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. 

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.
  • Young people tell us of their need to be involved and feel they have agency in their schools practice in relation to bullying.
  • Schools do this in a variety of ways: 1) during Anti-Bullying Week. You can get feedback and involve young people in Anti-Bullying Week activities. 2) through a school council: ensure that your school council is representative of the school community. For example, do you have children with SEN in the group and from race and faith minority groups? 3) via formal feedback or suggestion boxes 4) via assembly presentation and takeover days
  • You can find out more about effective anti-bullying strategies here.
  • 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 and examples: 

You can see case study examples in the attachments section below.

Schools who took part in our programme said: 

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. School Council and Wellbeing Council took notes from each class, and fed back in a joint council meeting.

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.

[School] Friends and a buddies scheme has been set up within school to support children at play and lunchtimes. Children are encouraged to report any bullying incidents or if they are struggling can access the friendship bench and play with the [School] Friends. This has reduced incidents of children feeling isolated or bullied bacuse children won't play their games.

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 for the 2018-19 academic year. Student representatives from the SAP (Students Against Prejudice) group have also presented updates on their work to school governors and leadership colleagues.

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.

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.

Children can play a massively positive role and can be empowered to support adults in pupil conflict resolution, with a solution focussed approach.

Student voice is key! It has informed so many of the areas we have taken action on.

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