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Prevention of bullying

Testimonials on bullying prevention training

Some testimonies by principals, teachers and parents on our work to prevent bullying.

"One of the things that I was amazed at is the consistency of the method applied to young people, parents, and to principals with their teachers. To be able to carry out readings, to be able to read signs and to be able to focus what worries us on the most assertive path that is possible. There is a complete consistency, which means it is a relief to know that what we have learned since the beginning in about how to act with young people is something that I will be able to transfer to the various areas in which I work. It gives me a tool for reading in the different areas. I use it for young people, for parents, I use it for teachers, I use it for my management team. I really appreciate it."

School principal, Buenos Aires


"The importance of having started working with the method is that we feel that we have been speaking a common language for the past year. Because before we were a group of individuals trying to help the young people, each of us based on their own life experience, but always perhaps working more in terms of individuality. Now we can see the group, we know the parameters, the signs. This common language enriches us when working with groups in the same direction and on the same path."

Secondary school principal, Buenos Aires.


"We all have the feeling that we finally have an answer. Finally, some training that can have positive effects, lead to changes. It gives us a means to help young people, who are going through situations of real pain and we feel better this way, as well."

Teacher, Paris.


"I had the pleasure of participating in a workshop that you and your team ran at the Congress on bullying in Santa Fe, Argentina. I would like to take this opportunity to thank you for your warm friendliness, for sharing your experiences and your knowledge, and enabling us to train and grow as people, at the same time; for working and being committed to children and young people and their well-being."

Teacher, Santa Fe, Argentina.


"The Parent Workshops were a wonderful experience. I found the things I learned here, especially about how to listen to young people, the way to approach them, extremely interesting, and they have already been very enriching. I think it is important that we can give this tool to many people."

Father, Buenos Aires.


"I have a daughter who is in the first year. She is in the school years where the MONICA TOSCANO PREVENTION IN ACT® method has been applied for the last two years. She used to have problems with her classmates at school, where they made fun of her. And she found it difficult to assert herself. And today I can see that she has attained the strength to say who she is, and also to say that she will not necessarily do what the group tells her to do when it is something she does not agree with. And today, she's not scared of that any more. She feels much better, and I've also seen that her grades have got better, when for a time they were getting worse.

Mother, Düsseldorf.


"I think that teachers who implement the MONICA TOSCANO PREVENTION IN ACT® method have a more respectful, kinder perspective on the students. We saw that teachers who implement the method exclude their students to a lesser extent than those who do not. They seek understanding and have another approach to the group. They visibly have a better understanding of how their groups work. I also believe that it strengthens them within themselves. I've seen a development in some teachers which gives me the impression that they feel more capable of their ability to address the difficulties of their groups of students.And I think that if the students feel stronger, teachers who have a better understanding of what happens between students must also feel stronger. This is a highly effective method that takes what the student says into account, and which leads students to changes that will enable them to become stronger."

School principal, Paris


"We have succeeded in creating a language, a code: "We're talking about a child with boundary problems," "we're talking about a child with fear problems," "we're talking about a child with problems related to the influence of their group of friends." In other words, what we are really doing is codifying many attitudes. This is the theoretical and practical aspect that now forms part of our everyday routine, and it means that we all know that we are working on a shared task. As a school principal, another factor that I believe is very important is that we have strengthened the school-family prevention network, enabling us to improve the children's lives. Here is something to bear in mind: when we did our most recent secondary school assessments, we found that in the previous years, our results were not as good as those in the years when we implemented the method on a continuous basis. We teachers believe that this is possibly related to the cohesion as a team which means we all work better, with the space for prevention that we have been able to apply in the twelve, thirteen and fourteen-year-old age groups, which are precisely those where we have all noticed better results. This has led us to realise that freeing children from some of their problems helps them work better."

School principal, Barcelona.


  • Prevention of bullying
  • Prevention of bullying
  • Prevention of bullying
  • Prevention of bullying
  • Prevention of bullying
  • Prevention of bullying
  • Prevention of bullying
  • Prevention of bullying
  • Prevention of bullying