Rating description:
- Fully met: We have a clear definition of bullying which is written into our policy. We have implemented a range of methods to ensure that the entire school community (pupils, staff, parents) understand the definition (for example: assemblies, lessons, sessions for parents, training for school staff). Our policy lists the different types of behaviour that bullying might include, and references groups protected under the Equality Act 2010, as well as other groups not protected by the act but may be more at-risk of bullying (for example young carers or care-experienced young people).
- Partially met: Our definition of bullying is in our school policy, but it is not clear and/or it is not understood by our school community. Our policy doesn’t list the different of behaviour that bullying might include, and/ or it doesn’t reference groups protected under the Equality Act 2010, as well as other groups not protected by the act but may be more at risk of bullying.
- Not yet met: Our policy does not include a clear definition of bullying.
Why is this important?
It is vital to use a shared definition of bullying to ensure all members of the school or setting community - including all school staff, children and young people and their parents - fully understand what bullying is, and what it isn’t, including recognising the different types of bullying. Not having a clear definition increases the risk of misidentifying bullying or missing it entirely. Having a clear definition will ensure that bullying is identified correctly.
Referencing the Equality Act 2010 within the anti-bullying policy reinforces the school’s legal and moral commitment to protecting all pupils, particularly those from protected and vulnerable groups. By explicitly addressing the bullying of disabled children, children with SEN, and those who are or are perceived to be part of marginalised groups, the policy ensures that the school takes a proactive and informed approach to preventing discrimination. This clarity supports a culture where bullying is not tolerated, and all pupils feel safe, respected, and supported.
Top Tips:
- If your school does not already have a shared definition of bullying, you may want to adopt ABA's definition, which is based on research from across the world over the last 30 years,
and incorporates the elements of the DfE definition in their Preventing bullying guidance. - Ensure you regularly share and refer to the definition with your whole school community so that it becomes part of school life.
- Some groups are more likely to experience bullying than others. The Equality Act includes some vulnerable groups: disabled children, those who are or are perceived to be LGBT, race and faith minority groups and those who experience sexist/sexual bullying. It is important that this is referenced and acknowledged in your anti-bullying policy, however it is vital to highlight that bullying occurs because of external factors, attitudes of others, group dynamics, perceived differences, and systems in which children and young people live and learn; we should never imply to children that they are bullied because of who they are.
- It is the right of all children and young people to access education in a safe and inclusive place, and the Equality Act 2010 underpins that. If children and young people are experiencing bullying rooted in discrimination, it is vital to remind them that their rights are being breached.
Resources and examples:
Resources:
- The ABA have created a useful guide on a whole school approach to writing or refreshing your anti-bullying policy.
- The Anti-Bullying Alliance has a wealth of resources to support you develop your shared understanding of bullying:
- Information about the ABA definition of bullying
- CPD training for professionals, including 'What is Bullying?' and 'Bullying and the Law' - UAB Schools receive discounts on our training courses, please get in touch with us at [email protected].
- The Public Sector Equality Duty (PSED) - requires public bodies (including all schools) to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities. Under this duty, schools must challenge and prevent discriminatory language being used in your school.
- Other resources which might be helpful:
Examples:
- Primary School Case Study - on coming up with a school definition of bullying.
- Primary School Case Study - on ensuring that the definition of bullying is understood by the whole school community.
- Primary School Case Study - on ensuring policy and recording system protected all children, including those with protected characteristics.
- Primary School Case Study - on reviewing and adapting policies and procedures to prioritise community cohesion and belonging in line with duties under the Equality Act 2010.
- Watch the below video for an example from a Secondary School talking about the impact of having a shared definition of bullying:
See below for quotes and pieces of advice from other schools:
- “There are some really obvious things that we thought we were doing that we probably weren't. One of them would be just having a definition [of bullying] that everyone understands, and that includes students and parents. […] Parents can sometimes struggle to accept if something's relational conflict or bullying, and having a definition that's really straightforward is very, very helpful.”
- "It is important to recognise the different vulnerabilities within your school community, both those you are aware of and those that you may not be aware of. Policies and schemes of learning need to be created to ensure all pupils are represented and protected. Tracking of pupils vulnerabilities is key to knowing your policy and practise are working as intended."
Note: the resources listed at the bottom of this page have all been referenced and linked above.