Information sheet
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Whole school community |
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Building a safe and supportive school and preventing bullying |
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Involve staff, parents and students in collaboratively developing and implementing an active whole school plan, involving staff, parents and students, to address bullying, harassment, discrimination and violence. |
Awareness raising, consultation and the genuine inclusion of diverse groups in discussion and decision making will increase understanding of the breadth of the issues and promote commitment to action against bullying, harassment and other forms of discrimination.
Through this process of identifying the issues, it is vital that bullying, harassment, violence and discrimination are understood as part of a wider social problem. They are not the 'fault' of particular. The students are exhibiting behaviours that are tacitly approved of within the wider society. Special effort will be needed to identify and include the voices and perspectives of individuals who can speak on behalf, or encourage the participation, of particular groups who may not feel welcome or safe to speak out themselves.
At an administrative level, early signs of the extent of the issues can be gauged through formal school records and surveys, and by actively encouraging students and carers to report the issues.
To generate greater understanding of the issues and the involvement of all groups, holding forums and meetings in a variety of venues and at different times of the day provides spaces for discussion and debate while reflecting the needs of the local community.
A participatory action research approach can help to establish open, transparent communication channels that value and engage the whole school community in identifying the issues, speaking frankly about their experiences in decision-making processes and therefore in taking responsibility for change.
Students play a key role in this process. Their participation needs to reflect the full social, cultural and age diversity of the school and include those who experience difficulties at school including disciplinary measures.
After data identified that bullying and aggressive behaviours were most prevalent before school started, a primary school undertook a community participatory action research project to investigate whether to begin and end school half an hour earlier. To ensure that the whole school community could be involved in the decision, strategies included a written survey asking for advice and suggesting solutions, forums held in the school and community at different times of the day, a transparent voting process, trialling the change and asking for feedback. The final decision of an earlier start to the school day has resulted in reduced reports of discriminatory behaviour and positive feedback from students, carers and staff.
Since bullying and harassment are frequently hidden from adults, it is essential to empower students to recognise peer culture behaviours and understand, challenge and change the social constructions that support these behaviours. Student-driven surveys, conferences and forums can generate a strong school community for collaborative action.
Enough's Enough! Sexual Harassment and Violence: A
resource kit for primary schools
Department of Education Queensland (1994)
Brisbane: Department of Education
A kit examining the nature and impact of gendered violence including sexual harassment in primary schools. Consists of three books (a project report; a guide to research in schools; and teaching strategies, resources and posters) and a video which is also available with captions. The resource won a National Prevention of Violence Award in 1995.
No Fear - a Whole School Approach - resource kit
Department of Education, Employment and Workplace Relations (1995)
A kit of teaching materials to identify and address gender based violence. Topics discussed include the construction of gender, gender and the law, body works and sexual harassment. Both primary and secondary school versions available.
