Anti-bullying

Alvie Primary School

Highland Care and Learning Service 

Positive Relationships and Bullying  Prevention Policy and Guidance version in the Highland GLOW Equality, Diversity and  Children’s Rights Site which is accessed via the For Highland’s Children tile. 

Updated June 8 iew June 2020

1 

Contents 

Foreword Page 3 What do we mean by bullying behaviour? Page 4 

Prejudice-based bullying Page 5 Children’s Rights Page 6 

Expectation and Responsibilities 

∙ The Highland Council 

∙ Schools and other education establishments 

∙ All staff of schools and other educational establishments employed by the Coun cil 

∙ The Named Person 

∙ Parents and carers 

∙ Children and young people 

Responding to Bullying Behaviours 

∙ How to make decisions about when and when not to share information ∙ Involving parents and carers in addressing incidents 

∙ Labelling 

Page 7 

Page 8 Page 9 

Page 10 Page 11 Page 11 Page 12 

Recording and monitoring bullying incidents Page 13 Dealing with reports of bullying behaviours flowchart Page 15 Approaches to Bullying Incidents Page 16 

Positive Relationships, Bullying Prevention Guidance Page 17  Resources and Key Contacts Page 19

2 

Foreword 

The emotional health and wellbeing of children and young people is at the heart of achieving the  outcomes that our children have the best start in life. This involves enabling all young people to  become: successful learners, confident individuals, effective contributors and responsible  citizens. The Highland Practice Model’s wellbeing indicators state that in order to do well, now  and in the future, children and young people need to be safe, included, responsible, respected,  active, nurtured, achieving, and healthy. However bullying behaviour can have a negative impact  on all those indicators for both the young person participating in bullying behaviour and those  experiencing it. 

Bullying can exist in all schools and we recognise the detrimental impact it has on children and  young people’s lives. We have the responsibility to challenge behaviour and attitudes which lead  to bullying before incidents arise. When incidents do arise, it is important there are proper  procedures in place to ensure the appropriate action is taken.  

The purpose of this policy and guidance is to ensure a consistent approach across Highland to: ♦ Assist schools in establishing and maintaining a safe and emotionally literate environment,  free from threats or fear or harassment, in order that each pupil may be able to achieve  their full potential: as a successful learner, a responsible citizen, an effective contributor  and a confident individual. 

♦ Provide schools with a structure which will help them in their efforts to manage,  systematically, incidents of bullying whether or not it is prejudice based.  

♦ Enable school communities to become emotionally literate and build positive relationships  within and out with school.  

♦ Assist schools in fulfilling their obligations under the relevant legislation to pupils, parents/ carers and staff. 

Many thanks to the Misty Isle Youth Forum who prompted and led the update of the poli cy and guidance, and gave other young people across Highland an opportunity for their  voices to be heard.

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What do we mean by bullying behaviour?1 

Bullying is both behaviour and impact; the impact is on a person’s capacity to feel in control of  themselves. This is what we term as their sense of ‘agency’. Bullying takes place in the context of  relationships; it is behaviour that can make people feel hurt, threatened, frightened and left out.  This behaviour happens face to face and online (respectme, 2015). 

Bullying behaviour can harm people physically or emotionally and, although the actual behaviour  might not be repeated, the threat that it might can be sustained over time, typically by actions:  looks, messages, confrontations, physical interventions, or the fear of these. 

This behaviour can include: 

♦ Being called names, teased, put down or threatened face to face and/or online ♦ Being hit, tripped, pushed or kicked 

♦ Having belongings taken or damaged 

♦ Being ignored, left out or having rumours spread about you (face to face and/or online) ♦ Sending abusive messages, pictures or images on social media, online gaming platforms or  phone 

♦ Behaviour which makes people feel like they are not in control of themselves or their lives ♦ Being targeted because of who you are or who you are perceived to be (face to face and/or  online) 

During our YP consultation they said: “Bullying must always be taken seriously as it effects  every part of a young person’s life.” 

Bullying can occur for no apparent reason or it can be based on prejudices. It can be subtle or it  can be obvious, and it can cause short-term suffering or it can have long-term effects. Bullying  can affect people in different ways and this should be taken into consideration. If you are unsure  if the behaviour is bullying, look at the effect it is having on the child or young person. If they are  unable to respond effectively and regain their sense of control in the situation, adults need to  intervene to help restore it. Keeping the focus on impact reduces the emphasis on issues of  persistence and intent. What you do about bullying is more important than how you define it.  

The young person who is participating in bullying behaviour may not recognise that their  behaviour is perceived as bullying. It is important to note that if another young person feels that  they have experienced bullying behaviour then those behaviours should be investigated as  bullying behaviours. In some cases it may be that the realisation of the impact of their behaviour  may go some way to address the issue. 

Illustration: Alex Leonard, Children & Young People’s Commissioner Scotland

1 A National Approach to Anti-Bullying for Scotland’s Children and Young People, 2017 https://respectme.org.uk/bullying/what-is-bullying/ 

4 

Prejudice-based bullying 

Bullying behaviour may be a result of prejudice that relates to perceived or actual differences.  This can lead to prejudice and discriminatory language or behaviour, including racism, sexism,  homophobia, biphobia or transphobia. 

Research shows that anti-bullying work that clearly addresses the particular needs of vulnerable  or minority groups can be very effective. We need to create environments where diversity is  celebrated and name calling and comments based on prejudice are challenged. The Equality Act  2010 makes it unlawful to discriminate against people with a ‘protected characteristic’. These are:  ∙ Age* 

∙ Disability 

∙ Gender reassignment 

∙ Pregnancy and maternity 

∙ Marriage and civil partnership* 

∙ Race 

∙ Sex 

∙ Religion or belief 

∙ Sexual orientation  

*Age and marriage and civil partnership are not protected characteristics for the schools  provision. However, in general, the Act applies across all the protected characteristics in a  consistent way. 

Prejudice-based bullying includes the protected characteristics, but prejudice can and does  extend beyond these and can lead to bullying for a variety of reasons. In addition to the Protected  Characteristics covered by the Act, there is an expectation that other groups will be considered,  for example: 

∙ Additional Support Needs;  

∙ Asylum Seekers and Refugees;  

∙ Body Image and Physical appearance;  

∙ Gypsy/Travellers;  

∙ Care Experienced Children and Young People;  

∙ Young Carers;  

∙ Socio-economic Prejudice 

Full definitions of all prejudice 

based bullying can be found  

here: https://respectme.org.uk/ 

bullying/prejudice-based 

bullying/

5 

Children’s Rights 

It’s every child’s right not to be bullied. Children’s rights are unique in that many of them,  although designed for the safety and protection of children, have to be provided for by  adults and the government.  

The United Nations Convention on the Rights of the Child (UNCRC) was approved by the UK in  1991. It aims to recognise the rights of all children (up to age 18) and ensure that children grow  up in the spirit of peace, dignity, tolerance, freedom, equality and solidarity.  

Under the UNCRC, all children and young people have the right not to be discriminated against  or treated unfairly; to be treated in their best interests and to have their rights respected,  protected and fulfilled. Children and young people have the right to say what they think and have  their opinions taken into account; to get and share information; and to think and believe what  they want, as long as this is not damaging to others. Children and young people have a right to  meet together and join groups as long as they do not stop others, respect their rights, freedoms  and reputations. They should have a right to privacy and protection from attacks against their  way of life, and they have the right to be protected from being hurt, mistreated, physically and  mentally. Children and young people have a right to an education which encourages children to  respect others; human rights; and, their own and other cultures. 

This Policy is closely linked to the Highland Equality, Diversity Policy/Toolkit which can be found  in the Highland GLOW Equality, Diversity and Children’s Rights site. 

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Expectation and Responsibilities 

Your Role 

What is expected of you

The Highland  Council

∙ Provide up to date guidance on best practice and effective prevention of  bullying 

∙ Gather, maintain and report Highland-wide data on bullying levels and types ∙ Provide training and professional development opportunities and resources  for all staff working in schools 

∙ Through Quality Improvement Officers, and other systems, support schools  to identify, address and reduce bullying 

∙ Communicate high expectations of bullying awareness and preventions to  contractors and other organisations providing commissioned services for  children and young people 

∙ Engage with Highland Youth Voice and other relevant organisations to  ensure the voices of children and young people are heard and taken  account of 

∙ Maintain prejudice-based bullying as a standing agenda item for the Equality  Group and other relevant forums

Schools and  other  

educational  

establishments

∙ Ensure their school or establishment has clear policies on both preventing  and addressing bullying that reflect Highland Council guidance in school and  in the wider community 

∙ Ensure that staff, pupils and parents and carers are consulted on, and familiar with, relevant contents of these policies, and are as active partners in  consistently reducing bullying and its impact 

∙ Put in place, and monitor the effectiveness of, evidence-based whole school  and classroom level prevention measures 

∙ At least annually audit, sample or otherwise consult with young people and  staff about bullying incidence, impacts and effectiveness of staff responses.  For example use the online bullying survey - ask the Health Development  Officer for this survey. 

∙ Record all incidents according to guidance, including actions taken ∙ Respond, or ensure that relevant staff respond, promptly and appropriately to  all alleged incidents according to response guidelines 

∙ Liaise as necessary with other agencies and services to address needs of  individuals, groups or populations according to the Highland Practice Model ∙ Ensure all staff have regular and up-to-date (at least every three years, and  within their first year for staff new to the council) training and professional  development about bullying, including aspects specific to protected  characteristics under the Equality Act. For example the Highland Council’s  Equality and Diversity training, or specific training can be provided on  request.

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Expectation and Responsibilities 

Your Role 

What is expected of you

Schools and  other  

educational  

establishment  cont.

∙ The link for bullying prevention may be delegated to a promoted member of  staff who will follow up incidents and ensure that these have been properly  addressed. In a secondary school this will most likely be the pupil’s  Guidance Teacher. The Head Teacher must make clear to pupils and  parents who is the responsible member of staff and provide information to  all about how to contact them through posters and notices on display  around the school, plasma screens if available, school websites and school  handbooks. 

∙ Make parent and carers aware of organisational and local anti-bullying  policies  

∙ Ensure parents are provided with information on how to raise a concern  and the escalation process 

∙ Ensure there is clear monitoring and recording procedures and everyone in  the school or establishment are aware of these—monitor and review this on  a regular basis  

∙ Take action to promote positive respectful relationships, equality and  diversity and children’s rights 

∙ Offer children and young people a range of ways to report bullying or to talk  about any concerns they have in confidence 

∙ Resolve incidents of bullying proactively, using a respectful, proportionate  and holistic approach which takes account of the impact of the incident as  well as any underlying prejudice or other negative attitudes

All staff of  

schools and  other  

education  

establishments  employed by  the Council:

∙ Adhere to and understand the school and establishment anti-bullying policy, procedures and recording and responding to incidents 

∙ Reporting all bullying incidents to the appropriate member of staff  responsible/head teacher 

∙ Challenge behaviour and attitudes which lead to bullying and discrimination  prior to incidents arising 

∙ Implement preventive strategies, including fostering positive relationships  with young people 

∙ Undertake training or professional development about bullying, including  aspects specific to protected characteristics under the Equality Act as  positive role models to establish open positive and supportive relationships  ∙ Listen and take children and young people seriously  

∙ Engage with parents and carers 

∙ Share concerns appropriately within your organisation/service and seek  support where appropriate  

∙ Take action to promote equality and diversity and children’s rights  ∙ Work collaboratively to help ensure bullying cannot thrive ∙ Treat people with respect

8 

Expectation and Responsibilities

Your Role 

What is expected of you

The Named  

Person

Every child has a Named Person whose job already involves working with  children in Universal services. They are the first point of contact for children and  families and can be called upon when there is a concern about a child’s or  young person’s wellbeing that is not easy to address. Good practice would  expect that they are kept aware of any changes to a child/YP family’s  circumstances which may have an effect on the wellbeing of the child. They will  be in a position to spot concerns at an early stage and work with families and  other services. 

Where two or more services need to work together to meet a child’s needs, a  practitioner from one of these services will become the Lead Professional. The  Named Person will know who that is. 

Information on the role of the Named Person and Lead Professional is  contained in the Highland Practice Model.

Parents and  

carers

∙ Be aware of anti-bullying policies and practice in any school/clubs/groups  attended by your child or young person  

∙ Work collaboratively to help ensure bullying cannot thrive ∙ Share concerns about their child as early as possible with appropriate  teacher/practitioner/ coach  

∙ Engage through school Parent Forum/Parent Council or other appropriate  forums to contribute to and learn about anti-bullying practice 

∙ Treat people with respect 

∙ Promote positive respectful relationships 

∙ Listen and take children and young people seriously  

∙ Sharing concerns about their child as early as possible with appropriate  teacher/named person (where available)/practitioner.

Children and  young people

∙ Treat people with respect and do not engage in bullying behaviour ∙ Be aware of anti-bullying policies and practices in schools/clubs/groups  attended 

∙ Where safe and appropriate (not dangerous), challenge bullying behaviour  ∙ Work collaboratively to help ensure bullying cannot thrive. ∙ Share concerns with trusted adult/named person (where available). 

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Responding to Bullying Behaviours 

Each bullying incident should be reviewed individually and a number of different practices may be  adopted before finding one that is effective. We need to help children and young people who  demonstrate bullying behaviour by providing clear expectations about behaviour as well as  providing a range of ways to respond. This can include taking steps to repair a relationship, and  where appropriate, supporting them to make amends. We need to challenge prejudice and offer  the opportunity to learn and change behaviour.  

Therefore when responding to incidents or accusations of bullying the approach should be to ask: ∙ What was the behaviour? 

∙ What impact did it have? 

∙ What does the child or young person want to happen? 

∙ What do I need to do about it? 

∙ What attitudes, prejudices or other factors have influenced the behaviour?  

Children and young people who are exhibiting bullying behaviour will need help and support to:  ∙ Identify the feelings that cause them to act this way  

∙ Develop alternative ways of responding to these feelings  

∙ Understand the impact of their behaviour on other people 

∙ Repair relationships 

Schools and other education establishments need to ensure that: 

∙ All complaints and concerns are taken seriously and investigated promptly and consistently ∙ Those involved feel appropriately supported and that fairness and impartiality to all parties  concerned is shown to all parties during an investigation 

∙ Assumptions are not made which are based on previous incidents or misbehaviour ∙ Confidentiality is respected and knowledge of the incident is limited to those directly  involved with it and with any necessary action which follows. 

During our YP consultation they said: “The young person behaving negatively should always  be treated with kindness and the adults should try to understand why they have acted this way  rather than punish them”.

During our YP consultation they said: “Sometimes YP were called out of class to discuss the  incident—this sometime made it much worse. It is important to be discreet”. 

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Responding to Bullying Behaviours 

How to make decisions about when and when not to share information 

It is important to remember that information is being shared based on reasoned, professional  judgement. There is a clear distinction between telling key members of staff who are involved in  the young person’s education or care including the Named Person about a concern, and that  information being made more widely known. There are situations where a child may be content  with the information being shared with their Named Person but not with their parents. It is  important that information holders and the Named Person consider the views of the child before  reaching a decision to share further. If at any time there is any concern that the child or young  person may be at risk of significant harm, it is essential that Child Protection Procedures are  followed immediately.  

During our YP survey and YP consultation, many young people emphasised the need for  teachers and professionals to be more discreet and anonymous when dealing with bullying  incidents. 

Involving parents and carers in addressing incidents 

Sometimes there needs to be careful consideration as to whether involving parents is in the best  interests of young people considered to be old enough and/or able to give a strong view  otherwise (usually, but not always, young people over the age of 12). In these cases, staff  dealing with incidents should consult children and young people before contacting parents and  have due regard to their views. For example, there may be incidents where informing parents/ carers may expose young people to risk of harm, or where either staff or the young person  consider that likely parental reactions may make a situation worse.  

Examples include: 

∙ Where parents or carers may take matters into their own hands and intervene directly in  ways that might escalate the situation, for example through the use of social media ∙ After an incident of homophobic bullying, a young person may not wish to inform parents/ carers in case this prompts a discussion or reaction that they do not wish to have. 

If parents/carers are not informed, then a written note must be made of this, including the  reasons and any grounds for not informing (see guidance above). 

Normally, however, it is entirely appropriate to involve parents/carers in addressing incidents of  bullying as they can have a key role in support and future prevention. Consideration should be  given as to how best to do this. Parents or carers may be understandably anxious, angry, or  defensive and may need time in order to feel heard. They may wish to have a friend or relative to  be with them as a support during any meetings or discussion, and should be reminded that they  are entitled to this. 

11 

Responding to Bullying Behaviours 

Involving parents and carers in addressing incidents continued... 

Schools may decide that it is appropriate to communicate with home via a letter. If used, these  should state that the matter has been/is being investigated and inviting the parents to contact the  school. A similar letter should be posted to the parent/carer of the pupils who is involved in  bullying behaviour and followed up by staff to ensure understanding when there are known to be  issues with literacy. Whenever possible, the school should attempt to phone parents/carers to  alert them to what has happened before sending the letter home.  

The parents/carers of the young people may have formed particular views about the school’s role  in dealing with the incidents and which ‘side’ the school should take. Staff should consider the  views of parents, but should be aware of the impact of these views on the young person.  Opportunities should be made for each party to discuss their feelings and issues relating to the  incident in a safe and confidential manner. 

It is important that confidential information about pupils must not be shared with other parents.  Should a school be contacted for information on a particular pupil the following suggestions are  provided: 

“As this issue involved the personal circumstances of a child or young person we are unable to  make any comment on this individual case”. 

“Highland Council and/or ‘School’ is committed to working with schools, families and other  agencies to ensure that the needs of all children and young people in Highland are met and that  they can achieve their full potential”. 

During our YP Survey many young people said they would like to involve their parents and  would often tell their parent/carer if they were being bullied. However every situation is differ ent and careful consideration is needed as to whether involving parents is in the best interests  of the young person.

Labelling 

Labelling children and young people as ‘bullies’ or ‘victims’ can be disempowering and unhelpful  in changing their behaviour or supporting their recovery from being bullied. Adults dealing with  bullying behaviours are expected to be able to distinguish between a person and their behaviour.  Any bullying behaviour must be challenged, however, all people should always be treated with  respect. This does not diminish the seriousness nor impact of bullying behaviour; rather, it is an  essential way of maintaining the adult’s focus and response on the behaviour that is problematic.  

12 

Recording and monitoring bullying incidents 

For everyone who works with children and young people accurate recording of bullying incidents  ensures that an appropriate response has taken place. All reported incidents will be taken  seriously, investigated and appropriate action taken. It should be noted that this can have an  adverse effect if young people will not tell an adult because they think it may make matters  worse. It is important to ensure that members of staff are approachable and pupils can trust  them. 

Incidents of bullying must be recorded systematically and procedures must be followed. Each  bullying incident must be recorded in the Pupil Personal Record and also entered on SEEMiS  pastoral notes as a significant event.  

All allegations of bullying must be investigated according to the advice given. As part of the  investigation procedure, notes must avoid giving personal opinions and observations and contain: ∙ A factual account of what happened;  

∙ Names of those involved (including witnesses) and what they said; and record the outcome/ action taken.  

∙ Online bullying shouldn’t be treated differently from face-to-face bullying.  

Accurately recording incidents of bullying allows establishments to ensure that appropriate  response and follow up has been issued. It helps the establishments to monitor the effectiveness  of it’s practice and can also help identify a need for training.  

The establishment’s recording systems must include information on: 

∙ The children and young people involved, as well as staff or other adults ∙ Where and when bullying is alleged to have taken place 

∙ The type of bullying experienced, e.g. name-calling, rumours, threats etc. ∙ Any underlying prejudice including details of any protected characteristics ∙ Consideration of personal or additional support needs and wellbeing concerns  ∙ Actions taken including resolution at an individual or organisational level 

Data should not be analysed in isolation. The local context, professional judgment, and other  relevant information should be considered alongside the statistical evidence. 

All establishments should make parents, carers, children and young people aware of their  complaints procedures including any review or appeal process. 

During our YP consultation they said: “They want all teachers to be sensitive and open about  different issues e.g. LGBTI, Disability, so they can pick up and challenge bullying behaviour”.

During our YP consultation they said: “All different types of bullying behaviour should be  actioned in the same way”.  

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Recording and monitoring bullying incidents 

Approaches to monitoring and recording should also  

take into consideration children and young people’s  

rights outlined in the UNCRC including Article 12:  

Children and Young People have the right to an  

opinion and for it to be listened to and taken seriously,  

and Article 16: Children and Young People have the  

right to a private life. For more information go  

to: www.cypcs.org.uk 

For pupils with additional support needs it should be normal practice to involve appropriate  support services including the relevant educational psychologist. Where other professionals, e.g.  social workers, family support workers, children’s service workers, have a significant role in  providing education, care and support for the child, their views should be sought. 

When a decision to exclude is being considered, and when planning educational provision during  the period of exclusion, this MUST take account and be in line with the Highland Council policy  on exclusion (link to Included, engaged and Involved—HC Exclusion policy), the authority’s  equalities duty and its duties under the additional support for learning legislation.  

Consultation with Social Work Services prior to a decision about exclusion is essential for any  pupils on the Child Protection Register to ensure appropriate arrangements can be made. For  Looked After Children, in all cases, prior to possible exclusion, the Designated School Manager  should involve the child's nominated social worker (Lead Professional) in discussion and  consideration of the implications of exclusion on the home or care placement to ensure  appropriate arrangements can be made.  

Where the incident involves a bilingual pupil or a Gypsy/Traveller pupil, it may be helpful to make  early contact with specialist support staff. 

Enquiries by the media should be directed to the Highland Council Press Officer based in the  Public Relations Office at Highland Council Headquarters. The Head Teacher should not make  comment to the media without first discussing the incident with the Area Care and Learning  Manager and taking advice from the Press Officer.

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Dealing with reports of bullying behaviours flowchart15 

Approaches to Bullying Incidents 

Expectations and communication 

Everyone (including children and young people and their parents and carers), should have a  good understanding and clear expectations of their role in developing and implementing the anti-bullying policy within their school. Schools may have developed specific evidence-based  approaches to managing bullying incidents such as ‘restorative’ or ‘solution oriented’ approaches.  Where this is the case, everyone within the school community (including parents) should be aware of this approach. 

The anti-bullying policy and procedures should be communicated and shared to ensure that children and young people and their parents know who they can talk to, what they can  expect if bullying occurs and how bullying incidents will be resolved. 

Helpful approaches are: 

∙ Circle time, peer mediation, buddying, mentoring, playground pals and playground  supervision  

∙ Mental, emotional and social health and wellbeing programmes and activities  ∙ Restorative approaches  

∙ Nurturing approaches and principles  

∙ Solution Oriented Approaches 

∙ Personal support  

∙ Education and awareness of rights  

∙ Developing a climate of respect, responsibility and positive relationships and a culture  where bullying is unacceptable  

∙ Pupil involvement and engagement  

∙ Supporting and enabling parents and carers 

During our YP consultation they said: “They would like to be prepared and know what action  will be taken”.

16 

Positive Relationships, Bullying Prevention Guidance 

There should be a whole school approach in which children and adults work together to  create an environment where bullying is not tolerated. Promoting respectful relationships,  repairing relationships where appropriate and ensuring we respond to all forms of prejudice  will help create an environment where bullying cannot thrive. There are a range of strategies  and programmes being used throughout Scotland that can improve relationships and  behaviour, promote equality and challenge inequality, and develop emotional wellbeing to  help prevent and address bullying. Examples of a whole school approach are given below:

A whole school approach can be  taken to:

How can we do this?

Enhance anti-bullying professional learning  through recognised programmes such as: ‘Recognising and Realising Children’s Rights’ ‘Rights Respecting Schools Programme’  

Identify bullying behaviours

∙ Ensure that staff have participated in  appropriate equality and diversity training— face to face CPD and/or online module on The  Highland Council’s online learning. 

∙ Use the Highland Schools Bullying Survey to  identify and monitor where and what type of  bullying is taking place via The Highland  Council’s Health Development Officer

Ensure that all prejudice language and  bullying is challenged to send a clear message  that it is unacceptable

∙ Always challenge inappropriate language and  role model respectful and positive behaviour ∙ E.g. LGBT Youth Scotland; Stonewall  Scotland Champions; Show Racism the Red  Card.

Creating inclusive and supportive learning  environments 

Deliver prevention education relating to  positive relationships to children and young  people 

Pupil involvement and engagement 

∙ Be aware of the risks of gender stereotyping  of children and take steps to promote equality  ∙ Anti-racist and multicultural education ∙ Equality and diversity education 

∙ Involvement of other agencies such as  Educational Psychologist, Pupil Support  Service, Positive Relationships Team. ∙ Anti-bullying week, assemblies

Be knowledgeable about how children and  young people can be supported by staff and  by other agencies

∙ Ensure staff have a knowledge of other  agencies that can support. 

∙ Glow/key resources p20

17 

Positive Relationships, Bullying Prevention Guidance

Continued... 

A whole school approach can be  taken to:

How can we do this?

Be aware that young people may experience  abuse in their own relationships

∙ Nurturing Approaches

Understand the links between bullying and  other parts of the curriculum, e.g. relationships  & sexual health, citizenship, respect.

∙ Restorative Approaches 

∙ Solution Oriented Approaches

Equip young people to challenge bullying  behaviour using ‘bystander’ approaches  appropriately 

Mentoring and peer support 

∙ Mentors in Violence Prevention (MVP)  Training 

∙ Buddy support systems 

∙ Stonewall Scotland guidance 

∙ Peer educators, listeners or befriending

A system which identifies vulnerable pupils  and takes steps to ask for help

∙ Encourage pupils to report bullying incidents  using “worry” boxes, 

∙ The school intranet/website—online forms ∙ Other “non-visible” mechanism

Involvement of Pupil Council 

Involvement of Parents and carers

Special events, or including bullying matters in  other events e.g. 

∙ Drama Performances 

∙ Poster Campaigns 

∙ Newsletters / website pages 

∙ Handbook information, including or  incorporating a “parent/pupils” version of  school policies 

∙ Involving Pupil Council in communication ∙ Parent Council 

∙ Parents’ meetings and workshops

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Resources and Key Contacts 

Local Contacts  

Highland Council Psychological Service 

Highland Council Equality and Diversity Group—Chair: Head of Additional Support Services  

Highland GLOW Equality, Diversity and Children’s Rights site can be accessed through the For  Highland’s Children tile. It contains information on all of the ‘protected characteristics’ of the  Equality Act 2010, teaching resources and sections on bullying and children’s rights

National and other contacts and resources:  

Anti-Bullying Alliance: 

The Anti-Bullying Alliance is a coalition of organisations and individuals that are united against  bullying. They supporting learning and sharing best practice, and raise awareness through  shared campaigns. 

Better relationships, Better learning, Better behaviour:  

Better relationships, better learning, better behaviour leaflet by the Scottish Government leaflet  outlining policy guidance in response to the Behaviour in Scottish Schools Research 2012.  

Bullying UK: 

Helpful resources and good information on online/cyber bullying 

Changing Faces: 

The charity which aims to support and represent children, young people and adults with  disfigurements from a wide range of causes.  

ChildLine:  

ChildLine anti-bullying helpline in Scotland (0800 44 1111) specifically for children and young  people who are the victims of bullying or who are bullying other young people. The training and  outreach team at ChildLine Scotland works with schools raising awareness of ChildLine and the  issues faced by children and young people. 

CHILDREN 1ST 

CHILDREN 1ST: runs ChildLine Scotland on behalf of the NSPCC and works with Scotland's  vulnerable children and young people to help change lives for the better. Bullying is addressed by  their Safeguarding in Sport service, working with sports governing bodies and local authorities.  

Children in Scotland:  

The national agency for voluntary, statutory and professional organisations and individuals  working with children and their families in Scotland. 

19 

Resources and Key Contacts 

Enable Scotland: 

To help adults tackle the bullying of children and young people with learning disabilities 

Enquire: 

Offers independent advice and information to parents, carers, practitioners, children and young  people through a dedicated telephone helpline 0845 123 2303 or via the website. 

Govan Law Centre Education Law Unit: 

The Education Law Unit runs the Education Law Helpline which is available to anyone who has  an enquiry about any aspect of education law in Scotland. Enquiries can be made by telephone  (0141 445 1955) or e-mail (advice@edlaw.org.uk).  

LGBT Youth Scotland: 

Aims to improve services for LGBT young people and the wider LGBT community. Toolkit for  teachers: Dealing with homophobia and homophobic bullying in Scottish schools funded by the  Scottish Government and developed in partnership with Learning and Teaching Scotland.  

The Children and Young People's Commissioner Scotland 

This site is for children and young people in Scotland, your parents and the adults who work with  you. Here, you can learn about your rights, make your voice heard and find out who can help you  live a safe and happy life. 

Scottish Out of School Care Network: 

The lead independent voice for school-aged childcare in Scotland. SOSCN is working in  partnership with respectme to provide anti-bullying training.  

Scottish Traveller Education Programme (STEP): 

The site provides resources, tools and information promoting innovative approaches to learning.  Importantly, families, young people and teachers have been involved in co-producing all the  materials.  

Sense Over Sectarianism:  

What is Action on Sectarianism? YouthLink Scotland has set up the first independent public  website designed to challenge sectarianism in Scotland, supported by the Scottish Government.

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Resources and Key Contacts 

Stonewall Scotland: 

Stonewall Scotland works to achieve equality and justice for lesbian, gay, bisexual and  transgender people in Scotland. They help schools tackle homophobic bullying and provide safe  and positive learning environments for all children and young people by providing training for  staff and a number of resources. 

Together Scotland - Scottish Alliance for Children’s Rights:  

Together is an alliance of Scottish children's charities that works to improve the awareness,  understanding and implementation of the United Nations Convention on the Rights of the Child  (UNCRC)  

Young Minds: 

Charity committed to improving the wellbeing and mental health of children and young people.  

Youth Scotland:  

Contributes to anti-bullying in Scotland through engagement in development of national policies  and through the provision of advice, information and training for those working with young people  on a range of issues which may contribute to bullying behaviours, for example racism and  sectarianism. http://www.youthscotland.org.uk/ 

Zero Tolerance: 

Zero Tolerance aims to raise awareness about the nature and prevalence of all forms of male  violence against women and children. http://www.zerotolerance.org.uk/ 

To request this policy in an alternative format to  

suit individual needs, e.g. large print, Braille,  

computer disc, audio tape or suitable language,  

please contact The Highland Council's Care  

and Learning Business Support team,  

carelearningadmin@highland.gcsx.gov.uk or  

01463 702875 

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