Leadership

Anti-Bullying Alliance Survey On Bullying

One child in every classroom has been bullied every single day over the past six months, according to this survey by the Anti-Bullying Alliance (ABA).

Almost half (45 per cent) of 11 to 16-year-olds questioned said they had been bullied face-to-face, and more than a third (34 per cent) have been bullied online, at least once in the last six months.

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      string(412) "... their peers and getthe most out of technology is the bestcounter to cyberbullying.Evaluating the impact of preventionactivities: Regular reviews are vital tomake sure that antibullying policies areworking and are up-to-date. Considerconducting an annual survey of pupils’experiences of bullying, includingcyberbullying, and a parent satisfactionsurvey. Publicise progress and ..."
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      string(5679) "This month’s ReportsCyberbullying andchildren and youngpeople with SEN anddisabilitiesPublished by the Anti-BullyingAllianceThis new guidance by the Anti-BullyingAlliance provides a unique insight intothe internet use of children with specialeducational needs and/or disabilities(SEND) and reveals evidence of cyber-bullying and experiences of discriminatorybehaviour.Summary of recommendations:E-safety education, such as thinkingbefore you post is an importantmessage that schools should be giving;encouraging children and young peopleto put themselves in the shoes of theperson receiving messages for example,and the need to respect friends’ andpeers’ thoughts and feelings online.Becoming good digital citizens, beingable to use technology safely andresponsibly, looking after yourselfand your peers, and participating inlife online, has to be a crucial part ofmodern education for all pupils.nnThe whole-school community needs ashared understanding of what is meantby ‘cyberbullying’, its potential impact,how it differs from other forms of bullyingand why it is unacceptable. Youngpeople and their parents should also bemade aware of pupils’ responsibilitiesin their use of ICT, and schools areclear how they will respond to issuesof cyberbullying of young people withSEND.Make cyberbullying more visible inschools and ensure that this informationis in accessible formats, so it can beaccessed and understood by all childrenand young people.Update existing policies and practicesto reflect cyberbullying issues, andensure that policies are ‘owned’ andunderstood throughout the schoolcommunity.Promote the positive use of technology:The positive use of technology, whichmodels safe and effective practice, is keyto preventing the misuse of technology.Schools should ensure that learningstrategies and targets, as well as staffnnnnhttp://www.teachingtimes.comThis month’s Reportsdevelopment programmes, supportthe innovative and engaging use oftechnologies.Children and young people, especiallythose with SEND, should be taught howto use the internet and new technologiessafely and responsibility is a key stepto preventing cyberbullying – helpingyoung people develop into responsibledigital citizens who can look afterthemselves, and their peers and getthe most out of technology is the bestcounter to cyberbullying.Evaluating the impact of preventionactivities: Regular reviews are vital tomake sure that antibullying policies areworking and are up-to-date. Considerconducting an annual survey of pupils’experiences of bullying, includingcyberbullying, and a parent satisfactionsurvey. Publicise progress and activitiesto the whole-school community – keepcyberbullying a live issue and celebrateyour successes.Make reporting cyberbullying easier,publicise existing reporting routes sopupils, parents and staff are clear onhow and who to report to.Provide real life examples whennnnnteaching, so that children can use theseto spot when they or others are beingbullied, or to understand when their ownactions could be construed as bullying.Bullying and cyberbullying shouldbe built into ‘everyday’ schoolconversations, so that during, forexample, personal tutor sessions, staffshould talk to young people aboutbullying and cyberbullying so that youngpeople have the opportunity to talkabout any issues there are.Support the person being bullied. Givereassurance that the pupil that has cometo you has done the right thing by tellingsomeone about the incident, refer to anyexisting pastoral support/proceduresand inform parents.Advise on next steps – e.g. save theevidence and don’t retaliate.Take action to contain the incident whencontent has been circulated.Investigating incidents – keep a record.If necessary, take steps to identifythe person displaying the bullyingbehaviour.Working with the young persondisplaying the bullying behaviour.nnnnnnBook now – First Places ReleasedNational conferenceOxford, 23rdSeptember 2014 Addressing the 3 E’s – Equity,Excellence and Effectiveness Developing strategies forsustained successOpen to: Middle and seniorleaders in primary andsecondary phase schoolsKey note speakerJohn West-BurnhamSustainable and successful leadershipbased on the 3 E’sKeynote by John West-Burnham – powerfullyre-thinking leadership for both primary andsecondary phases:Seeing leadership as enabling profound changeMoving from leadership as personal status to leadership as collective capacityEnsuring that equity is the driving moral imperativeMoving schools to being authentic learning communitiesSecuring resilience, capacity and sustainabilityAdditional speakers pack the day with practicalguidance and effective strategies:Heather Clements, author of ‘What is good leadership?’ and ‘What is good teaching?’,demonstrates how your school can achieve positive performance management.Anita Warwick, Teaching School Headteacher and author of the Inspired to Lead trainingprogramme explains how to inspire experienced leaders as well as develop new leaders.Tim Sully, Learning Exchange Advisor and creator of Loops of Learning, illustrates a simplesystem that enables teachers and students to connect learning and identify progress.Peter Mountstephens, Chair of the National Primary Heads Association, considers the role ofleaders in telling stories of success.and othersSave £90 on firstdelegate price1st Delegate Price: £280 + VATSubscriber Price: Only £190 + VATAdditional Delegates: £175 + VATeachPlaces are strictly limited so acttodayRe-thinkingLeadershipfor OptimalEffectivenessFor more information on the"
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Digital Learning

Report Summary: Cyberbullying and children and young people with SEN and disabilities

5 Jun 2014

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Leadership

Cyberbullying And Children And Young People With SEN And Disabilities

14 Mar 2014

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      string(5879) "ResourceAN INVESTIGATION INTO CYBERBULLYINGOriginal DocumentAn investigation into cyberbullying, its forms, awareness and impact, and the relationship between age and gender in cyberbullying. This 69-page report is based on research carried for the Anti-Bullying Alliance by the University of London. It investigates forms of bullying that utilise electronic devices, such as mobile phones and email, among school pupils in the London area.KeywordsCyberbullying, young people, technology, mobile phonesSummaryCyberbullying can be defined as an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who can not easily defend him or herself. Cyberbullying is a form of bullying which has in recent years become more apparent, as the use of electronic devices such as computers and mobile phones by young people has increased.The investigation looked at the incidence of cyber bullying inside and outside of school and distinguished between seven types of cyber bullying:· Text message bullying· Picture/Video Clip bullying (via mobile phone cameras)· Phone call bullying (via mobile phone)· Email bullying· Chat-room bullying· Bullying through instant messaging· Bullying via websites.Key findings:Incidence of cyberbullying:· 20 students, or 22%, had been victims of cyberbullying at least once, and 5, or 6.6%, had experienced being cyberbullied more frequently, over the last couple of months.· Phone call, text messages and email were the most common forms of cyberbullying both inside and outside of school, while chat room bullying was the least common.· Prevalence rates of cyberbullying were greater outside of school than inside.Age and gender:· There were no significant differences related simply to age.· Girls were significantly more likely to be cyberbullied, especially by text messages and phone calls, than boys.· A significant interaction between age and gender was found in relation to the effects of email bullying, and the use of instant messaging, which showed contrasting opinions between boys of different age groups.Awareness of cyberbullying occurring:· Student’s responses differed concerning awareness of each subtype of cyberbullying occurring in school or among their friends.· Students were most aware of bullying by picture/video clips (46% knew of this taking place), followed by phone calls (37%) and text messaging (29%). The other methods were slightly less well known, in particular chat room bullying, which just 12% were aware of happening.Perceived impact of cyberbullying:· Picture/video clip and Phone call were perceived to have more impact on the victim than traditional forms of bullying.· Website and Text message bullying were rated as being about equal in impact to traditional bullying· Chat room, Instant messaging and Email bullying bullying were believed to have less of an impact than traditional forms of bullying.The nature of cyberbullying, and who is told:· Most cyberbullying is reported as coming from one or a few students, in the same class or year group.· Most cyberbullying lasts only a week or so, but some lasts much longer, especially phone call bullying.· A substantial minority (around one-third) of victims have told nobody about it.Views on school banning mobile phones or private internet use:· Most pupils thought that banning mobile phones would result in pupils using them secretly· Most pupils thought that restricting private internet use in school could not prevent such forms of cyberbullying outside school.Comparison with other studies:· The findings from this survey are in line with previously reported findings from studies by the NCH, which found that between 20 and 25% of school students had ever been cyberbullied (compared to 22% in this study).· Rates of text message and chatroom bullying were similar, although a greater percentage reported bullying by email in our survey.· These findings are all higher than reported rates of cyberbullying in studies by Oliver and Candappa (2003) and Balding (2004), although both of these studies focused on only one year group.ActionSchools have a duty to make sure that:· Bullying via mobile phone or the Internet is included in their anti-bullying policy. Such policies should be regularly updated.· Teachers have sufficient knowledge to deal with cyberbullying in school.· The curriculum teaches pupils about the risks of new communications technologies, the consequences of their misuse, and how to use them safely.· All e-communications on the school site or as part of school activities off-site are monitored· There are clear policies about the use of mobile phones at school and at other times when young people are under the school’s authority.· Internet blocking technologies are continually updated and harmful sites blocked.· They work with pupils and parents to make sure new communications technologies are used safely, taking account of local and national guidance and good practice.· Security systems are in place to prevent images and information about pupils and staff being accessed improperly from outside school.· They work with police and other partners on managing cyberbullying.     NotesImplications for further work:· Future research should make use of the seven subtypes of cyberbullying, all of which have been found to occur in school, even though sometimes to a limited extent.· A greater sample size would allow for a more thorough exploration, which would include more year groups to compare across the"
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Leadership

An Investigation Into Cyberbullying

1 Jan 2005

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      string(5681) "This month’s FeaturesAnti-Bullying– keepingtheprofilehighWith Anti-Bullying Week runningfrom 19-23 November, LukeRoberts from the Anti-BullyingAlliance (ABA) explains whyschools must keep striving to tacklebullying.This year ABA is celebratingits 10th Anniversary. This hasprovided a great opportunityto look back at what has beenachieved as well as consideringwhat still needs to be done tosupport and nurture childrenin a 21st Century educationsystem. One of  the mostimportant achievements is that http://www.teachingtimes.comThis month’s Featureswe now have a clear definition ofwhat bullying actually is:‘The repetitive, intentionalhurting of  one person or group byanother person or group, where therelationship involves an imbalance ofpower.  Bullying can be carried outphysically, verbally, emotionally orthrough cyberspace.’Long gone are the days when manyaccepted bullying as ‘just a partof  growing up’. There has been asignificant culture change with schoolsnow working together to nurturea caring culture in which bullyingbehaviour is less likely to rear itshead. Anti-Bullying Week, whichis coordinated by ABA, providesthe perfect platform for schools torevisit issues around bullying in theirclassrooms, and to celebrate andchampion best practice.Last year’s Anti-Bullying Weektheme was verbal bullying and ourgoal was simple, to encourage peopleto:Stop and think!The casual use of  derogatory andharmful language can create a back-drop in which verbal bullying goesunnoticed.Results from a recent GirlguidingUK survey of  seven – 11 year old girl-guides reported that:45 per cent have been subject toname-calling in school40 per cent have been ignored orexcluded from friendship groups25 per cent have had people talkdown to them or make them feelstupid26 per cent have been the victim tounkind rumours■■■■13 per cent complained of  othersmaking critical comments abouttheir appearance.Whilst not all of  these behaviours arenecessarily classed as bullying they dohighlight a need to nurture positiveand healthy day-to-day relationshipsbetween our children and youngpeople, to prevent bullying behaviourin our schools.Bullying as a barrier toachievementThis year’s theme is ‘We’re BetterWithout Bullying’ – focusing onbullying as a barrier to achievement.For pupils, adulthood may seem likelight years away, but in reality manyof  the experiences of  the children willbe carried with them for the rest oftheir lives.The relationships they build atschool are absolutely key to their long-term health and wellbeing.  This iswhy ABA has focused on over-comingthe boundaries of  bullying that canprevent pupils achieving their fullpotential.This seems to be particularly■http://www.teachingtimes.comThis month’s Featurestrue of  children with specialeducational needs and/or disabilities.ABA has recently published a bookon the subject, in conjunction withCambridge University and theCouncil for Disabled Children.‘Perspectives on Bullying andDifference’ specifically addresses thelack of  research on pupils with SpecialEducational Needs and Disabilities.Young people involved in theresearch made it clear that they didn’tjust want bullies to be punished – theywanted them to be educated abouttheir condition too. This presents achallenge forschool staff. Theyneed to ensurethat the schoolsinclude pupilsin long-termsolutions, ratherthan just handingout short-termsanctions orpunishments.So what canyou do?Anti-Bullying Week is a greatopportunity to re-engage with anti-bullying work and approach thesubject with revived energy andcommitment.  Schools can go throughdifficult times when  relationshipsbetween pupils, staff, parents andthe community may be strained. Anevent like Anti-Bullying Week is agood opportunity to signal a time ofchange.No matter how effective or settledyour school, it’s a time to celebrateand make it clear that you still have aclose eye on the main issues.  Thereare lots of  ways to take part:Run activities to raise awareness ofbullying and ways we can stop it.For teacher briefings and activitiesvisit:www.anti-bullyingalliance.org.ukInclude parents and otherschool partners to participate inschool activities to build a clearunderstanding in your school andshow how everyone works togetherto prevent bullying, this can includeassemblies, after-school talksor other activities that promotediscussion in the school community.Work with children and youngpeople in your school to createclear charters for the prevention of,and effective response to, bullyingin all areas of  school life, includingsports and extra-curricularactivities.Identify students who may bevulnerable to bullying, or whomay have been bullied in the past.Involve them in activities thatraise their confidence and esteem.■■■■Research organisations that canoffer particular support to childrenwho have been bullied, for exampleKidscape and Childline.Encourage children and youngpeople to use their unique skillsand talents to raise awareness ofbullying.And remember: We’re BetterWithout Bullying!For more ideas and resources, orto become a member of ABA’sSchool and College Network,visit www.anti-bullyingalliance.org.uk, like ABA on Facebookat www.facebook.com/antibullyingalliance, or follow uson Twitter @ABAonline.To order your copy ofPerspectives on Bullying andDifference, visit"
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        string(8) "bullying"
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    }
    ["categories"]=>
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      [0]=>
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        string(13) "Special Needs"
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}

Special Needs

Anti- Bullying – keeping the profile high

26 Nov 2012

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