Whole school approach to anti-bullying in schools

Evidence highlights that a whole-school approach is most effective to tackle bulling in schools. Guidance from the anti-bullying alliance (ABA) provides evidence-based information on the following topics and much more!

• Ten key principles
• Top tips for teachers
• Anti-bullying policies
• Anti-bullying in the curriculum
• Peer support strategies

There are two anti-bullying awards that can help you work towards a whole school / setting approach to anti- bullying, already used by some of our Norfolk schools:

• United Against Bullying (UAB) Programme (fully funded for schools until August 2024)
• The Diana Award

While there isn't one single approach to follow with anti-bullying, you should aim to embed the following elements across your school / setting:

Communication:

• All staff, volunteers, CYP and families should be made aware of the anti-bullying policy as part of their induction. It should be kept on the agenda for staff, governor and school council meetings.
• All staff should be aware of their role in reducing the risks of bullying, and of school policy, procedure and practice. This can be done collectively to begin with by having an anti-bullying policy launch: perhaps holding an assembly or event where everyone is informed and the school's stance on bullying is explored and clearly stated.
• You could also set up a regular working group to discuss how successful the school's approach to Anti-Bullying is in reality.
• These free resources can be used to engage the whole-school community work together to understand and define bullying.

Ground rules:

• These should be devised by the CYP and focus on how they should interact with each other and what they will do if they experience bullying. These ground rules will differ depending on the ages of the CYP involved, but may include statements such as: "We will respect each other and our differences" and "When we see someone being bullied, we will try to help".
• These should be prominently displayed for all to see and if bullying behaviour occurs or relationships are negative, the behaviour can be checked by reminding CYP of the statements.

Visual reminders:

• Posters and badges could be placed around the school to reinforce the messages around anti-bullying.
• These should also be on school or organisational websites if possible, providing a clear commitment to equality and diversity.

Peer supporters and anti-bullying ambassadors:

• Peer supporters can be recruited and trained to set up a peer support group, working closely with an 'adult befriender'.
• Anti-bullying ambassadors can be recruited and trained to set up a peer action group to steer and promote the schools' anti-bullying strategy.
• Ensure these groups are especially prepared for key points of the year such as Anti-Bullying week and transitions.

Displays and resources:

• Update displays and ensure that images shared around school represent the diversity of the school community and celebrate every kind of success.

Safe spaces in school:

• A safe space in school is one where the CYP has some control over what happens next, where for a few moments they can press pause and gather their emotions, somewhere they feel less threatened and overwhelmed by what is happening, a space where they can talk to someone without fear of being judged or exposed. These can include:
  • Breaktime quiet spaces
  • Wellbeing rooms
  • An alliance space - could be for specific protected characteristics or more broad
  • Year 7 only playground
  • A multifaith / reflection space

Relationships:

• Ensure all CYP have an adult they feel comfortable to talk to if they have an issue.
• Role-modelling and self-awareness amongst adults is important. The relationship between adults and CYP should also mirror these values.
• Children will model their behaviour on what they are witnessing and we should always be mindful of this. Lead by example.

Identity awareness and cultural competency:

• CYP should feel safe to bring their authentic self to school.

Procedures including recording and reporting:

• Your school needs to be proactive in preventing and tackling discriminatory bullying for those with 'relevant protected characteristics' under the Public Sector Equality Duty of the Equality Act 2010. These include age, disability, sex, gender reassignment, race, religion or belief and sexual orientation.
• There needs to be clear processes in place to respond to bullying incidents which are used consistently across the school. See the Anti-bullying padlet for guidance.
• Bullying incidents should be reviewed individually and a number of different practices will probably need to be adopted to find the most effective response.

See further guidance on ethos and environment at "Creating the right environment" (respectme.org.uk).

Anti-bullying week

Actively demonstrating your commitment to preventing and addressing bullying is important. This can be done by pledging your support for Anti-Bullying Week and using this as a basis for creating a pledge that is bespoke to your setting.

Ensure the pledge is coproduced and is shared with the whole school community so it accessible and understood by all. Consider:

• A pictorial version
• Online presence
• How CYP Participation / Voice work will help delivery of this pledge.
• Governor awareness
• Can this become a 'Golden Thread'? Ensure it is visible in the different physical spaces in the school, with all staff understanding that their subject / area of responsibility can support the delivery of the pledge and that bullying can affect them in some shape or form.