Memorandum submitted by Response Newcastle
Action Against Bullying
1.1 There is now a wealth of information
available to schools about what constitutes good practice in anti-
bullying matters and many schools have readily adopted these practices.
1.2 Much has been written about clear, consistent,
coherent policies which have been complied in consultation with
the school and its community. Where schools have followed these
consultative pathways, the outcomes for all concerned have been
impressive.
1.3 However not all schools act upon advice
and support wherever it originates and many schools have policies
which are anything but consultative or effective.
1.4 At present taking on board good practice
initiatives in anti-bullying work within schools remains an optional
extra and for many schools bullying will never compete in the
priority stakes for time attention and energy with, for example,
the standards agenda.
1.5 Head teachers tell us that bullying
matters for their school are "not on the radar." Hence
as a dedicated anti-bullying service we are sometimes rendered
impotent to help where this view, perhaps understandably, prevails.
Something such as bullying that blights so many
children's lives cannot be left to chance in this way.
Good schools find the time and the resources
to promote the issue. Others appear not to.
Schools regrettably have to be called to account
for the work they do in this area. At present there is little
or no accountability.
1.6 Future research has to focus on those
management structures and processes which facilitate genuine whole
school responses. It is likely that individuals in some schools
charged with anti bullying issues have at present neither the
status nor the skills in organisational development to facilitate
a process of change.
1.7 We know that there is no easy fix. What
is clear is there is no future in just promoting new approaches
and interventions for schools to adopt in anti- bullying matters
if the receiving culture in some situations will not support such
measures.
1.8 Bullying is far too critical an issue
for advice and support to be picked over as if it were a chocolate
box.
2. INTRODUCTION
2.1 Response is the Newcastle LA anti-bullying
service, working into all 11 Secondary and 29 of the 73 Primary
and First schools( due to funding criteria ) across the City.
2.2 We are funded through Neighbourhood
Renewal Fund and Children's Fund, originally from April 2004 until
March 2006, but continuing until March 2008 reducing by 25% and
50% respectively.
2.3 It is a development project seeking
out effective anti-bullying prevention and intervention strategies
to assist schools and the wider community in responding to bullying
behaviour.
2.4 Our team consists of people from a range
of disciplines and backgrounds and have the shared ethos making
a difference to the lives of young people in our City
3. CASE STUDY
Here is a typical example of what happens when
a young person comes up against a school who actually believe
that they deal well with bullying behaviour.
This storyline is not uncommon and is one we
hear with regular monotony.
This is this week's story.
Today I met another success story!
A mature, sensitive and vulnerable 12-year-old
girl who had made a choice based on her first hand knowledge and
available evidence, who because of the behaviour of some students
and the response of her school, is feeling less and less confident
and more and more isolated.
This is an example of what we are trying to
promote in our young people, to study the available information
and make an informed choice, and have to support them in this
position. Yes?
She has made the difficult decision not to return
to her school where she feels unsafe, unwelcome, unsupported and
let down. Where she has been attacked physically by students and
emotionally, by both students and staff.
She is very aware and able to articulate how
difficult she is going to find starting in a new school, but also
believes that it is her only choice given the alternative of returning
to an environment where her insecurities have been well fostered
and enhanced by a system that should be so much better.
Why does the school not fight tooth and nail
to keep this smart and ambitious young girl?
Why do they think that there response to this
situation is acceptable?
Why, when they are the best placed people to
help, support and prevent these types of bullying behaviours,
do they continue to get it so wrong?
I ask them. Can you not learn from this?
This is a success!
She wishes to go to school. She is prepared
to travel a long distance at extra expense with increased personal
and family disruption in an attempt to achieve her ambition of
becoming a doctor.
I must congratulate her on that decision and
support her to make this massive and possibly traumatising move
to a new school.
I believe that due to her excellent communication
skills and the support of her family, she is equipped to manage
this change.
This is one case. Unfortunately this story has
been told all too often.
I have called it a success, because of the possible
positive outcome for the young person. Many of our team's "successes"
are assisting young people to leave one school and begin another
where the perception is that bullying will be more effectively
addressed.
4. IDENTIFIED
PROBLEM AREAS
4.1 Is it fair to say that many schools
do not deal effectively with bullying?
We know from case study, first hand evidence
from young people and their families and anecdotally that, although
best placed, schools are often the least likely to achieve real
and positive outcomes when dealing with bullying behaviour.
4.2
— They have no clear definition of
what is and what is not bullying
— They have little or no training in
effective prevention or interventions
— They are often "too busy"
— They believe what they are doing
is effective
— They do not address bullying as a
whole school issue
— Policies are often wordy and non
specific in direction
— Many do not treat it seriously until
threatened and then often become defensive
— They do not welcome assistance other
than splinter activities, which may be exciting, relevant and
even sometimes enjoyable, but don't have any affect on the school
response
— The school "culture" often
promotes bullying
— Students and the wider community
are not consulted in meaningful and on-going ways
— Lines of communication are often
blurred
— Staff do not see it as their issue.
They are there to teach.
This is not an exhaustive list, but I feel exhausted
even thinking about it!
5. FACTUAL INFORMATION
5.1 This is our experience—There is
excellent practice in some schools and it is they that can be
a model for others, however, the level and pace at which anti
bullying work lacks progress over the last decade is startling
considering the availability and access to good practice.
5.2 When asked about their views about bullying
in a Newcastle secondary school in October 2006, here is an example
of conflicting responses from teachers:
— It is a bigger problem than we think,
name calling and inferred aggression is evident in many classes."
— Refer to head of year or head of
school."
— "It happens to a small extent."
— Can be a problem; but on the whole
dealt with quickly and effectively. All pupils and staff are aware
of issues and the need to prevent it"
5.3 These are the responses from students
in years 8, 9 and 10 at the same school.
— Teachers bring the bully and victim
together and that reveals the victim has told on the bully, giving
the bully another reason to bully"
— Teachers don't take much care about
people getting bullied"
— Some teachers are supportive and
listen to your problems but some" don't do anything"
6. RECOMMENDATIONS
FOR ACTION
6.1 Strong levels of engagement in the whole
school approach
6.2 Long term managed anti bullying self
evaluation framework
6.3 Mandatory from government for all schools
to engage in ABSEF framework (doc enclosed)?
6.4 Training—in "what works"
for all school staff
6.5 Invest in city wide programmes that
relates various initiatives within a framework—Response
ABSEF
6.6 Student leadership programme that endeavours
to harness existing power and influence by providing targeted
training and support for student leaders.
6.7 Use of short term measure to influence
long term change. Specialist workers engaging with schools and
the wider community. It is often difficult to change cultures
from the inside, but appropriate external influence can assist
and speed the process.
6.8 Everyone within the school community
taking an active role and agreeing on good and bad practice. Identifying
the root processes that create a bullying culture and promote
its acceptance in schools?
6.9 Working with schools and other organisations
to support them in recognising their own current situation and
putting together a plan that moves them forward to their desired
position
6.10 The most effective and successful anti
bullying development pathway is seen by the whole school approach
envisioned by the whole school, where there is relational energy
being invested by the whole school and a strong, clear and coherent
expectancy (vision) shared by the whole school. Whole school shared
responsibility from the individual to the collective.
6.11 Long term generational investment not
to traded away for the short term stage managed show piece forms
of anti bullying work.
6.12 The school community actively exhibits
a sense of shared responsibility.
6.13 Training about creating the capacity
in teachers to respond appropriately and the capability of handling
bullying behaviour.
6.14 Going to source—Approaching Teacher
training colleges offering clear anti-bullying practices from
anti bullying specialists so there can be inbuilt teaching elements
around bullying countermeasures and whole school approaches.
6.15 Participation is crucial to expanding
strategies suggested by group consultation that is inclusive and
experiential. Our team have trained and experienced practitioners
in facilitation and can support schools in this process with staff,
students, parent/carers and other members of the community
December 2006
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