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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      string(2311) "is the best counter to cyberbullying. ■ Evaluating the impact of prevention activities: Regular reviews are vital to make sure that anti-bullying policies are working and are up-to-date. Consider conducting an annual survey of pupils’experiences of bullying, including cyberbullying, and a parent satisfaction survey. Publiciseprogress and activities to the whole-school community – keep cyberbullying a live issue andcelebrate your successes. ■ Make reporting cyberbullying easier, publicise existing reporting routes so pupils, parents and staffare clear on how and who to report to. ■ Provide real life examples when teaching, so that children can use these to spot when they orothers are being bullied, or to understand when their own actions could be construed as bullying. ■ Bullying and cyberbullying should be built into ‘everyday’ school conversations, so that during,for example, personal tutor sessions, staff should talk to young people about bullying andcyberbullying so that young people have the opportunity to talk about any issues they are. ■ Support the person being bullied. Give reassurance that the pupil that has come to you has done Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.the right thing by telling someone about the incident, refer to any existing pastoral support/procedures and inform parents. ■ Advise on next steps – e.g. save the evidence and don’t retaliate. ■ Take action to contain the incident when content has been circulated. ■ Investigating incidents – keep a record. If necessary, take steps to identify the persondisplaying the bullying behaviour. ■ Working with the young person displaying the bullying behaviour.WEB LINKCyberbullying And Children And Young People With SEN And Disabilities: Guidance ForTeachers And Other Professionalshttp://www.anti-bullyingalliance.org.uk/media/7441/cyberbullying-and-send-module-final.pdfhttp://www.anti-bullyingalliance.org.uk/media/7441/cyberbullying-and-send-module-final.pdf"
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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(353) "... feelings of self-worth or their learning when they get back into class.So what to do?Achievement for All work is partnership with The Anti Bullying Alliance and offer anti-bullying training in schools where we provide teachers with understanding and strategies to take back to their class.  Some ..."
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      string(5860) "distinctions between banter and bullying.The statistics, however, still reveal a shocking picture of the problem in our schools today and we know those with SEND or who are in any way vulnerable are at higher risk. For example The National Autistic Society says that four out of every 10 children with autism are bullied. 70 per cent of children with autism are taught in mainstream settings. Dyslexia charities report a huge problem among those who face this learning challenge. The Carers Trust report that half of school-age carers in the UK are bullied; this may be up to 350,000 children. According to one survey reported by the charity Diversity Role Models 66 per cent of LGBT  (lesbian, gay, bisexual and transgender) students suffer bullying at school and half of them skip classes as a result. And it isn’t a problem that goes away as children get older. One survey showed more than one in 10 calls to ChildLine were about bullying and nearly a third of them were made by young people aged 16–18 years old.Teachers we train in our anti-bullying sessions often tell us they didn’t receive more than a day’s training at college on this issue, are not always clear about what bullying is, how their school’s anti-bullying policy can be used for the best effect or, crucially, the impact it has on children’s learning and their long-term future. We know, too (anti-bullying organisations tell us) that while tools to tackle bullying are essential, strategies to prevent bullying happening in the first place are even more important. In these sessions teachers learn how a school culture where children are supported and encouraged in free time to be inclusive, and how celebrating differences can go a long way to ensure bullying is not overlooked or even tolerated. But crucially they also come to see, when given the time and space to look at and discuss bullying, that students who see others covering their ears every time they talk, or excluding them from groups during class or on school trips, or who are attacked by friends and strangers on Facebook for how they dress, can shape a view of themselves as worthless and the world around them as something that can’t be trusted. Those teachers come to realise that if, as adults, they dismiss those worries or fears by telling the student to simply log off Facebook or play with someone else or toughen up and ignore it, those children can grow up believing they should put up or persist with relationships which are hurtful or abusive. Or that they shouldn’t share their worries or fears with adults as they won’t be acted on, even when those worries and fears are even more serious. Studies have shown victims of bullying, including children who are very able, stand a much lower chance of doing well at school and are more likely to experience depression, anxiety and poor physical health as adults. This is a societywide issue rather than just a school one and teachers must see that they and their school cannot afford to ignore it.What is bullying?Bullying is defined as the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It’s where one individual or a group of individuals exert their feeling of superiority over those who are perceived as weak or vulnerable. Bullying can be physical, verbal or psychological. It can happen face-to-face or through cyberspace.What is bystanding?Children who are bullied are just as hurt, though, by those other children – sometimes children they considered friends – who stand by and do nothing when the bully strikes. Research shows that we are all less likely to do the right thing when we’re among other people who are doing nothing.We know that when children are in a group who are bullying (or in a group who are doing nothing about someone else’s bullying), they are less likely to do the right thing than when they’re on their own or with their family.Parents and teachers sometimes make assumptions about how children will behave if they show understanding at home or volunteer positive feedback in class discussions about friendship, respect and inclusion. It’s clear, though, that if those same children are in a playground or any place bullying is not tackled, or those who appear vulnerable are not valued, they might feel powerless to help – even though they know they should – and might even fear being ostracised if they do. That then has knock-on effects not only on the initial target of bullying but on their own feelings of self-worth or their learning when they get back into class.So what to do?Achievement for All work is partnership with The Anti Bullying Alliance and offer anti-bullying training in schools where we provide teachers with understanding and strategies to take back to their class.  Some 95 per cent of those we work with rate what they learn in our sessions as outstanding and agree that they shift the way school staff look at the problem in their setting. They learn: That as confident adults they might see name calling or exclusion from games as a trivial thing, or even part and parcel of playground experience. But their view of behaviour isn’t the issue. It’s how students feel about it that matters. The child’s perception has to be the starting point. A pupil might feel isolated because they are never picked to be in a group in class and have to be manipulated into one by the teacher. Or they might always feel excluded from a game in the playground by children who say they can’t play"
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        [0]=>
        string(4) "anti"
        [1]=>
        string(8) "bullying"
        [2]=>
        string(8) "alliance"
        [3]=>
        string(6) "survey"
        [4]=>
        string(8) "bullying"
      }
    }
    ["categories"]=>
    array(7) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Behaviour"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Behaviour Management"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(38) "Emotional and Behavioural Difficulties"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
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        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(12) "Safeguarding"
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        string(4) "none"
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        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
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        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(5) {
      [0]=>
      array(4) {
        ["value"]=>
        string(38) "anti-bullying policy"
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        bool(false)
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        array(3) {
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        }
      }
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        ["value"]=>
        string(9) "Behaviour"
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        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(17) "bullying"
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        array(2) {
          [0]=>
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          string(8) "bullying"
        }
      }
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      array(3) {
        ["value"]=>
        string(19) "Emotional Wellbeing"
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        string(4) "none"
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        array(0) {
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    }
  }
}

Behaviour

Bullying: Time for us to make a change

13 Mar 2017