A/HRC/16/54 practices and factors of success, and boost efforts to overcome persisting challenges and promote a paradigm shift in children’s protection from violence. 88. With this in mind, the Special Representative will conduct a global survey to map and assess progress in the implementation of the study recommendations. The survey will be promoted in close collaboration with partners, including Member States, United Nations agencies, regional organizations and institutions, and civil society and children’s organizations, and will build upon relevant initiatives and regional and global processes, including the universal periodic review process of the Council, the reporting process to the Committee on the Rights of the Child, and the follow-up to the world conferences against the sexual exploitation of children and adolescents. C. Emphasis on violence in education and justice-related areas 89. As noted in the United Nations study, and confirmed during the Special Representative’s missions to all regions, violence against children knows no geographic, cultural or economic bounds; it affects boys and girls of all ages, and occurs in all settings, including where children are expected to benefit from special care and protection. 90. Through global advocacy, awareness-raising and policy dialogue initiatives, the Special Representative will continue to promote vigorously the implementation of the study recommendations, including by consolidating progress in her three strategic areas of concern. In this overall framework, in the immediate future, special emphasis will be placed on preventing and addressing violence against children in two particular settings: education and the administration of justice. 1. Violence and education 91. In many countries, initiatives to prevent and address violence against children in education are building momentum. Some key components of this significant process of change include campaigns to foster learning without fear and to address specific forms of violence, including bullying, cyber-bullying and gender violence; school audits and broad participatory debates to inform the development of ethical standards and encourage childsensitive counselling, reporting, mediation and victim assistance; data and research to address the root causes of violence and support children at risk; and law reform to prohibit all forms of violence in education. 92. Schools are uniquely placed to break patterns of violence and provide skills to communicate, negotiate and support peaceful settlements of conflict. Education has a unique potential to generate a positive environment where attitudes condoning violence can be changed and non-violent behaviour can be learned. This is relevant for all ages, but particularly during early childhood. An environment free from violence in all its forms, including gender-based violence, is also instrumental in the promotion of the Millennium Development Goals, particularly in ensuring universal primary education to all children and eliminating gender disparity in education. 93. Unfortunately, however, this unique potential stands in stark contrast with the daily reality of millions of children. Within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation, physical aggression and, in some cases, sexual abuse. At times, they are also victims of gang violence and assault. 94. Violence not only has a negative impact on child victims; beyond those directly affected, it also generates fear and insecurity among students, hampering their learning opportunities and overall well-being. This situation raises families’ anxiety and concerns, at 20 GE.11-11445