses (serious violence, distribution of intimate images, death threats), which require reporting to the prosecutor; situations of serious family crisis associated with harassment, which require intervention from social services or child protection services; finally, situations where the CPE is too emotionally involved to maintain an appropriate professional stance.<\/pee>\n<div class=\"error-box\">\n<div class=\"error-box-title\">\u274c The trap of the CPE &#8220;alone against all&#8221;<\/div>\n<pee>Some CPEs, out of sincere professional commitment or lack of institutional support, end up carrying everything alone. This stance is exhausting, ineffective, and potentially dangerous for the quality of interventions. The CPE who handles complex situations alone eventually becomes exhausted, loses professional distance, and provides poorer services to the students they want to help.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">\u2705 The right posture<\/div>\n<pee>Clearly identify their area of competence and their institutional support. Cultivate a partnership network with the EN psychologist, the social worker, and external services. Regularly seek support from management for institutional backing. Continuously train to strengthen their confidence and competence without having to master everything alone.<\/pee>\n<\/div>\n<h2 id=\"cas-pratiques\">11. Case studies: the CPE in situation<\/h2>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F9D1;&#x200D;&#x1F3EB;<\/div>\n<div>\n<div class=\"case-study-label\">Case study \u2014 Middle school, 8th grade<\/div>\n<div class=\"case-study-title\">Maxime, CPE \u2014 detecting a situation that no one had reported<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee>Maxime, CPE of a middle school with 500 students, notices during his rounds that Th\u00e9o, an 8th grader, has been eating alone in the cafeteria for three weeks while he was previously part of a group of four boys. He also notes that these same boys seem to snicker openly when Th\u00e9o walks by them. No reports have been made by teachers or family.<\/pee>\n  <pee>Maxime offers Th\u00e9o an informal chat, saying he is &#8220;checking in&#8221; routinely. In twenty minutes, Th\u00e9o confides that he has been excluded from the group since an embarrassing photo of him circulated on WhatsApp, and that the teasing has been daily since then. He hadn&#8217;t told his parents &#8220;not to worry them&#8221;.<\/pee>\n<div class=\"case-study-result\">\n    <pee>&#x2705; <strong>Result:<\/strong> Maxime&#8217;s intervention allowed the situation to be addressed in three weeks, with individual interviews of the perpetrators using the shared concern method, informing families, and following up with Th\u00e9o. The situation had lasted six weeks before detection \u2014 without Maxime&#8217;s active observation, it could have lasted much longer.<\/pee>\n  <\/div>\n<\/div>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F46A;<\/div>\n<div>\n<div class=\"case-study-label\">Case study \u2014 High school, 10th grade<\/div>\n<div class=\"case-study-title\">Fatima, CPE \u2014 managing parents in conflict with each other<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee>Fatima, CPE of a general high school, is dealing with a bullying situation between girls involving two rival cliques. When she summons the parents of the alleged perpetrators, the mothers of two of the students know each other and start accusing each other, turning the meeting into a showdown between adults. Fatima must manage the situation in real time.<\/pee>\n  <pee>She calmly interrupts the exchanges, refocuses on the facts observed at school, separates the two mothers to conduct two distinct interviews, and regains control of the setting. She then informs management of the dynamics between families, which will need to be taken into account in the follow-up.<\/pee>\n<div class=\"case-study-result\">\n    <pee>&#x26A0;&#xFE0F; <strong>Lesson:<\/strong> Family dynamics can significantly complicate the management of a bullying situation. Training in conducting interviews with tense families is a distinct skill set, separate from training on bullying itself. Fatima has since integrated a rule: always plan for separate interviews with the families of the perpetrators when multiple families are involved.<\/pee>\n  <\/div>\n<\/div>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F6A8;<\/div>\n<div>\n<div class=\"case-study-label\">Case study \u2014 REP College, 9th grade<\/div>\n<div class=\"case-study-title\">Karim, CPE \u2014 situation with suicidal risk<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee>During an interview with a 9th grade student who has been a victim of bullying for several months, Karim perceives alarming signals: the student says that she &#8220;no longer sees the point of coming to school&#8221; and that &#8220;it would be easier if she were no longer here&#8221;. Karim must decide immediately on the next steps.<\/pee>\n  <pee>He stops the interview about bullying to focus on the immediate safety of the student. He reassures her, does not leave her alone, contacts the parents immediately to come pick her up, and connects with the school doctor for a referral to a child psychiatry facility. He informs the administration and writes an immediate report. The management of bullying is put on hold until the student&#8217;s safety is ensured.<\/pee>\n<div class=\"case-study-result\">\n    <pee>&#x2705; <strong>Result:<\/strong> The student received child psychiatric follow-up for six weeks before resuming her schooling in a secure environment. Karim praised the training that allowed him to recognize the signals of suicidal risk and act without hesitation \u2014 &#8220;before the training, I might not have known what to do in those first five minutes.&#8221;<\/pee>\n  <\/div>\n<\/div>\n<pee>The role of the CPE in the face of school bullying is demanding, multidimensional, and constantly evolving. It requires solid and regularly updated training, institutional support from the administration, and a culture of teamwork. But for those who master it, it is also one of the most powerful levers a school has to protect its most vulnerable students.<\/pee>\n<div class=\"cta-box\">\n<h3>&#x1F393; Strengthen your CPE skills in the face of bullying<\/h3>\n<pee>The DYNSEO training &#8220;Preventing and acting against school bullying and cyberbullying&#8221; is specially designed for CPEs and school life teams: interviews, shared concern method, cyberbullying, team coordination. Qualiopi certified \u2014 eligible for funding.<\/pee>\n<div class=\"cta-buttons\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/preventing-and-acting-against-school-bullying-and-cyberbullying-en\/\" class=\"btn-cta-white\">&#x1F4CB; View the program<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/formations\/\" class=\"btn-cta-outline\">All training &#x2192;<\/a>\n  <\/div>\n<\/div>\n<p><a href=\"https:\/\/www.dynseo.com\/en\/courses\/preventing-and-acting-against-school-bullying-and-cyberbullying-en\/\" class=\"internal-link\"><\/p>\n<div class=\"internal-link-icon\">&#x1F9D1;&#x200D;&#x1F3EB;<\/div>\n<div class=\"internal-link-content\">\n<div class=\"internal-link-label\">Qualiopi certified training<\/div>\n<div class=\"internal-link-title\">Preventing and acting against school bullying and cyberbullying<\/div>\n<div class=\"internal-link-desc\">The complete training for CPEs and school life teams \u2014 from observation to resolution.<\/div>\n<\/p><\/div>\n<div class=\"internal-link-arrow\">&#x2192;<\/div>\n<p><\/a><\/p>\n<div class=\"article-tags\">\n  <a href=\"#\" class=\"article-tag\">CPE school bullying role<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">principal education advisor bullying<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">CPE reference bullying<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">interview student victim bullying<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">shared concern method<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">school life bullying protocol<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">CPE training bullying Qualiopi<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">DYNSEO training<\/a>\n<\/div>\n<\/article>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Home &rsaquo; Training &rsaquo; The role of the CPE in the face of school bullying &#x1F9D1;&#x200D;&#x1F3EB; SCHOOL LIFE &amp; CPE The role of the CPE in the face of school bullying&nbsp;: from observation to action &#x1F4C5; March 2026 &#x23F1; 20 min read &#x1F3EB; By the DYNSEO team &#x1F4D1; Summary The unique position of the CPE [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":150367,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n:root{\n  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{padding:10px 12px;}\n.dbi-art-17e1e4 .toc {padding:22px 20px;}\n}\n\n<\/style>\n<script type=\"application\/ld+json\">\n{\n  \"@context\":\"https:\/\/schema.org\",\n  \"@type\":\"Article\",\n  \"headline\":\"Le r\u00f4le du CPE face au harc\u00e8lement scolaire : de l'observation \u00e0 l'action\",\n  \"description\":\"Guide complet pour les CPE : observer, recevoir la parole, \u00e9valuer, coordonner l'\u00e9quipe, g\u00e9rer les familles, intervenir aupr\u00e8s des auteurs. Formation certifi\u00e9e Qualiopi DYNSEO.\",\n  \"image\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/harcelementscolaire.jpg\",\n  \"author\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"url\":\"https:\/\/www.dynseo.com\"},\n  \"publisher\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2021\/03\/logo-dynseo.png\"}},\n  \"datePublished\":\"2026-03-06\",\n  \"dateModified\":\"2026-03-06\",\n  \"mainEntityOfPage\":\"https:\/\/www.dynseo.com\/role-cpe-harcelement-scolaire-observation-action\/\"\n}\n<\/script>\n<div class=\"dbi-art-17e1e4\">\n<header class=\"article-hero\">\n  <div class=\"article-hero-inner\">\n    <nav class=\"article-breadcrumb\">\n      <a href=\"https:\/\/www.dynseo.com\/\">Home<\/a> &rsaquo;\n      <a href=\"https:\/\/www.dynseo.com\/formations\/\">Training<\/a> &rsaquo;\n      The role of the CPE in the face of school bullying\n    <\/nav>\n    <span class=\"article-category\">&#x1F9D1;&#x200D;&#x1F3EB; SCHOOL LIFE &amp; CPE<\/span>\n    <h1>The role of the CPE in the face of school bullying&nbsp;: <span class=\"hl\">from observation to action<\/span><\/h1>\n    <div class=\"article-meta\">\n      <span>&#x1F4C5; March 2026<\/span>\n      <span>&#x23F1; 20 min read<\/span>\n      <span>&#x1F3EB; By the DYNSEO team<\/span>\n    <\/div>\n  <\/div>\n  <div class=\"article-hero-curve\"><\/div>\n<\/header>\n\n<div class=\"container\">\n\n<img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/harcelementscolaire.jpg\" alt=\"Training to prevent and act against school bullying \u2014 DYNSEO\" style=\"width:100%;border-radius:20px;margin:30px 0 10px;box-shadow:0 6px 25px rgba(0,0,0,.08);\">\n\n<article class=\"article-body\">\n\n<div class=\"toc\">\n  <h4>&#x1F4D1; Summary<\/h4>\n  <ol>\n    <li><a href=\"#position-cpe\">The unique position of the CPE in the school ecosystem<\/a><\/li>\n    <li><a href=\"#observer\">Observe: the CPE as a sensor of school life<\/a><\/li>\n    <li><a href=\"#recevoir\">Receiving a student's voice: the first collection interview<\/a><\/li>\n    <li><a href=\"#evaluer\">Assessing the situation: bullying or conflict?<\/a><\/li>\n    <li><a href=\"#coordonner\">Coordinating the team: the CPE as the pivot of intervention<\/a><\/li>\n    <li><a href=\"#familles\">Managing families: the art of delicate communication<\/a><\/li>\n    <li><a href=\"#auteurs\">Intervening with perpetrators: methods and attitudes<\/a><\/li>\n    <li><a href=\"#cyber\">The CPE facing cyberbullying: specificities and tools<\/a><\/li>\n    <li><a href=\"#prevention\">The CPE as a prevention actor: beyond crisis management<\/a><\/li>\n    <li><a href=\"#limites\">The limits of the CPE's role: when and how to hand over<\/a><\/li>\n    <li><a href=\"#cas-pratiques\">Practical cases: the CPE in situation<\/a><\/li>\n  <\/ol>\n<\/div>\n\n<p>In a school, the Principal Education Advisor occupies a unique position. Neither a teacher nor an administrator, present in all areas of school life, in direct contact with students on a daily basis, recognized as a trusted interlocutor by a large part of them: the CPE is structurally the adult best placed to detect, instruct, and coordinate the institutional response to school bullying.<\/p>\n\n<p>This is also why official texts most often designate the CPE as the bullying referent of the institution. But between institutional legitimacy and real effectiveness, there is a gap that training alone can fill. <strong>Knowing how to recognize bullying, conduct a collection interview, coordinate a multidisciplinary team around a complex situation, manage families in distress or anger<\/strong>: these skills are not improvised.<\/p>\n\n<p>This guide is designed for CPEs who wish to strengthen their professional practice in the face of bullying, but also for management teams reflecting on structuring the role of the CPE in their institutional framework. It offers a comprehensive framework, from observation to resolution, through all the intermediate steps that make the difference between an effective intervention and a missed opportunity.<\/p>\n\n<div class=\"alerte-box\">\n<div class=\"alerte-box-title\">&#x26A0;&#xFE0F; The designated CPE for bullying: a mission that is learned<\/div>\n  <p>Being a CPE and being a trained designated person for bullying are two different things. The initial training for CPEs addresses bullying, but it is not sufficient to train for all the required skills: interview methods, intervention techniques with perpetrators, multidisciplinary coordination, management of families in crisis, digital protocols. Continuous training is essential, regardless of the CPE's experience.<\/p>\n<\/div>\n\n<h2 id=\"position-cpe\">1. The unique position of the CPE in the school ecosystem<\/h2>\n\n<p>To understand why the CPE is the central actor in the fight against bullying in an establishment, one must first understand the uniqueness of their position in the school ecosystem. This uniqueness is due to four characteristics that no other adult in the establishment has.<\/p>\n\n<h3>A transversal presence in all school life spaces<\/h3>\n\n<p>The teacher sees their students in their classroom, during their class hours. The nurse sees them in the infirmary, upon referral. The administration often sees them in disciplinary contexts. The CPE, however, is present in the playground, constantly, in the cafeteria, in the hallways, during transitions between classes. They observe group dynamics in their most natural dimension, when students are not in a formal classroom situation. This <strong>presence in the interstices<\/strong> of school life gives them access to information that other adults cannot have.<\/p>\n\n<h3>A trust-based relationship built over time<\/h3>\n\n<p>Unlike teachers who change every year in subjects, the CPE is often present for several years in the same establishment and can follow the same students throughout their time in middle or high school. This continuity creates a trust-based relationship that facilitates confidences. Students who would not go to talk about a difficult situation to their main teacher often go to see the CPE \u2014 because they know them, because they are not in an evaluative relationship with them, and because they are perceived as a supportive adult in crisis situations.<\/p>\n\n<h3>An institutional legitimacy in managing complex situations<\/h3>\n\n<p>The CPE is statutorily responsible for organizing and facilitating school life, and for the general supervision of students. This mission explicitly includes monitoring students in difficulty, the relationship with families, and the coordination of school life teams. Their legitimacy to manage bullying situations is therefore not an informal extension of their role: it is the very core of their mission.<\/p>\n\n<h3>A natural interface between students, teaching staff, and administration<\/h3>\n\n<p>The CPE is one of the few adults in the establishment to have regular interactions with both students, teachers, administration, and families. This interface position is valuable in managing bullying, which precisely requires coordination among all these actors. The CPE is naturally the hub of the information and action network.<\/p>\n<div class=\"info-box\">\n  <p><strong>&#x1F4CA; What research says about the role of the CPE.<\/strong> Comparative studies on the effectiveness of anti-bullying interventions show that institutions where the CPE is trained, has dedicated time, and is recognized as the coordinator of the institutional response achieve significantly better results than those where bullying management is diffuse or informal. Training the CPE is one of the best return investments in preventing school bullying.<\/p>\n<\/div>\n\n<h2 id=\"observer\">2. Observe: the CPE as a sensor of school life<\/h2>\n\n<p>Observation is the primary skill of the CPE in the face of bullying. Before any interview, before any intervention, there is a careful look at daily school life \u2014 a trained eye to spot what should not be there.<\/p>\n\n<h3>Observe risky spaces<\/h3>\n\n<p>Some areas of the institution are structurally more favorable to bullying than others because they combine low adult supervision and high student density. Hallways during transitions between classes, locker rooms and restrooms, remote areas of the playground, little-used staircases, the immediate surroundings of the institution at the end of classes: these are points of vigilance that the CPE and the school life team must systematically cover.<\/p>\n\n<p>The mapping of these risky spaces is a concrete approach that some institutions have formalized. It involves identifying, on the institution's plan, the areas where supervision is weakest and the incidents most frequently reported, and then organizing enhanced adult presence in these areas during transition times.<\/p>\n\n<h3>Observe group dynamics during free time<\/h3>\n\n<p>The playground is an exceptional observatory of social dynamics among students. The CPE who knows what to observe can read, over the weeks, significant developments: a student who was integrated into a group and is now eating alone, a group whose composition suddenly changes, dynamics of domination among students that manifest in the occupation of space, recurring laughter that seems to always occur around the same student.<\/p>\n\n<h3>Observe available objective data<\/h3>\n\n<p>The CPE has access to objective data that can signal an ongoing bullying situation: attendance records (a sudden increase or targeted absenteeism on certain days), visits to the nurse's office (a high frequency for the same student over a short period), disciplinary incidents (recurring conflicts involving the same students), and academic results (a sharp drop in grades over a term). Cross-referenced, this data forms a picture that can alert well before a victim comes forward.<\/p>\n<div class=\"key-points\">\n  <h3>&#x1F50D; CPE Monitoring Dashboard \u2014 Indicators to Watch<\/h3>\n  <ul>\n    <li>Increased absenteeism in a student without documented medical justification<\/li>\n    <li>Repeated visits to the nurse's office (stomach aches, headaches, discomfort) over 2-3 weeks<\/li>\n    <li>Decline in academic results over one or more terms<\/li>\n    <li>Student consistently alone during free time (playground, cafeteria)<\/li>\n    <li>Visible exclusion during group activities (sports, group work)<\/li>\n    <li>Recurring disciplinary incidents involving the same individuals<\/li>\n    <li>Informal reports from other students or parents<\/li>\n    <li>Sudden change in attitude or mood without identified explanation<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"recevoir\">3. Receiving a Student's Voice: The Initial Interview<\/h2>\n\n<p>The initial interview is the most delicate and decisive moment of the entire process. It is in this interview that the student \u2014 victim, witness, or even perpetrator who becomes aware of their actions \u2014 decides whether the adult in front of them can help. The first minutes of this exchange can determine the course of the entire intervention.<\/p>\n\n<h3>Creating the Physical and Psychological Conditions for Trust<\/h3>\n\n<p>The space for the interview must be chosen carefully. An office with a closed door, where exchanges cannot be heard from outside and where colleagues' interruptions do not disrupt the conversation. The seating arrangement also matters: strict face-to-face can create an interrogative tension; a slight angle, with two chairs oriented towards a common desk rather than facing each other, creates a more collaborative atmosphere.<\/p>\n\n<p>Psychologically, the CPE must indicate from the first seconds that they are in a listening posture and not a judgmental one. A simple and non-suggestive opening statement \u2014 \"I asked you to come because I feel like you are going through something difficult right now. Would you like to tell me about it?\" \u2014 sets a caring framework without steering the response.<\/p>\n\n<h3>The Principles of Non-Directive Active Listening<\/h3>\n\n<p>Active listening in this context is based on several practical principles. Do not interrupt, even if the narrative is confusing or incomplete \u2014 the student needs to tell their story at their own pace. Regularly rephrase to show understanding and to check comprehension \u2014 \"If I understand correctly, since the start of the school year, you often find yourself alone at recess, is that right?\" Avoid suggestive questions that steer the response \u2014 instead of \"Is it so-and-so who bothers you?\" prefer \"Are there any particular students involved in this situation?\"<\/p>\n\n<p>One must also resist the urge to reassure too quickly. Phrases like \"don't worry, it will get better\" or \"you are strong, you will get through this\" may seem caring but signal to the student that the adult wants to quickly close an uncomfortable conversation. The victim needs to be heard before being reassured.<\/p>\n\n<div class=\"article-quote\">\n  <p>The greatest progress I made in training is learning to be silent. Before, as soon as a student told me something, I was already looking for a solution. Later, I understood that the first five minutes where I just listen without proposing anything are the most useful five minutes of the entire interview. That\u2019s when the student realizes they can trust me for what comes next.<\/p>\n<\/div>\n<div class=\"quote-author\">\u2014 High school CPE with 12 years of experience, testimony during a DYNSEO training<\/div>\n<\/div>\n\n<h3>What to say and not to say at the end of the interview<\/h3>\n\n<p>The closing of the first collection interview is as important as its opening. The student must leave with three certainties: what they said was heard and taken seriously; concrete measures will be taken; they will not be alone to go through what follows. It is important to clearly explain the next steps \u2014 who will be informed, within what timeframe, how they will be kept informed \u2014 and to give them the opportunity to reach out to the CPE at any time.<\/p>\n\n<p>What should never be promised: absolute confidentiality. Some situations require reporting to parents, or even to authorities. Promising the student that \"no one will know\" creates a false expectation that can backfire on the trust relationship if this promise cannot be kept.<\/p>\n\n<h2 id=\"evaluer\">4. Assessing the situation: harassment or conflict?<\/h2>\n\n<p>After gathering the student's words, the CPE must assess the situation. This assessment is not a judgment \u2014 it does not designate culprits \u2014 but a qualification that will determine the level and type of response to be provided.<\/p>\n\n<p>The assessment grid is based on the three fundamental criteria of harassment: <strong>repetition<\/strong> (are the acts recurring over time?), <strong>intentionality<\/strong> (are the acts deliberate?), and <strong>power imbalance<\/strong> (is the victim in a position of inferiority?). If all three criteria are met, we are facing harassment. If one or two criteria are missing, we may be facing an ordinary conflict, a temporary tension situation, or an isolated incident \u2014 which still deserves intervention, but of a different nature.<\/p>\n\n<table class=\"comparison-table\">\n  <thead>\n    <tr>\n      <th>Criterion<\/th>\n      <th>Assessment Questions<\/th>\n      <th>Harassment if\u2026<\/th>\n      <th>Conflict if\u2026<\/th>\n    <\/tr>\n  <\/thead>\n  <tbody>\n    <tr>\n      <td>Repetition<\/td>\n      <td>Since when? How often? Has it happened before?<\/td>\n      <td>Recurring acts over several weeks or months<\/td>\n      <td>One-time incident, first occurrence<\/td>\n    <\/tr>\n    <tr>\n      <td>Intentionality<\/td>\n      <td>Did the perpetrator know it was hurting? Did they continue anyway?<\/td>\n      <td>Deliberate acts, continued despite expressed suffering<\/td>\n      <td>Clumsiness, misunderstanding, lack of awareness of effects<\/td>\n    <\/tr>\n    <tr>\n      <td>Power imbalance<\/td>\n      <td>Can the victim defend themselves? Are they alone against several?<\/td>\n      <td>Stable physical, numerical, social, or psychological inferiority<\/td>\n      <td>Balanced power dynamics, both parties can \"give back\"<\/td>\n    <\/tr>\n  <\/tbody>\n<\/table>\n\n<h2 id=\"coordonner\">5. Coordinate the team: the CPE as the pivot of the intervention<\/h2>\n\n<p>The response to harassment is a collective matter. The CPE, no matter how trained and experienced, cannot and should not manage a harassment situation alone. Their role as the pivot of the intervention is to gather information held by different adults, organize the coordinated response, and ensure coherence between the different levels of action.<\/p>\n\n<h3>Mobilizing information held by other adults<\/h3>\n\n<p>Once the situation is identified, the CPE must systematically consult other adults in contact with the involved students. Have the class teachers observed any tensions? Has the nurse seen the student? Have the educational assistants noted any unusual behaviors in class or at lunch? This collection of cross-referenced information allows for a complete picture of the situation and identifies elements that the interview alone would not have revealed.<\/p>\n\n<h3>Organizing and leading the team meeting<\/h3>\n\n<p>For confirmed or seriously suspected situations, a multidisciplinary team meeting is necessary. The CPE organizes and leads it. Ideally, the main teacher, the nurse, the social worker if available, the national education psychologist if possible, and the administration participate. The goal is not to debate endlessly but to share observations in 30 minutes, qualify the situation, and decide on actions: who conducts the follow-up interviews, who informs the families, who takes care of the victim's follow-up, what immediate protective measures are put in place.<\/p>\n\n<h3>Documenting to ensure continuity<\/h3>\n\n<p>The CPE is responsible for documenting the situation. They chronologically record all elements: reports received, interviews conducted, decisions made, information transmitted to families, follow-up carried out. This documentation is not an administrative formality: it is the institutional memory of the management of the situation, essential in case of harassment resumption, personnel changes, or external procedures.<\/p>\n\n<ul class=\"numbered-list\">\n  <li><strong>Initial collection.<\/strong> The CPE receives a report or identifies a concerning situation. They document it and inform the administration within 24 hours.<\/li>\n  <li><strong>Interview with the presumed victim.<\/strong> Within 48 hours. Active listening, gathering facts, information about the next steps.<\/li>\n  <li><strong>Consultation with other adults.<\/strong> Teachers, nurse, school life \u2014 collecting cross-referenced observations.<\/li>\n  <li><strong>Team meeting.<\/strong> Sharing information, qualifying the situation, deciding on measures.<\/li>\n  <li><strong>Interviews with witnesses and presumed perpetrators.<\/strong> Separately, according to the shared concern method for the perpetrators.<\/li>\n  <li><strong>Informing families.<\/strong> Parents of the victim first, parents of the perpetrators afterward.<\/li>\n  <li><strong>Implementing protective and intervention measures.<\/strong> Spatial reorganization, increased supervision, support for the victim.<\/li>\n  <li><strong>Structured follow-up.<\/strong> Checkpoints at J+7, J+30, J+90.<\/li>\n<\/ul>\n\n<h2 id=\"familles\">6. Managing families: the art of delicate communication<\/h2>\n\n<p>Managing families is often the most emotionally charged part of the CPE's role in a harassment situation. The parents of the victim may be in a state of distress, anger, or guilt. The parents of the perpetrators may be in denial, defensive, or on the contrary, fully cooperative. Each interview is different and requires an adapted posture.<\/p>\n\n<h3>The interview with the parents of the victim<\/h3>\n\n<p>This interview should take place as soon as possible after confirming the situation. It should be conducted in the presence of the CPE and, if possible, a representative from the administration. The CPE presents the established facts clearly and factually, without minimizing or excessively dramatizing. They explain the measures already taken and those that will be taken. They involve the parents in the process by asking for their perception of the situation and validating the information they can provide.<\/p>\n\n<p>What the CPE should avoid in this interview: promising results they cannot guarantee (\"your child will never be harassed again\"), speaking ill of the perpetrator students or their families, or giving the impression that the institution is trying to minimize its responsibility. The parents of the victim need to feel that the institution takes the situation seriously and acts with determination.<\/p>\n\n<h3>The interview with the parents of the perpetrators<\/h3>\n\n<p>This interview is even more delicate. The parents' reaction can range from sincere indignation to total denial, even counterattack (\"your student is the problem, not mine\"). The CPE must maintain a factual and non-moralizing posture: they present the observed facts without qualifying the child's intent in a way that would put the parents in a position of having to defend their child against an accusation.<\/p>\n\n<p>The goal of this interview is not punishment but cooperation. Parents who understand that the institution is seeking a solution rather than a culprit are much more likely to be allies in changing their child's behavior.<\/p>\n<div class=\"article-quote\">\n  <p>I received parents who came into my office convinced that their son was a saint and that our victimized student was looking for trouble. In two hours of discussion, by showing them the documented facts without ever directly accusing their child, they left saying they would talk to him that evening. It doesn't work every time. But it works much more often than one might think, if you know how to approach it.<\/p>\n  <div class=\"quote-author\">\u2014 Middle school REP CPE, testimony during a DYNSEO training session<\/div>\n<\/div>\n\n<h2 id=\"auteurs\">7. Intervening with the perpetrators: methods and attitudes<\/h2>\n\n<p>Intervening with students who are perpetrators of bullying may be the most technical skill of the CPE in this area. It largely determines whether the bullying will cease permanently or simply move after the immediate crisis.<\/p>\n\n<h3>The shared concern method<\/h3>\n\n<p>Developed by Swedish psychologist Anatol Pikas in the 1980s and validated by numerous studies since, the shared concern method (SCM) is today the most recommended intervention method for perpetrators of bullying. Its principle is radically different from confrontation or immediate punishment.<\/p>\n\n<p>In an individual meeting with each presumed perpetrator (and not in a group), the CPE expresses a <em>concern<\/em> for the victimized student \u2014 \"I feel that [first name] is not doing very well right now\" \u2014 without making a direct accusation. He encourages the student to recognize for himself that something is wrong, then asks him what he could do to help the situation. This reversal \u2014 making the student an actor in the solution rather than an accused \u2014 generates a sense of responsibility and commitment that is much more effective in the long term than punishment alone.<\/p>\n\n<h3>Sanctions: when and how to use them<\/h3>\n\n<p>Sanctions are not excluded from the response to bullying. In some cases \u2014 serious bullying, repeated despite interventions, particularly violent behavior \u2014 they are necessary and expected by the victim and their parents. But they must be used in addition to work on behaviors, not as a substitute. A sanction without associated educational work rarely produces lasting change.<\/p>\n\n<h2 id=\"cyber\">8. The CPE facing cyberbullying: specifics and tools<\/h2>\n\n<p>Cyberbullying requires the CPE to make specific adaptations in their practice. The first is the need to train on the platforms and digital codes of adolescents \u2014 not to be a technical expert, but to be able to support students in their efforts and understand what they describe.<\/p>\n\n<p>When a student reports a situation of cyberbullying, the CPE must be able to direct them to <strong>3018<\/strong> for content removal, explain the reporting procedures on the platforms (the \"report\" button on Instagram, TikTok, etc.), and assist the student in gathering evidence (timestamped screenshots, archiving messages). They must also be careful not to ask the student to \"re-watch\" humiliating content for documentation purposes \u2014 this exacerbates the trauma.<\/p>\n<div class=\"key-points\">\n  <h3>&#x1F4F1; Digital toolbox of the CPE against cyberbullying<\/h3>\n  <ul>\n    <li><strong>3018 :<\/strong> national number \u2014 assistance for content removal and support for victims<\/li>\n    <li><strong>Pharos :<\/strong> national platform for reporting illegal online content<\/li>\n    <li><strong>Signal-spam :<\/strong> reporting of malicious emails and messages<\/li>\n    <li><strong>Net \u00c9coute (3020) :<\/strong> national helpline for school harassment situations<\/li>\n    <li><strong>Integrated reporting procedure for platforms :<\/strong> know the reporting path on Instagram, TikTok, Snapchat, WhatsApp<\/li>\n    <li><strong>Date-stamped screenshot :<\/strong> method of documenting evidence without re-exposing the victim to the content<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"prevention\">9. The CPE as a prevention actor: beyond crisis management<\/h2>\n\n<p>The CPE should not be confined to a reactive role. Intervening after harassment has taken hold is necessary but insufficient. The CPE can and must be a prevention actor, through various types of actions that contribute to creating a school climate in which harassment is less likely to thrive.<\/p>\n\n<p>The <strong>awareness actions for students<\/strong> \u2014 class sessions, interventions during class life hours, partnerships with specialized associations \u2014 create a common culture of rejecting harassment. The <strong>peer support systems<\/strong> \u2014 students trained in listening and guidance \u2014 multiply the points of contact between peers in distress and adults capable of helping. The <strong>work on the school climate<\/strong> \u2014 improving reception conditions, reducing spaces of impunity, valuing diversity \u2014 structurally reduces the favorable conditions for harassment.<\/p>\n\n<p>The CPE is also a key actor in the <strong>training of the school life team<\/strong>. Educational assistants \u2014 often young, poorly trained, in direct and daily contact with students \u2014 need to be trained to recognize warning signs and know whom to report them to. The CPE can organize and lead this internal training, relying on the framework provided by DYNSEO training.<\/p>\n\n<h2 id=\"limites\">10. The limits of the CPE's role: when and how to hand over<\/h2>\n\n<p>Professional competence also includes awareness of one's own limits. In certain situations, the CPE must recognize that they need specialized support \u2014 not because they are incompetent, but because the situation exceeds what a single professional, no matter how trained, can handle alone.<\/p>\n\n<p>Situations that require a handover include: situations of immediate danger for the student (suicidal ideations, self-harm), which require intervention from emergency services or child psychiatry; situations involving criminal offenses (serious violence, distribution of intimate images, death threats), which require reporting to the prosecutor; situations of serious family crisis associated with harassment, which require intervention from social services or child protection services; finally, situations where the CPE is too emotionally involved to maintain an appropriate professional stance.<\/p>\n\n<div class=\"error-box\">\n<div class=\"error-box-title\">\u274c The trap of the CPE \"alone against all\"<\/div>\n  <p>Some CPEs, out of sincere professional commitment or lack of institutional support, end up carrying everything alone. This stance is exhausting, ineffective, and potentially dangerous for the quality of interventions. The CPE who handles complex situations alone eventually becomes exhausted, loses professional distance, and provides poorer services to the students they want to help.<\/p>\n<\/div>\n<div class=\"error-fix\">\n  <div class=\"error-fix-title\">\u2705 The right posture<\/div>\n  <p>Clearly identify their area of competence and their institutional support. Cultivate a partnership network with the EN psychologist, the social worker, and external services. Regularly seek support from management for institutional backing. Continuously train to strengthen their confidence and competence without having to master everything alone.<\/p>\n<\/div>\n\n<h2 id=\"cas-pratiques\">11. Case studies: the CPE in situation<\/h2>\n\n<div class=\"case-study\">\n  <div class=\"case-study-header\">\n    <div class=\"case-study-emoji\">&#x1F9D1;&#x200D;&#x1F3EB;<\/div>\n    <div>\n      <div class=\"case-study-label\">Case study \u2014 Middle school, 8th grade<\/div>\n      <div class=\"case-study-title\">Maxime, CPE \u2014 detecting a situation that no one had reported<\/div>\n    <\/div>\n  <\/div>\n  <p>Maxime, CPE of a middle school with 500 students, notices during his rounds that Th\u00e9o, an 8th grader, has been eating alone in the cafeteria for three weeks while he was previously part of a group of four boys. He also notes that these same boys seem to snicker openly when Th\u00e9o walks by them. No reports have been made by teachers or family.<\/p>\n  <p>Maxime offers Th\u00e9o an informal chat, saying he is \"checking in\" routinely. In twenty minutes, Th\u00e9o confides that he has been excluded from the group since an embarrassing photo of him circulated on WhatsApp, and that the teasing has been daily since then. He hadn't told his parents \"not to worry them\".<\/p>\n  <div class=\"case-study-result\">\n    <p>&#x2705; <strong>Result:<\/strong> Maxime's intervention allowed the situation to be addressed in three weeks, with individual interviews of the perpetrators using the shared concern method, informing families, and following up with Th\u00e9o. The situation had lasted six weeks before detection \u2014 without Maxime's active observation, it could have lasted much longer.<\/p>\n  <\/div>\n<\/div>\n\n<div class=\"case-study\">\n  <div class=\"case-study-header\">\n    <div class=\"case-study-emoji\">&#x1F46A;<\/div>\n    <div>\n      <div class=\"case-study-label\">Case study \u2014 High school, 10th grade<\/div>\n      <div class=\"case-study-title\">Fatima, CPE \u2014 managing parents in conflict with each other<\/div>\n    <\/div>\n  <\/div>\n  <p>Fatima, CPE of a general high school, is dealing with a bullying situation between girls involving two rival cliques. When she summons the parents of the alleged perpetrators, the mothers of two of the students know each other and start accusing each other, turning the meeting into a showdown between adults. Fatima must manage the situation in real time.<\/p>\n  <p>She calmly interrupts the exchanges, refocuses on the facts observed at school, separates the two mothers to conduct two distinct interviews, and regains control of the setting. She then informs management of the dynamics between families, which will need to be taken into account in the follow-up.<\/p>\n  <div class=\"case-study-result\">\n    <p>&#x26A0;&#xFE0F; <strong>Lesson:<\/strong> Family dynamics can significantly complicate the management of a bullying situation. Training in conducting interviews with tense families is a distinct skill set, separate from training on bullying itself. Fatima has since integrated a rule: always plan for separate interviews with the families of the perpetrators when multiple families are involved.<\/p>\n  <\/div>\n<\/div>\n\n<div class=\"case-study\">\n  <div class=\"case-study-header\">\n    <div class=\"case-study-emoji\">&#x1F6A8;<\/div>\n    <div>\n<div class=\"case-study-label\">Case study \u2014 REP College, 9th grade<\/div>\n      <div class=\"case-study-title\">Karim, CPE \u2014 situation with suicidal risk<\/div>\n    <\/div>\n  <\/div>\n  <p>During an interview with a 9th grade student who has been a victim of bullying for several months, Karim perceives alarming signals: the student says that she \"no longer sees the point of coming to school\" and that \"it would be easier if she were no longer here\". Karim must decide immediately on the next steps.<\/p>\n  <p>He stops the interview about bullying to focus on the immediate safety of the student. He reassures her, does not leave her alone, contacts the parents immediately to come pick her up, and connects with the school doctor for a referral to a child psychiatry facility. He informs the administration and writes an immediate report. The management of bullying is put on hold until the student's safety is ensured.<\/p>\n  <div class=\"case-study-result\">\n    <p>&#x2705; <strong>Result:<\/strong> The student received child psychiatric follow-up for six weeks before resuming her schooling in a secure environment. Karim praised the training that allowed him to recognize the signals of suicidal risk and act without hesitation \u2014 \"before the training, I might not have known what to do in those first five minutes.\"<\/p>\n  <\/div>\n<\/div>\n\n<p>The role of the CPE in the face of school bullying is demanding, multidimensional, and constantly evolving. It requires solid and regularly updated training, institutional support from the administration, and a culture of teamwork. But for those who master it, it is also one of the most powerful levers a school has to protect its most vulnerable students.<\/p>\n\n<div class=\"cta-box\">\n  <h3>&#x1F393; Strengthen your CPE skills in the face of bullying<\/h3>\n  <p>The DYNSEO training \"Preventing and acting against school bullying and cyberbullying\" is specially designed for CPEs and school life teams: interviews, shared concern method, cyberbullying, team coordination. Qualiopi certified \u2014 eligible for funding.<\/p>\n  <div class=\"cta-buttons\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/prevenir-et-agir-face-au-harcelement-scolaire-et-au-cyberharcelement\/\" class=\"btn-cta-white\">&#x1F4CB; View the program<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/formations\/\" class=\"btn-cta-outline\">All training &#x2192;<\/a>\n  <\/div>\n<\/div>\n\n<a href=\"https:\/\/www.dynseo.com\/courses\/prevenir-et-agir-face-au-harcelement-scolaire-et-au-cyberharcelement\/\" class=\"internal-link\">\n  <div class=\"internal-link-icon\">&#x1F9D1;&#x200D;&#x1F3EB;<\/div>\n  <div class=\"internal-link-content\">\n    <div class=\"internal-link-label\">Qualiopi certified training<\/div>\n    <div class=\"internal-link-title\">Preventing and acting against school bullying and cyberbullying<\/div>\n    <div class=\"internal-link-desc\">The complete training for CPEs and school life teams \u2014 from observation to resolution.<\/div>\n  <\/div>\n  <div class=\"internal-link-arrow\">&#x2192;<\/div>\n<\/a>\n\n<div class=\"article-tags\">\n  <a href=\"#\" class=\"article-tag\">CPE school bullying role<\/a>\n  <a href=\"#\" class=\"article-tag\">principal education advisor bullying<\/a>\n  <a href=\"#\" class=\"article-tag\">CPE reference bullying<\/a>\n  <a href=\"#\" class=\"article-tag\">interview student victim bullying<\/a>\n  <a href=\"#\" class=\"article-tag\">shared concern method<\/a>\n  <a href=\"#\" class=\"article-tag\">school life bullying protocol<\/a>\n  <a href=\"#\" class=\"article-tag\">CPE training bullying Qualiopi<\/a>\n  <a href=\"#\" class=\"article-tag\">DYNSEO training<\/a>\n<\/div>\n\n<\/article>\n<\/div>\n\n\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-725959","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>The Role of the CPE in the Face of School Harassment: From Observation to Action - DYNSEO - Educational apps &amp; 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