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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 |
Pressure to rapidly solve bullying, harassment and violent behaviours can lead to schools reacting punitively or individually or purchasing externally produced, instant programs. However quick-fix solutions may do little to engage with the broad social and historical constructs or the unique local influences that maintain bullying, harassment and violence.
The creation of safe and supportive school environments is a broad-reaching concept and its effective implementation will involve a strategic, whole school approach. This involves collaboratively integrating a range of whole school strategies through a critically reflective curriculum, underpinned by cooperative values.
A positive school climate that is nurturing, inclusive and community-minded
does not need to rely heavily upon new resources - it can respond to bullying
by changing attitudes and beliefs and building upon existing resources and
environment. For example, when school authorities are aggressive and punitive
in their approaches to management, there is a risk of teaching students that
aggression and domination are acceptable methods for dealing with difficulties.
When adults consistently model respectful relations and problem-solving approaches,
students will be encouraged to do the same.
A large high school has changed the focus of already existing programs and resources, rather than trying to introduce new strategies. The topics of bullying, power, discrimination and violence are now introduced via the curriculum, which reaches a greater proportion of the school community with just one strategy. Because the issue of bullying is really one of relationships, the school's anti-bullying work is directed towards improving relationships, so benefiting the whole school community.
Schools in action:
Linking student welfare to
curriculum practice
Schools can spend time talking about and assessing the impact of some school sport cultures. To what extent may they produce and reinforce particular macho versions of masculinity - based on aggressive competitiveness and physical toughness? How does this reinforce and legitimise hierarchies of masculinity that may have negative consequences on boys' attitudes to learning?
