A/HRC/23/56 ensure the inclusion of children of affected communities in schools; and disseminate general information about the importance of non-discrimination and respect for affected communities in the entire education system. The Special Rapporteur also encourages States to enable and improve educational and professional training for Dalit girls and boys so that they can move to professions of their choice. V. Contexts impacting on the full enjoyment of the right to education without discrimination A. Racially motivated violence in schools 48. The Special Rapporteur is of the view that States should not lose sight of the impact that racism, racial discrimination and intolerance in general have on students or the ways in which it specifically contributes to hostile environments in schools and educational institutions in general. 49. As stated in the Durban Programme of Action, both States and non-governmental organizations, as well as the private sector in general, should work towards reducing violence motivated by racism, including by developing specifically targeted educational materials in order to teach young people the importance of tolerance and respect (para. 74). 50. Criminal justice and law enforcement responses to racially motivated acts in schools should be used only in the most serious cases and only as a last resort. The introduction of a “zero tolerance policy” for minor infractions committed by students leads to the criminalization of misbehaviour in school, which in practice may contribute to schools becoming an entry point to the criminal justice system, especially in neighbourhoods where minorities are overrepresented. Instead of resorting to such drastic measures, schools and relevant authorities should put stronger emphasis on raising awareness of tolerance and non-discrimination, and the values of a multicultural society. B. Education and conflicts 51. The dangers of the failure to educate people about human rights in education have been evident in many situations of conflict, where education has been instrumentalized and deployed as a tool for ethnic or racial stereotyping. For instance, the Special Rapporteur on the situation of human rights in Rwanda described in 1997 how successive Governments of Rwanda had instrumentalized education in the preparation of genocide: The schools, for their part, took it upon themselves to develop actual theories of ethnic differences, based on a number of allegedly scientific data which were essentially morphological and historiographical. In the first case, the two main groups can be differentiated by appearance, as the Tutsi are „long‟, whereas the Hutu are „short‟; the Tutsi are handsome, genuine „black-skinned Europeans‟ while the Hutu are „ugly‟, genuine „Negroes‟. The fact that the Hutu occupied the country before the Tutsi makes them indigenous, whereas the Tutsi, as descendants of Europeans, are invaders. These purportedly scientific data inevitably created a psychosis of fear and mistrust which gradually became a veritable culture of mutual 12