Information sheet
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Whole school community |
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Knowing when bullying is happening, acting to stop it and supporting those involved |
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Encourage and explicitly teach effective bystander behaviour for staff, students and community members |
The reluctance of students to tell adults can be a major hurdle for a school community wishing to change the school culture. The reasons for not telling may involve personal esteem, group status and belonging, credibility and, among witnesses, a fear of being the next person to be victimised and ostracised.
The 'cone of silence and secrecy' covering those who bully, targeted students and onlookers is similar to that present in other forms of abuse such as domestic violence, sexual abuse and intimidation. This silence maintains the abuse of power, increases feelings of helplessness and perpetuates bullying and harassment.
Finding culturally and socially appropriate ways of reporting these behaviours places the issues on the public agenda and ensures safety by mobilising the silent majority and empowering peers.
Effective 'telling' requires a whole school focus and development of widespread belief by students that, if they do speak up, they will be supported rather than persecuted by peers and adults or those with greater power.
A curriculum that teaches and models positive cooperative behaviours can be achieved by having a critical understanding of the socially constructed beliefs and behaviours that maintain bullying and harassment, and through creating an alternative space where students, staff and carers are able to challenge harmful behaviours and move towards a socially equitable environment.
Year 5 students were being called 'dobbers' if they told an adult about being bullied, and the students were not confident about using other strategies for stopping unwanted behaviours by others.
Class meetings enabled students to safely share their experiences of being 'dobbed on' - why they felt it happened and how they felt about it. Through these discussions, students decided that 'dobbing' was 'telling on' the actions of another student just to get that student into trouble, but 'reporting' was an appropriate action for telling an adult about a problem which could impact on people's safety.
Through the class meetings, students decided that, when bullied, they would tell the person responsible in a polite but confident manner that they did not like a certain behaviour and then, if it continued, report the behaviour to an adult.
Role-play was an important tool in allowing students to see and feel the effects of different behaviours and different reactions and to practise effective reporting skills.
A secondary school's student services team is taking action against bullying by staging an annual awareness raising week with activities throughout the school. Students attend a course in form classes on the effects of bullying, ways to prevent bullying and how to be an effective bystander. A pamphlet incorporating student input on bystander behaviour is sent home to all students. The week culminates in a Friendship Day involving poster displays, drama, art prizes and badges produced by students.
As a result, students are more willing to ask for help. Staff members are better able to handle bullying incidents with students more aware of the need to provide peer support for vulnerable students.
