Bullying in Schools: Tips and Tools for Effectively Combatting the Crisis

According to Bullying No Way, Australia’s leading bullying prevention initiative for schools, approximately one in four Year 4 to Year 9 Australian students (27%) reported being bullied every few weeks or more often. Even one incident of this harmful behaviour is too much. Though we often know it when we see it, what is bullying?

Bullying is defined by the three components:
• Repeated actions or threats
• Intention to cause harm
• A power imbalance.

There are various forms of physical and emotional bullying, which are essential for educators to be aware of. These include:
• Physical
• Verbal
• Social
• Cyber / online
• Emotional & psychological
• Coercive control (NB. This is a newer phenomenon however very present in school contexts where there are peer related coercive control that affects students.)

Though schools condemn bullying, discrimination, harassment and abuse, statistics and real-life experiences remind us that these harmful actions are still prevalent in our classrooms and hallways.

So how do we prevent and manage bullying?

Preventative Measures
Each school community is tasked with establishing a culture that actively adopts strategies and implements measures to promote child wellbeing and prevent harm to children and young people. This crucial endeavour commences with the creation of clear documentation that is readily available and effectively communicated to teachers, students, parents and the broader school community. Through a child’s school journey, this might look like:
• Honest and frank enrolment interviews that address bullying. This ensures that everyone is aware of what is meant by the term bullying, what that looks like in practice, the school’s zero tolerance position and how it will be handled.
• New student inductions that clearly delineate between acceptable and unacceptable behaviours. In practical terms, this means delving into concepts like "respect" and engaging students in real-life scenarios to clarify the school community's expectations for conflict resolution and fostering healthy relationships.
• Annual reminders of community expectations for all students at age appropriate levels. Current students still need to be reminded of the school’s expectations concerning appropriate behaviours.
• Ongoing education and training. By supporting the use of government provided resources, annual campaigns and provision of school-based training, we can set young people up to have better relationships and resolve conflict in a healthy way.
• Parent education is a proactive approach in preventing bullying or detecting it early, enabling quicker intervention and support. Bullying tends to go unnoticed by adults until it escalates significantly. Hence, it's essential to empower parents with insights into bullying and equip them with effective response strategies.

Responsive Measures
Responding to allegations of bullying requires wisdom, time, objectivity and a consistent application of policy and procedures. When combined with the preventative measures applied above, schools have the opportunity to support students through difficult and often painful situations.
• Schools must be well-versed in their policies and adhere strictly to their established procedures. Bullying allegations are immensely challenging for all parties involved and carry significant gravity. It is crucial that students receive procedural fairness throughout the entire process.
• Responding to a bullying allegation often requires a significant amount of time. Determining the truth of a matter can be challenging, and it may necessitate gathering accounts from multiple witnesses to fully understand the situation.
• Schools must be prepared to respond to confirmed acts of bullying with consequences, as outlined in their behaviour policy. This may include school disciplinary action, referrals to external agencies, such as the police, and potential suspension or termination of enrolment.
• Schools must be prepared to address bullying with a broad range of intervention support methods that are in addition to direct sanctions, addressing underlying causation and matters of the heart. An example of this would include Restorative Practices, which prioritise giving voice to victims and guiding young individuals through a process of genuine apologies and, when suitable, fostering authentic forgiveness.
• Investing into student wellbeing services is a sign that schools take bullying seriously. Having executives on staff with a focus on student wellbeing and safety, and allocating time to staff to support different grade levels to follow up matters promptly.

A Multifaceted Approach
Bullying is not a new phenomenon, but its manifestation in the digital age has given it new dimensions. At the heart of the issue lies the emotional well-being of our students. Bullying can lead to lasting psychological scars, hampering a child's confidence, self-esteem, and overall mental health.

Australia's unwavering commitment to combating bullying in schools underscores its dedication to nurturing the comprehensive growth of its youth. The diverse strategies being implemented across various states are charting a course towards a safer and more inclusive future for our children.

At Australian Christian College, our core mission revolves around investing in well-being to ensure that each student is deeply understood and cherished. This deep-rooted commitment to caring for students drives ACC to continually implement effective anti-bullying strategies.

Looking ahead, it is evident that the battle against bullying is a continuous journey that necessitates the collective participation of parents, educators, students, and policymakers. Through unwavering collaboration and sustained dedication, schools have the power to guarantee that our children's educational paths are characterised by advancement, resilience, and a profound sense of security.

Maria Sarina is a dedicated mental health advocate with extensive academic credentials, including a BA in Social Psychology/Social Research from the University of Western Sydney, Diplomas in Counselling and Community Services, and Advanced Diplomas in Biblical Studies. She is affiliated with both the ACA College of Supervisors and the ACA College of Christian Counsellors. Maria currently serves as the Coordinator of Counselling and Care Centre Manager at ACC Marsden Park. She is also the Director and Founder of Friendship Centre Counselling Services.