近日，微博熱搜上一話題“女子將10年校園欺凌經(jīng)歷做成桌游”引起了網(wǎng)友的關(guān)注。

這位女孩叫溪子，她所設(shè)計(jì)的作品《轉(zhuǎn)校生的抉擇》在第七屆iSTART兒童藝術(shù)節(jié)上獲得了特別關(guān)注獎。策展方給出的獲獎理由是：本次藝術(shù)節(jié)的主題是游戲?qū)W校，學(xué)校不只是彩色的，也會遇到一些相對“陰暗”的角落。

由于從小患有阿斯伯格綜合征，從初中到大學(xué)約十年間里，溪子遭受了長期的排擠與校園欺凌。2018年，大三的溪子被確診雙相情感障礙和抑郁癥。她以自己的經(jīng)歷設(shè)計(jì)參賽作品，希望能幫助到被欺凌的孩子們，并鼓勵大家“去爭奪話語權(quán)，不再停留在‘被傷害’的敘事里。希望他們知道，面對欺凌，我們也有能力去反抗”。

From junior high school to college, Xi Zi suffered from long-term exclusion and bullying. But it wasn't her fault, she was socially disabled with Asperger's syndrome (AS).
從初中到大學(xué)，溪子長期被排擠和欺負(fù)。但這不是她的錯：她患有阿斯伯格綜合征（AS），在社交方面有缺陷。

In September 2010, Xi Zi enrolled in the local junior high school in Shaoguan, Guangdong province. For Xi Zi, school was not a paradise.
2010年9月，溪子在廣東省韶關(guān)市一所初中就讀。對于溪子來說，學(xué)校不是天堂。

Adolescence should be the age of physical and emotional development. However, boys in Xi Zi's school made fun of her for dressing in old-fashioned clothing with her corpulent physique and always called her a "tomboy". The feelings of humiliation about her appearance made Xi Zi feel inferior.
青春期應(yīng)該是生理和心理成長的年齡。然而，溪子的男同學(xué)嘲笑她穿著老土，體型臃腫，總是叫她“假小子”。外貌羞辱使溪子感到自卑。

During breaks, students in blue and white striped school uniforms filed out of the classroom, chasing and making fun of each other in the hallway. Xi Zi remained in the front seat of the classroom, staring at cartoons on the table, and no one noticed her. She usually spent playtime alone.
課間休息時，身穿藍(lán)白條紋校服的學(xué)生列隊(duì)走出教室，在走廊里互相追逐和嬉笑。溪子留在教室的前排座位上，盯著桌上的卡通畫，沒人注意到她。她通常一個人玩。

In October, the school organized a military training. After changing into camouflage training clothes, everyone went to the queue. From the front row to the last row, wherever she stood, students said they didn't want to stand with her, and finally she had to move to the edge of the queue.
10月，學(xué)校組織了一次軍訓(xùn)。在換上迷彩訓(xùn)練服后，每個人都去排隊(duì)。從前排到最后一排，無論溪子站在哪里，同學(xué)們都說他們不想和她站在一起，最后她不得不走到隊(duì)伍的邊緣。

Back in the dormitory, if something got lost, her roommates would slander Xi Zi as the thief. At first, she would subconsciously retreat, pretending to be inaudible. Later, she thought it was her fault since everyone was making the same accusations, and she felt guilty.
在宿舍里，如果有什么東西丟了，溪子的室友會污蔑她是小偷。起初，她會下意識地退縮，假裝聽不見。后來，她認(rèn)為這是她的錯，因?yàn)槊總€人都提出同樣的指控，她感到內(nèi)疚。

There was a popular classmate named Xiao Qian who was beautiful and social. In the third grade, Xi Zi and Xiao Qian sat the beighboring tables. Xiao Qian's mobile phone fell from the desk during the class, Xi Zi bent over to pick it up. Xi Zi, thinking that the teacher wasn't serious about playing with mobile phones, stood directly from the table to hand the phone back. Xiao Qian was angry about that. Wait until after class, she scolded her in front of everyone. Xi Zi was so frightened that she cried.
有一個很受歡迎的同學(xué)叫小倩，她很漂亮，社交能力很強(qiáng)。三年級時，溪子和小倩坐前后桌。上課時小倩的手機(jī)從課桌上掉下來，溪子彎腰撿起。想到老師對玩手機(jī)管得不嚴(yán)，溪子就直接從座位上站起來，把手機(jī)還回去。小倩對此很生氣。等到下課后，她當(dāng)著大家的面罵溪子，把她嚇得哭了。

Xi Zi looked forward to her high school life. She thought that as long as she didn't put a spotlight on herself, she could make good friends there. Not long after school had started, students needed to clean the top floor. Xiao Zhou, one of her classmates who everyone knew was not good to provoke, romped on the floor. As one of the class committee, Xi Zi reminded him to behave himself. Yet, her reprimanding annoyed Xiao Zhou. Xiao Zhou spread the story of Xi Zi's past in the high school to classmates until, finally, everyone isolated her.
溪子期待著高中生活。她認(rèn)為只要自己低調(diào)一點(diǎn)，就可以在高中交到好朋友。開學(xué)后不久，學(xué)生們需要打掃頂樓。溪子的同學(xué)小周在地板上跳來跳去，大家都知道小周不好惹。作為班委，溪子提醒小周規(guī)矩一點(diǎn)。然而，她的斥責(zé)激怒了小周。小周把溪子過去在學(xué)校的故事傳到同班同學(xué)那里，最后大家都孤立溪子。

The experience of high school caused Xi Zi low self-esteem and she began self-attacking: she blamed herself for not doing well enough. As a result, she was unable to study properly, her grades plummeted, and she repeated a year of school before she went to college.
中學(xué)的經(jīng)歷使溪子自卑，她開始自責(zé)：她責(zé)備自己做得不夠好。導(dǎo)致她無法正常學(xué)習(xí)，成績一落千丈，復(fù)讀了一年才考上大學(xué)。

When she went to college, she was asked to move out of the dormitory because she often returned late for attending activities in school associations.
溪子上大學(xué)時被要求搬出宿舍，因?yàn)樗?jīng)常因?yàn)閰⒓訉W(xué)校社團(tuán)的活動而晚歸。

In 2018, as a junior college student, she was diagnosed with Bipolar Disorder (BD) and depression. The seeds of inferiority, self-doubt and sensitivity planted by past experiences had grown, she even wanted to die. After multiple consultations, the counselor told her she had Asperger's syndrome.
2018年，溪子大三時，被診斷患有雙相情感障礙（BD）和抑郁癥。過去的經(jīng)歷埋下了自卑、自我懷疑和敏感的種子，她甚至想輕生。經(jīng)過多次咨詢，咨詢師告訴她她患有阿斯伯格綜合征。

Asperger's syndrome, also known as Asperger's, is a neurodevelopmental disorder characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behavior and interests.
阿斯伯格綜合征是一種神經(jīng)發(fā)育障礙，其特征是社交和非言語交流存在嚴(yán)重困難，行為和興趣模式受限且重復(fù)。

According to the World Health Organization, the important features of AS is the difficulty to socialize and use nonverbal communication, accompanied by narrow interests and repetitive specific behaviors, which also means that children in this category are more likely to be marginalized and isolated in interpersonal communication because of birth defects.
據(jù)世界衛(wèi)生組織稱，阿斯伯格綜合征的顯著特征是難以社交和使用非語言交流，伴隨著狹隘的興趣和重復(fù)的特定行為，這也意味著這類兒童更可能因?yàn)槌錾毕荻谌穗H交往中被邊緣化和孤立。

后來，溪子將自己的經(jīng)歷做成了一款叫《轉(zhuǎn)校生的抉擇》的桌游?！掇D(zhuǎn)校生的抉擇》列舉了諸多校園欺凌會經(jīng)歷的情景，玩家需要在游戲中通過三位主角的故事情節(jié)來推進(jìn)游戲。通過這種情景劇，玩家可以客觀地觀察校園欺凌并產(chǎn)生共情。游戲中的三位主角分別對應(yīng)欺凌者、被欺凌者和旁觀者，同時也把那些多動癥等特殊群體的孩子寫進(jìn)了故事里。

On August 7 2021, the 7th iSTART Children's Art Festival opened and The Choice of Transfer Students won the More One Go Special Attention award. According to curators, the theme of the art festival was Game School, schools are not only colorful, but also encounter some relatively "dark" corners.
2021年8月7日，第七屆iSTART兒童藝術(shù)節(jié)開幕，《轉(zhuǎn)校生的抉擇》贏得了More One Go特別關(guān)注獎。據(jù)策展人介紹，藝術(shù)節(jié)的主題是“游戲校園”，學(xué)校不僅是五彩繽紛的，也有一些相對“黑暗”的角落。

Xi Zi hoped that speaking out about her experiences would help bullied children "fight for their voice and stop staying in the 'hurt' narrative. I hope they know that in the face of bullying, we also have the ability to fight back." said Xi Zi.
溪子希望說出自己的經(jīng)歷能幫助被欺負(fù)的孩子“為自己的話語權(quán)而戰(zhàn)斗”，不再停留在“被傷害”的敘事里。溪子說：“我希望他們知道，面對霸凌，我們也有能力去反抗?！?/p>

Bullying is one of the most common forms of violence on school campuses, according to a UNICEF report released in 2018, and  over a third of students aged 13 to 15 worldwide have experienced bullying. Among them, marginalized children are particularly vulnerable to bullying, such as children with disabilities.
根據(jù)2018年聯(lián)合國兒童基金會發(fā)布的一份報(bào)告，霸凌是校園內(nèi)最常見的暴力形式之一，全世界13至15歲的學(xué)生中有三分之一以上遭到霸凌。其中，邊緣化兒童特別容易受到霸凌，例如殘疾兒童。

In general, symptoms such as Asperger's syndrome and Tori's syndrome do not affect a child's intellectual development. Several parents said they wanted their kids to be educated in ordinary schools. But because of physical disorders, this category of children is vulnerable to exclusion and bullying at school. It should be noted that bullying at schools is different from violence at schools. According to the Ministry of Education of the People's Republic of China, violence in schools focuses on the damage to the lives and property of teachers and students, while bullying in schools focuses on mental harm which is "private and difficult to observe directly".
一般來說，阿斯伯格綜合征和托里綜合征等癥狀不會影響兒童的智力發(fā)展。一些家長說，他們希望自己的孩子在普通學(xué)校接受教育。但由于身體障礙，這類兒童在學(xué)校容易受到排斥和霸凌。應(yīng)該指出的是，校園霸凌不同于學(xué)校里的暴力行為。教育部稱，校園暴力強(qiáng)調(diào)的是對教師和學(xué)生生命財(cái)產(chǎn)的損害，而校園霸凌強(qiáng)調(diào)的是“隱秘的、難以直接察覺的”精神傷害。

We need comprehensive education. On the one hand, special children need extra attention. On the other hand, parents, teachers and school administrators are responsible for preventing bullying in schools. Teachers and parents need to be more understanding and tolerant for children who do not receive timely support and assistance.
我們需要全面的教育。一方面，特殊兒童需要特殊關(guān)注。另一方面，家長、老師和學(xué)校管理者有責(zé)任防止校園霸凌。教師和家長需要給那些沒有得到及時支持和幫助的兒童更多的理解和寬容。

翻譯：董靜
來源：CHINA DAILY微信公眾號