STOP BULLYING IN OUR SCHOOLS!

6:55 am PST, Dec 29, Jennifer Gardner, Florida

3:03 pm PST, Dec 26, KRYSTIAN Shaw, Canada
Praise and reward systems have their origin in behaviourist psychology which in turn underpins many of the commercial packages on promoting good discipline that are now available to schools. In brief, these packages suggest that schools can make a difference to children's behaviour by setting out clear rules and specifying rewards and sanctions for breaking the rules. The essence of these systems is a belief that children can choose how to behave. By recognising and rewarding 'good' behaviour and punishing 'bad' behaviour it is believed that the good behaviour will be encouraged. Many commentators argue that schools react only to 'bad' behaviour and do nothing to recognise or reinforce the good behaviour of most young people most of the time. Critics suggest that such an approach is too simplistic as it eliminates the context in which behaviour occurs and places total responsibility on the individual for his or her behaviour. Despite these criticisms, praise and reward systems are now in operation in many primary and secondary schools in Scotland. Teachers and pupils seem to like them and they are reported as having beneficial effects on pupil behaviour in general. Although there is some variation in the detailed operation of systems they have a number of features in common. Setting the Rules There needs to be a clear set of rules. Schools report that a small number of rules is preferable as everyone will be able to remember them. Many schools have three or four rules for the whole school, which often focus on rights and relationships and help to define the desired ethos. They may be overtly positive (e.g. "everyone has the right to have their concerns listened to") or seemingly negative (e.g. "no put-downs"). However, all rules should help to achieve an orderly ethos in which achievement and positive relationships are valued equally. Sometimes rules for the whole school and for the classroom are the same. This has the obvious benefit of promoting consistency throughout the school. Sometimes there is one extra rule to take into account the special circumstances of a particular subject department, or age group, for example safety rules in science or physical education. There are many advantages to expressing rules in positive terms, not least the setting of expectations of good behaviour. The following is a typical set of classroom rules: * Arrive on time, in an orderly manner and with the necessary equipment; * When the teacher gives instructions, stop, look, listen and then do as you are told; * Do your best in your work and allow others to do their best; * Raise your hand if you wish to speak to the teacher and then wait quietly for the teacher's attention. Teachers report that respect for these kinds of rules is heightened if pupils and parents are involved in deciding what they should be and why they are needed. The agreed rules are displayed in classrooms and around the school to remind everyone of what they are. Sanctions and Punishments The consequences of breaking rules are clearly specified. Again this is most effective if sanctions are worked out collaboratively with pupils and parents. An example of sanctions for breaking classroom rules is given below. They begin with the less severe and gradually increase in severity: * verbal warning; * pupil moved to another seat; * punishment exercise; * pupil moved to another classroom; * detention; * referred to a senior member of staff; * excluded from class; At some stage (perhaps if misbehaviour is persistent or serious - but not if there is an isolated minor problem) parents are informed that their child has been given a punishment for breaking classroom or school rules. This, in itself, should not be seen as a sanction as that could lead to a situation in which the only time parents are personally contacted by teachers is when there is a problem. An aspect of praise systems is that positive contact with parents is encouraged. Praise and Rewards The most novel aspect of these systems for Scottish teachers is recognising good behaviour. We seem to be much more accustomed to noticing and reacting to bad behaviour that to acknowledging good behaviour. Research on teachers' classroom talk has shown that teachers use praise very infrequently. Most of their talk concerns giving instructions, explaining something or organising work. Even where individual teachers use praise and encourage their pupils there is very seldom a formal system for recognising pupils` efforts. In contrast there is a formal system for recognising bad behaviour. Praise and reward systems involve the formal and public recognition of good behaviour. Recognition is the reward. Again, the particular systems in use vary according to the individual circumstances of each school. They typically involve a praise card or homework diary in which the teacher stamps a mark or places a sticker to indicate good behaviour or effort. Each stamp is worth a number of points and the accumulation of these leads to a bronze, silver or gold award, presented at a year group or school assembly for the most prestigious award. Schools design their own awards or certificates and year groups in secondary schools or individual classes in primary schools can have their own particular designs. Parents are informed about the awards to their children and can be present at the award giving ceremony. At a lower level there can be a positive referral to a senior member of staff for good behaviour and effort. This makes quite a change for these staff who are accustomed to seeing pupils for indiscipline rather than for good behaviour. Schools using these systems report a general improvement in atmosphere, although they are by no means a panacea for all discipline problems. What has this to do with Bullying? There is no firm evidence that the introduction of a praise and reward system in a school will immediately help to reduce the level of bullying. However, we know that most victims of bullying and some bullies suffer from low self-esteem. It seems reasonable to assume that, in the long term, any system which helps such young people to feel better about themselves is likely to help prevent bullying behaviour and to speed the healing process for those who are suffering from its effects. The sanctions which form a part of such schemes can, in certain limited circumstances, be a deterrent to bullying. They may help prevent overt physical attacks or bring an end to a tradition of initiation ceremonies. However, before they can be used, there must be clear evidence that a rule has been broken. Bullying is often a hidden activity so such evidence can be difficult to gather. Bullying may simply involve a child being excluded from a group by her peers but for a child with a sensitive temperament this can be devastating. In other cases it may be difficult to decide if what has happened is really bullying or not: there is a fine dividing line between social teasing and unacceptable name-calling. All of this makes it difficult to specify the sanctions which would be imposed if a no-bullying rule were to be broken - and even more difficult to prove that such an infringement has happened. Other anti-bullying strategies will have to be applied in response to the majority of bullying incidents. Issues Schools have identified a number of issues which need to be addressed if praise and reward systems are to be effective: * The need for consistency among teachers in their use of sanctions and rewards; (This means a lot of time spent in discussion, setting up the system and explaining its rationale and a reduction in teachers' autonomy.) * regular monitoring of how the system is working, looking at patterns of positive and negative referrals, investigating variation amongst departments or stages and taking steps to ensure consistency; * avoiding rewards which have a monetary value or which signal that school work is not valued - for example being allowed to arrive late or being excused homework; * ensuring that praise is genuine and deserved not routine and meaningless; * keeping the system fresh and meaningful - each year with the arrival of a new set of pupils it needs to be reintroduced. Can Praise ever be Harmful? It is possible that in certain circumstances praise by teachers could have a deleterious effect. For example, if a child who was perceived by his peers as being a 'swot' were to be over-praised this could further isolate him from the group. In the long term, of course, the aim is to create an ethos in which personal achievement is valued by all members of the school community but, until this goal has been reached, teachers should be sensitive to the feelings of potentially vulnerable individuals. This is particularly important when dealing with older teenage boys. In Scotland and elsewhere this is a group in which academic achievement is often seen as not being 'cool' or macho; support structures are less well developed than among girls of the same age; and there is a rising rate of suicide. Praise systems, however, are based on a wide notion of achievement and not are not confined to academic attainment. Essentially they are concerned with the development of the whole person and are a way of making explicit the school's role in this process. Conclusion Praise and reward systems can help to establish a positive ethos in schools by recognising the good behaviour and effort of pupils. Most schools have systems for dealing with bad behaviour and many have systems for recognising the sporting and academic achievements of pupils. Until recently fewer schools had systems for recognising the good behaviour of pupils. If the trappings are introduced without the underlying discussion of, and agreement with, the rationale underpinning the system, then the system will quickly fail. In addition, the beneficial effects of a system which has been devised and implemented exclusively by adults may be limited in situations where adults are not present. Research tells us that a surprisingly large amount of subtle but harmful bullying takes place in the classroom. However, much more happens in the playground, corridors, toilets and other places out of adult sight. To tackle this it is vital that strategies should be adopted which ensure that pupils are appropriately consulted and fully involved. Methods used to achieve this, including circle time, pupil councils, buddy schemes, peer mediation etc., can be a vital complement to a praise and reward scheme. Praise and reward systems have to be part of a larger picture of a whole school ethos of positive relationships. In other words such systems have to be congruent with the deep structures and values of the school, otherwise they are doing no more than putting a Band-Aid on behaviour issues. Most schools who have experience of these systems say that they help tackle low-level indiscipline and they help pupils with deeper emotional and behavioural problems. However, additional support and help is also needed for these pupils. © Copyright This information sheet may be photocopied or reproduced for use within schools and other educational establishments providing the Anti-Bullying Network is credited. The way schools react is important The most effective thing that a school can do to reduce bullying is to have a policy outlining how the issue is raised within the curriculum, and how incidents are dealt with after they have happened i.e. the policy must acknowledge the need for both pro-active and re-active strategies. But no school has the answer to every problem, and no single method can be used to deal with all bullying incidents. The way in which adults react to bullying contributes to the ethos of the school and can help to make it more or less likely that bullying will happen in future. Ignoring the problem encourages it to flourish. A heavy-handed approach can drive it underground. However, a positive, open response will encourage young people to speak up about matters that concern them and will improve the learning environment by promoting more caring and responsible patterns of behaviour. How should schools react? This will depend upon: * The circumstances - always assess the true nature of an incident before applying any strategy. Group bullying or "mobbing" needs to be handled differently from problems created by an individual who persistently bullies others. Such a person's bullying may be merely one manifestation of a plethora of problems. * The existing practices and resources of the school - for example, there is no point trying to encourage a counselling approach if potential counsellors are not given the training, time and support needed to fulfil the task. Which strategies are best? Schools are getting better at dealing with bullying but it will be some time before a quick resolution of all incidents can be guaranteed. Sometimes all that is needed is a simple word or two from a teacher to make children realise that what they are doing is wrong. At the other extreme some bullying remains intractable. The development of new ideas continues and all it is possible to do at the moment is to list some of the strategies for which success has been claimed and to provide a few words of commentary on each. * Punishments such as suspension or expulsion can mark the seriousness with which an episode of bullying is viewed and can also help to provide a safer environment for victims. It also has to be recognised that some types of bullying are crimes. Schools are subject to the law of the land so the possibility of punishment in response to very serious incidents cannot be denied. However, the great majority of bullying goes unpunished so some new ways of helping the thousands of hidden victims of bullying are needed. * Assertive discipline - a method developed the United States which involves a rigid system of rewards and sanctions consistently applied by all teachers in a school. It is claimed that this method helps to motivate learning and to reduce the level of classroom indiscipline, but its effectiveness in coping with bullying is not clear. * Bully boxes - a simple method whereby youngsters can put their concerns on paper and post them in a "bully box". What happens to these notes is the key to the success or failure of this technique. Can genuine comments be distinguished from frivolous or malicious ones? * Bully courts - the idea that young people should play a part in making school rules and in deciding what should happen to those who break them is not new. Some progressive schools introduced councils to do this over fifty years ago. More recently a few schools have tried to establish courts or councils solely to deal with cases of bullying. However, the principle that young people should sit in judgement on their peers, and punish wrongdoers remains controversial. What is clear is that adults must play an active and guiding role in such proceedings in order to protect the welfare of all the young people involved. * Counselling - a teacher or another adult may have the skills and time to offer support to young people involved in bullying. Both bullies and victims can benefit from this process. The main problems are that it is time consuming, the youngsters must take part voluntarily and there is a lack of trained counsellors in schools. * Mediation - some schools have introduced schemes where two parties to a relationship problem agree that a third person, who may be either an adult or another young person, helps to negotiate a solution. This seems to be helpful in many situations, especially where there is not too large an imbalance of power between the protagonists - but not in all cases of bullying. A bully may refuse to take part because he or she has no interest in ending the bullying. A victim may feel that a negotiated solution is not appropriate when it is the other person who is entirely in the wrong. * Peer counselling - a small number of secondary schools have used older teenagers as peer counsellors. Good training and continuing support is vital if these young volunteers are to be able to help victims who may be quite seriously distressed. * The 'no blame' approach - a step by step technique which allows early intervention because it does not require that anyone should be proved to be at fault. A group of young people, which includes bystanders as well as possible bullies, is made aware of a victim's distress and is asked to suggest solutions. This approach is particularly useful in dealing with group bullying and name-calling, when it may be difficult to use more traditional remedies. * The 'shared concern' method - a Swedish technique which has much in common with the "No blame" approach, although it has not been widely used in Britain, perhaps because it is more elaborate and time consuming. Both of these methods have been criticised for failing to allocate blame but both aim to encourage bullies to accept responsibility for their actions as well as bringing the bullying to an end. * "Solution focused approaches" share much of the philosophy of the previous two strategies but can be applied to problems other than bullying. This is helpful because the task of finding out the facts of an incident and then of making a judgement about whether it should be called bullying or not is sometimes impossible. Relationship problems amongst a group of children can be very complicated indeed. They can also be very damaging to the personal development and education of some of the individuals involved. Being able to intervene without wasting too much time trying to untangle emotional knots has obvious attractions for busy teachers. * Reporting systems - it is most important that schools should have efficient ways of recording reports of serious bullying so that a check can be kept of patterns of behaviour. This can also help to ensure that incidents are not overlooked. * "Safe rooms" have been set up in some schools at break and lunch times as a refuge for bullied children. Although this may provide safety in the short term, it could have the effect of making the rest of the school seem even more hostile to the children who use it. * Telephone help lines - services such as ChildLine provide valuable support to children who are afraid to speak out about bullying. However, the fact that they exist is a signal that some schools are failing to provide conditions in which children are able to discuss their problems openly. One or two schools have set up their own internal help lines in an attempt to increase the opportunities for worried children to seek help. * Talk - no strategy will be effective unless all members of the school community, pupils, parents, teachers and others, are prepared to talk about bullying openly and seriously. Back What is the law on bullying in school? Pupils have the right to be educated in an atmosphere which is free from fear. Head teachers and others responsible for running schools have a duty to do all that they reasonably can to protect pupils in their charge from intimidation, assault or harassment. This right and this duty are enshrined within documents such as the UN Convention on the Rights of the Child, the Children (Scotland) Act 1995 and the European Convention on Human Rights. It should also be remembered that schools are subject to the law of the land. Assault, harassment and intimidation are offences, whatever the age of the perpetrator or victim. Although there is no law which states that Scottish schools must have a specific anti-bullying policy, documents such as "Action Against Bullying", which was distributed to all schools in Scotland in 1992, contain a strong recommendation that they should. This recommendation has been endorsed by local authorities, the Scottish Office and its successor, the Scottish Executive. When should bullying be referred to the police or to the Reporter to the Children's Hearing? The legal system is rarely involved in dealing with school bullying. There are very good reasons for this. Less serious bullying can and should be dealt with within the school. By working together, parents, teachers, pupils and other members of the wider school community develop effective reactive strategies which can be implemented quickly. It is most important that bullying is resolved as quickly as possible before any serious damage is done to the personal development or education of the young people involved. However there may be circumstances in which the police are called in, either as a last resort or because of the seriousness of an incident. Anyone can make a complaint about bullying to the police. Teachers, parents or other members of a school community may decide to do so if: * a bullying incident could have serious consequences for the victim - making a judgement about this can be very difficult because even incidents which are perceived as being minor by an observer can have potentially serious long-term consequences for a victim * other strategies have failed or are considered to be inappropriate because of the seriousness of what has happened and * there is a reasonable possibility that making such a report could make the bullying less likely to recur and produce an outcome that helps the victim. There may be occasions when an episode of bullying involves incidents both in and out of school. In such circumstances it is vital for teachers and parents to work in co-operation with the police and other appropriate agencies such as social services or youth organisations. What can the police do? Schools and the police are developing new ways of working together pro-actively to prevent bullying. For example, in 1991 Lothian and Borders Police helped schools in the Liberton area of Edinburgh to produce a pack entitled, Speak Up. More recently Grampian Police have produced a CD-ROM for schools entitled, Learning for Life. The police will investigate reports of serious incidents of physical bullying or harassment. If they are satisfied that an offence has been committed and that a person or persons who may be responsible have been identified and are under 16 they will normally send a report to the Reporter to the Children's Hearing. The Reporter will then decide whether or not to call a hearing to discuss the case. Sometimes a hearing will be called to discuss the welfare of a victim of bullying. This happened when one girl stopped attending school because she said she was so frightened of bullies at her school. The police may decide that there is insufficient evidence to justify a referral to the Reporter but officers may be able to help by speaking to the young people involved and to their families. Can solicitors help? A small number of people in Scotland have taken a claim against local authorities to court. In other countries such as Sweden, Ireland, England and Australia such cases have been more common. If a parent or an adult victim decides to take this course they should consult a solicitor for advice or contact the Scottish Child Law Centre for information (see below). What are the advantages of taking legal action? * Victims and their families sometimes feel that their concerns are not being treated seriously. Involving a solicitor can change this. * A solicitor can provide support to individuals who may feel powerless against school authorities. * A court decision in favour of a victim could help that person to come to terms with their experiences by ruling that the school did not act properly. * The court may order that damages be paid as compensation for the harm suffered. * A high profile court case can help to clarify the duty of schools to protect victims. This could make it less likely that others will suffer in the future. What are the disadvantages of taking legal action? * It can be very stressful. If the case is defended, an emotionally fragile victim may be subjected to lengthy cross-examination. * Any resolution will be severely delayed. Papers have to be prepared and witnesses who are willing to testify must be found. Meanwhile victims and their families will not be able to put the events behind them and get on with the rest of their lives. Deborah Scott took Lothian Regional Council to court over bullying which occurred in 1988 and 1989. It was ten years before the case was heard. * The outcome is uncertain. Deborah Scott lost. * Enormous expense can be involved, especially if the claimant does not receive legal aid. Becky Walker lost her case and was ordered to pay Derby County Council's costs which were estimated at £30000. The judge in that case revealed that even if she had won she would only have been awarded £1250. * Once a head teacher knows that there is a possibility of legal action it will become more difficult for him or her to admit that mistakes may have been made and that a new approach is needed. PeaceBuilders - a case study PeaceBuilders is a long-term, community-based, violence reduction/crime prevention programme for primary schools developed in the USA and Australia. Dr Gayre Christie, who worked with the Anti-Bullying Network as a visiting scholar in 2000, has led the development of the programme in Australian schools. The programme is designed to help create an environment that reduces violence and establishes more peaceful ways of behaving, living and working. It incorporates many of the elements of a praise and reward scheme and is intended to affect all aspects of the ethos of a school. The Anti-Bullying Network is supporting a trial of this programme at Craigentinny Primary School in Edinburgh. The school's Depute Head Teacher, Moira Heatly, describes the work: PeaceBuilders at Craigentinny "At Craigentinny Primary School our aim is to ensure that every child feels happy and safe and we take pride in the supportive ethos within the school . We work in many ways to enhance each individual's self esteem and promote positive behaviour throughout the school. Our school is a medium-sized city school which serves a catchment which is diverse in its socio-economic spread. We have a very large nursery and two special classes for children with language and communication disorders of an autistic nature." Why we got involved "Last session we consulted Andrew Mellor from the Anti-Bullying Network at Edinburgh University, about our anti-bullying guidelines for children and adults. It was through Andrew that the link with PeaceBuilders was established and we were asked to pilot the material in Scotland. As a staff, we use many strategies to promote positive ethos and behaviour within the school and felt that this programme offered the skeleton of explicit values onto which all the other strategies could be hung. It would compliment the other work that was already in place." Research issues "The responsibility for coordinating the evaluation of the project was taken on by the Anti-Bullying Network. Before the project started, a questionnaire survey was carried out and information gathered in order to establish a baseline. The results of this survey will be compared with other data collected as the project progresses with the aim of measuring any changes which result. Throughout the project the procedures will be regularly reviewed by staff and children and amended as necessary." Main principles "The programme aims to increase cooperation, achievement and individual success through a programme which promotes peaceful behaviour. It aims to reduce verbal and physical aggression in and beyond the school setting and it seeks to give children the skills to become resilient and to make wise choices throughout their lives. 5 Key Messages 5 carefully worded behavioural guidelines are at the heart of PeaceBuilders: * Praise People * Give up put downs * Seek wise people * Notice hurts * Right wrongs Some Features of the Programme "Through a process of training and review we regularly monitor and adapt the way in which the programme is developing within the school." "As a staff we feel that this programme brings together, within a common language, all the other strategies we use to build a positive ethos and discipline within the school. The language of PeaceBuilders gives a common understanding of what is expected of the children. We have established not only the language but a set of school wide strategies to motivate, build self-esteem and uphold the main messages of PeaceBuilders." "All staff have individualised praise notes which they distribute to children who are PeaceBuilders. These are displayed and taken home to parents." "The children have expectations about the way we treat each other and the way we want to be treated." "The Craigie Crew have been established to support positive play and isolated children in the playground." "A school-wide, class and individualised reward system has been established." "We are developing systems to inform and involve parents and the local community." "There is a programme of events to celebrate successes and achievements." The use of circle time in schools developed from quality circles which have been used in industry for many years. Jenny Mosley, who has done much to popularise its use says that it was used in industry, "to overcome the gulf that can develop between management and the shop floor... the reputation for quality which Japan enjoys can be attributed largely to the widespread use of the approach". Circle time also has roots in social group work and in solution focussed therapeutic approaches. The method is now in widespread use in schools across the UK. In Scotland many primary schools use the method regularly and it is starting to be introduced into secondary schools. There is an increasing awareness of its benefits as part of a whole school policy aimed at creating a positive ethos and dealing more effectively with problems such as bullying. It can be used with young people of any age providing it is introduced carefully and with the backing of resources and techniques which are suited to the age and stage of the young people involved. The references at the end of this sheet provide a starting point for those interested in introducing circle time to their classrooms. Creating the Right Conditions Between 6 and 18 participants is the best number. Any more than that and it becomes difficult for everyone to take a full part in proceedings. An open circle of chairs or cushions is all the equipment that is needed. There should be no tables or desks which could act as a barrier - or a support for slumping heads! Care should be taken so that the circle is as perfect as possible, allowing each face to be seen by all other participants. Many schools also use a `talking object` to facilitate discussion. The talking object can be anything - a teddy bear or other cuddly toy, a cushion or a decorated piece of wood or plastic can be used. This talking object is passed around the circle and the only person who is allowed to talk is the person holding the talking object. What does the Teacher do? The teacher is a part of the circle and sits on the same type of chair or cushion as everyone else. This helps to signal that what is happening is a special kind of classroom activity in which the teacher is a facilitator rather than a director. He or she has a special responsibility to ensure that the agreed rules are kept, that the emotions of individuals are protected and that suitable activities are prepared. The teacher must also be ready to draw a session to a close if pupils are persistently breaking the rules. This can happen, particularly with teenage circles, and it is important that the failure of one session does not lead to the method being abandoned. For some pupils this type of activity, in which they are encouraged to take responsibility for their own words and actions, is new and takes some getting used to. What are the Rules? The most important thing about the rules for circle time is that they should be discussed and agreed by all members. This is one of the first activities that should take place. Three basic rules which should be discussed are: * Only one person should speak at once - the talking object helps this rule * You can "pass" if you don’t want to speak about something * No put downs The first of these helps to create order and to encourage people to listen to others. The send and third help to ensure the emotional safety of children taking part: nobody should be forced to speak about something which they find embarrassing and nobody should be ridiculed for saying something in which they genuinely believe - however much others may disagree with their views. The group may state these rules in other ways and may add extra ones. Keep it Positive There is a possibility that this could be a negative activity - a moaning session in class time. The teacher should set the tone by taking every opportunity to make positive comments - "that was very interesting" or "thank you, that was really helpful". If, during an open discussion a negative comment is made (a common one is, "the school toilets stink") the teacher should encourage others to suggest solutions rather than just allowing them to echo the complaint. The emphasis is on problem solving - a solution focussed approach rather than going over and over the past. Getting Started It is good to start each session with a game. This can help to relax everybody or to trigger discussion. For example, a game that can be used to develop trust involves the participants forming pairs. The first person holds his or her hand exactly 30 centimetres in front of the second person’s face. The second person now has to try to keep that position while the first slowly moves his or her hand around. As people stretch out on tiptoe or descend to floor level in an attempt to maintain the required separation things can get noisy so insist on silence - anyone breaking the rule is "out". After a minute roles are reversed. This could precede a discussion about the nature of trust. A Mexican wave can be used to promote co-operation or a guessing game could be used to help develop questioning skills. To help develop listening skills pairs can again be used. Each one of the pair has to tell the other two or three interesting things about him or herself. Each pair then has to introduce each other repeating the interesting things. Shopping list games can also be used to help listening. Each person has to remember the items suggested by others in the circle. The Discussion This can take various forms. The teacher should first remind the group about the agreed rules and then initiate a round of statements. Start off with non-controversial topics which will encourage participation. For example, "my favourite activity is..." or "being a friend means...". As the sessions continue the participants develop more confidence and will start to reveal more about themselves. The teacher should make sure that vulnerable participants are protected from put-downs. Starters such as, "the best day of my life was..." and "the worst day of my life..." can produce very revealing, and sometimes moving, contributions. Solving Problems Circle time can be used to help solve problems which have been identified by either the teacher or the pupils. Problems and issues can be identified by brainstorming or by rounds such as, "the best thing about this school is..." and "the worst thing about this school is...". Try to make sure that if a real problem is identified at least one positive suggestion is agreed before the session ends. (e.g. "Mrs. J will arrange for John and Sarah to have a meeting with the head teacher to discuss the toilets"). What has this got to do with Tackling Bullying? Circle time has an important role to play in the prevention of bullying. It can help young people develop skills such as listening and empathising; it can promote respect for others and self-esteem; it is a forum within which the nature and effects of bullying can be considered; and it can be used to develop an anti-bullying code to which all members of the school community have contributed. It can also be used to react to a particular problem. For example, if a particular group of youngsters is involved in bullying behaviour this could be openly discussed in the circle. Another example might be if a pupil is being socially excluded because of a perceived difference. A circle time discussion could be initiated which focused on an individual’s right to be different. This could be done in such a way that it did not draw attention to the excluded individual but promoted reflection about the underlying causes of the isolation. If it is only an isolated, spasmodic activity the value of circle time is greatly reduced. However, if its principles are incorporated into a whole school policy and practised by adults as well as pupils it can make a fundamental difference to the ethos of a school. It will not completely stop bullying but it will help to involve young people in the development of a school policy, bring more incidents into the open and encourage a more caring atmosphere. Youngsters will start to apply the "no put-downs" rule outside the circle and will remind their peers - and sometimes their teachers - when this rule is broken.

Tell people real storys of bullying and cyberbullying and this will be a big impact and make it a law about bullies! and also As an educator this is something that needs to stop. I've heard stories from my great grandmother saying bullying was common in school when she was little. The methods they used back then (such as punishing the one who fights back in self defense) are still used, and still not working (duh!). Students being attacked should be allowed physical defense. Students verbally bullying should be told very firmly to knock it off. There is a growing lack of manners these days, so adults need to take the time to teach basic manners to lessen bullying.

1:46 pm PST, Nov 19, Anita Deme, New York

5:18 pm PST, Nov 17, Mark Barriger, New Hampshire

8:47 am PST, Nov 4, Name not displayed, Canada
Talk about any differences that may come up in a honest and straight forward manner. Use it as a opportunity for not just education but explain that just because someone is seen as popular, smart or accepted as they are doesn't make them less important as a person. We should start teaching kids today the true value of one's core character and worrying less about what designer label they happen to be wearing. Discuss human rights to religion, ethnic differences, free speech and why they have the priviledge to these rights. To honor and celebrate differences not be so close minded to what society and media says is acceptable. Should be made to volunteer to the homeless shelters, visit a mosque or synagogue. Anything they see as out of the norm. Let the schools have seminars on different culture. languages, and religions. Make cooperative games and interacting part of the it. It would be a start.

Adults set the example of acceptable behaviours . They set the morale code and the ways they conduct themselves is how children model their actions. Lead a positive lifestyle and chances your children will too.

6:40 pm PDT, Oct 26, Eric Scionti, Arizona

2:38 pm PDT, Oct 21, Dan Moran, Vermont
The basic safety of students should be a top priority, and abusive conduct should be given the most serious attention possible. For far too long, certain kinds of abuse have been perceived as relatively normal among kids of various ages. It must be made clear that the intial idea of abuse is not OK, regardless of whether the level is minor. Verbal abuse, pushing, striking, and shooting are just varying shades on the same spectrum, and once started the tendency is always to keep going. These things need to be addressed from the very earliest ages and while their manifestations are relatively minor.

9:06 am PDT, Sep 24, Maria Escobar, Florida

12:44 pm PDT, Sep 19, Simos Tarabatzis, Greece

1:38 am PDT, Aug 26, Tamarah Swensen, Netherlands

8:06 pm PDT, Aug 24, LuCy J Boogaard, Netherlands

10:37 am PDT, Aug 5, Andi Alnwick, New York

4:56 pm PDT, Jul 24, Dawn Hill, Georgia

7:07 am PDT, Jul 24, Rebecca Rotondo, Connecticut

1:34 pm PDT, Jul 23, Esther Elizabeth Crompton, South Carolina

8:51 pm PDT, Jul 19, Name not displayed, Ohio
i was the target of school bullying when i was in school. so, where most kids have memories of happy times in school, mine were miserable. you don't really know until it has been done to you!

adults can help their children to become better people by setting an example themselves and teaching tolerance and respect for others in the home. the schools are not reponsible to teach these things!

1:23 pm PDT, Jun 16, Daniel James, United Kingdom
I agree. I think bullying is the lowest form of toughness.

Do parents realise this is still going on?

8:29 am PDT, Jun 13, Hira Rehman, Canada
Adults should by raising awareness of their kids. Also have an friendly environment in home so kids do not have that mean attitude for other kids.

8:38 am PDT, May 6, Laurel Burns, Maine

3:03 pm PDT, May 5, Lauren Stamatis, Massachusetts

5:11 pm PDT, Apr 29, Megan DePerro, New York
I am an educator. I teach in a very rough area and the children are fearful of bullying as much as they are of being shot in the street.

The US needs to bring back discipline, manners, social skills, and values because they serious lack in our country these days.

12:50 pm PDT, Apr 24, Marion Thomas, Australia
BULLYING MUST STOP IN OUR SCHOOLS before it is to late,I remember my early years at school as I was bullied along with my twin sister.The HURT,ANXIETY,physicaly being sick every Sunday night knowing Monday is school.We were always bullied and teased just for being twins(wearing the same clothes)Children can say hurtful things that cut deep into ones heart,childhood years are suppose to be happy and you should feel safe and comfortable in the enviroment you are in.I myself can honestly say the memories stay with you for life.Only today when I see someone going through what we did,I know as an adult we must reach out to these children to make them feel wanted and special,I was always told help those in need and I can tell you from experience it is very rewarding.THINK BEFORE YOU SPEAK!

ADULTS can help by asking their children how school is going,getting children to talk about their problems.Also have school meetings perhaps monthly to bring up these issues.Perhaps some sort of punnishment to fit the crime,take something precious away from the BULLY whether it be at school or at home,they must be made aware that it will not be tolerated.

5:56 pm PDT, Apr 12, Caitlyn Nelson, North Carolina

9:27 am PDT, Apr 9, Carrie Davis, Louisiana

2:40 am PDT, Apr 4, Can Atik, Turkey

3:17 pm PDT, Apr 2, Jane Hutchinson, Canada
Kids should not be bullied in school or anywhere Jane Hutchinson

Tell their kids that bullies don't get anywhere in the world. Tell them that bullies usally go to jail for abuse or murder cos they bullies don't know to how act like human beings

2:50 pm PDT, Apr 1, Suzie Gordon, New Hampshire

11:26 pm PDT, Mar 30, BiLL Fowlie, Maine

4:38 pm PDT, Mar 30, Kimberly Ressel, Florida
We need to teach our children that bullying isn't normal or okay and to stand up for themselves. Tell a teacher, parent or friend so it can stop. Keep our kids from killing themselves. Put a stop to bullying!

6:14 am PDT, Mar 28, Name not displayed, Wisconsin

4:10 am PDT, Mar 28, Shannon Sultan, Wisconsin

4:54 am PDT, Mar 27, Name not displayed, Thailand

10:29 pm PDT, Mar 24, Roxie Schliesmann, Wisconsin

3:54 am PDT, Mar 24, Catherine Smalley, United Kingdom

7:22 am PDT, Mar 20, Hercolena Oliver, South Africa

1:21 pm PDT, Mar 18, Nicole Kofidis, New Hampshire

9:14 pm PDT, Mar 17, Erin Shelly, New York

7:28 pm PDT, Mar 17, JOCELYNE ANNIE, Canada
THIS HAS TO END !! NOW !! BEFORE A STUDENT COMES TO SCHOOL WITH A FIRE ARM & DOES A SHOOTING, !! PREVENTION !! PLEASE !!

1:47 pm PDT, Mar 17, Jennie Havens, New Jersey
My son was a victom of such a horrible crime. Because of the color of his skin and bullying from this other childs family members. We truely never got the help that my son needed. It haunts him to this day. He now has to be home schooled. This is not the way he should have to live his life because of the stupid acts of another child and the district's not doing enough. Wake up people are kids need help!

I teach my child forgivness and maybe his story can help someone else's child get through something like this.

12:18 pm PDT, Mar 17, Pam Boland, Georgia

10:44 am PDT, Mar 17, Cara Gubrud, Minnesota

9:32 am PDT, Mar 17, Sharon Forster, Arizona
Teaches turn their backs on these events. They are educated people, who should know the impact of bulling carries far beyond the school walls, and even past the days of school attended. No person should have to be afraid, or ashamed to attend school. MAKE YOUR TEACHES STOP THIS!!

9:18 am PDT, Mar 17, Angela Jasper, Texas

8:32 am PDT, Mar 17, James Herald, Indiana

10:25 pm PDT, Mar 16, Jennifer Posanka, Illinois

10:03 pm PDT, Mar 16, Teresa Mac Tavish, Canada

5:22 pm PDT, Mar 16, Silvia Ferreira, Portugal

2:11 pm PDT, Mar 16, * Zentura, Wyoming

4:20 am PDT, Mar 16, Tania Naim, Lebanon

3:11 am PDT, Mar 16, Thomas Pirovano, Switzerland
Hopp!

Yes!

8:09 pm PDT, Mar 15, David Dunkleberger, Pennsylvania
Please provide any suggetions you think may help...

How can adults help kids be better people?