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Whole school community

Knowing when bullying is happening, acting to stop it and supporting those involved

Provide support for students involved in bullying or at risk of becoming involved in bullying

Provide support to all groups (students, staff and carers) who are at risk or are involved in the experience of bullying.

• Summary
• Examples
• Resources

Summary

Behavioural approaches and individual approaches are essential support for those at risk or involved in discriminatory behaviours. But, even in combination, they are effective only when used with whole school community action to address the long-term factors surrounding issues of gender, race, class and disability.

Individual and behavioural approaches – integrated with a collaborative, critically reflective curriculum – can provide students with the support for both immediate and long-term change. See Creating change.

This support may:

• recognise bullying, harassment, discrimination and violence when they occur and respond quickly and appropriately
• establish respected and respectful ways for all individuals and groups to raise their concerns and be responded to fairly
• provide specific individual support as required, for example, through mediation, counselling and the development of personal coping skills
• model, teach and reinforce socially constructive behaviours, the management of emotions and conflict resolution strategies
• develop the ability and desire to make a positive difference by equipping students with knowledge and skills to understand and use power equitably themselves, to minimise the misuse of power by others and to experience the benefits of their actions.
  

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Examples

• One primary school has established a critically reflective community of learners. This process, when used as part of the behaviour management strategies, allows the students to critically question what has happened; to identify the outcomes for themselves and others; to decide whether this is the way they really want things to be; and to examine ways in which they could change their behaviour to achieve better outcomes.

  This reflective process provides opportunities to examine language and behaviours that are related to the construction of gender, race, class and disability and may have also been contributing factors to bullying incidents. Teachers are encouraged to seize the 'teachable moment' by addressing the various forms of violence when they occur both within the school and in the wider community.

  Schools in action:
  Examining gender, race, class and power

• Tracking systems are useful in identifying where instances of bullying and harassment are occurring in the school grounds, who is responsible for these and other behaviours in the playground, and what the person has done. This allows for specific action to be taken with individual students if necessary.

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Resources

• Advice for Parents, Kia Kaha website
  http://www.nobully.org.nz/advicep.htm

  Advice for 'grown-ups' - parents and teachers' - in the form of frequently asked questions and responses related to issues of bullying and harassment. The information is provided by New Zealand's Kia Kaha website, coordinated by Telecom and the New Zealand Police.

• Bullying: Information for Parents
  http://www.dest.gov.au/sectors/school_education/publications_resources/
  summaries_brochures/bullying_information_for_parents.htm
  Canberra: Commonwealth of Australia (2000)
  
  An online brochure that assists carers in identifying signs that their child is being bullied, and ideas for what to do if it happens. Provided by the Department of Education, Employment and Workplace Relations (DEEWR)

• Reach Out website
  http://www.reachout.com.au/

  A website for young Australians, Reach Out provides support options, links to referral services and practical information on youth issues. It includes an interactive area and stories from young people. The 'Issues' section provides short fact sheets on bullying and harassment and related issues.

• Stop the Bullying: A handbook for schools
  Rigby, Ken (2001)
  Camberwell, Victoria: ACER

  A 61 page text that provides teachers and administrators with information and strategies for discouraging bullying behaviour and assisting individuals and groups of students who are bullying or who are being bullied. The resource includes components for an anti-bullying policy; ways to discuss the issues in class; working with parents; and reference to issues of gender, race, disability and social class from an individual perspective

• Stop Think Do
  Petersen, Lindy (1991)
  Camberwell, Victoria: The Australian Council for Educational Research

  A program designed to enhance children's social and learning skills in the clinic and school. The core of the program, the STOP THINK DO steps, assists children to resolve conflicts while adults can use the program to help students to manage their own behaviour. Manuals and training materials are also available from ACER http://www.acer.edu.au

• What Can You Do About Bullying?: A Parent's Guide
  Griffiths, C. (1995)
  Perth: Meerilinga Young Children's Foundation

  A 28 page booklet distributed by Meerilinga Young Children's Foundation, 1186 Hay Street, West Perth WA 6005.