RATIONALE
Research has shown that the level of bullying at Elderslie High School is in line with the national average. Every-one has the right to be free from bullying, and if bullied students need to be provided with help and support.
Elderslie High School aims to provide a safe, harmonious environment where bullying is recognised by all as a negative and unacceptable behaviour. The awareness of students, staff and the community of our zero tolerance approach will be raised, and a strong and consistent support will be provided. Consequences will be implemented as appropriate.
Elderslie High School is to be a “BULLY FREE ZONE”.

WHAT IS BULLYING?

Bullying is the physical, verbal, or psychological intimidation of a less powerful person by a more powerful person.
Bullying can include teasing, exclusion, gestures, abuse, threats, assault, property damage and malicious gossip.
             
DEALING WITH BULLYING

Bullying behaviour will be treated consistently, however as each case is different, the professional judgement of the Welfare Team and Senior Executive will be relied upon.

Students will be encouraged to report all incidents of bullying whether they be the victim or an observer.

Parents will be asked to contact their child’s Year Adviser if they are being bullied.

Staff will follow up all reports and observations of bullying through investigation or the problem and then verbal and/or written communication with Year Advisers, Head Teacher Welfare or Deputy Principals.

The following strategies may be used by staff – interviews with students and/or parents, discipline/welfare referrals, letters/phone calls home, Pikas chats, counsellor referrals, level system monitoring, suspension.
When students are identified as repeat offenders they will be dealt with in line with the school’s Discipline Policy.

STRATEGIES FOR THE PREVENTION OF BULLYING

Awareness raising and prevention strategies that will support a permanent, positive change in school culture will be implemented and/or further supported. These include …

• Communication re: bullying issues

…to students (via assemblies, competitions, drama performances, workshops, guest speakers and information in diaries)
…to staff (via staff meetings, staff notices)
…to community members (via Departmental brochure, parent bulletins, P&C meetings)

• Communication channels for reporting and documenting bullying to be publicised
• Develop an anti-bullying flowchart
• Awareness raising activities such as poster competition, articles in student newspaper, drama performances, production of a video.
• Anti-bullying workshops as part of the focus for Year 7 and 8 pastoral care programme- Year 7 camp, drama performances such as The Hurting Game’ with follow-up activities
• Student Senate to make recommendations and/or develop student communication channels and other activities
• Peer mediation to be further promoted and used to counter student conflict
• Further develop the Pikas “Method of Shared Concern” strategy
• Survey students to identify bullies – inform parents and provide counsellor follow-up
• Staff to model appropriate behaviour while at school
• “BULLYING-What to do.” pamphlets to be developed and distributed as necessary
• Discussions of bullying as an issue in curriculum areas such as English, Health Education, Drama, Visual Art.
• Strengthen the BUDDY PROGRAM for the orientation of new students
• Welfare team to ensure on-going implementation

 

Staff will follow up all reports and observations of bullying through investigation or the problem and then verbal and/or written communication with Year Advisers, Head Teacher Welfare or Deputy Principals.

The following strategies may be used by staff – interviews with students and/or parents, discipline/welfare referrals, letters/phone calls home, Pikas chats, counsellor referrals, level system monitoring, suspension.

When students are identified as repeat offenders they will be dealt with in line with the school’s Discipline Policy.

 

EVALUATION

The whole school Anti bullying plan will not be static but will be evolved as an on-going process. The evaluation will be overseen by the Welfare Team.

STRATEGIES FOR ASSISTING BULLIES

Alternatives to Bullying to assist all staff when dealing with Bullies
What is bullying?
Teachers to be aware as to what constitutes bullying:

1.            A repetitive attack causing distress not only at time of attack, but also by the threat of future attacks
2.            involving an imbalance of power
3.            its nature may be:
verbal – name calling, threats
physical – hitting, tripping, stealing
social- ignoring, hiding, ostracizing
psychological – stalking, dirty looks, spreading rumours, hiding and/or damaging possessions
Reasons why young people engage in bullying
for entertainment or revenge
to experience power, to prove themselves or impress others
to compensate for perceived failure or lack of friends, to fit in with what others are doing
or because it is seen as an acceptable, funny or smart thing to do
Children who bully often tend to have:
high energy levels
good verbal skills and an ability to talk themselves out of trouble
a high estimation of their own ability
an ability to manipulate individuals or groups
an enjoyment of conflict or aggression
a delight in getting their own way
the appearance of being popular, but often disliked

The above allows teachers to identify bullying, to understand why bullies bully and to be familiar with the personal characteristics of bullying.
Knowing this may help deal with bullies.

Strategies

Anecdotal and research evidence suggests that counselling bullies is not successful.  Bullies do not see themselves as having a problem, therefore, there is little motivation for them to change their behaviour.

However, making students aware that the school is aware of their bullying behaviour is important, as is making these students aware that the school has zero tolerance for this behaviour and that their behaviour is being monitored.  Students also need to be aware that if they choose to continue the behaviour they will be faced with unpleasant consequences.  Making parents/carers aware that their child has been identified as a bully is also important.

The Pikas method is useful in dealing with bullying students.

Discussion with bullying students in relation to their behaviour may be useful if it is related to the reasons for behaviour as listed above.  If the reason for their behaviour can be identified, alternatives can be discussed with the student as to how these needs can be met.  It is preferable to have the student develop their own strategies and report back to the teacher on their effectiveness.

For example, if the reason appears to be experience power, what other ways can the student achieve this?  Do they need to be involved in challenging physical activities?  Do they experience power in their family – do they have responsibilities?  Can they be given responsibilities at school?

 

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