To a teacher this scene does not look like bullying . . .

Secondary teachers are not there all day so they cannot know this and without help are not in a position to deal with it!

Secondary teachers cannot see the repetition that indicates bullying

Anti-Bullying Campaign Solving the problems in dealing with bullying

Problem 1

but if you knew that the three students target this girl repeatedly and isolate her with upsetting comments or behaviour in class every day . . .

you would realise that they are bullying her . . .

Anti-Bullying Campaign Solving the problems in dealing with bullying

Problem 2

• The nature and unacceptability of bullying and its dreadful consequences • That all bullying has three aspects –

(a) it is deliberate (b) it is hurtful for the targeted student and (c) it is repeated over time either in act or in impact

• That these characteristics make bullying visibly different from normal banter or horse-play and make it reportable on that basis. • That knowing these characteristics make the perpetrator’s excuses, like “I

was only messing” or “It was only a joke” completely invalid. • That knowing these characteristics makes their own excuses like “It was not

me” or “I did nothing” invalid too. As long as teachers cannot see bullying when it happens,

and students who see it cannot recognise and understand it and are not empowered to report it, teachers cannot know!

Students see almost all bullying behaviour. While research shows that they are unhappy about it

they are not empowered to help. They do not recognise . . .

Strand 1: Awareness Raising exercises in each class each year work like advertising to gradually change the culture of the school

These exercises gradually change the culture in school to one where students Recognise, Reject and Report bullying so now teachers know!

These exercises can involve:

1. Anti-Bullying Worksheets to help students examine the nature of bullying, the damage it does, the role of witnesses . . .

2. Anti-Bullying Competitions, e.g. slogans, drawing or writing with cash prizes for winners and in-school display of winning entries so students give students credible and clever anti-bullying messages

3. Anti-Bullying films with questions for students to answer to help focus on key themes, e.g. “Too Scared for School” from ITV (in schools now) & “Silent Witnesses” from ABC, Trinity College (in schools now)

4. Occasional or regular Surveys about reported or unreported bullying to convince students that the school takes bullying very seriously

Anti-Bullying Campaign Solving the problems in dealing with bullying

Solution to Problems 1 & 2

Even when Strand 1 works well, punishment can undermine an otherwise effective response to bullying

• Punishment makes reporting of bullying by observers less likely - students tend to take the side of students, even bullying students, against a teacher who either threatens or resorts to punishment.

• Punishment can lead to further backlash against the targeted student, either from the original bullying students or from peers.

• Punishment can simply lead to a change in (a) the kind of bullying, (b) the location of bullying, (c) the student targeted.

so the bullying continues and efforts to bring it to an end fail.

To be effective in dealing with bullying behaviour a way must be found that avoids punishment

but yet insists that the bullying stops.

Anti-Bullying Campaign Solving the problems in dealing with bullying

Problem 3

Strand 2: Using a Reform, not Blame approach -6 steps to follow when you suspect bullying:

1. Complete an Incident Report Form - what is alleged/reported/already known.

2. Tell students, before doing a confidential signed survey, that you will talk to anyone identified, ask them to reflect on the bullying and if they are honest in an interview and keep their promise to stop bullying they will enjoy confidentiality and no punishment.

3. Carry out the signed survey across the whole year group (to protect those who report any bullying) using a questionnaire selected from the website.

4. Interview anyone identified (if there is corroboration of bullying in the survey) using our Interview Form and Behaviour Checklist.

5. If there is bullying, read out the appropriate promise form and ask the student to sign it. Countersign it. Most perpetrators keep this promise.

6. Complete “Action Taken” form and keep all paperwork secure.

Supported by Strand 1 this method has a very high success rate, getting the necessary information and bringing any bullying to an end.

Anti-Bullying Campaign Solving the problems in dealing with bullying

Solution 3

Broader Code of Behaviour - (Ladder of Referral)

Correction

Warning(s)

Involve Tutor

Meeting(s) with parents

Suspension

Expulsion

Contact parents

Minor Sanctions(s)

Involve Year Head

Anti-Bullying Campaign Strand 2 Succeeds in Almost All Cases of Bullying

Phase 1: In return for honesty and keeping 1st promise

student gets confidentiality

and no blame or sanction

Almost all keep first or second promise and so avoid blame or sanction

through ladder of referral

Phase 2: In return for honesty and keeping 2nd promise

student gets no confidentiality

but no blame or sanction

Most keep first promise so by agreement, parents & year head & principal do not need to know or act

Awareness Raising Strand Ongoing Throughout School

If Promise is broken parents/relevant staff told but no return to ladder of

referral

2nd promise is almost never broken but if it is - Return

to Code of Behaviour

Principal to decide point of return to

Broader Code

Anti-Bullying Campaign Summary of Solution 3

Secondary teachers may not see covert bullying & due to class changes every 40 mins they miss the Repetition that

indicates “Bullying”

Bullying is Repeated Targeted Hurtful Behaviour that is found at some level in every school

Students see all this behaviour so we need them to report it

SOAnti-Bullying Campaign - Strand 1

Raising Awareness /Understanding Students Now Recognise Bullying Students Now Reject

Bullying

BUTThey don’t Recognise it

they don’t Understand it so they don’t Report it

BUTPunishment is an Obstacle so they still don’t Report it

ANDThere is No Resolution

AND

The bullying continues, leading to misery, low self-esteem, depression,

self harm . . . even suicide

SOAnti-Bullying Campaign - Strand 2 A “Reform, not Blame” Approach Students see this as Fair and Just

Students Now Report the Bullying

AND

Our “Reform, Not Blame” Response offers “win-win” resolution

for everyone involved

Anti-Bullying Campaign - Programme Summary

Anti-Bullying Campaign - Total Cost

What does it cost to implement this programme?

“Awareness Raising” - Strand 1:• Exercises are self-explanatory for students - so teachers need no training to take them into class and ask students to complete them - no cost

• Teachers can get class groups to do these exercises in their classes or on a class-swap basis so no time is added to their working week - no cost

• Resources are free. Photocopying can be done by secretarial staff at request of Coordinator overseeing the programme - photocopying cost

“Dealing with Incidents” - Strand 2:

The school needs an Anti-Bullying Coordinator who

• Organises regular student surveys (quick & easy) - small time-cost

• Can interview a few alleged perpetrators of bullying behaviour per week (30 min standardised interviews) - this could be a big time-cost . . . but

• This is offset by time savings for Tutors, Year Heads, Deputy Principal and Principal whose involvement in dealing with bullying is reduced accordingly - as a result Strand 2 can deliver significant net overall time savings

Co-ordinator could be a Pastoral Care Post-Holder - covering any time-costs

Implementing This Whole Programme is Virtually Cost Free!