1.7) Pupils are supported to be actively involved in anti-bullying initiatives (e.g. including awareness raising, peer support)

Rating description: 

  • Fully met: All pupils across school are supported to take a lead on anti-bullying initiatives. This includes via a range of methods. For example: reviewing anti-bullying policies annually, planning for anti-bullying week, peer support programmes, prevention and response interventions.
  • Partially met: Some pupils across school are supported to be actively involved in anti-bullying initiatives. This includes some methods. For example: reviewing anti-bullying policies annually, planning for anti-bullying week, peer support programmes, prevention and response interventions.
  • Not yet met: Pupils are not actively involved in anti-bullying initiatives. 

Why is this important?

  • Young people often tell us of their need to be involved and feel they have agency in their schools practice in relation to bullying; this can make any new initiative or strategy you implement be more effective and 

Top Tips:

  • When thinking about peer support for anti-bullying initiatives it's important to understand the group dynamic involved in bullying and the role of the bystanders.
  • Schools can involve pupils n a variety of ways: 
    • During Anti-Bullying Week. You can get feedback and involve young people in Anti-Bullying Week activities.
    • Through a school council: ensure that your school council is representative of the school community. For example, do you have children with SEND in the group and from race and faith minority groups? 
    • Via formal feedback or suggestion boxes 
    • Via assembly presentation and takeover days
  • As a previous school has told us: "Student voice is key! It has informed so many of the areas we have taken action on".  Schools can harness the knowledge of their pupils. Especially in relation to online bullying, there is much that staff can learn from pupils; see ABA's guide to teaching about online bullying for ideas on including young people.

Resources & Examples: 

Resources: 

Examples

Please note that examples from primary and other school settings may still include some useful hints and tips you can adapt and apply for a secondary setting.

  • Secondary School Case Study - on using Y11s to deliver anti-bullying lessons
  • Primary School Case Study - on using regular support groups to involve pupils in whole-school approach to anti-bullying
  • Primary School Case Study - on raising the profile of pupil voice across the school
  • In this video, Gold School, Abbey Road Primary School talk about their child-led anti-bullying initiatives. 
  • In this video, Gold School, Cottage Grove Primary School talk about their child-led anti-bullying initiatives. 

See below for quotes and pieces of advice from other schools:

  • "The power of pupil voice and involvement has been key to the whole-school approach. Pupils are curious and invested in their mental health and wellbeing and want to learn ways of becoming more resilient."
  • "The power of student groups and giving them some responsibility is immense.  They really displayed a real passion to help and support fellow students and this caused them to excel."
  • "By encouraging children to take a hands on approach to inclusivity, it has allowed us to really embed the culture and ethos that we were aiming for – a place where every child feels valued and welcome."
  • "Children were given circle time in each class, instead of whole school assembly where they could discuss the areas for development raised through the questionnaire [anti-bullying/wellbeing questionnaire]. They were also able to give suggestions on how these issues could be tackled." 
  • "The 'Anti-Bullying Task Team' has been established. They are a group of children from Y2-Y6 who helped to plan Anti-Bullying Week and delivered an introductory assembly. They also designed and produced a child-friendly Anti-Bullying policy."
  • "Student reps from the school council's Behaviour and Welfare group have revised and updated the policy, led assemblies and helped to develop improved reporting systems."

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Note: the resources listed at the bottom of this page (below) have all been referenced in the text above.