What schools can do

There are a lot of books available which seek to advise schools on how to reduce bullying. My own books, Bullying in schools and what to do about it and Stop the Bullying are in some ways typical. They draw upon what is known about bullying from the research literature and outline steps that schools are taking in addressing bullying. They typically include advice on both preventative and interventive strategies and methods. I find that they need to be frequently updated as new ideas emerge and new resources become available. Here is a short list of what I think is important:

1. Make sure that the concept of bullying is defined clearly and sensibly. (I still find schools that have not reached any agreement on what bullying is, for example some think it is any sort of aggression; some limit it to physical means; some do not include indirect bullying. See my thoughts on definition.
2. Collect relevant data. There are reliable questionnaires available.
3. Start from a common basis of knowledge of what is happening and how students and others feel about it.
4. Develop a well supported anti-bullying policy. See guidance on school policy below.
5. Work with children in classrooms. How to prevent bullying should be a significant part of children’s social education and as such part of the school curriculum. See Work with children in classrooms below.
6. Promote better bystander behaviour. Much bullying does not come to the attention of teachers. Positive bystanders can greatly help
7. Seek to respond to school bullying in the most appropriate way. This may include the use of sanctions in extreme cases, but recognise that progress can often be made using a problem-solving approach working with students, as in the Method of Shared Concern

Some guidance on school policy

These are the main elements typically included in a school anti-bullying policy. However, it is extremely important that the policy reflects what a school staff want to see in the policy. Otherwise commitment to its implementation will be weak and its effectiveness limited.

• A statement of the school's stand against bullying
• A succinct definition of bullying with a listing of the different kinds, both direct and indirect, and how the policy includes or relates to forms of harassment that may be described as racial or sexual or cyber bullying.
• A declaration of the rights of individuals in the school community - students, teachers, other workers and parents - to be free of bullying
• A statement of the responsibilities of those who see bullying going on to seek to stop it.
• A general description of what the school will do in seeking to prevent bullying, including undertaking risk management procedures and the inclusion of content relating to bullying in the school curriculum. In general terms, how the school proposes to deal with cases of bullying.
• An undertaking to collaborate with parents in addressing the problem of bullying, especially in the resolution of cases in which action is to be taken by both the school and parents.
• An undertaking to evaluate the policy in the near future

  Adapted from Rigby, K (2002) Stop the Bullying. Melbourne:ACER.
  

Work with children in classrooms

Teachers are currently being encouraged to include lessons on bullying in the school curriculum. Here are some suggestions on what could be included.

Knowledge

• What bullying is
• The school anti-bullying policy
• Why it must be stopped – the harm it does
• The content of the school’s anti-bullying policy

Attitudes

• Being unprejudiced
• Being cooperative and empathic
• Resisting negative group pressure
• Self-acceptance, as an antidote to discouragement

Skills

• Being assertive and not acting aggressively
• Resolving differences constructively, using conflict resolution techniques
• Helping others who are being bullied, as a good bystander
• Reacting effectively if bullied

Schools need to think carefully about how such knowledge, attitudes and skills can be promoted.

In including these elements care must be taken to make sure that the content is age-appropriate and sufficient class time is provided so that the knowledge can be assimilated, student attitudes significantly influenced and the necessary skills developed as far as is possible.