The Charterhouse Lagos Alleged Bullying Case: Sharing Tested Solutions to the Rising Incidents of Bullying and Abuse in Schools
Public attention has been drawn to an alleged case of bullying at Charterhouse Lagos, following a letter written by Barr. Festus Ogun to the Office of the Lagos State Commissioner for Basic and Secondary Education.
In the letter, the lawyer acting on behalf of the parents of the pupil in question, stated that the child was bullied and racially taunted by her classmates. The correspondence further claimed that the school refused to release CCTV footage of the incident, dissolved the parents’ communication group, and failed to take visible disciplinary action against those involved.
The Lagos State Domestic and Sexual Violence Agency (DSVA) is currently investigating the matter. While these allegations remain unverified and subject to official findings, the case has reopened urgent national conversations about Child Safeguarding and Protection , anti-bullying mechanisms, and the moral responsibilities of schools and parents to nurture emotionally healthy children.
Bullying a Raising Crisis Within the School System
This case is not isolated. Bullying cases in schools but elite and public alike have skyrocketed in recent years. The real challenge is not merely the number of reported cases, but our collective disposition as parents, educators, and policymakers toward what bullying represents: a breakdown in empathy, accountability, and shared values.
Bullying is not just a behavioural issue; it is a safeguarding and protection issue. It reflects how children have been raised, what they have been exposed to, and what they have come to believe is acceptable. Schools are meant to be centers for learning and moral formation, but too often, the emotional and behavioural outcomes of education are overlooked.
We must now ask:
- What are schools teaching children about kindness, empathy, and inclusion?
- What examples are parents modelling at home?
- How much of our investment in education goes toward nurturing character, not just competence?
Children Become What They See
Bullying is not born in classrooms; it is birthed in the environments that shape our children’s hearts and minds. Research shows that the fastest-growing group of perpetrators of violence against children are other children and young people, the classmates and peers. But these children are not the originators of violence; they are replicators of it.
Our precious children are either beneficiaries or casualties of our examples. Their psychology is a direct reflection of their sociology. A child who sees violence at home, aggression online, or mockery modelled by adults in authority learns that domination is power and cruelty is normal.
Until we address the culture of violence in homes, schools, and media spaces, our attempts to stop bullying through policies and punishment will remain inadequate. It is like confiscating harmful products without shutting down the factory that produces them.
The Role of Schools
In the 21st century, education must go beyond literacy and numeracy to include behavioural and emotional development. Schools must recognize that their mandate includes who children become, not just what they know.
The real measure of education is a child’s capacity for empathy, respect, and self-regulation. Therefore, every school must invest intentionally in soft skills such as; communication, empathy, kindness, and collaboration alongside hard skills.
Leadership in schools must ask themselves:
- How do we handle reports of bullying and exclusion?
- Are we training staff to identify emotional distress and respond appropriately?
- Do our school values reflect compassion, or competition without conscience?
Bullying as a Safeguarding Concern
Bullying is not separate from safeguarding, it is at the core of it. A Comprehensive Child Safeguarding and Protection System must exist in every school, not as a document but as a living culture.
A functional safeguarding system includes:
- A clear, accessible safeguarding policy with well-defined preventive and response processes.
- Designated and trained Child Protection Officers to manage disclosures and emergencies.
- Transparent communication channels for parents and guardians.
- Regular training for staff and students on empathy, inclusivity, and responsible behaviour.
- Strong partnerships with agencies such as DSVA, NAPTIP, and the Ministry of Education.
When these mechanisms exist only on paper, children suffer in silence, parents lose trust, and schools face reputational damage that no infrastructure can repair.
Reaching the Human Heart
The solution to bullying cannot be found in rules and regulations alone, it lies in reaching the human heart.
Policies provide structure, but empathy gives life. A child must feel seen, heard, and valued before they can be expected to value others. When adults trivialize children’s pain, silence their voices, or model aggression as authority, we reinforce the very behaviours we claim to fight.
We must humanize education by rebuilding it around relationships, emotional literacy, and shared humanity.
The Way Forward
To truly protect our precious children and rebuild trust in the education system, stakeholders must:
- Establish Comprehensive Child Safeguarding Systems:
Every school must codify and operationalize a safeguarding policy with detailed implementation frameworks. - Integrate Anti-Bullying Policies:
Anti-bullying frameworks must be central to safeguarding systems, defining preventive actions, investigation protocols, and support for victims and perpetrators alike. - Reassess Educational Priorities:
Schools must balance academic learning with behavioural and emotional development through social–emotional learning and character education. - Build Parent–School Partnerships:
Prevention begins with collaboration. Parents and schools must work together to reinforce shared values of empathy, accountability, and respect. - Governmental Enforcement:
The Federal and State Ministries of Education must mandate that Child Safeguarding and Protection Policies are prerequisites for all schools.
Conclusion
Whether or not the Charterhouse allegations are proven, this case is a mirror held up to the nation. It reminds us that child protection cannot exist where empathy is absent and that excellence in education must include safety, inclusion, and respect.
Our children are learning from the world we show them. If we want peace in schools, we must model peace at home. If we want empathy among peers, we must practice it as adults. The fight against bullying begins not with punishment, but with culture-building, a collective commitment to make every home, every classroom, and every conversation a place where children are safe to grow, to learn, and to be kind.
