Relying solely on a code of ethics for teachers may not be sufficient to combat violence, as a cultural reform within the educational system is required. This reform should include the participation of psychologists and counselors, in collaboration with various educational sectors. 

The Minister of Education has presented a code of ethics to improve the relationship between students and teachers and school employees.  The aim is to ensure that this relationship is strictly academic and of formative service, and to prohibit any type of treatment that does not contribute to the integral development of students. 

Under the Organic Law on Intercultural Education (LOEI) and government directives on measures for prevention, containment, the emotional and economic stability of the educational community, the Ministry of Education prohibits any type of financial contribution by parents for the renovation of classroom façades or any other end-of-school-year expenditure. The Ministry guarantees the right to free education, monitors irregularities, and punishes any cases of misconduct.

Honduras introduces a web-based platform for teachers to report corruption. This platform is aimed at eradicating cases of corruption in the national education system by providing a user-friendly tool that can even be used from a mobile device.

Data from the Department of Education’s Office for Civil Rights shows that 29 per cent of teachers were considered chronically absent, missing more than 10 days of school in 2015-2016. This is near twice the 15 per cent of students who are chronically absent. As a result, a number of school districts included teacher and student absence measures in their school accountability system.

The Ethical Standards for the Teaching Profession in Ontario represent a vision of professional practices and provides a framework of principles that describes the knowledge, skills, and values inherent in Ontario’s teaching profession. 

A United Kingdom-based professor in education has declared that the promotion of teachers to the rank of principal in Jamaica is a flawed, corrupt enterprise prejudiced towards the 'favoured'. The Professor, reader in education at Brunel University in the United Kingdom, has contended that the progression of teachers in Jamaica to school leadership is characterised by systemic corruption.