What Children are Telling Us about This Issue?
Clearly this is not just an issue locally. Many national surveys report
children identifying bullying as a concern. Children taking part in the consultations with the Children’s Society in B&NES again
told us that it happens often at home, school and in play areas in their communities. Mostly it was verbal/social bullying.
Some held the view that nobody wants to know or do anything about it. Others said their school was good at dealing with it.
Where
does it happen most?
Who?
Racial Bullying
- incidents
in primary schools
- incidents in secondary schools
These are incidents which are reported and it is likely that many more
go unreported formally.
Young Carers' Group
The Young Carers in B&NES said they were teased because someone in
their family had a disability.
What is Research Telling Us about What Works?
Available with this report is a
comprehensive survey of research into bullying carried out by Jennifer Holliday of Barnardo’s, including a list of references.
Jennifer Holliday writes:
“Despite the vast array of suggestions to tackle bullying behaviour, there is a paucity of rigorous
studies evaluating these investigations”.
However Jennifer identifies the following approaches which have been evaluated to some
extent. (See Jennifer’s report for more detailed account).
Whole School Approaches
Since September 1999 schools
have been legally required to implement Anti-Bullying policies. This calls for a whole school approach in DFES guidelines covering:
- incident
management
- intervention strategies
- prevention strategies
This Sheffield anti-bullying project evaluated primary and
secondary schools employing the Whole School Approach and reported 80% of pupils felt that the bullying situation had improved in
their schools.
Peer Group Programmes
Peer group initiatives offer training to older students in listening/counselling
and befriending younger students, the aim being to create a more protective environment. Evaluations of peer group programmes
have not identified a reduction in bullying by the children, although teachers and staff reported positively benefits of the
school being a more caring environment. More benefits were found for secondary school pupils indicating that it may be unrealistic
to use this method in primary schools.
More Interventions which look promising were identified by the researcher as:
Forum
Theatre
Using role play and theatre to raise awareness of bullying and in exploring options with children on how best to deal
with scenarios. Although not a rigorous evaluation it saw its strengths as:
The Support Code
A non-punitive anti-bullying strategy to promote an ethos
of mutual support, discouraging bullying. Ideas for the support code are initiated through circle time and action statements
are agreed. Feedback suggested this worked when employed throughout the school.
Restorative Justice
This is
already combined in some whole school approaches through circle times and peer mediation. It concentrates on improving harmed
relationships rather than blame or punishments. Restorative conferencing involving outside facilitators helps everyone to say
how they have been affected and suggest ways of improving. Conferences have been used in Nottingham and Devon with positive
effects although the approach involves a significant commitment to training and implementing.
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