Bullying Policy

Written: July 2000

Reviewed: July 2004, June 2007

Purpose

At Burgmann Anglican School, students are encouraged to be considerate, courteous and responsible.

By following Christ's example of compassion and self-control, students and staff create an atmosphere of support, trust and encouragement.

In accepting that each person is unique, special and loved by God, staff and students do not tolerate bullying in any form.

This policy seeks to further enhance the school tone by addressing the problems of teasing and bullying, ensuring that the children feel safe and happy in the school environment.

Guidelines

Burgmann Anglican School is committed to providing a safe environment for its students, staff and parents as defined in the National Safe Schools Framework.
Bullying in any form will not be tolerated;
To have staff, student and parents recognise teasing and bullying occurring within our school, accepting the consequences for these behaviours;
The school will seek to support all parties involved in bullying, including the victim, the perpetrator and the bystanders;
The school will develop resilience in its students through formal teaching, its pastoral care program and its school structures;
Where appropriate, the school will work with the parents of the students involved in bullying to ensure that all parties are safe.

Associated Policies/Documents

This policy should be read in conjunction with:

Behaviour Policy
Child Protection Policy
Duty of Care Policy
Internet Policy
National Safe Schools Framework

Policy

Definition

Bullying is any persistent behaviour which harms other people who do not have the skills or resources to counter this behaviour.

Bullying is:

Persistent physical aggression – hitting, spitting, throwing stones, use of weapons; and/or;
Persistent verbal aggression – name calling, rumour spreading, taunting, teasing; and/or
Persistent gesture aggression – threatening and obscene gestures; and/or
Persistent extortion aggression – stand over tactics and threats and may involve demands for money or property; and/or
Persistent exclusion aggression – isolating others from the group.

Bullying is not:

one-off incidents of name calling, exclusion, physical harm, etc.

A person who is a victim of bullying may display any number of the following:

being frightened of walking to or from school;
changing their usual route to and from school;
not wanting to take public transport;
begging you to drive them to school when they would normally walk or ride;
feeling ill in the mornings;
wanting to skip school;
a decline in quality of schoolwork;
coming home regularly with books or clothes destroyed;
coming home starving because the bully has taken their lunch;
becoming withdrawn, starting stammering, lacking in confidence;
becoming distressed and anxious;
stopping eating;
attempting or threatening suicide;
crying themselves to sleep; having nightmares;
keeping "losing" possessions or money;
asking for money or stealing money (to pay the bully);
refusing to say what's wrong due to fear of retaliation by the bully;
having unexplained bruises, scratches or cuts;
beginning to bully other children;
becoming unreasonable and aggressive;
giving implausible excuses to explain any of the above.

RATIONALE

If we allow teasing and bullying to go unchecked we give the students a clear message that teachers don't care and that bullying is acceptable. Our school would then become unhappy and stressful, not just for the students who suffer at the hands of the bully, but also for the peers who witness bullying and feel threatened and helpless, sometimes join in for fear of being the next victim. Teachers too are then burdened by the ensuing pressures. We cannot condone bullying and we are actively involved in tackling this problem, seeking the support of the students and the school community to help create a safer climate. We have therefore adopted the following two themes which will maintain our common focus:

"Everyone has the right to feel safe all the time."

"It's O.K. to tell someone if you are being bullied."

OUTCOMES

Students receive support from teachers and peers while at school. In addition to this, students are encouraged to recognise and access resources that are external to our school that will support their right to feel safe and happy (eg. Kids' Helpline, Reach Out).
Students will be self-monitoring, aware, resilient and effective communicators.
There will be a reduction in the incidence of teasing and bullying.
School staff will have a clear mandate to act on teasing and bullying with clear consequences for these behaviours.

BE AWARE

Acknowledge that teasing and bullying exists at our school.
Believe that teasing and bullying is a serious problem that needs to be tackled by the whole school.
Have a clear understanding of what comprises teasing and bullying.
Be aware of the effects of teasing and bullying on ALL those involved.
Remember that all children have a right not to be bullied.
Implement the school's policy and procedures CONSISTENTLY and DILIGENTLY.

Don't

Accept teasing and bullying as a natural part of growing up.
Underestimate the effects of teasing and bullying on the whole school community.
Think in stereotypes - you will miss incidents if you do; bullies and victims do not come in standard shapes and sizes.

HOW CAN WE BEST SUPERVISE THE 'AT RISK' AREAS IN THE SCHOOL?

Be aware of high-risk students.
Be aware of high-risk places and times, mapping risk areas in the school to assist in improved supervision.
Be punctual to classes, assemblies and duties.
Be mobile, visible and involved with students when on duty.
Be observant and watchful both in and out of the classroom.
Encourage staff, students and parents to act as observers and report incidents.
Acknowledge students 'doing the right thing'.
Be aware of vulnerable students who:

are new to the class or school;

are different in appearance, speech or background;

suffer low self-esteem;

demonstrates 'entertaining' reactions when bullied;

are nervous or anxious.

Be PROACTIVE rather than REACTIVE.
Remember 'Duty of Care'.
Have high expectations.
Be seen to be fair.
Record incidents in the monitoring folders.
Let students know that all staff are available to discuss any problems.
Be INSISTENT, PERSISTENT and CONSISTENT.

Don't

Give additional chances and warnings to offenders.

PROCECURES

Be accessible to all students.
Listen to students, giving them a chance to explain.
Treat each report or incident seriously, utilising the School Behavioural Management Policy.
Remain calm, positive and confident - reacting emotionally may add to the bully's fun and control of the situation.
Congratulate students for reporting incidents.
Acknowledge their feelings of hurt, anger, fear, sadness.
Reassure them that something can and will be done to help.
Encourage children to show initiative and to take an active role in seeking a solution for themselves.
Ask questions to get details of an incident, e.g. "What were you doing/saying to others? How did this help you/others?"
Let bullies know that their behaviour is not to be tolerated.
Attack the problem not the person.
Encourage the bully to see the other student's point of view and to acknowledge his/her feelings.
Be supportive of students at all times.
Respect the rights of students, staff and parents.
Follow-up all reported incidents.
Keep records of all incidents and what action was taken.

BEING SEEN TO TAKE ACTION IS AS IMPORTANT AS TAKING ACTION - SILENCE AND SECRECY NURTURE BULLYING.

Don't

Ignore students' complaints or problems.
Dismiss students as attention seekers or whingers.
Expect students to 'sort it out', 'get tough' or 'cope alone'.
Be overprotective and refuse to allow the student to help him/herself.
Overreact to incidents - treat them in context.
Ask "Why" type questions or attempt to assign blame or guilt to the bully.
Play favourites.
Label the student/parents.
Make references to other members of the family, "just like your brother".
Give bullies mixed messages by using inappropriate punitive measures.

The Consequences

There are clearly defined consequences for the actions of teasing and bullying. Remove the bully from the situation and record the incident on the appropriate form (see each sub-school’s procedures contained in the Behavioural Management Policy – for Early Childhood and Junior School there is a specific bullying data base that is kept). This form is then forwarded to the person responsible for maintaining these records. The victim needs to feel safe and the bully needs to have it clearly spelled out that teasing and bullying is not acceptable.
If there is a second incident, the bully will be put into the detention system. When the Detention note goes home a separate letter is included outlining the consequences of future episodes of bullying. Copies of this letter need to be given to those teachers supervising Detention to the person responsible for maintaining these records. Letter to parents (PDF)
A third incident attracts an interview with the parents.
Record-keeping is obviously critical to this and databases will be used to keep people in touch with children who tease and bully. Teachers may have access to the database and will be provided with feedback about children in their classes.

A MEDIATION PROCESS FOR ADDRESSING TEASING AND BULLYING INCIDENTS

1. Both people agree to the ground rules

No interrupting

No name-calling or put-downs

Tell the truth

Work to resolve the conflict

2. Telling the story

First person tells his/her side using "I-messages"

Second person restates the other person's problem

Reverse roles and repeat

Mediators summarise the problem

3. Both parties suggest possible solutions:

Think of ways to resolve the issue

4. Both agree on a solution

Is it specific? Who, what, when, where and with whom?

Is it balanced? Both people need to share responsibility for making it work.

Is it realistic? Can both people do what they have promised?

Will it solve the problem? Does it address the real problem?

5. In the future

Both people talk about how they can avoid the same problem in the future.

6. Closing

Congratulate students for solving their issues.

Cyber Bullying

The incidence of electronic bullying is ever increasing as our students have greater access to mobile phones and the internet. This subtle form of bullying can be more vicious as it can be done in a cowardly manner without the victim even knowing who sent them a message via a text message or using an internet program such as MSN.

Students are not allowed to use mobile phones while at school nor are they able to use MSN. However, they do have access to email. Should an incident of bullying involving an electronic medium occur at school then the school will deal with the issue by following the usual policies.

The school cannot be responsible for acts of bullying that occur outside the school, this is the domain of the parents. This includes physical as well as electronic forms of bullying. However, the school does recognise that any bullying can affect the academic progress and the emotional well being of a student.

If a student is subject to bullying outside the school then they are encouraged to inform the school or request that their parents inform the school. The school will not take responsibility for those acts of bullying in terms of discipline but will note them, and if warranted, pass the information on to the applicable parents. It is the family’s responsibility to discipline children out of school endorsed activities.

If the school becomes aware of bullying incidents that are occurring outside the school and they are having an affect on the well-being of the student, the school will inform the student’s parents and offer advice.

Further Resources

www.antibullying.net

www.michaelcarr-greg.com.au

An excellent site for teachers, parents and students which also refers to approaches to drug education and

study skills.

www.bullyingnoway.com.au

A site for teachers with various resources, discussion forum available.

www.ncab.org.au

National Coalition Against Bullying (NCAB), great for further links and information in the form of readings.

www.education.unisa.edu.au/bullying/

Bullying in Schools and What to do About It, a website by Dr. Ken Rigby

www.nobully.org.nz

Bibliography

Friendly Kids, Friendly Classrooms , Helen McGrath, Shona Francey, Longmans Cheshire, Melbourne , 1991
Games That Work, Co-operative Games & Activities For Primary Schools , Susan Hill, Eleanor Curtain Publishing, 1992
The Collaborative Classroom , Susan Hill, Eleanor Curtain Publishing, 1990
Being Bullied , Joy Berry, Grolier Enterprises, 1988
Being Teased , Joy Berry, Grolier Enterprises, 1988
Teasing & Bullying , Graehm Pennell & Graham Slater, Moss Vale P.S. Publishing, 1994
Different Kids, Same Classroom , Helen McGrath, Toni Noble, Longman Cheshire. Melbourne , 1993
Bullies & Victims , Judith McFadden, Primary Education Journal Sept/Oct 1986
Willy The Wimp , A. Broome, Methuen , London , 1984
Lord Of The Flies , William Golding, Faber & Faber, London , 1954
Bullies & Victims In Schools , Valerie Besag, Milton Keynes , Open University Press, 1989
Action Against Bullying , M. Johnstone, P. Munn & L. Edwards, Scottish Council For Educational Research, Edinburgh , 1992