Tackling Bullying in the Community
A review of the research
March 2011
Compiled for the Anti-Bullying Alliance by Neil Tippett and Prof. Peter K Smith,
the Unit for School and Family Studies, Goldsmiths, University of London
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Contents
Page
Introduction
3
Scope of the review
3
Acknowledgements
3
About the Anti-Bullying Alliance
3
Overview
4
Tackling Bullying in the Community:
A review of the research
7
Journeys to and from school
8
Children’s homes
8
Further Education
10
Community youth, play and leisure facilities
11
Cyberbullying
12
Tackling Bullying in the Community:
Research into practice
14
Preventative steps
15
Responsive steps
17
References
19
2
Introduction
Scope of the review
This paper provides and overview of research examining the prevalence and nature of bullying
that takes place in the community. For the purpose of this review, the term ‘community’ will refer
to any area or institution outside of mainstream schooling. It includes the following key settings:

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
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
Further education
Children’s homes
Journeys to and from school
Community youth, play and leisure facilities
The online environment (cyberbullying)
The review only includes research conducted in the UK, and focuses on providing statistics and
information for practitioners which will support the development of intervention strategies, and
assist in identifying examples of good practice. The research was compiled through systematic
searches of academic databases, combined with evidence from published and grey literature,
provided by organisations working with children and young people. The review covers research
with children and young people between the ages of 5 and 18.
Acknowledgements
This briefing paper was prepared for the Anti-Bullying Alliance (ABA) by Neil Tippett and Prof.
Peter K Smith from the Unit for School and Family Studies, Goldsmiths, University of London.
The authors share over twenty years experience of researching bullying and aggression among
children and young people, and have recently carried out studies addressing identity-based
bullying and cyberbullying within the UK.
ABA is grateful to the Department for Education for its financial support for the development of
this resource.
About the Anti-Bullying Alliance
The Anti-Bullying Alliance (ABA) was founded by the National Children’s Bureau (NCB) and
NSPCC (National Society for the Prevention of Cruelty to Children) in 2002.
It is an Alliance of almost 100 national and local organisations, from voluntary, statutory and
private sectors, united by the aim of reducing bullying, and creating safer environments in which
children and young people can live, grow, play and learn. ABA and its members work together
to bring hope to the thousands of children and young people who are affected by bullying.
The alliance has its home at NCB, the leading national charity supporting children, young
people, their families and those that work with them. From this central base, ABA’s members
throughout England maintain awareness of the effects of bullying and support the role of
parents and practitioners in promoting good anti-bullying practice nationally, regionally and in
every local community.
Each November ABA’s high profile Anti-Bullying Week raises awareness of the issue and keeps
it on the public agenda by bringing alive the real effects of bullying, and the huge importance of
tackling it. For more information about the work of the ABA and its members visit
www.antibullyingalliance.org.uk.
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Overview
Bullying that takes place outside the school community is a subject of increasing concern to
practitioners, and one that is in need of both research and targeted intervention. The results of
the Tellus4 survey (DCSF, 2010) show that among over 250,000 school pupils aged between
10 and 14, 21% had been bullied outside of school, with children from minority ethnic groups or
those with a disability significantly more likely to report being victimised. This report reviews
research focusing on bullying in five areas of the community, and on the basis of this evidence
highlights the strategies which can best be used to prevent and respond to such behaviour.
Journeys to and from school
The risk of being bullied during journeys to and from school is a key area of concern for both
young people and parents. Results from the Tellus4 survey (DCSF, 2010) show children who
used public transport to and from school felt less safe than those using other forms of travel,
while the Anti-Bullying Alliance (2010) found 43% of 11-16 year old children had seen bullying
taking place on school journeys, and 1 in 10 had been bullied themselves.
Children’s homes
Research suggests looked after children are significantly more likely to experience being bullied,
both at school and in the wider community. Barter (2011) found that among children’s homes
residents, three quarters had experienced physical violence, and half had suffered from noncontact violence, including destruction of personal belongings, threats of physical injury,
intimidation and invasion of privacy. Among 1,115 children receiving any form of social care
services, Ofsted (2010) found 24% had been bullied sometime or more often, mostly through
teasing or name calling, but also by threats, rumour spreading, social exclusion, or physical
aggression. The Department for Education (2010) found that young people who had ever been
in care were more likely to report being victims of all types of bullying, particularly physical
violence, having money or possessions taken, and social exclusion.
Further education
Research suggests young people in further education may be less likely to experience physical
forms of bullying, however a report by the DCSF (2009c) suggests a small proportion of college
learners have witnessed verbal bullying taking place, particularly nasty comments relating to
one’s race, gender or sexual orientation. End Violence Against Women (2010) report that 72%
of 16-18 year olds had heard girls being called sexually offensive names in school, and 21%
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had been touched in a sexually inappropriate way by a peer when they had not consented to it.
The DfE (2010) also report that children and young people who had been bullied during
secondary school were less likely to be in education, employment or training at the age of 16
than students who had not been bullied.
Community youth, play and leisure facilities
There is little evidence documenting the extent of bullying within play and leisure facilities,
however such activities can be extremely beneficial in allowing children and young people to
make friends, gain new skills and build up their confidence and resilience. Results from the
Tellus4 survey (DCSF, 2010) show that 3 out of 5 children attend group activities outside of the
school community, but Asian and Asian British children, or those with a disability, are less likely
to participate in certain events than other children.
Cyberbullying
The rise in cyberbullying has been well documented over recent years, with reports suggesting
that around 4% of children are cyberbullied through their mobile phones and 7% through the
internet (Tippett, Smith & Thompson, 2008). There are a variety of ways in which cyberbullying
can be carried out, including through social networking sites and picture or video clips, although
Smith et al (2008) report the most commonly used forms of cyberbullying were instant
messaging, phone calls and text messages. There are a number of characteristics which
distinguish cyberbullying from face-to-face bullying, including the anonymity of the bully, breadth
of the audience, and the roles of bystanders, which are important considerations in the
development of interventions.
Tackling bullying in the community
Research on community-based bullying identifies the need for targeted interventions which can
be used to prevent bullying from occurring, and ensure the safety and well being for all children
and young people outside of their schools and homes. Practical resources such as the ‘Safe
from Bullying’ suite, and the Anti Bullying Alliance website 1 provide advice for how to best
address bullying in the community, recommending both proactive and reactive strategies, which
include:

Establishing an ethos of inclusion and equality within community based groups to
encourage children to acknowledge and appreciate individual differences.
1
http://www.anti-bullyingalliance.org.uk/tackling_bullying_behaviour/in_the_community.aspx
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Setting up behavioural policies so children and young people understand which
behaviours will and will not be tolerated within a community setting.
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Providing training for staff and community leaders which deals with bullying behaviour,
and shows adults how their behaviour can shape and reinforce children’s attitudes.
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Creating partnerships within communities to address bullying, thereby providing a
support network to individual organisations.
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Consulting with children and young people to understand the nature and extent of
bullying taking place, and to inform interventions.

Creating a safe, engaging and conducive environment for learning and play which can
encourage pro-social behaviour among children and young people.
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Implementing responsive strategies to deal with community-based bullying where and
when it occurs.
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Establishing recording and reporting procedures to allow children to confidentially report
bullying and to keep track of particular forms of bullying taking place.
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Sharing practice between organisations to ensure strategies are better informed and can
be tailored to address specific issues.
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Providing support to victims of bullying to lessen the negative consequences of being
bullied, and prevent further victimisation.

Monitoring the effectiveness of strategies to ensure incidents of bullying are being
sufficiently dealt with, and whether further interventions are necessary.
6
Tackling Bullying in the Community: A review of the research
Bullying that takes place in schools has been extensively addressed through research, and
there are now a wide range of proactive and reactive interventions which have been shown to
be effective in reducing it. However, bullying which takes place in the wider community though
of increasing concern for practitioners, is less well studied and needs both further research and
targeted intervention. This paper provides a review of research which has focused on bullying
taking place outside schools. While the term community can apply to a wide range of social
situations that are attended by children and young people, this review focuses on five specific
areas identified by the Anti Bullying Alliance; these are:
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Journeys to and from school
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Children’s Homes

Further Education

Community youth, play and leisure facilities

The on-line environment - Cyberbullying
Findings from the Tellus4 survey show the need for a clearer understanding of children’s
experiences in the wider community (DCSF, 2010). In a sample of over 250,000 school pupils
aged between 10 and 14, 21% reported that they had been bullied when they were not in
school. Significant differences according to the age and personal characteristics of the pupils
were identified, with younger children (those in Year 6), young people with a disability, and
those from minority ethnic groups all being more likely to experience bullying outside of school.
Of the 21% of victims, the majority said they had only been bullied a few times a year (59%), but
9% reported being bullied outside of school everyday, 16% most days, and 7% every week.
This highlights bullying as a common danger faced by children and young people outside their
schools and homes; it is therefore a key safeguarding issue for practitioners working in
community settings.
Journeys to and from school
The risk of being bullied during journeys to and from school is a key area of concern for both
young people and parents, as the lack of supervision at these times can leave children isolated
and more vulnerable to bullying by their peers. Lee and Rowe (1994) examined the perceived
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risks of children’s journeys to school, finding that for both parents and children, bullying was
seen as one of the most serious dangers faced by young people, second only to traffic
accidents.
Children’s journeys to and from school vary greatly, and while some may be driven by their
parents or travel in groups with their friends, others may have to walk or take public transport
alone. Results from the Tellus4 survey (DCSF, 2010) showed that while 35% of 10 to 14 year
olds are driven to school, the majority (54%) walk, and a smaller percentage take either public
transport (15%) or buses provided by the school (14%). When asked how safe they felt during
these journeys, there was no particular association between form of transport and feelings of
safety; however, children who used public transport showed a tendency to report feeling less
safe. In comparison to children’s overall perceptions of safety (44% felt very safe on journeys),
only one third of children taking public transport to and from school felt very safe.
The extent of bullying that takes place in these journeys is documented in a survey by the AntiBullying Alliance (2010), which found that around 10% of 11 to 16 year olds had been bullied on
the journey to or from schools. Additionally, 43% had seen another pupil being bullied, but
worryingly, 47% of these said they had not reported the incident, either because they felt it was
none of their business, or did not know who to tell, and were unsure whether any action would
be taken.
Children’s homes
Despite the lack of a comprehensive figure for the number of children in residential care in the
UK, closest estimates suggest that at any one time, around 10,000 British children are in some
form of residential welfare setting (Barter 2011). Early studies on the prevalence of bullying in
residential care indicated a high level of violence between peers, with around one half of care
home residents reporting that they had either experienced being bullied, or had bullied others
themselves (Farmer & Pollock, 1998, Sinclair & Gibbs, 1998). A recent report by the
Department for Education (2010) found young people who had ever been in care were more
likely to report being victims of all types of bullying, particularly physical violence, having money
or possessions taken, and social exclusion. The most direct assessment of bullying that takes
place within care homes is provided by Barter (2004, 2011) who interviewed 71 care home
residents, and used their accounts to profile the nature of peer-peer violence in residential
settings. Four forms of violence and bullying were identified:
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Direct physical assault, such as punching, fighting or hair grabbing
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Physical ‘non-contact’ attacks, which harmed young people emotionally through
intimidation, destruction of personal property or invasion of personal space
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Verbal abuse, involving name calling based on sexual reputations, appearance or
ethnicity
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Unwelcome sexual behaviours, which included flashing, inappropriate touching and
unwanted sexual behaviours.
Barter’s study shows widespread violence and bullying among the children interviewed. Three
quarters of residents had experienced high level physical violence, proportionally more boys
than girls, although in some interviews participants appeared to believe the use of this was
justified, either as a means of defence, or, particularly among boys, to ‘send messages to other
residents that they were not to be messed with’ (Barter, 2011 p. 70). Almost half of the
participants had experienced some form of non contact violence, which they generally described
as bullying. While this included a variety of behaviours, the most commonly reported among
residents were the destruction of personal belongings, threats of physical injury, intimidation and
invasion of privacy. Almost all residents reported being verbally abused, and while low level
verbal insults appeared to be a routine aspect of everyday life, high level attacks were perceived
to cause long lasting emotional harm which in some cases was felt to be more damaging than
high level physical attacks. Sexually inappropriate behaviours were reported to a lesser degree,
but girls were three times more likely than boys to have experienced this, and in almost all
cases the perpetrators were males.
While this study only focuses on those living in children’s homes, further research shows
bullying to be an issue among all looked after children. A survey of 1,115 children and young
people receiving any form of social care service by Ofsted (Children’s Care Monitor, 2010)
found that 24% were bullied ‘sometimes’ or more often. Among these, the majority classified the
bullying they had experienced as name calling or teasing (79%), although around 30% of
victims also reported being threatened, having rumours spread about them, being excluded,
being treated unfairly, or being physically attacked. Disabled children or young people seeking
asylum were the most likely to report having been bullied. Gender differences in the nature of
bullying experienced were reported with girls more likely to be bullied through rumour spreading,
exclusion or cyberbullying, while boys were most likely to be physically attacked. Among all
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participants in the survey, 19% of looked after children and young people said they worried
about bullying ‘sometimes’, while a further 12% worried about it either ‘often’ or ‘always’.
These studies document the extent of bullying and peer violence among children in care, but
research also suggests that prolonged exposure to violence and abuse among looked after
children may significantly impact on their long term development and increase their vulnerability
to being bullied. Gibbs and Sinclair (2000) report that care home residents who experienced
bullying before entering care were more likely to be bullied while in care, and similarly, the DfE
(2010) found that young people who had been in care were much more likely to be continuous
victims of bullying across the three years of their study.
Further Education
While the prevalence of bullying in primary and secondary schools has been well documented in
the UK, little research has focused on bullying in the further education sector, or among school
leavers. In general, studies show a steady decline in the prevalence of bullying between the
ages of 8 and 16 (Smith, Madsen & Moody, 1999), and a lessening of ‘pro-bullying attitudes’
among young people over the age of 15 (Olweus & Endresen) suggests that only a small
proportion of 16-18 year olds would experience being bullied. However, research indicates that
pupils who are bullied in the later stages of secondary school are likely to be continuing victims,
that is, children who have experienced being bullied regularly for substantial periods of time.
Smith et al (2004) found that these children were less likely to tell someone they are being
bullied, and may therefore be reluctant to admit being bullied when participating in research.
A survey reported in ‘Safe from Bullying in Further Education Colleges’ (DCSF, 2009c) found
that while most college learners said they felt safe at college, a number stated that they had
seen bullying taking place. Name calling was the most commonly witnessed, with some
respondents specifically mentioning being verbally insulted by the use of the word ‘gay’ as a
pejorative. Several of those consulted also described hearing racist or homophobic comments,
or witnessing bullying based on religion or culture. In general, the research suggests that while
there may be less physical bullying taking place in further education, identity-based forms of
bullying, such as racist, sexual or homophobic bullying may be more prevalent.
In support of this are findings from a poll by End Violence Against Women (2010), which found
that among 788 16 to 18 year olds, 72% had heard girls at school being called sexually
10
offensive names at least once a week or more often, and 16% had seen sexual pictures on
mobile phones at school. Among all respondents, 21% had been touched in a sexual way when
they did not want to be, with females more likely to experience this than males. Additionally,
Tippett, Smith & Thompson (2008) found that while 16-18 year olds experienced less physical
and verbal bullying than younger pupils, they were equally likely as all other age groups to
report being cyberbullied. However, the paucity of further evidence highlights the need for
research to examine the nature of bullying that take places in further education.
An additional concern among this age group is that earlier experiences of being bullied may
lead to young people dropping out of the education altogether. A longitudinal study by the DfE
(2010) found that 16 year olds who had been bullied at any time during years 9 to 11 were less
likely to stay in full time education than those who had not been bullied. Among the whole
sample, young people who had been bullied were more likely to not be in employment,
education or training than those who had not been bullied.
As increasing numbers of 14-16 year olds attend colleges as part of a diploma or other
vocational course, their experience both of constant transition between school and college and
mixing with a substantially older age group in further education may increase their likelihood of
being bullied. Although no research has as yet addressed this issue it is an area of concern
among some practitioners.
Community youth, play and leisure facilities
Play and leisure activities provided outside the school community can be very beneficial in
allowing children and young people to make friends, gain new skills and build up their
confidence and resilience. However, the extent to which such activities are able to achieve this
is dependent on good organisation, appropriate supervision and an inclusive ethos to ensure
activities are open to all. If these conditions are not met, play or leisure activities may lead to
children experiencing bullying, either by being left out of the group, or by being targeted by their
peers when not under the supervision of qualified adults.
The Tellus4 survey (DCSF, 2010) provides an insight into the range of play and leisure facilities
attended by children. It showed that three in five children attended group activities outside the
school, including visiting local parks or playgrounds, participating in religious, faith or community
groups, helping out at charity events, or visiting youth clubs. Children in the late years of primary
11
school and early years of secondary school were more likely to attend group activities than older
secondary school children. The most popular youth activities were visiting local parks and
playgrounds (66%), or going to a sports club or class (52%). Just over a quarter of children said
they attended youth centres and clubs, or participated in art, craft, dance, drama or film making
events. There was a clear gender distinction, with boys appearing more likely to attend sports
clubs, while girls preferred art, craft or dance events. Ethnicity also appeared to be an important
factor, with Asian and Asian British children less likely to participate in such events, while Black
or Black British children were the most likely to participate in communal activities. Children with
a disability were more likely to have been to a youth centre, or given time to a charity, but were
less likely to have been to a local park, playground, or sports club than those without a disability.
Despite such insight into the number of children and young people throughout the UK who use
play and leisure facilities, there is no large scale research which examines the prevalence of
bullying taking place. Attempting to measure this across the piece would pose several
difficulties, due to the varying nature of play and leisure settings, and the extent to which each
organisation focuses on providing an inclusive and safe environment for children and young
people. However, given the centrality of these activities to the well-being and development of
children and young people it is important that we understand more about how to prevent and
respond to bullying in this diverse setting.
Cyberbullying
The rise in cyberbullying has been well documented over recent years. The high proportion of
technology usage among children and young people in the UK, whereby 93% of 12 to 16 year
olds own a mobile phone, and 83% have access to the internet at home (Ofcom, 2010),
illustrates the potential for any child to become a victim of cyberbullying. A recent large scale
survey of cyberbullying In the UK found that among 2,227 children, 4.1% had been bullied
through their mobile phone in the last two months, and 6.6% through the internet over the same
time period (Tippett, Smith & Thompson, 2008). A slightly smaller proportion admitted to having
cyberbullied others, 2.5% through mobile phones, and 3.1% through the internet. There appears
to be little variation in the risk of experiencing cyberbullying according to age or gender,
however longitudinal data from the UK suggests girls may be more susceptible to being bullied
through text messages and emails (Rivers and Noret, 2010).
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Cyberbullying is carried out through a variety of methods including text messages, phone calls,
emails, social networking sites and online games. As new uses for the internet and mobile
phones continue to develop, the risk of these services being abused to cyberbully children and
young people also rises. Rivers and Noret (2010) found that increases in the number of nasty
texts and emails received by a sample of British girls were significantly related to rises in the
proportion of households acquiring mobile phones and internet connections. Reports of victims
of cyberbullying suggest that some forms of electronic communication are used to cyberbully
more regularly than others. Smith et al (2008) found the most common forms of cyberbullying
were instant messages, reported by 9.9%, phone calls (9.5%), and text messages (6.6%).
While the number of children who report being cyberbullied is generally lower than those who
suffer face-to-face bullying, the nature of the behaviours it entails can significantly impact on the
safety and well being of the victim. Smith et al (2008) report that most forms of cyberbullying
(e.g. through texts, email or chatrooms) were rated by victims as being equally harmful as faceto-face bullying, although bullying through picture and video clips was rated as more harmful
than all other types of bullying. Research also identifies a relationship between online and offline
forms of bullying. Rivers and Noret (2010) found that among boys, reports of direct physical
bullying predicted them receiving nasty text messages and email, although among girls, being
unpopular at school was the only predictor for being cyberbullied.
Smith (2011) identifies a number of characteristics which differentiate cyberbullying from other
forms of bullying, that are critical when considering intervention strategies to tackle such
behaviour. These are:

Cyberbullying relies on the perpetrator(s) having some degree of technical expertise,
which can vary according the form of communication used. While emails or text
messages can be easy to send, hacking social networking accounts or creating websites
can require a higher level of skill.

Cyberbullying is predominately indirect, therefore the bully is afforded some degree of
anonymity which can be psychologically damaging to the victim, but also hinder the
effectiveness of interventions to prevent such behaviour.

The bully does not usually see the reaction of the victims, and therefore may be less
susceptible to feelings of guilt and remorse which would normally stop them from taking
part in further bullying.
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
There are a variety of bystander roles which are important to consider. These roles can
include being present while the perpetrator takes part in cyberbullying, being with the
victim when they are experiencing cyberbullying, or encountering cyberbullying when
visiting websites or social networking.

Cyberbullying can reach large audiences in a peer group compared with the normally
small groups that witness traditional bullying; for example when nasty comments are
posted on a website, or embarrassing pictures are circulated via mobiles.

There is no place to hide, as cyberbullying can be carried out anywhere and at any time.
Having access to mobile phones and computers means victims can no longer escape by
going home or avoiding school.
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Tackling Bullying in the Community: Research into practice
The research outlined above identifies the need for targeted interventions which can be used to
prevent bullying from occurring in community settings, and ensure the safety and well being, not
just of victims of bullying, but for all children and young people outside of their schools and
homes. The Anti-Bullying Alliance, along with other anti-bullying organisations provide useful
resources which can be used to address bullying in the community. In addition, the ‘Safe from
Bullying’ suite of guidance by the then DCSF (2009a-f) is a useful practical resource which has
been informed by both research and practitioner perspectives. These resources highlight how,
above all, a combination of preventative and responsive strategies are the most effective route
to reducing the risk of children and young people experiencing bullying, and this section briefly
outlines some of the key steps in achieving this.
Preventative steps
Equality and Inclusion
As the research shows, many children who are bullied in the wider community are targeted
because they either differ, or appear to differ from the rest of their peer group. Establishing an
ethos of inclusion and equality within community settings is a key step in encouraging children
to acknowledge and appreciate individual differences, and may assist in reducing prejudiced
attitudes and ensuring no participants feel excluded or left out because of their personal
characteristics.
Behavioural policies
As part of a school-based approach, behavioural policies have become a widely used
preventative strategy which has shown marked success in changing pupil’s attitudes around
bullying. In certain community areas their use could also be beneficial, such as through
establishing behavioural policies on school transport, or within children’s homes. Policies are an
effective strategy as they allow children and young people to see which behaviours will or will
not be tolerated within a particular context, and outline the consequences should a person
decide to behave badly or participate in bullying.
Training
Ensuring community leaders or supervisory staff are well trained and aware of the issues
surrounding bullying can have a highly beneficial effect on the levels of bullying within any
setting. Training should not only focus on dealing with bullying behaviour, but should also raise
15
awareness of the differing forms of bullying that can occur, as well as showing adults how their
behaviour can have a role in shaping and reinforcing the attitudes of children and young people.
Many community organisations benefit from the assistance of voluntary workers, who can be
instrumental in preventing and dealing with bullying behaviours if provided with some degree of
relevant training. While offering training to staff and voluntary workers is not always possible,
disseminating information through a ‘top-down’ process may assist in creating an inclusive
environment in which bullying is not tolerated.
Partnerships
The ‘Safe from Bullying’ resource strongly advises the use of community partnerships to
address bullying, through which independent organisations and settings can share ideas and
resources, and provide a support network which can aid in the prevention of bullying.
Headteachers have clear responsibilities and powers to deal with bullying that occurs outside
the school premises. Schools working in partnership with community organisations, and
extending these networks to include youth clubs, transport providers and the variety of other
organisations working with children and young people is an invaluable step towards establishing
a targeted and informed approach to address community based bullying.
Consultation with Children and Young People
Gathering the opinions and suggestions of children and young people is an important step
en-route to successfully tackling bullying in the community. Although research can provide an
insight, first hand accounts of the experiences of children and young people in the community
add an important dimension through which we can more fully understand the extent of bullying
and the reasons why it occurs. Consulting with children and young people allows for a clearer
identification of the problems that exist, and will help to ensure that intervention strategies are
both relevant and appropriately targeted.
Environment
Creating a safe and engaging environment which is conducive to children’s learning and play
experiences can help in reducing the likelihood of bullying taking place within a community
setting. Techniques such as spatial planning, lighting, and colour can all add to the enjoyment of
children and young people, and encourage greater integration and pro-social behaviour among
them. In addition, ensuring adequate and appropriate levels of supervision is provided at all
times, such as through the presence of ‘play wardens’ can reduce the likelihood of problem
behaviours occurring, and provide a better environment in which children can play and develop.
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Responsive steps
Implementing responsive strategies
A wide range of responsive strategies have been developed and are routinely used in schools
to ensure the welfare of victims of bullying, and to discourage the perpetrators from repeating
their behaviour. Many of these strategies are freely available and require only a small amount of
training; therefore their use could easily be extended to community settings. Examples of this
are already in practice, such as the use of peer mentors for children in care or cyber mentors for
children who experience bullying on the internet.
Recording and reporting procedures
Recording and reporting incidents are important steps in identifying problems and assessing the
extent of bullying that occurs within a community setting. Having procedures to report bullying
gives children more confidence to know they can tell someone if they are being victimised, and
that their case will be dealt with safely and effectively. Recording of incidents allows for the
identification of particular problems within a community setting, for example if one form of
bullying continually occurs or if certain children are regularly involved in incidents. Through
these steps children can feel more secure, and further interventions better targeted to address
specific problems.
Sharing practice
As ‘Safe from Bullying’ illustrates, many community organisations have developed their own
strategies for dealing with bullying which in some cases have been found to be very effective in
addressing specific problems. However, very few of these strategies are publicised at a wider
community level. Greater interaction and sharing of ideas between community groups would
allow for co-ordinated responses to address particular forms of bullying occurring within a
community. The continuing development of partnerships within Local Authorities would allow
greater opportunities for this sharing of information and practice.
Supporting the victim
The safety and well-being of those who experience any form of bullying is of paramount
importance, and community organisations should take measures to ensure victims of bullying
are supported at all times. As practice in schools shows, there are many techniques through
which victims can be helped, dependent on both the characteristics of that individual, and the
type and intensity of the bullying they have experienced. Training in these techniques is widely
17
available to organisations and individuals working with children, and knowing that someone is
available to support them will give victims of bullying more confidence to report their
experiences
Monitoring effectiveness
The efficacy of responsive measures to bullying can vary greatly depending on the nature of
those involved, the overall environment, and the extent to which adults or staff have been
trained to use it. Monitoring the outcomes of bullying incidents is an important process in
understanding how well community organisations are currently addressing bullying, and
identifying whether improvements are necessary, and if so, where these need to be made. Once
responsive strategies have been established within a community organisation or setting, it is
important to ensure current practices are relevant to the situation, which can be accomplished
through self-monitoring, such as using incident reports or follow-up talks with victims of bullying.
18
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