Anti Bullying Alliance West Midlands Region. Updated 2008
Adrienne Katz Regional Adviser
Bullying can take many forms. Children, young people and adults can instigate bullying and be bullied in schools. The nature of bullying is changing and evolving as technology develops. Bullying is harmful to all involved, not just to the person who is bullied, but to those who do the bullying and those who stand by. It can lead to self doubt, lack of confidence, low self esteem, depression, anxiety, self harm and sometimes even suicide. Bullying generally fits into one of two categories: emotional and physically harmful behaviour.
Methods of bullying can include the following: name calling; taunting; mocking; making offensive comments; kicking; hitting; pushing; taking belongings; text messaging; emailing; gossiping; excluding people from groups; and spreading hurtful and untruthful rumours.
Definitions are different and individuals have different experiences. A definition compatible with the developing experiences and accounts of children and young people, and with much research in the area, is:
▪ repetitive, wilful or persistent
▪ harmful, carried out by an individual or a group
▪ an imbalance of power, leaving the victim feeling defenceless
It is important to recognise a person’s perception of whether they are bullied, especially when the other person says they did not mean to bully them and was ‘only teasing’ or ‘just joking’.
Accurately estimating the extent of bullying is difficult. Different definitions of bullying lead to varying estimates. Under-reporting of incidents, because of unwillingness by children and young people ‘to tell’ and because schools do not always keep systematic and detailed records, also contributes to uncertainty about its prevalence.
Notwithstanding these difficulties, evidence from organisations such as ChildLine confirms that bullying is a significant problem and that any school that claims bullying is not a problem is avoiding the issue. In 2003, 20,000 children and young people called ChildLine about bullying, making it the most common problem their counsellors encountered in their work with children and young people.
Recent research into the views of children and young people about bullying found that one fifth of primary school pupils and one quarter of pupils in Year 8 perceived bullying as a ‘big problem’ in their school.
1 An NSPCC study of child maltreatment found that bullying, especially at school, is one of the most common forms of harmful aggression experienced by children and young people in the
UK.
2
The DfES anti bullying pack for schools, Don’t Suffer in Silence 3 notes that any child can be bullied, but there is evidence to suggest that some children are more likely to be involved in bullying incidents and that the ways in which they learn to handle aggression and develop social skills may be a key contributory factor.
4 Those who are disabled, victims of abuse or neglect, 5 bereaved, growing up gay, 6 from different ethnicities, or growing up in care, may be vulnerable and schools should be aware of the particular needs of these children and young people. Added to this, there are indications that children who are perceived to be different in terms of size, shape, colour, wearing glasses and even having red hair, may be picked on by others. Other children and young people are bullied for no apparent reason and may be bullied by former friends.
Bullying is not justified, even when some pupils irritate others or are unable to manage disagreement or conflict. Teachers and parents should work together to find ways of helping the pupil. Improving social skills, assertiveness, anger management and feedback by friends about annoying behaviour, have proven to be effective strategies.
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Adrienne Katz Regional Adviser
Sometimes the person who is bullied also bullies others. ChildLine report that a survey of children revealed that 15% of primary school children and 12 % of secondary school children said they had both bullied and been bullied in the last year.
7 Research from Young Voice also illustrates the crossover between bully and bullied, where 50% of severely bullied boys said they bully others, as did 33% of severely bullied girls.
8
Effective anti bullying strategies will help pupils realise their academic potential and will contribute to the creation of a happy, healthy and safe school. A bullying culture can have a negative effect on pupil’s learning and emotional well-being, as well as the reputation of the school.
9 In addition, schools have a legal responsibility to address bullying.
▪ Under Article 28 of the United Nations Convention on the Rights of the Child, 10 (ratified by the
UK in December 1991) schools should have a bullying policy and each child should be informed of what to do if they find themselves being bullied.
▪ Head teachers must have a policy to prevent bullying among pupils and will need to satisfy themselves that it complies with the Human Rights Act 1998 11 .
▪ Under the School Standards and Framework Act 1998, s.61(4) b 12 , schools have certain statutory responsibilities regarding behaviour: ‘the head teacher shall determine measures
(which may include the making of rules and provisions for enforcing them) to be taken with a view to ……… b)encouraging good behaviour and respect for others on the part of pupils and, in
particular, preventing all forms of bullying among pupils’.
▪ Section 175 of the Education Act 2002 13 sets out the requirements for governing bodies in relation to the welfare of children in their school: ‘The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils
at the school.’
▪ The Education Act 2002 sets out two broad aims for the national curriculum and schools should ensure that it: (i) ‘provides opportunities for all pupils to learn and achieve’ (ii) ‘promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society,
and prepares pupils at the school for the opportunities, responsibilities and experiences of later life’.
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▪ The DfES circular, Social Inclusion: Pupil Support Circular 10/99, 15 outlines government expectations and the legal duty of headteachers with regard to bullying. It specifically mentions bullying behaviour related to race, sexual orientation, a child’s appearance, behaviour or special educational needs.
▪ The National Health School Guidance states that schools should have ‘a policy and code of practice for tackling bullying, which is owned, understood and implemented by all members of
the school community and includes contact with external support agencies’.
16
▪ Under the Race Relations (Amendment) Act 2000 17 schools are required to promote race equality rather than to simply react to racist incidents and good practice indicates that the requirements of the Act should be linked to a school’s anti bullying policy.
 Under Ofsted’s framework for inspecting schools, inspectors must evaluate and report on the extent to which pupils are free from bullying, racism and other forms of harassment, and assess how effectively school deals with bullying incidents. They must also assess the effectiveness of the school’s links with parents.
18
Schools are not directly responsible for bullying that takes place off their premises, but their anti bullying policy should make clear that there are measures that can be taken to effectively respond to such incidents. Healthy Schools and Extended Schools work with partners in the community – police, youth services, Connexions, social services – on a wide range of issues including bullying.
Working with these partners can be an effective way to tackle bullying that takes place outside school.
There are two components to effective anti bullying practice; preventing bullying incidents and responding to them. The most effective interventions are sustained over the long-term, developed with staff, pupils, parents/carers and partners in the community, monitored and evaluated as
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Anti Bullying Alliance West Midlands Region. Updated 2008
Adrienne Katz Regional Adviser circumstances change, and supported by a school ethos that inhibits bullying and promotes empathy and respect for diversity.
19 A single strategy is unlikely to provide a complete solution to bullying and the most effective anti bullying policy will usually include a range of strategies that can be adapted to suit particular incidents and be built around a whole school approach.
A whole school approach
This involves the whole school community – pupils, teachers, learning mentors, school support staff, governors, parents/carers - and is based on the explicit development of shared values, beliefs and attitudes that inhibit bullying. A safe environment is underpinned by these values and relies on the development of a range of strategies that address bullying in terms of prevention and response, and provides the framework for any anti bullying interventions. The importance of everyone in the school community being involved and owning the policy is underlined by research undertaken by
Young Voice, which found that many pupils were not aware of that their school had an anti bullying policy and if they were, thought it ineffective.
20 The DfES recommends establishing a whole school approach policy in four stages: awareness and consultation; implementation; monitoring; and evaluation.
21 Working through these stages should ensure that not only is the policy in place, but that it is effective. The policy should aim to:
▪ ensure that the whole school community understands what is meant by bullying
▪ make it clear that bullying of any kind will not be tolerated
▪ create a culture and systems that enables children to report bullying incidents without feeling that they are ‘telling’ and possibly making the situation worse
▪ ensure that all incidents and allegations are seen to be taken seriously, investigated and if necessary, acted upon, with clearly defined procedures and consistently applied sanctions
▪ provide a thorough and systematic recording procedure for incidents, so that their nature, prevalence, investigation and outcome can reliably inform review and evaluation of the policy
▪ facilitate participation in peer support for those involved in bullying incidents
▪ provide induction about its aims and the way it works for new staff and pupils, and restatement of its aims to everyone after regular review
▪ become part of a curricular approach to bullying 22
For more information: SUCKLING, A. and TEMPLE, C. (2002) Bullying: a whole-school approach. London: Jessica
Kingsley.
Curricular approaches
The school curriculum can be used to tackle issues associated with bullying and to build a supportive school culture to respond to it. It can be instrumental in enabling and empowering pupils to acquire and maintain the social skills that will allow them to constructively manage their relationships with others and equip them to respond to bullying in an appropriate, and if necessary, assertive way.
This approach to bullying has the advantage of ensuring that the issue is introduced progressively in an age, gender and culturally appropriate way and not treated as a ‘one-off’ lesson. It allows pupils to make use of preferred and appropriate learning styles and can include the use of: literature, audiovisual material, drama, music, debates and outside visitors.
23 PSHE and Citizenship provide an obvious opportunity within the curriculum to introduce bullying and related issues to pupils.
The DfES anti bullying pack stresses that if using this approach with SEN pupils, care must be taken to include them in curriculum work in an appropriate way for their individual needs.
24
For more information: www.dfes.gov.uk/bullying/ www.coastkid.org
Peer support
Peer support covers a range of planned and structured approaches to bullying that aim to make use of the knowledge, skills and experience of children and young people to understand, support, inform and help develop the skills, self esteem and confidence of their peers. Evidence confirms that peer support makes a significant contribution to the reduction of bullying.
25 Used to support an anti bullying policy in schools, it allows children to reject bullying behaviour, to take responsibility for themselves and others within the school community, to develop their capacity to empathise and connect with others and to contribute to the safety and well being of their peers. A high level of school and teacher commitment is required to ensure its effectiveness, as pupil volunteers must be
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Anti Bullying Alliance West Midlands Region. Updated 2008
Adrienne Katz Regional Adviser trained and their work monitored, with staff available to deal with issues that require referral. Peer support should not be seen as a replacement for adult involvement in anti bullying strategies and should be used as one approach among others.
26
Different terms have been adopted to describe different peer support approaches more accurately.
Peer education
▪ Involves one pupil sharing their knowledge, skills and experience individually and in groups.
Used to promote understanding and knowledge of life skills, it can be used to help support a pupil who has been bullied. The process also positively benefits peer educators in terms of their own personal development.
Peer listening
▪ Gives pupils access to a friendly and empathetic ear and allows problems to be shared. It can be particularly effective in bullying situations where there is reluctance to share concerns with an adult because of fears of not being taken seriously, or of adult involvement making things worse.
Peer befriending
▪ Involves children and young people building on the helping skills they have already acquired through everyday interaction with friends and family. It can involve informal chats (when the approach overlaps with peer listening), but can extend to the use of
‘buddy’ systems and Circles of Friends schemes, when the bullied pupil is befriended by another pupil of the same age, with the aim of increasing their sense of belonging and of ending their feelings of isolation and loneliness.
Peer mentoring
▪ Involves a supportive relationship between two pupils: the mentee and the mentor. It is commonly used as a preventative rather than reactive strategy and allows the mentor to take an active, personal interest in their mentee, which combines friendship with guidance, advice and encouragement. It is used to support a pupil during a challenging time, such as when they join a new school, or after a bereavement, but can also be used to support a pupil who may have been identified as vulnerable to bullying. Peer mentoring is a more developed, structured version of peer befriending and is usually cross-age.
Peer mediation
▪ Trained peer mediators solve problems between pupils by encouraging them to: define the problem; identify and agree key issues; discuss and arrive at a solution; and negotiate a written agreement signed by all participants. They then follow up the outcome. This approach usually adopts a ‘no blame’ view of the situation and emphasises the importance of recognising bullying behaviour, apologising for it, putting it in the past and agreeing a way forward. Everyone involved should come away feeling that the outcome is fair to all sides.
Peer advocacy
▪ Involves getting children and young people to identify the views and concerns of others (which may include bullying) and speaking on their behalf. In schools, this can be done through the school council.
For more information: www.ncb.org.uk/psf COWIE, H. and WALLACE, P. (2000) Peer support in action – from bystanding to standing by.
Cowie, H. and Wallace, P. (2000) Peer Support in Action . London: Sage. Book
Work with bystanders
 Increasingly there is more understanding of the importance of an ‘audience’ for bullying behaviour and the power of the majority. Work to allow the group to express their dislike of bullying behaviour in group work or circles or via drama can empower them to stand up to bullying or report it where necessary. This may be unnecessary however for frequently when the bystanders are alert and prepared they challenge bullying behaviour when they first see it and the perpetrators can come to realise that popularity and power will not be gained through bullying.
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For more information:
Cowie, H. (2002) Not bystanding, but standing by: strategies for pupils to cope with bullying, New Era in
Education, 83, 2, 41-43
Cowie, H. and Berdondini, L. (2001) Children’s reactions to co-operative group work: strategies for enhancing peer relationships among bullies, victims and bystanders, Learning and Instruction, 11, 517-530.
Cowie, H. (2006) Young people themselves tackle the problem of school violence. In Österman, K., &
Björkqvist, K. (Eds.). Contemporary research on aggression. Volume I: School violence. Proceedings of the XVI World Meeting of the International Society for Research on Aggression, Santorini, Greece,
2004. Åbo, Finland: Åbo Akade University. Pp 108-114.
Circle time
Circle time is used in many schools, with different age groups, to address positive topics and issues of concern. Over 20-30 minutes, the teacher facilitates a safe and positive environment for pupils to take turns (if they want to) to talk about a specific topic or issue, such as bullying. Participants are encouraged to listen to each other carefully and to discuss issues in a problem-solving way. Circle time can be used to raise pupil awareness and understanding of bullying and to discuss ways of dealing with it. The approach improves listening and communication skills, teaches pupils to take turns, to consider the feelings of others, allows them to explore their own and others feelings about difficult issues and increases their confidence and self-esteem as they find their own solutions.
For more information: www.circle-time.co.uk
Circles of friends
Until recently this technique was used mainly by primary schools. Research indicates that it can also prove an effective anti bullying strategy in secondary schools.
27 Also known as ‘circles of support’, the approach provides emotional support to vulnerable pupils who may feel isolated and rejected by their peers. Pupils are trained to befriend and support another pupil identified as vulnerable to bullying, and one of the strengths of the approach is that it also supports those who bully as a result of feeling isolated and rejected themselves. With the agreement of the child who is being bullied, the class meets without them being present. The supervising teacher encourages the class to speak about the other child positively and to say how they would feel if they were isolated or excluded themselves. A small group of pupils volunteer to be in the Circle of Friends and agree ways to help the other child. The technique teaches children and young people to empathise with peers who are feeling socially excluded and to look at how this might have been linked to their own behaviour. As well as benefiting the person for whom the circle of friends was set up, it provides all participants with a creative way of forming positive relationships with their peers. This is important, as there is evidence that children and young people find that having friends is one of the best ways to prevent or deal with bullying.
28
For more information: www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/antibullyingpack/strategies/
Support group approach
Developed by Barbara Maines and George Robinson, this is a non-punitive, problem-solving approach based on the belief that punishing bullies does not end bullying. It stresses that it is bullying behaviour, rather than the person doing the bullying, that is not liked and that the main aim of the intervention is to stop the bullying. The approach involves setting up a small support group containing those responsible for the bullying and bystanders. It aims to get all members of the group to take responsibility for their behaviour and its consequences and to make a commitment to joint action which will result in an end to the bullying and provide support for the bullied pupil.
Initially, the teacher talks with the bullied pupil to find out what the problem is and how it feels for them. S/he convenes a group containing the child who is doing the bullying and the bystanders and asks them if they will listen to her tell them about what the person being bullied thinks and feels.
S/he asks if all of them, as a group, will take responsibility for the problem, decide how to deal with it and carry out any decisions made. Once s/he has done this and the group have decided to take responsibility and to act, s/he leaves them to work through the problem. The teacher meets individual members of the group later to monitor progress. (NB. This approach has been controversial where parents have falsely believed that the bully ‘gets away with it’. However when correctly used, the bully is helped to see the impact of their behaviour and supported to change.
This approach has been widely used in several countries, but it is important if using it, to use it correctly and not in some diluted form which has been a cause of the controversy. Recently an
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Anti Bullying Alliance West Midlands Region. Updated 2008
Adrienne Katz Regional Adviser evaluation has been undertaken by Professor Peter Smith which found that work was being carried out using diluted forms of this approach).
For more information: www.luckyduck.co.uk
ROBINSON, G. and MAYNES, B. (2000) Crying for help: the no blame approach to bullying. Lucky Duck Publishing Ltd.
‘Bullying: From Reaction to Prevention, a support group approach’ by David Brown explores a teacher’s experience of changing his approach and shows how to set up a support group. (Young Voice)
Shared concern (Pikas approach)
Often compared to the no blame approach, this is a non-punitive approach based on counselling. It focuses on those doing the bullying as well as the bullied and is designed for situations where a group of pupils has been bullying one or more pupils for some time. It does not try to identify all the events of the bullying situation and aims to allow the pupils to co-exist rather than to create friendships.
A teacher uses a structured script to talk to each of the pupils who are doing the bullying, with the aim of reaching an agreement that the bullied pupil is unhappy and concluding by each pupil agreeing to try to help improve the situation. These meetings are followed by a supportive talk between the teacher and the bullied pupil. In cases where the bullied pupil’s behaviour may have been seen as provocative – by irritating other pupils, or by being unable to handle disagreement or conflict – the teacher will aim to encourage the bullied pupil to understand that their behaviour should also change. Individual follow-up meetings are held to review progress and finally a meeting of all pupils is held, with the aim of reaching a public agreement about reasonable behaviour by everyone over the long-term.
For further information: THOMPSON, D., ARORA.T. and SHARP, S. (2002) Bullying: effective strategies for longterm improvement. London: RoutledgeFarmer.
Quality circles
The approach is borrowed from industry where Quality Circles are used to introduce employees to participative management. In short, it involves setting up a group of pupils to identify, prioritise and discuss problems such as bullying and to develop solutions. The process involves five stages:
▪ identifying and prioritising the problem: members identify all the problems they have encountered and decide which to tackle first.
▪ analysis of the problem: pupils talk about the possible causes of the problem and collect information to establish its extent. This can be done in a number of ways, such as a survey, interviews of pupils who have been bullied, observation of playground behaviour.
▪ developing the solution: pupils break down a solution into its smallest parts, identifying a starting point for action and formulating a plan to implement it.
▪ presenting the solution to school management: teachers, head teacher, governors.
▪ reviewing the solution: if it is agreed to implement the solution, its effectiveness is evaluated by school management and results fed back to the Quality Circle. If agreement cannot be reached to implement the Quality Circle solution, school management discuss their reasons for refusal with the Quality Circle, who then review their solution in the light of these reasons.
In order to be effective in a school setting, it is essential that this approach has the backing and commitment of the adult school community, who must be prepared to share power and decisionmaking with pupils.
For more information: SHARP, S. and SMITH, P.K. (1994) Tackling bullying in your school: a practical handbook for teachers. London: Routledge.
Assertiveness training groups
This approach aims to change the behaviour of the pupils who are bullied and to help them use verbal and body language in a way that discourages bullying. Working individually or sitting informally in a group (which should not contain those being bullied and those doing the bullying), pupils learn how to respond to bullying in a calm, controlled, assertive and safe way. This can include learning how to:
▪ make assertive statements
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Adrienne Katz Regional Adviser
▪ avoid the use of threats or manipulative behaviour
▪ deal with name-calling
▪ escape from physical restraint
▪ get help from bystanders
▪ increase self-esteem
▪ stay calm
For more information: www.kidscape.org.uk/zap/zapindex.shtml
Bully courts
This is an approach to bullying in which schools set up courts or councils (some use their existing
School Council) to deal with cases of bullying. Members of the court decide if and what sanctions are appropriate for cases of bullying. This method is generally thought to work best if it is part of an effective whole school approach to bullying, otherwise it could become a way of bullying the bullies.
For more information: www.kidscape.org.uk/professionals/studentcouncils.shtml
*Recent research has found this to be one of the least popular approaches.
Bully boxes
Pupils write down their concerns about bullying and post them in a post box known as a ‘bully box’.
The approach creates opportunities for anonymous, confidential communication, but is open to abuse if pupils post malicious or frivolous comments. To be effective, there must be a quick response to issues raised by the bully box.
Dolls, puppetry
The use of dolls and puppets has proved useful to address a range of issues including bullying, in early years settings.
For more information: www.persona-doll-training.org
Tougher measures, which might include sanctions such as:
▪ removal from class
▪ detention
▪ withholding participation in non-curricular activities such as school trips and sports events
▪ a fixed period of exclusion: ‘Where serious violence is involved, the head teacher can and should normally permanently exclude a pupil. Appeal panels have been told that they should not seek
to overrule such a decision on appeal.’ 29
General approaches
▪ The Charter for Action: an anti-bullying charter for schools. Launched in November 2003 by the DfES and sent to all schools in England and Wales, the charter provides ideas and examples of good practice. It is not legally binding, but is designed as a public pledge that schools will not tolerate bullying and will take steps to deal with it effectively.
For more information: www.dfes.gov.uk/bullying
 working with parents/carers to promote good behaviour, encourage involvement in promoting the school ethos, and to consult over the schools’ approach to bullying
▪ a playground policy for pupils, teachers and lunchtime supervisors. This should set out clear guidelines for managing pupil behaviour during break and lunch times
▪ training supervisors so that they can better identify and help vulnerable children who may be more at risk of bullying
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Adrienne Katz Regional Adviser
▪ improving the school grounds so that they provide a safe, secure and more easily supervised environment in which children and young people can play and educational, social and physical activities thrive, reducing the opportunity and likelihood of bullying
▪ developing transport schemes to and from school as a way of addressing bullying incidents off school premises, perhaps with the help of outside agencies or the local community
▪ group work to teach social and communication skills to help in the development of positive relationships so that children can make and keep friends, eg R Time – a programme to develop positive relationships in primary schools
For more information: www.rtime.info
▪ questionnaires for use with children, parents/carers, and school staff, to gain an indication of the extent and nature of problems related to bullying
▪ school assembly can be used to raise awareness of bullying issues
A commitment to training for all school staff, including support workers, playground and lunchtime supervisors and ancillary workers, will reinforce the positive messages about anti bullying practice that a school is sending out. Lack of staff knowledge and confidence in dealing with bullying
(including racist or homophobic bullying), may contribute to a culture where bullying is seen as acceptable. This can be overcome by relevant training, which could include:
▪ whole staff INSET time dedicated to issues related to bullying
▪ relevant training for non-teaching staff as part of a whole staff/school approach to bullying
▪ encouraging the senior member of staff with responsibility for bullying to disseminate training they have received
▪ introducing a training element within NQT or new staff induction programmes that covers bullying
▪ developing a simple guidance document for supply teachers/temporary staff
▪ encouraging key members of the governing body to attend training aimed at training them in their role with regard to bullying 30
Information about a wide range of effective approaches to anti bullying can be found in the
Department for Education and Skills anti bullying pack: Bullying: don't suffer in silence. An anti-
bullying pack for schools. This is available on the DfES website at: www.dfes.gov.uk/bullying/ A list of book, audio visual and web resources to help schools, children and young people, and parents and carers, is available on the Anti Bullying Alliance website at: www.ncb.org.uk/aba/
1 OLIVER, C. and CANDAPPA, M. (2003) Tackling bullying: listening to the views of children
and young people. Nottingham: ChildLine/Department for Education and Skills.
2 CAWSON, P. and others (2000) Child Maltreatment in the United Kingdom: a study of the
prevalence of child abuse and neglect. London: NSPCC.
3 DEPARTMENT FOR EDUCATION AND SKILLS (2002) Bullying: don't suffer in silence. An
anti-bullying pack for schools. London: DfES.
4 OLIVER, C. and CANDAPPA, M. (2003).
5 CAWSON, P. (2002) Child maltreatment in the family: the experience of a national
sample of young people. London: NSPCC.
6 WARWICK, I., AGGLETON, P. and DOUGLAS, N. (2001) Playing it safe: addressing the
emotional and physical health of lesbian and gay pupils in the UK. Journal of Adolescence, vol.24, no.1 (Feb). pp129-140.
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Adrienne Katz Regional Adviser
7 CHILDLINE. Bullying: information for teachers and professionals working with young
people. Factsheet.
8 KATZ, A., BUCHANAN, A. and BREAM, V. (2001) Bullying in Britain: testimonies from
teenagers. East Molesey: Young Voice.
(Comprehensive study of the extent of bullying among children and adolescents both in and out of school. Presents the views and experiences of children and young people).
9 DfEE DEPARTMENT FOR EDUCATION AND EMPLOYMENT (1999) National Healthy School
Standard Guidance. London: DfEE.
10
11
United Nations Convention on the Rights of the Child 1989.
Human Rights Act 1998. Chapter 42. London: Stationery Office.
12
13
14
School Standards and Framework Act 1998. Chapter 31. London: Stationery Office.
Education Act 2002. Chapter 32. London: TSO.
Education Act 2002.
15 DEPARTMENT FOR EDUCATION AND SKILLS (1999) Social inclusion: pupil support
circular 10/99. London: DfES.
16
17
DEPARTMENT FOR EDUCATION AND EMPLOYMENT (1999).
Race Relations (Amendment) Act 2000. Chapter 34. London: The Stationery Office.
18 OFSTED (2003) Inspecting schools: framework for inspecting schools. HMI 1525.
London: Ofsted.
19
20
21
22
OLIVER, C. and CANDAPPA, M. (2003).
KATZ, A., BUCHANAN, A. and BREAM, V. (2001).
DEPARTMENT FOR EDUCATION AND SKILLS (2002).
OFFICE FOR STANDARDS IN EDUCATION (2003) Bullying: effective action in secondary
schools. London: Ofsted.
23 SUCKLING, A., and TEMPLE, C. (2002) Bullying: a whole-school approach. London:
Jessica Kingsley.
24 DEPARTMENT FOR EDUCATION AND SKILLS (2002)
25 COWIE, H. and WALLACE, P. (2000) Peer support in action: from bystanding to standing
by. London: SAGE Publications Ltd.
26 PEER SUPPORT FORUM (2002) Bullying and peer support. Peer Support Forum Briefing
Paper, PSHE & Citizenship Spotlight series. London: National Children’s Bureau.
HARTLEY-BREWER, E. (2002) Stepping forward: working together through peer support.
London: National Children’s Bureau.
27
28
OFFICE FOR STANDARDS IN EDUCATION (2003)
OLIVER, C. and CANDAPPA, M. (2003)
29
30
DEPARTMENT FOR EDUCATION AND SKILLS (2002)
ANTI-BULLYING PROJECT POLICY WORKING GROUP (2002) Guidance and
recommendations on preventing and responding to bullying. Brighton: Brighton & Hove
City Council.
Further reading
Smith, P. K., Ananiadou, K. & Cowie, H. (2003) Interventions to reduce school bullying, Canadian Journal of
Psychiatry, 48, 9, 591-599
.
Smith P.K. ‘Poster’ of Interventions
Sweeting. H. & West, P. (2001) Being Different, Correlates of the experience of being teased at age
11.
Research Papers in Education 16(3) 2001, pp. 225± 246
Rivers, I. & Cowie, H. (2006) Bullying and Homophobia at UK Schools: A Perspective on Factors Affecting Resilience and Recovery, ” Journal of Gay and Lesbian Issues in Education, Vol. 3, No. 4, 11- 43.
Elliot, J. & Place, M (2004) ‘Children in Difficulty,
A Guide to Understanding and Helping.
’ . Routledge
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