A Social Inclusion Questionnaire for Parents/Carers
To help gain a clearer picture of the social inclusion health of our school community we are asking you would kindly take a few minutes to fill out and return this questionnaire. Thank you.
Your Child’s Grade ……………………………………… Today’s Date ……………………………
Your Name (optional) ………………………………………………………….
A working definition of teasing and bullying:
All forms of teasing become bullying when pushed too far. So that we can tell when teasing has gone too far, we are saying that…
“Joking around becomes teasing...”
· When someone asks for it to stop and it doesn’t
· When the person teasing reacts badly when they are teased
· When it is meant to hurt, or put down another, or is mean spirited.
· When it becomes a habit or it happens a lot.
· When no one will help because they think they will get teased instead.
· When the person being teased or others do not think it is funny.
· When people go along with the teasing even when they do not feel good about it.
Bullying is persistent, prolonged and deliberate and includes:
· Exclusion, intentionally and hurtfully leaving someone out, or ignoring
· Physical abuse: poking, hitting, kicking, pushing, biting, pinching, throwing objects at a person, spitting or any other forms of physical taunting.
· Verbal abuse: name calling, put downs, insults, derogatory language or threats
· Malicious or hurtful rumors, lying and gossiping
· Disrespect of property or stealing
· Ganging up
· Active intolerance of differences
· Incitement or getting someone else to do any of the actions named here.
Developed by and used with the permission of Kim John Payne M.Ed www.thechildtoday.com
What do you think?Please check only on box for each question / True / Mostly
true / Some-
times
true / Not true
1 / The school is committed to creating an environment of care and trust for all students.
2 / High standards of respectful behavior are expected and are evident between adults in the community.
in the school
3 / High standards of respectful behavior are expected and are evident between the students.
4 / The faculty is fair, firm, consistent and compassionate in their approach to social problems.
t heir approach t o keepi ng good order in t he school
5 / The school has a clear, transparent and consistent way of working with children involved in teasing and bullying.
6 / Students feel able to express concerns about bullying to any member of the faculty, knowing that these will be received sympathetically and that appropriate action will be taken.
7 / My child feels free to tell me when he/she is being teased or bullied.
8 / My child feels safe from bullying at school.
9 / My child feels safe from bullying at school-sponsored activities.
10 / Older students take an active role in helping to create a respectful campus.
11 / Teachers and supervisors help my child to feel safe and engaged in the playground.
12
/ The achievements of all students are recognized, valued and so that
students self esteem is enhanced.
13 / The teachers use a range of subtle, pro-social tools that are implicitly present in their day to day teaching.
14 / The environment in my home fosters respect and politeness.
15 / The school has consulted with parents in developing a social inclusion policy.
16 / I am aware the schools discipline policy is distinct from the social inclusion policy.
17 / I am aware of clearly defined procedures for reporting and recording bullying incidents in school.
18 / I am confident that in reporting a bullying incident the school’s response will improve the situation.
19 / There is effective liaison with parents and incidents of bullying are addressed in collaboration with parents.
Developed by and used with the permission of Kim John Payne M.Ed www.thechildtoday.com