Preventing
Tackling bullying has two aspects: intervention on the one hand and prevention on the other. The first aspect frequently seems more urgent — something has happened, a pupil is distressed, immediate action by the school is required. It is only later, staff may feel, that there will be time to put in place an overall preventative framework. However, it is much easier to respond and intervene effectively, when an incident occurs, if a framework is already in place.
First, there are some starting points for school self-evaluation, based on a recent report by Ofsted. The points are set out as questions that staff and governors can valuably ask about their school — though not all the points are equally relevant in all schools at any one time. One of them is to do with a school's overall curriculum and this is developed through discussions of key ideas and concepts in all curriculum subjects and suggestions for classroom activities.
Teaching about forms of racism and prejudice in the classroom necessarily involves staff in leading discussions of topics on which society is divided, and on which there is likely to be a wide range of opinion and viewpoint not only amongst the pupils themselves but also amongst their parents. It is valuable, therefore, if staff have clarified with each other how controversial issues should be handled.
Finally, several case studies and stories of good practice are provided.
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Published: 25 March 2006
