Choosing stories

Connection. Choose stories that connect with the real lives, ideas, beliefs, feelings and perspectives of students.

General accuracy. Choose books that are based on current, correct information and understandings about bullying, harassment and violence. Authors should present the complexity of issues and offer multiple perspectives and ensure that all kinds of bullying scenarios are represented - not just big boys physically bullying smaller, but exclusion, covert, cyber bullying, bystander behaviour etc. Beware of simplistic explanations, solutions and artificially happy endings.

Setting. The stories should include accurate settings which are representative of the range of sites in which bullying takes place. For example, most bullying happens away from the gaze of teachers and often takes place in the playground, yet some kinds of covert bullying take place in the classroom. It may be useful to find reference to settings in the wider community such as the home or workplace.

Use of language. Social relationships are complex and people who bully are sometimes also victims in other situations, and vice versa. It is important not to reinforce the bully / victim dichotomy by the use of labelling language. Use descriptions such as “bullying behaviour”. Avoid explanations, stories or images which name or depict a person or group as the “bullies” so that we don’t stereotype any individual or particular group of young people or adults.
Epithets and abusive language. Some books that explore relationship issues may contain insulting language directed at individuals or at people of a particular sex, sexuality, appearance, race or ethnicity. Use of such examples needs to take into account the maturity of the listeners and the sensitivities of particular members of the group. Teachers should pre-read texts and edit their reading as required, to balance conveying the realism of the story with their responsibility to protect.

Stereotypes. Beware of reinforcing stereotypes. Instead, find books that reflect the complexity of individual people's lives, rather than assigning general personality traits or behaviours to an entire group of people. To achieve a culture of inclusiveness and empower young people, we need to ensure that the range of books we select is gender-fair; multicultural, international, and represents a diversity of ages, classes, religious beliefs, sexual orientation, and personalities. Reference to diverse groups and characteristics needs to be non-stereotypical and respectful.

Depth of analysis. Choose books that offer some references to the deeper issues (www.bullyingnoway.com.au/issues/) as a way into discussion of these topics with your students. Investigate philosophical or ‘community of inquiry’ approaches to discussing books and issues with your students.

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