What to do in the event of conflicts or complaints?

Complaints are a normal part of everyday school life. They can and should be dealt with in a constructive manner. As unpleasant as complaints may be, they often also contain positive aspects. Every complaint is therefore examined by the school to determine whether it is an individual case or whether it refers to a general problem, e.g. due to the school's organizational regulations.

The conflict and complaints management of the Freie Waldorfschule Dresden consists of the persons of trust as a free offer and a structured part.
The first contact person for the structured part is Mr. Kehler for the management: kehler@waldorfschule-dresden.de, Tel.: 0351 899 3743.

The confidential counsellors and school social workers work completely autonomously. Both are there to advise those seeking help and, above all, are completely confidential. They work in a protected space and show the person seeking help ways to solve their problem. At the request of the person seeking help, mediation attempts, for example, can be initiated in advance. The confidential counsellors and school social workers are not a structural part of complaints management (for a detailed description, see the document "Confidential counsellors").

A complaint is often made in person, by telephone or in writing to the school management, the parent-teacher council, the confidential counsellors, the management, the board or other bodies and not directly to those involved. The school's conflict and complaints procedure was developed in order to be able to react appropriately. Educational and disciplinary measures under the school rules and legal disputes are not covered by the complaints management system.

The management first examines the following questions:

• What is the problem?
• Who (or what) is the complaint against?
• Can the problem be solved within my area of responsibility?

The management makes it clear that it will not take a substantive or evaluative position on the complaint submitted - beyond the latter - in the situation, but refers to the procedure in place at the school for handling complaints and provides appropriate interim messages.

Otherwise, the processing of complaints/conflicts must begin with the school management. This ensures that the process is goal-oriented and that, depending on the area of conflict and degree of escalation, other parties involved in the process are called in to find a solution.

Only if no solution is found at this level or if the complainant rejects the proposed solutions should the arbitration committee be convened.

The arbitration committee is convened by the process controller. The arbitration committee therefore has no right of self-referral. The arbitration committee consists of at least 3 representatives in addition to the complainant and the complainant. The area of conflict and the degree of escalation determine from which bodies a representative is sent. The delegating body selects the representative for the arbitration committee. The arbitration committee makes the final decision on the conflict.

If the reason for the complaint is a problem of major significance (e.g. serious breach of duty, e.g. physical violence, sexual assault), the school management must be able to intervene immediately and ensure that the facts of the case are clarified with the involvement of the parties. The result must be documented in writing. The Executive Board must be informed immediately if disciplinary measures need to be taken.

• Strive for agreements: At each "instance level" (cf. 4), conflict-resolving agreements should be sought, which are reviewed after an appropriate period of time.
• Documentation: The agreements must be recorded at all levels. All parties involved receive a copy of these agreements.
• Support: If the person affected by the complaint requires support, it is the responsibility of the school management to offer this as part of its duty of care. If the individual case of complaint is based on school organizational problems, it is the task of the school management to try to remedy the situation as quickly as possible and, if necessary, to seek temporary individual support options for the person concerned.

This is an expression of professional handling of problems and complaints, increases satisfaction and contributes to a positive school climate that benefits everyone involved in the school - and incidentally - improves the quality of the school. The decisive factor for any type of complaints handling is that procedures are agreed and that these are made known and transparent for all those involved. If everyone then takes the necessary self-commitment to the agreed procedures seriously and sticks to them, complaints lose much of their horror and they can be used as a "resource" for the school - e.g. as a starting point for school development activities.