Select Committee on Education and Skills Written Evidence


Memorandum submitted by the National Union of Students (NUS)

  The National Union of Students (NUS) is a voluntary membership organisation comprising a confederation of local student representative organisations in colleges and universities throughout the United Kingdom, which have chosen to affiliate. We have nearly 750 constituent members—virtually every college and university in the country. NUS represents the interests of around five million students in further and higher education throughout the United Kingdom. It provides research, representation, campaign work, training and expert advice for individual students and students' unions.

INTRODUCTION

  NUS members are students' unions representing those studying in further and higher education. The focus of this response is on the experiences of students in the further and higher education sector and the effects of bullying on these students.

  This submission suggests that further and higher education is in desperate need of more comprehensive information about bullying and increased resources to tackle it. If the issue of bullying is not tackled, it will continue to be a major problem throughout further and higher education.

  Bullying does not stop at school, bypass FE/HE and return again in the work place. Bullying can affect anyone at any time. No matter where it is, or when it takes place it is harmful to all involved, not just those bullied. It can lead to self-doubt, lack of confidence, low self-esteem, depression, anxiety, self-harm and sometimes even suicide. 1 in 4 students suffer from some type of mental illness. This statistic will most defiantly have a section of students being bullied within it.

EXECUTIVE SUMMARY

  NUS believes that:

    —  There is a relationship between bullying at university and retention.

    —  There are no statistics on the extent of the problem. No research into bullying in FE and HE has been done, in turn this has meant that the problem has been underestimated.

    —  The problem of bullying is not confined to peer groups, students are also bullied by lecturers and supervisors. Often, bullying disproportionately affects postgraduate students. The bulling of anyone by anyone is not acceptable.

    —  Bullying can have serious implications on a student's academic achievement, and progression. Those who have been bullied suffer from poor physical and mental health as a direct result of their experiences. The effects of bullying can continue throughout life.

    —  Universities have a responsibility for the pastoral as well as the academic care of those in their charge.

  NUS recommends that:

    —  A review is undertaken regarding further education and higher education's approach to bullying.

    —  Education should be inclusive and recognise diversity.

    —  There be regular training days for all teachers to refresh their understanding of diversity and equality issues.

    —  Comprehensive and inclusive anti-bullying policies should be implemented in all further and higher education institutions.

THE EXTENT AND NATURE OF THE PROBLEM

  1.  How bullying should be definedNUS defines bullying as any action taken which makes another feel intimidated, excluded, or unsafe. We believe that bullying has a hugely adverse effect on students' academic achievement and social, physical and mental wellbeing.

  1.1  The extent of bullying on FE and HE campuses

  There are no official statistics in FE and HE about the extent of the problem. Much of the current research is anecdotal.

  NUS has recently launched its own survey into the extent of bullying on campuses, which is due to conclude in late January. The statistics used in this submission are the responses of the survey from 21 November until 10 December.

EVIDENCE TO DATE FROM THE NUS SURVEY:

  74% of respondents did not know if their college or university had a policy on bullying.

Extent of Bullying:

    —  To date, 62% of respondents claimed that they have been bullied while at university and 34% stated that it lasted longer than a year.

    —  61% of respondents know of someone that has been bullied and of those, 28% said that the person was bullied for over a year.

    —  35% of students were bullied by a fellow student,

    —  24% by a flat-mate. This is particularly difficult as often, the victim does not tell anyone that they are being bullied. They have to live alongside the bully, which can make the situation worse and in many cases, it is the victim who must move out rather than the bully.

Reasons for Bullying:

    —  17% suffered from homophobic bullying (homophobic bullying can affect anyone who is perceived as "different" or who is friends with those who are "different");

    —  10% were bullied on their academic ability; and

    —  10% were bullied on social class.

Nature of Bullying:

    —  The nature of bullying changes as technology develops. Students are now vulnerable to bullying through internet chat rooms and mobile phones.

Of those who were Bullied:

    —  82% suffered verbal abuse;

    —  60% were victims of malicious lies;

    —  71% suffered humiliation; and

    —  64% experienced unfair criticism.

Effects of bullying:

  Bullying is harmful to all involved, not just the bullied, and can lead to self-doubt, lack of confidence, low self-esteem, depression, anxiety, self-harm and sometimes even suicide:

Of those who were bullied:

    —  80% had reduced self-esteem;

    —  68% had disrupted sleep patterns; and

    —  60% said that it affected their academic performance.

Consequences of bullying:

    —  50% of people did nothing while they were being bullied—confronting the bully or the group of bullies is a big leap. Often, the victim of bullying feels that they are at fault.

    —  21% talked to a friend that they felt that they could trust.

    —  0% sought external support agencies.

Of those who reported the bully:

    —  31% say that nothing happened.

NUS WOULD LIKE TO SEE

    —  A review regarding further education and higher education institutions' approach to bullying.

    —  Guidance given to further and higher education institutions that encourages that institution and the students union to produce comprehensive, practical and inclusive anti- bullying policies. Further and higher education institutions need to recognise that bullying is an issues that needs to be tackled. Any guidance should include:

—  A stipulation that all instances of bullying should be dealt with on a record and report basis. This is necessary to fully understand the extent of bullying in further education colleges and universities, to ensure that any form of bullying is not ignored.

—  Training on issues of diversity and equality for all new teachers and lecturers. This should draw on case studies of people who have experienced bullying. For example, when creating and delivering lecture plans on social issues, sexual health and relationships.

—  Regular training days for all teachers and lecturers to refresh their understanding of diversity and equality issues.

—  The Government forming legislation that is specific on bullying. There is no direct clause in the law regarding bullying, however under "The Equal Opportunities Policy", the law demands fair and equal treatment through the following:

            The Equal Pay Act 1970

            The Sex Discrimination Act 1975

            The Race Relations Act 1976

            The Disability Discrimination Act 1995

            The Protection from Harassment Act 1997

December 2006





 
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