STEPS TOWARDS A BULLY FREE SCHOOL
INFORMATION FOR EDUCATORS AND PARENTS AS PRESENTED BY CHILD AND YOUTH FRIENDLY OTTAWA (CAYFO) COORDINATORS OF "BEYOND RHETORIC" THE 2005 CANADIAN NATIONAL CONFERENCE ON BULLYING.

Contents of Article

• Introduction
• The 10 Steps Towards an In-School Anti-Bully School Program
• Schools That Work
• Schools That Struggle
• School Code of Conduct (Sample)
• Features of Good Practice (Sample)
• School Mission Statement (Sample)
• What Parents Can Do

The experience of many school institutions aware of the issues concerning violence and bullying confirms that, before setting up specific programs for classes on the subject, it is vital to work on the "relational climate" within the school itself.

Schools have possibilities, as well as responsibilities, that are extremely important in the growth of young members of society. In this respect, the contribution of teachers is enormously significant.

Further, everyone now recognizes that scholastic success or failure is closely related to the bond the school creates with its pupils and with the feeling of belonging that students develop. However, the intensity of the belonging, and of the will to commit oneself fully, changes drastically depending on the kind of affective, social and intellectual situations experienced.

A child or youngster who isn’t well, or suffers, doesn’t learn well. Whether bully or victim, his energy and attention will be disturbed by the effort to control himself and the situation. And clearly, all will be damaged by an extremely tense climate, especially when the tension is neither controlled nor managed.

The goal "feeling well at school" must actively involve the whole school unit because it is a first essential tool for the prevention of bullying and violence.

The climate the school community will be able to offer its members may be more or less healthy, just like within families. Creating an environment free of violence will help those "anomalous" behaviours that are not normally noticed or seen, to stand out more easily and it may be possible to find a "group" willing to help those in difficulty learn to "bear" thinking rather than always acting out their impulses.

In fact, the possibility of creating such a climate depends also on the amount of serenity or suffering circulating within the school, deriving not just from the problems the difficult student population may bring, but also and especially from the teachers’ ability to work and complete common projects.

In some schools, the day to day ethos may be characterized by indifference, lack of respect and disengagement.

These schools may have an atmosphere of cliquishness and a subtle tolerance for taunting. Such attitudes are heightened by the larger society’s seeming tolerance for bullying as a ‘normal’ function of childhood, a ‘right of passage’ and ‘survival of the fittest’. These sentiments can send a confusing message to students.

It is therefore, critical for those outside of the school system not to attach blame towards teachers and administrators; their job is difficult and often carried out with a minimum of resources and a lack of community support.

You may kill me with your words.
You may cut me with your eyes.
You may kill me with your hatefulness.
But like air, I’ll rise.
- - Maya Angelou

Bullying is not a new phenomenon. What is new is the increasing awareness of the consequences for students, schools and communities that is brought about by bullying behaviour. The myths that bullying is a right of passage...something that kids have to endure simply contributes to the problem. Bullying touches children...it touches us all and we should ignore the costs at our peril.

Bullying generally involves a real or perceived imbalance of power, with the more hurtful child or group attacking those who are less powerful. It includes an assortment of negative acts carried out repeatedly over a period of time generally away from the presence of adults or in the presence of adults who fail to intercede.

Bullying occurs when one person gets pleasure from another’s pain.

Bullying affects the social environment of schools and can often create a climate of fear among students inhibiting their ability to thrive, socialize and learn. It generally begins in the early grades, peaks at the intermediate levels and persists in different forms into secondary school. The long and short-term psychological effects on both those who bully and those who are targets have been well researched. Victims often experience loneliness, isolation and report having trouble making friends and emotional adjustments in later years. Humiliation, insecurity, loss of confidence, depression and other mental health problems can accompany victims of bullying into adulthood.

Research indicates that bullying behaviour is not always detected by teachers and other professionals working with children. The research also reveals that bullying until recently has not always been taken seriously by educators. This is reflected in studies that show the gap between the perceptions of educators and the actual incidents of bullying in schools. A significant part of the problem is that the incidents of bullying is far more likely to occur where there are no adults or in the rare case where the adult turns a blind eye.
To take bullying behaviour seriously in the school, community or in the workplace, is clearly the first and most important step. If we want schools to be safe and effective, we need to acknowledge measure and understand the problem, collaborate with the other stakeholders (especially students themselves) and consider carefully designed, measurable programs.

We should also remind ourselves that if want to change the behaviour of children, then we should be prepared as adults, to examine and modify our own behaviour. Adults should be prepared to model the behaviours they desire in children. A failure to do this presents a confusing and double standard to young people.

The 10 Steps Towards an In-School Anti-Bully School Program

1. The principal is the key to the development and implementation of an effective in-school program. He or she must provide the leadership, commitment and inspiration to work collectively rather than reactively to achieve designated methods of bullying prevention. It is critical that the time be taken in the early stages to develop a Task Force which engages all of the school personnel, other professionals, students and parents in a collaborative manner.

2. A key task is the development of a clear mission statement and plan relating to the school culture, behavioral expectations and student/staff relations. From this, there should come a clear definition of bullying and victimization, policy and procedures for the reporting of bullying incidents, and goals which relate to the building and maintenance of a safe and healthy school ethos. The mission statement should allude to the creation of a school ethos that makes talking about bullying and “telling” acceptable.

3. The Principal and staff are responsible for the development of non-punitive, multi-level, ongoing interventions with students who are perpetrators of bullying. This should include consistent enforcement of non-punitive, graduated consequences, as well as establishing systems of support to reduce aggressive behaviors and strengthen positive social interactions.

4. A one page school anti-bully constitution/Code of Conduct should be drafted by the Task Force, reviewed by teachers and students and then sent home for parental input. There may be teachers who are reluctant to engage in the process and this should be identified by the Principal and managed in a way that ensures they not, in any way, work against the plan.

5. The work plan should include the following elements:

• Development of an anonymous questionnaire/survey completed by all students and reviewed by the Task Force. The results, when collated, should be shared with parents in a newsletter.
• Completion of regular safety audits carried out by selected students, teachers and parents. One of the goals of this is to improve supervision in those areas where bullying is most evident.
• Inclusion of students from the local secondary schools.
• Development (or acquisition) of a teacher anti-bullying manual.
• Development (or acquisition) of a student anti-bullying curriculum.
• Designation and training of a teacher specialist.
• Establishment of a confidential reporting system that allows students to report victimization.
• Commitment to include bus drivers, volunteers, monitors, maintenance, office and cafeteria staff.
• Commitment to monthly focus group meetings with selected students to discuss school safety.
  

6. The task force should develop a compendium of best practices with materials, videos, live plays, curriculum ideas and internet resources. The school library should have a special section for books about anti-bullying.

7. The Principal should host a minimum of two annual events that bring parents into the school to learn about bullying behavior. These sessions should be conducted by staff AND students. There should be ample opportunity for a discussion of the issues.

8. Establish and develop strategies to reward students for positive, inclusive behavior.

9. Use special assemblies to raise concerns [and/or awareness] about bullying (however, recognize their limitations…an assembly never fixes the problem of bullying in schools no matter how effective the presenter). Ensure that students present part of the program.

10. Send home a quarterly newsletter which contains articles relating to bullying and safety that have been written by students.

Schools that Work:

• There is humour from the Principal, through the office staff, to teachers and all others on staff and it is contagious and never sarcastic or derogatory.
• There is a shared sense of purpose and this can be articulated by all on staff.
• The Principal is out in the hallways, at the buses and on the school yard. The paperwork is generally done when the students have left the building
• There is energy.
• The community is embraced. Parents are welcome along with volunteers from different cultures.
• The content on the school walls is the responsibility of "bulletin clubs" - students whose responsibility it is to celebrate themselves, their school, teachers, community, country and world.
• There are school traditions and formal and informal ceremonies celebrating students and teachers.
• There is an element of cautious risk in what teachers do with program and on occasion the "mold is broken".
• Students and staff constructively challenge one another. This may be through the painting of murals, designing the school flag, craziest hat day, wildest joke, most acts of kindness in a given week.
• Staff share and interact around their craft. They have a commitment to continuous learning, high expectations and share in the decision making.
• There are plants, pets and colour.
• Teachers are collaborative, collegial and celebrate their successes.

Schools that Struggle:

• There is little humour in the Principal’s office, there are surly faces behind the counter in the outer office, the staff room is characterized by whining and teachers wishing the day and their careers might be soon over.
• There is corporate fatigue.
• The drawbridge is raised at nine and lowered at three.
• There is a sense of depression that extends beyond the staffroom into the hallways and classrooms.
• There is yelling at kids, sarcasm and ridicule - and nobody wants to say anything for fear of upsetting the applecart.
• There’s no shared sense of purpose.
• There is often a quiet "majority rules" and pecking order ethos in the staffroom which extends into the hallways.
• The school is fragmented; there are cliques and little leadership.
  
• The office staff are officious, rarely get up from the seats to go to the counter to welcome students, parents and guests. They are often frustrated at having to manage the never ending stream of students sent to the office to publicly sit it out!
• There is little desire to work at creating a positive school climate. There is little sense of team or community and teachers do their own thing in their own classrooms regarding other areas of the school as someone else’s territory.
  

School Code of Conduct (Sample)

A Code of Conduct should not be imposed rather it should be developed conjointly with students. We suggest the following simply as a guide.

• I will accept my peers and will not provoke or discriminate.
• I will not use abusive language and will refrain from taunts and gossip.
  
• I do not intrude on others nor touch their possessions.
  
• I will do what I can to ensure that my peers are not isolated or ostracized.
  
• If anyone is being obstructive to me, I will request them to stop.
  
• If that does not help, I will ask a teacher for help.
  
• I will expect, under all circumstances that my teacher WILL help.
  
• In a fight, I will not act as my own judge.
  
• I will threaten no one, nor bring weapons and drugs to school.
  
• I use no violence either at school or outside school.
  
• I will help others, including the adults in the school, to uphold these rules.School’s Commitment to Anti-Bullying (Sample)
  
• We will maintain a school climate which encourages respect, trust, caring, consideration and support for others.
  
• Every student at our school has the right to be free from intimidation both in school and the surrounding community.
• Our school does not accept bullying behaviour of any kind, including unkind actions or remarks, taunting and exclusion from groups.
  
• We will encourage all students to disclose and discuss incidents of bullying behaviour.
  
• Students will be engaged in all aspects of our bullying prevention program.
  
• We will ensure supervision and monitoring measures through which all areas in and around the school activity are kept under observation.
• Parents will be advised of our procedures for reporting, investigating and dealing with incidents of bullying.
  
• We will ensure that the victim and perpetrator receive the appropriate help and attention.
• We will administer anonymous questionnaires to assess the nature and extent of the problem.
  
• We will take the comments and/or complaints of parents and student seriously and they will be investigated and appropriate action taken.
  
• This commitment will be communicated by the attitudes and actions of all members of the school community including teachers, students, parents and volunteers.

Features of good practice (Sample)

• A strong ethos in the school which promotes tolerance and respect, including respect for difference and diversity.
• Positive leadership from senior staff and governors on how bullying is to be dealt with within the overall policy on attitudes and behaviour.
  
• A clear policy statement about bullying which has input from staff, senior staff, parents and students and which includes examples of how instances of bullying will be handled.
  
• A planned approach in curriculum and tutorial programmes to the issue of bullying in a context which promotes self-esteem and confident relationships.
  
• Regular training for all staff to raise and maintain awareness, to alert them to indicators which may suggest bullying, and to equip them with ways of responding to it.
  
• Frequent consultation of students to find out what bullying occurs, when, where and by whom.
  
• Confidential and varied means for alerting the school to current instances of bullying.
  
• Efficient patrolling by staff and students of the school site, especially washrooms, lunch queues and secluded areas, and their presence at the school gates at the beginning and end of the day.
  
• Safe play areas or quiet rooms for younger students or those who feel threatened at recess.
  
• Ways of breaking down age-group stratification, for example through ‘buddy’ systems, mixed-age learning groups, and out-of-school clubs run by older students for younger ones.
  
• Independent listeners, including older students and adults other than school staff, to whom victims of bullying may turn.
  
• The involvement of students in procedures dealing with instances of bullying through ‘circles of friends’, peer mediation and other schemes.
  
• Prompt and thorough investigation of reported incidents, including contact with parents of victims and bullies in order to agree, if possible on a course of action.
  
• Provision for follow-up with victims of bullying and the bullies themselves.
  
• A system to record incidents of bullying for analysis of patterns (students involved, type, location or time).
  Source: Web site: www.ofsted.gov.uk
  

School Mission Statement (Sample)

Take care of yourself
Take care of others
Take care of this place

Every student at our school has the right to enjoy learning, free from fear and intimidation both in school and the surrounding community. Our school community does not accept bullying behaviour of any kind including unkind actions or remarks, verbal taunting and exclusion from groups. This will be communicated throughout the school by the attitudes and actions of all members of the school community including teachers, administrative staff, students, parents and volunteers.

What Parents Can Do

• Discuss bullying behaviour with your children...make them aware that bullying is not simply "physical" and discuss what kind of effects it can have.
• It is appropriate to call the school if your child is involved in a conflict as either a victim or a bully. Work collaboratively with school personnel to address the problem. Keep records of incidents so that you can be specific in your discussion with school personnel about your child's experiences at school.
  
• You may wish to arrange a conference with a teacher, principal or counselor. School personnel may be able to offer some practical advice to help you and your child. They may also be able to intervene directly with each of the participants. School personnel may have observed the conflict firsthand and may be able to corroborate your child's version of the incident, making it harder for the bully or the bully's parents to deny its authenticity.
  
• Do not encourage your child to be aggressive or to strike back. Chances are that it is not his or her nature to do so. Rather, teach your child to be assertive. A bully often is looking for an indication that his/her threats and intimidation are working. Tears or passive acceptance only reinforces the bully's behavior. A child who does not respond as the bully desires is not likely to be chosen as a victim. For example, children can be taught to respond to aggression with humor and assertions rather than acquiescence.
  
• Empower your child to report incidents (remember statements to children like "you shouldn’t tell tales" can have detrimental repercussions)
  
• Offer support to your child but do not encourage dependence on you. Rescuing your child from challenges or assuming responsibility yourself when things are not going well does not teach your child independence. The more choices a child has to make, the more he or she develops independence, and independence can contribute to self-confidence.
  
• Remember that your child may not have told you all the facts. Be prepared to consider other information and other people’s points of view and be reasonable in your consideration and your response.
  
• Don’t over react and don’t ever go "storming" into the school or to the parents of the bullying child. If you do this, your own child is vulnerable to more victimization.
  
• Be patient. Conflict between children more than likely will not be resolved overnight. Be prepared to spend time with your child, encouraging your child to develop new interests or strengthen existing talents and skills that will help develop and improve his/her self esteem. Also help your child to develop new or bolster existing friendships. Friends often serve as buffers to bullying.
  
• Remember that teachers may not be able to tell you all the action they propose to take. For example, confidentiality rules might prevent a teacher from telling you that somebody else’s child was to be referred to social services.
  
• Be as vigilant about bullying prevention as you are about other safety concerns (street proofing, waterproofing).
  
• Make it your responsibility to become as active in your child's school as your schedule permits. Visit frequently.
  
• You have a right to expect that teachers do all that is reasonable in the situation to protect their children from bullying or harassment. This does not mean that you have a right to demand that a particular action be taken against somebody else’s child – even if that child is bullying yours.
  
• Be sure that your child’s school has the policy and the program in place that ensures that, in either eventuality, your child’s problems will be identified and acted upon.
  
• Always make it clear to your children that it is always right to tell when they see something wrong. Tell your child that he or she has done the right thing by talking about what has happened, that bullying is wrong, and that those who are bullying must change their behaviour.
  
• Get to know your child's friends and their families. Productive friendships and a sense of common purpose among students, teachers, and neighbors make schools and neighborhoods safer.

"One of the most important things a teacher can do is to send the pupil home in the afternoon liking himself better than when he came in the morning."
Ernest Malby

Child & Youth Friendly Ottawa
1500 Merivale Road
Ottawa ON
K2E 6Z5
www.cayfo.ca