Memorandum submitted by The Children's
Society
1. INTRODUCTION
The Children's Society is the leading child-centred,
social justice children's charity founded on Christian vision
and values. Each year our projects work directly with 50,000 of
England's most overlooked, ignored and rejected children. Our
research and campaigning create positive change for thousands
more.
The Children's Society is concerned about the
welfare of all children and young people, and especially those
who are at risk of exclusion from society as a result of racial
discrimination, poverty, difficult personal and family circumstances
or disability. We focus our work on young refugees, children and
young people at risk on the streets, children and young people
in trouble with the law, disabled children and young people and
also work with Traveller and Gypsy children and children affected
by substance misuse.
All of our work is guided by the UN Convention
on the Rights of the Child, which sets out the basic human rights
that children everywhere—without discrimination should enjoy.
One of the key principles underpinning our work is a child's right
to be heard, as set out in Article 12 of the UN Convention, and
for over a decade The Children's Society has been strongly committed
to providing real and meaningful opportunities for children and
young people to voice their concerns and offer solutions to the
issues that affect them.
All children despite their race or abilities
can become the victims of bullying but from our practice we know
that some children are experiencing bullying more often than others
and these experiences are linked to children belonging to an ethnic
minority group, having a disability or being new to this country.
Therefore we have focussed our submission on the bullying of disabled
children, refugee children and Traveller and Gypsy children. Our
submission is based on our practice, research and experience of
working with these groups of children, young people and their
families and includes their direct views and experiences obtained
through various consultations and work with children and young
people themselves.
2. BULLYING OF
DISABLED CHILDREN,
REFUGEE CHILDREN
AND TRAVELLER
AND GYPSY
CHILDREN
Bullying on the basis of children belonging
to an ethnic minority group or having a disability is more complex
than other instances of bullying . Often it stems not just from
relationships between individual children but from lack of understanding
and prejudices supported by the media and by high levels of prejudice
in society in general towards certain groups of people. Thus the
study Understanding prejudice: attitudes towards minorities [2004]
12[12]
showed that Traveller/Gypsy people top the list of groups against
whom people express prejudice, followed closely by refugee/asylum
seeking people. It means that dealing with instances of bullying
of disabled children, refugee children and Traveller and Gypsy
children requires a more concerted approach taking into consideration
wider issues of social exclusion of these groups.
3. BULLYING AND
DISABLED CHILDREN
3.1 Experiences of bullying
In the last decade with the introduction of
disablity discrimination legislation and a raft of special educational
needs strategies some progress has been made in relation to providing
inclusive education for disabled children. However, discrimination
and bullying of disabled children remains a big issue. A number
of UK studies have found that pupils with special educational
needs are at higher risk of being bullied or teased [Gray, 2003].
[13]
In The Children's Society's award winning Ask
Us Initiative[14]
disabled children and young people speak openly about the impact
of bullying and negative attitudes on their lives. "Ask Us"
was a multi-media consultation on children's services with over
300 disabled children and young people across England, aged between
four and 24-years-old. Many of the children and young people who
participated have labels of severe learning disabilities and challenging
behaviour. Some do not use speech but use sign language or express
their wishes and feelings in other ways. The young people revealed
that they regularly experienced bullying, exclusion and discrimination.
They wanted to be treated with respect and to be part of their
communities:
"It's not safe walking home, we get followed,
chased and called names I think it's cos we're different"
"When I'm in college some people pick on
me and swear at me and push me around"
"I got bullied quite a lot, I didn't like
it, I walked out"
3.2 Exclusion from mainstream education and
everyday activities
The impact of bullying and negative attitudes
particularly on the educational attainment of disabled children
and inclusion of these children and young people in mainstream
schools should not be underestimated.
In an ERSC funded study by the University of
Edinburgh on the views and experiences of over 300 disabled children,
bullying is identified as the main reason why disabled children
move from inclusive schooling to special schools. [15]It
also highlights that many of the barriers encountered by disabled
children are the result of social barriers rather than their disability.
To combat this Meyer [2001] [16]argues
there is a need to focus on the development of positive relationships
between disabled and non-disabled pupils.
The 2004 Ofsted report Special educational
needs and disability: towards inclusive schools concluded:
"A minority of mainstream schools meet special
needs very well [...] Taking all the steps needed to enable pupils
with special educational needs to participate fully in the life
of the school and achieve their potential remains a significant
challenge for many schools [...]Over half the schools visited
had no disability access plans and, of those that did exist the
majority focussed only on accommodation"[17]
The Children's Society's own research has shown
that the majority of children and young people are happy at school,
however children with statements of special educational need are
the unhappiest. [18]Children
and young people both from mainstream and special schools have
highlighted bullying as a very significant issue in their lives.
"At my mainstream school all the disabled
children get out early and sit together at lunch. It's safer that
way"
They percieved "being different" as
the main reason for bullying and were aware of the efffect that
bullying could have on their education. They highlighted that
the level of bullying is affected by the way individual teachers
and schools deal with incidents. One pupil commented that when
bullying happens it depends on which teacher is on duty as to
if it gets sorted.
3.3 Strategies to prevent bullying of disabled
children
— The Children's Society hosted a conference
on bullying for children and young people at which they suggested
a range of strategies that might prevent bullying including bullying
helplines, bully boxes, the use of drama, more emphasis on social
skills in the curriculum and better commnication within schools.
They also acknowledged the importance to work with the bully to
help and support them and that exclusion is not an answer. [19]
— Disabled young people in Liverpool
told us that teachers play an important role in determining what
happens about bullying. Children with SEN were more likely to
ask a teacher for help first if they were bullied. But not all
their experiences of teachers were positive and some children
felt bullied by teachers:
"A lot of teachers are arrogant. At my first
school three teachers sat down to discuss who was teaching me
next year and the new teacher said I don't want her in my class
she doesn't have the qualities. So I was going to have to move
classes but my mum moved me school"
"I was the only disabled person at my old
school and I was treated like nothing, most teachers said, `he
is not disabled enough'. They thought I shouldn't get more money
spent on me than any one else".[20]
— The inclusion of disability awareness
as a core component within the curriculum would we believe lead
to a shift in the general perception of impairment and disability
within society as young people grow up together, learning about
one another. The Qualification and Curriculum Authority [2003]
[21]highlight
the importance of PSHE and citizenship as a curriculum context
for exploring attitudes and values, supporting inclusion, challenging
discrimination and teaching a respect for diversity. It argues
that for this to happen a "whole school approach" is
necessary that integrates curriculum provision with school policies
and practices. The schemes of work for citizenship at Key Stages
3 and 4, published in 2003, includes guidance on citizenship teaching
about diversity. It specifically includes requirements to teach
about diversity of national, religious and ethnic identities in
the United Kingdom and the need for mutual respect and understanding.
Disability equality and awareness is not currently a specific
requirement of the citizenship curriculum and this should be rectified.
— Another issue of a great importance
is developing staff skills in different communication methods.
Disabled children make an enormous commitment to communicate.
In The Children's Society we feel the life chances of disabled
children will be greatly enhanced when everyone around them have
the skills, time and knowledge to understand them.
"Deaf children do not mix that often (in
mainstream schools). Other kids bully them because they can't
understand them and think they are thick."
"There is no one to complain to in schools,
even if we did have someone to complain to they would have to
know how to communicate properly. Like you've brought a level
5 signer with you that's good we can understand them but in school
there are not enough staff who can sign to (level 5). The stage
1-2 teachers are just crap, and there are just no enough BSL communicators".[22]
4. BULLYING AND
REFUGEE CHILDREN
4.1 Wider discrimination experienced by refugee
children
References to refugee children in this submission
include both children and young people who have been through the
asylum process and received a decision on their or their family's
asylum application and those who are awaiting a determination.
Considerable progress has been made in the last
few years introducing policies, strategies and practice guidance
in relation to the education of asylum seeking and refugee children.
However, different government's policies and strategies send contradictory
messages in relation to refugee children. For example, when the
Government ratified the UNCRC it entered a reservation in respect
of the enjoyment of those rights by refugee children, the Government's
strategy for refugee integration suggest that integration can
only start when the refugee status is determined, refugee children
and families still get lower monetary support than people on Income
support etc. Combined with the negative media coverage this sends
out a message that discrimination against refugees is almost justifiable.
"What have I done to get this abuse from
people? You do not want to show your feelings because you worry
they might get to you more. Lots of refugees don't tell people
they are refugees because they get attacked" (Sophia, 15).
"Newspapers and politicians say we should
go home. Do you think if our home was safe we would want to come
here? No. We would be in our home. One day I hope to go home and
build a place where homeless people can go" (Lindica, 14)
[23]
4.2 Discrimination in the education system
Our projects identify discrimination against
refugee children across a range of services including in education.
In accessing education, children are often being left out of mainstream
schools for long periods of time and offered English classes (part-time)
instead. The lack of adequate school places and support disproportionately
affects this group of children, indirectly discriminating against
them. The education system should be used to break down barriers
and promote equal opportunities for all children.
"The school don't give you a place, then
police stop you and accuse you of bunking school" (Meena,
17)
"Life is better than before; but I didn't
have school from the time I came here. I want to go to school."
(Besnik, 15) [24]
The traumatic experiences that refugee children
have experienced in the past, the stress of going through the
immigration processes, and the difficulties of finding a school
place means that refugee children need antibullying policies to
be part of a wider whole school strategy to support them to settle
in a new school.
"I had problems fitting in, you feel isolated,
you try to become someone you are not—I used to tell people
I was half-caste because I did not want to admit I was Somali.
I got lost in lies. I kept on bunking school because I was getting
bullied. Then I fought back and I got kicked out of school. I
felt like I had no future until I went to another school. Now
I feel inspired by it. They set up a Somalian girls group."
(Imana, 15) [25]
4.3 Strategies to prevent bullying
When consulted about what should be done in
schools refugee children said:
— Make refugee children feel welcome.
— Link the young people to refugee
support groups in the community.
— Set up support groups within schools
for refugees.
— Let the wider community and the refugee
themselves know that refugees are an asset to your school.
— Educate all school children about
refugees with the aim to raise awareness and create a positive
image of refugees.
— Run mentoring schemes in schools.
— Be supportive "helping us and
our parents".
"In my school one day they all said hello
in French—that was really nice—they made me feel welcome"
Pascal
"I hope that we can raise awareness of refugees
being not just refugees but human beings and that it reduces the
attacks that refugees face" Luan, [26]
5. TRAVELLER
AND GYPSY
CHILDREN AND
BULLYING
5.1 Discrimination in the education system
A range of research documents as well various
reports on human rights repeatedly highlight the fact that Traveller
and Gypsy/Roma children and young people are among the most discriminated
groups in Europe and in the UK, in particular. The Swann Report
(1985) stated:
"Gypsy/Traveller children are affected by
racism and discrimination, myths, stereotyping and alienation,
which influences their education [...] The degree of hostility
towards Romanies' and other Travellers' children if they do enter
school is quite remarkable even when set alongside the racism
encountered by children from other ethnic minority groups."
[27]
Almost 20 years later and the situation has
not changed a lot:
"The [UN] Committee [on the Rights of the
Child] is concerned at the discrimination against children belonging
to the Irish and Roma Travellers. The Committee is also concerned
at the existing gap between policy and effective delivery of services".[28]
"The [UN] Committee [on Elimination of Racial
Discrimination] expresses concern about the discrimination faced
by Roma/Gypsies/Travellers that is reflected, inter alia, in their
higher child mortality rate, exclusion from schools, shorter life
expectancy, poor housing conditions, lack of available camping
sites, high unemployment rate and limited access to health services".[29]
Although in recent years there have been some
government initiatives to deal with racism and bullying including
the introduction of anti-racism legislation and anti-bullying
policies in schools, not enough is being done to eliminate bullying
in relation to Traveller and Gypsy children. Hence their educational
attainments are lower in comparison to other groups, and drop
out rates from secondary school as well as exclusions are much
higher than for other groups. [30]
5.2 Learning from The Children's Society's
projects
It would be wrong to associate low educational
attainment and higher exclusion rates to the experiences of bullying
alone. Other factors such as a lack of sites play an important
role. But our work with Traveller and Gypsy children show that
negative experiences are very common.
The Children's Society's Children and Neighbourhoods
project in London consulted Traveller and Gypsy children about
their experiences of education. The teenagers felt there were
no attempts made to teach or understand Gypsy and Traveller culture
or history, and that this left them at a disadvantage within their
wider peer groups at school. Bullying was a common theme, with
many feeling isolated within their school peer group. One girl
reported she would have to stop school when her older brother
left, as he was the only person there who talked to her.
Researchers working with The Children's Society's
Cornwall Children's Project elicited the following views about
education:
"The first day I went to secondary school
I got bullied `cos I lived on site'. I just don't take any notice
any more I just ignore them. There's no point saying anything
back cos it gets worse" New Traveller girl, 13.
"They say you're thick and you're a gypsy"
Ethnic Gypsy girl, 10.
"Other kids never let you have the ball
at playtime" Ethnic Gypsy boy, 12.
"I hate people bullying me because when
I go home I start to cry" Ethnic Gypsy girl, eight. [31]
Children and young people from Dorset expressed
similar views:
"I was looking forward to leaving school
cos all other students took the p*** cause I lived on site"
"I want school just for Travellers cos you
get bullied at schools you go to." [32]
There is evidence to suggest that where schools
do not deal with bullying experienced by Traveller and Gypsy children
adequately, these children try to deal with these issues themselves
and consequently are punished for their behaviour. In some cases
it can even lead to exclusions. [33]
5.3 Strategies to prevent bullying
The message from children and young people we
work with is that there is a need to provide positive and trustworthy
information about different cultures, traditions and beliefs directed
at different age groups. Our consultation with children and young
people on the Home Office's Strength in Diversity strategy, showed
that young people also felt there was a lack of accurate and consistent
information about other cultures. The view of young people was
that availability of such information might improve race relations.
"Use young people from different cultures
to educate and learn from each other" (young person, The
Children's Society response to Strength in Diversity consultation)
(September 2004))
"Creating awareness at a young age such
as nursery and playground group about culture, traditions"
(young person, The Children's Society response to Strength in
Diversity (September 2004))
Traveller and Gypsy children also often tell
us how important their culture is to them. Creating opportunities
for them to learn about their cultural heritage and develop it
further would build their self-esteem, confidence in schools and
help develop their relationship with their peers.
6. EXAMPLE OF
GOOD PRACTICE
FROM THE
CHILDREN'S
SOCIETY'S
PROJECT IN
ROCHDALE
The Childrens Society has been working in partnership
with the local authority in Rochdale for several years delivering
anti bullying activities in schools across the borough. Bullying
is addressed as part of a comprehensive strategy that includes
training, policy development, prevention and a range of interventions
including peer support schemes [Playground Pals and Peer Mentors]
and Emotional Learning Groups. In one primary school the Emotional
Learning Group was established as an after school facility for
children worried about relationships with their peers. Support
from parents was high and over time the group has bought a focus
to difficult behaviour issues and a key result has been a less
difficult transition from primary to secondary school.
All of the school community is involved in the
anti bullying work (staff alongside children who have been bullied
or who have been bullies) and take ownership of implementing their
own strategy. A young person's steering group with representatives
from a range of schools ensures the work of the team stays on
track from a young person's perspective.
The project encourages schools to think particularly
about the bullying of disabled children and refugee children.
Work has taken place within special schools. A very successful
consultation day, "The Whole Picture" took place with
disabled children and young people. The day used art work and
games to enhance the spoken and written words to express children
and young people's views and experiences of bullying. The projects
Playground Pals Initiative has now been adapted for use within
special schools.
Following a training package being delivered
to young people in one secondary school, that aimed to raise awareness
about refugee issues, and dispel some of the myths, the young
people decided they wanted to form a welcome group that was responsible
for welcoming asylum seekers or refugees to the school. The group
wrote a play that they delivered in PSHE lessons to students lower
down the school, making them more aware of refugee issues.
October 2006
12 Understanding Prejudice: Attitudes Towards Minorities,
Valentine, G, McDonald, I, November 2004. Back
13
Gray P [2002] Discrimination in Education: A review of literature
on discrimination across the 0-19 age range. London DRC. Back
14
Ask Us [2003] and Ask Us 2 [2004] The Children's Society. Back
15
The "Lives of Disabled Children" Colin Barnes, Marian
Corker, Sarah Cunningham-Burley, John Davis, Mark Priestley, Tom
Shakespeare and Nick Watson. ESRC's Research Programme on Children
5-16: Growing into the 21st Century. Back
16
Meyer, LH, The Impact of Inclusion on Children's Lives: Multiple
Outcomes and Friendship in Particular. International Journal of
Disability, Development and Education. 48 [1] 9-13. Back
17
"Special educational needs and disability: towards inclusive
schools" October 2004, Ofsted. Back
18
What makes pupils happy and successful at school, PACT project,
The Children's Society, 2001. Back
19
Right to Education conference, TCS, 2002. Back
20
Diversity and Difference. Consultation and Involvemtn of Disabled
children and young people in Liverpool, TCS, 2002. Back
21
Qualifications and Curriculum Authority [2003] Respect for All:
PSHE and Citizenship. Back
22
Dreams, Struggels and Survivors. Messages from young refugees.
The Children's Society, 2003. Back
23
Dreams, Struggels and Survivors. Messages from young refugees.
The Children's Society, 2003. Back
24
Dreams, Struggels and Survivors. Messages from young refugees.
The Children's Society, 2003. Back
25
Dreams, Struggels and Survivors. Messages from young refugees.
The Children's Society, 2003. Back
26
Dreams, Struggels and Survivors. Messages from young refugees.
The Children's Society, 2003. Back
27
Ofsted, Education for All (the Swann report), 1985. Back
28
Concluding Observations of UN Committee on the Rights of the
Child CRC/C15/Add.188 4 October 2002. Back
29
UN Committee on the Elimination of Racial Discrimination's Concluding
Observations on the UK's compliance with the Convention on the
Elimination of All Forms of Racial Discrimination, 2003. Back
30
DfES, Ethnicity and Education: The evidence on Minority Ethnic
Pupils, 2005. Back
31
Quotations taken from Sarah Newton, The Right to the Right
Education. Research carried out with the Cornwall Children's
Project, 2003. Back
32
Report from young Travellers focus group, Dorset. The Children's
Society Traveller Children's project. Back
33
Gypsy Traveller students in secondary schools: perception of behaviour
and patterns of exclusion, Chris Derrington, Journal of Research
in Special Educational Needs, 5 (2), 2005 pp 55-61. Back
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