Simge Yardım, secretary of the women’s section of the Education Workers’ Union (Eğitim Sen), has stated that attacks on schools in Siirt and Mersin are not isolated incidents but are linked to broader systemic issues within the education system. Speaking to ANF News, she argued that assimilation policies, ideological curricula, and a deepening crisis in education are contributing to rising violence among youth.
Her comments come amid ongoing concerns about school safety and the social impact of educational reforms in Turkey. Yardım emphasized that violence in schools reflects deeper societal tensions, particularly those stemming from efforts to homogenize cultural identity through state-directed education policies. She called for urgent, structural reforms to address what she described as a system that “produces violence” rather than preventing it.
The remarks were made in the context of increasing reports of aggression in educational institutions across southeastern Turkey. While specific incident data was not cited in her statement, Yardım pointed to a pattern where students exposed to exclusionary curricula and marginalization are more likely to exhibit behavioral issues, including violence.
She identified three core drivers: state-led assimilation policies targeting Kurdish and other minority identities, the imposition of ideologically charged content in textbooks and classroom instruction, and systemic underfunding and neglect that have eroded the quality and accessibility of public education. According to Yardım, these factors combine to create environments where young people feel alienated, leading to acts of aggression as a form of resistance or distress.
Yardım’s critique aligns with long-standing concerns from educators and civil society groups about the politicization of education in Turkey. Critics argue that recent curriculum changes have prioritized nationalist and religious content over critical thinking and inclusivity, particularly affecting students from non-Turkish ethnic backgrounds. The Education Workers’ Union has previously warned that such approaches undermine social cohesion and increase psychological strain on youth.
The union has advocated for a return to secular, inclusive, and scientifically grounded education policies that respect linguistic and cultural diversity. Yardım stressed that meaningful change requires not only curriculum revision but also investment in teacher training, mental health support in schools, and genuine community participation in educational governance.
She further noted that without addressing the root causes embedded in policy, punitive measures alone will fail to reduce school violence. “We cannot arrest our way out of a crisis created by neglect and ideology,” she said. “The system must be transformed to nurture, not suppress, the identities and well-being of all students.”
As of now, no official response has been issued by Turkey’s Ministry of National Education to Yardım’s specific claims. The ministry has previously defended its educational reforms as necessary for national unity and academic standards, though it has acknowledged challenges in implementation, particularly in underserved regions.
Independent monitoring groups have reported sporadic incidents of school-related violence in recent years, though comprehensive national statistics remain limited. International observers, including UNESCO and the OSCE, have urged Turkey to ensure that education policies comply with international human rights standards, particularly regarding minority rights and freedom of expression.
The debate over education’s role in social cohesion continues to be a focal point in Turkey’s domestic policy discourse. With youth unemployment remaining high and social inequalities persisting, educators like Yardım argue that schools must become spaces of healing and empowerment rather than sites of ideological enforcement.
For updates on education policy developments in Turkey, readers can refer to official announcements from the Ministry of National Education or reports from reputable international education monitoring bodies.
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