1️⃣ Analytical summary

Context and issues — protecting and preventing, a responsibility of the entire institution

The circular of 24 August 2026 includes the fight against sexual violence in the mission of protection of the School (article 19 of the CRC) and links it with the deployment of the EVAR-S. It recalls that sexual violence affects on average about three children per class and occurs in more than 80% of cases within the family circle (§2), which makes the School a key place for detection and alert. The sessions of EVAR-S are presented as spaces for liberation of speech and detection, and as a lever for prevention (consent, equality, integrity and intimacy) (§1).

Operational contributions — dated obligations and specified circuits

The text sets out concrete obligations: 100% of students benefit from three annual sessions; the programming is presented in the school council (primary) or in CESCE (secondary), incorporated into the school/institution project and followed by a national survey (§1). It launches a training plan in four modules (compulsory common base of 3 hours, training of trainers, local optional training), scheduled from September 2026 to December 2029, and refers to directly mobilisable Éduscol resources: brochures, family flyers, FAQs, action protocol in case of sexual violence, Magistère platform (§1–§2).

2️⃣ Key points of the document

1️⃣ Two articulated obligations. The circular links the deployment of the EVAR-S (100% of students, three annual sessions from nursery to high school) and the training of all staff in the fight against sexual violence; the sessions are both prevention and an opportunity for detection (§1).

2️⃣ An explicit legal anchoring. The device relies on Article 19 of the CRC (protection against any violence) and Article L.312-16 of the Education Code, and extends the circular of 4 February 2025 relating to the EVAR-S (preamble and §1).

3️⃣ The reporting circuits at the heart of the 2nd objective. The training aims to identify concerning situations and their weak signals, to welcome speech appropriately and to know the reporting circuits — internal to the institution, judicial (judicial authority) and concerning information (§2).

4️⃣ A training plan in four modules, dated. Academic management (module 1, PNF, Sept. 2026), mandatory common core of 3 hours for all (module 2), training of trainers (module 3, end 2026), optional local training (module 4, PrAF) ; the entire staff trained by the end of 2029 (§2 and annex).

5️⃣ Identified resources and partners. Éduscol provides educational booklets, family flyers, FAQs, a protocol of action in case of VSS and access to Magistère (§1) ; associative and institutional partners can be mobilised for organisation, facilitation or support after identification (§2).

3️⃣ Action tracks for local actors

1️⃣ Retrieve and disseminate Éduscol resources. Educational booklets, family flyers, FAQs and especially the action protocol in case of VSS (§1) are immediately available to equip teams and families.

2️⃣ Build on existing bodies. Use the school council (primary) or the CESCE (secondary), where the EVAR-S programme is presented (§1), as an entry point to co-construct prevention actions.

3️⃣ Positioning as a partner. The circular provides for the mobilization of associative and institutional partners to organize training, lead sessions or support care after identification (§2); module 4 (PrAF, volunteer) is the entry point.

4️⃣ Clarify reporting circuits upstream. Ensure that everyone distinguishes between internal reporting, concerning information (CRIP) and reporting to the prosecutor (§2), to act quickly and at the right level.

5️⃣ Align interventions with the calendar. The priority audiences (management, CPE, IEN, directors, staff involved in EVAR-S) will be trained by the end of 2026 (annex, Module 2): schedule partnership actions once these relays are trained.

6️⃣ Anticipate coordination with families. The circular provides for family flyers and a presentation in instances (§1); preparing this communication limits misunderstandings around EVAR-S.

Unmet needs / necessary adaptations. The text does not detail the pedagogical content of the training, nor the quality or approval criteria for trainers and partners, nor the evaluation of learning outcomes, nor the accessibility (FALC, disability) of materials. No section specific to medico-social structures outside School.

4️⃣ Additional references

Internal — Health Practices (to be manually verified before dissemination)

• Analysis of the implementation of the CIIVISE recommendations (summary of the 82 ecommendations) — https://www.pratiquesensante.com/blog/pratiques-15/analyse-de-la-mise-en-%C5%93uvre-des-recommandations-de-la-ciivise-le-bilan-de-mise-en-oeuvre-des-82-recommandations-5986

External — post-2024, URLs verified on 27/08/2026

• Éduscol — " Focus: prevention of sexist and sexual violence in schools " (updated July 2026): booklets, VSS protocol, FAQ. The operational aspect of the circular. eduscol.education.gouv.fr/5940

• Circular of 29 July 2026 — Educational guidelines for the continuing training of primary school teachers (NOR MENE2617436C), cited by the VSS circular as a training vector for PE. education.gouv.fr — MENE2617436C

• Centre Hubertine Auclert — " The 2026 training to combat (cyber)gender violence": training offer transferable to social fields and local authorities. centre-hubertine-auclert.fr

5️⃣ Frequently asked questions 

1️⃣ Are the three EVAR-S sessions mandatory?

Yes : the institution ensures that 100% of students benefit from it each year, from nursery to high school (§1).

2️⃣ Where is the programming presented and monitored?

In school council (primary) and in CESCE (secondary); it is included in the school/institution project and is subject to a national survey at the end of the year (§1).

3️⃣ Is VSS training mandatory?

Yes for module 2 (3-hour distance training), for all staff; module 4 is optional (§2; annex).

4️⃣ Who is prioritised for training and when?

By end of 2026: primary — IEN, CPC, school directors; secondary — management staff, CPE, staff involved in EVAR-S. Then extension to all staff from January 2027 to the end of 2029 (§2; annex).

5️⃣ What reporting channels does the training target?

The internal reporting to the institution, the concerning information and the reporting to the judicial authority (§2).

6️⃣ What resources are available for the teams?

On Éduscol: educational booklets, flyers for families, FAQs, action protocol in case of VSS, access to the Magistère platform (§1).

7️⃣ Can an external partner intervene?

Yes : associative and institutional partners can be mobilised for organisation, facilitation or support after identification, especially via module 4 (§2).

6️⃣ Rewriting in FALC (Easy to Read and Understand)

Protecting students from violence

• The School must protect students.

• It teaches students to know and respect their bodies.

• Every year, all students have 3 sessions on emotional life and sexuality.

• These sessions help students to speak. They also help to recognise a child in danger.

Training all staff

• The School trains all its staff against violence.

• The goal: to better identify, better listen, better report.

• There is a 3-hour video. All staff must watch it.

• Leaders and managers are trained first, before the end of 2026.

• All staff are trained before the end of 2029.

Support to act

• The Éduscol site provides tools: booklets, documents for families, Q&A.

• It explains what to do in case of violence.

• Associations can help the teams.

Note : « EVAR-S » means « education for emotional, relational and sexual life ». « VSS » means « sexist and sexual violence ».

7️⃣ Cross-sectional analysis — values of Health Practices

• Literacy : the resources Éduscol (booklets, FAQs, family flyers) target various audiences (§1) ; the circular itself remains an administrative text.

• Empowerment : the sessions of EVAR-S are designed as spaces for liberation of expression, allowing students to put words to experienced or observed situations (§1).

• Participation : the presentation at the school council / CESCE and the registration for the school/institution project organise a form of collective deliberation (§1).

• Community health: institutional and collective approach (mobilisation of all staff, partners), more than community in the strict sense.

• Ethics : framing by the collective responsibility of protection ; the notions of consent, integrity and intimacy are explicitly stated (preamble, §1).

• Human rights: based on article 19 of the CRC and article L.312-16 of the Education Code (preamble, §1).

• Intersectorality : articulation School / justice / social (concerning information, judicial authority) and associative partners (§2).

• Partnership : mobilisable partners formalised in the text ; follow-up ensured by the EAFC and reported to the Dgesco (§2).

• Fight against discrimination: equality girls-boys and the deconstruction of power relations are at the heart of the EVAR-S and the fight against VSS (preamble, §1); non-judgment is not explicitly developed.

8️⃣ Assessment of the reliability of the resource

• Relevance scientific: primary institutional source (BO, signed DGESCO circular) — high reliability. The two figures cited (over 80% in the family circle; about 3 children per class) are estimates (CIIVISE type work) presented without explicit reference: to be presented as estimates. The text does not provide a source apparatus.

• Relevance operational: high for the National Education (obligations, calendar, circuits, resources). For the prevention/social/medico-social field: directly on reporting circuits, Éduscol resources and opening to partnership; the pedagogical content of the training remains outside the document.

9️⃣ Strategic hashtags

#PreventionVSS #EVARS #ChildProtection #DetectionReporting #TrainingVSS #SchoolHealth #EqualityGirlsBoys #healthpractices

🅷 Points of vigilance in animation

Applicable : the document addresses sensitive themes (gender-based and sexual violence, including intrafamily violence).

Risks of emotional triggering

The theme itself and, especially, the data "over 80% in the family circle / about three children per class" may refer trainees to a personal experience (as a victim, relative or witness). Statistically, any training group includes concerned individuals.

Recommendations for animation

• Announce the subject in advance; set a clear framework (right to leave, right to not testify).

• Do not solicit personal testimonies or circulate the word on experiences.

• Remind at the beginning and end of the session of the resources: 119 (child protection), 3919 (violence against women), internal reporting systems, social and health services.

• Plan a time for decompression and an identified resource person for after the session.

• Clearly distinguish training in identification and clinical care (outside the trainer's scope).