School violence in Africa is a major problem that affects students’ learning and mental health. Victims experience negative effects such as sleep disturbances, headaches, injuries, poor mental health, risky behaviors, and suicidal thoughts. These consequences result in economic losses estimated at $11 trillion in lifetime income globally. To address this situation, multi-component interventions involving various stakeholders are recommended. Whole-school approaches that integrate policies, practices, and values ​​are advocated. Group learning, fostering shared values ​​and addressing gender norms, as well as leadership opportunities for staff and students are also suggested. These interventions should be tailored to the specific school context and rigorously monitored. Initiatives in French-speaking Africa, such as that of the Graines de Paix association in Benin and Côte d’Ivoire, illustrate these good practices. Their program "Learn in Peace, Educate without Violence" aims to train teachers in non-violent classroom management techniques and to improve school dynamics.

Education, Politique publique, Santé mentale, Violence scolaire

This article analyses the Sahel crisis through the prism of young people, with reference to the case of Burkina Faso. In particular, it looks at the ways in which young people are involved in shaping and implementing security policies. The aim is to elucidate why, despite their political weight, young people are not yet strategic actors in the governance of this sovereign sector. Based on actor-centred institutionalism, the article highlights the influence of contexts and institutions on their participation strategies in the fight against insecurity. The results show that while government mechanisms for the inclusion of young people produce precarious effects, the alternative strategies promoted by the latter end in deadlock.

Security, Youth, Politique publique