JonesHillStateSchool

  1. DEFINITION

A common understanding of what constitutes bullying is essential.

The staff information booklet contains definitions of bullying (overt and covert) and examples of the various forms of bullying.

  1. EDUCATION

The teaching of knowledge and skills is paramount in responding to bullying at the JonesHillSchool. Lesson masters are kept in the Resource Centre. At the beginning of each year the class teacher should ensure that they have the required resources. Teachers should aim to cover programs by semester 1 each year. Where possible bullying lessons should be incorporated into unit plans for the various KLAs.

Programs at the time of writing (subject to review) are:-

Year 7What is Bullying?; Why Children Bully?; Reporting a Bullying Incident; Creating an Anti- Bullying Code; The Bystander & the Bystander’s Code; Anti-bullying slogans; Staying in the Neutral Zone.

Optional Activities:A circle of Relationships; Finding out about Self Concept; Friends/Peer Group Pressure; Goal Setting; Say No like you mean it; Using I Messages; Using Robot Voice & Fogging; Buzzard Breath & Brains; Poetry; Personal Coat of Arms; Developing a play/poem/skit/video/animation/powerpoint presentation/cartoon/TV interview or commercial.

Year 6What is Bullying?; Bullying No Way Video; Why Children Bully?; Reporting a Bullying Incident; Creating an Anti-Bullying Code; The Bystander & the Bystander’s Code; Anti-Bullying Slogans.

Optional Activities:Cartoon strip; Willy the Whimp; Solving Problems; Friends influence your decision; Be a Sport; Heroes; Do you know your Friend; Good Relations; Report Card; Responsibility.

Year 5What is Bullying?; Why Children Bully?; Reporting a Bullying Incident; Creating an Anti-Bullying Code; The Bystander & The Bystander’s Code; Anti-Bullying Slogans; Warnings; Dear Diary; Sorry; Learning to Cope; Peer Pressure; Body Language; Touches.

Optional Activities:I’mregarded as ……; Design and Create a board game.

Year 4Why Children Bully?; Reporting a Bullying Incident; Creating an Anti-Bullying Code; The Bystander & The Bystander’s Code; Anti-Bullying Slogans.

Optional Activities:Success; My thoughts; Look find feel fine; Recipe to Improve; Help or Hurt; Communication Breakdown; Speaking Out; Think how others feel; My Favourite Things; The Me I Like; Friendly Features; Skylarks in the Park; Make a Personal Coat of Arms; Make a Coat of Arms about a Friend.

Year 3Why Children Bully?; Reporting a Bullying Incident; Creating an Anti-Bullying Code; The Bystander’s Code; Anti-Bullying Slogans; Bullying; My Special Network; Safe Places.

Optional Activities:Kangaroo Creek Gang; Bloomers; Game of Choices; Responsibility Game; Feelings; If you are Angry; A Friend in Need; Groups; Working Together.

Year 2What is Bullying?; Bullying; Why Children Bully?; Reporting a Bullying Incident; Creating an Anti-Bullying Code; The Bystander & The Bystander’s Code; Anti-Bullying Slogans.

Optional Activities:My Needs; What Can You Do?; Feeling Safe; Your Feelings; When you are Happy; Feelings; Anger; Caring; Friends; Stranger Danger; Friendly Helpers.

Year 1What is Bullying?; Bullying; Why Children Bully?; Reporting a Bullying Incident; Creating an Anti-Bullying Code; The Bystander’s Code; Anti-Bullying Slogans.

Optional Activities:Happiness is; Sad/Frightened; Playing & Sharing; Sharing; Stranger Danger; I like; I can; Puffet Chris; Happy Classroom; Happy Playground; What a Day.

PROFESSIONAL DEVELOPMENT

Regular Professional Development is to take place on the topic of bullying. The bullying program is to be part of the induction program for new staff. Professional Development topics would include:

  • Introduction to the school’s education program
  • The following topics are contained in the Bullying-Staff Information document
  • National Safe Schools Framework
  • The Definition of Bullying
  • Examples of Overt and Covert bullying
  • Indirect Aggression
  • Social Aggression
  • Violence and Conflict
  • Consequences of being bullied
  • Characteristics of students who bully others
  • Cyber bullying
  • Frequently asked question for Carers, Staff and Students
  • How to deal with bullying at the JonesHillStateSchool

DEALING WITH BULLYINGAT THE JONESHILLSTATESCHOOL

What Staff Members Can Do

  • Make sure the Education program for your year level is covered.
  • CARE.
  • Treat claims of bullying seriously.
  • Encourage your students to have an adult that they can confide in. This could be class teachers; other teachers; other staff members; parents; Principal; Deputy Principal. The person confided in must take on the responsibility of advocating for the child concerned.
  • Consult with appropriate people (eg. Principal other staff members; Guidance Officer; Learning Support) for support and guidance as required.
  • Maintain effective communication lines with parents. Often problems are best solved when student, teacher and parents all work together.
  • Be aware of students who may be exhibiting signs of bullying. Do not ignore this even if the student is not complaining.
  • Include the bullied student in any plan to act on their behalf. Action will be far more effective if an agreed upon plan is put into place.
  • Encourage the bullied student to “face” those doing the bullying through meetings guided by an appropriate school person.
  • Where appropriate contact the parents (for support) of the child/children doing the bullying.
  • The Principal/Deputy Principal are there to provide support. Use them. Report serious or unresolved matters to them.
  • Use (in most cases) the “no blame” approach. Discussions with all parties concerned should aim to resolve the issue. Ask the bullies for their support in solving the problems being experienced by the bullied student. If the behaviour that is causing the bullying continues then be prepared to implement the School Responsible Behaviour Plan and apply consequences or report to Administration.
  • FOLLOW UP – Never assume that because a problem has been solved that the issue is over. Regularly check with the parties involved that all is going as planned.
  • Students have to have confidence in staff members that they will support them. Students will not report bullying if the adult response is inadequate.
  • Ignoring student’s reports about bullying or associated behaviour is in fact condoning the behaviour and empowering those engaging in the inappropriate behaviour.
  • Create a positive environment in which all students are treated equally and all are valued.
  • Provide quality instruction and classroom management that does not breed discontent and inappropriate behaviour.
  • Refer regularly to the School Values.
  • MODEL the desired behaviour. Adults who model aggressive, bullying behaviour are not sending the correct message.

WHAT PARENTS CAN DO

  • Encourage their children to engage in appropriate behaviours.
  • Model appropriate behaviours.
  • When visiting the school conduct themselves in the appropriate manner.
  • Commit to solving issues with aggression and violence.
  • Work with their child and the school to achieve appropriate outcomes.
  • Not take “the law” into their own hands by confronting students and parents at school.
  • Read school materials on bullying.

WHAT STUDENTS CAN DO

  • Understand that bullying and the behaviours that are associated with it is not to be tolerated.
  • Be aware that “watching” is in fact condoning bullying.
  • Model appropriate behaviour for other students.
  • Report bullying whether it directly involves them or not.
  • Follow school rules and values.
  • Be a DECENT person and be considerate of others.
  • RESPECT.

WHAT THE ADMINISTRATION CAN DO

  • Provide another layer of support for students, staff and parents.
  • Regularly provide information on bullying.
  • Coordinate “support” when it is required by a student.
  • Implement Responsible Behaviour Plan when discussion doesn’t work.
  • Monitor students and staff reactions to bullying.
  • Make appropriate decisions to deal with identified needs related to bullying.
  • Constantly review the bullying program.
  • Ensure the provision of professional development to support the program.
  • Provide a ROLE MODEL.

COMMUNICATION

  • Regular articles, comments, alerts through the newsletter.
  • Policy documents on the Web Page.
  • Recognise students who are excellent role models.
  • Information regularly given on parade.
  • Frequently asked questions available for parents, staff and students.
  • Regularly include bullying issues on meeting timetables.
  • Brochure to be part of the parent information booklet.

WHAT HAPPENS WHEN A SERIOUS INCIDENT IS REPORTED?

A report could come from a parent, student, other students, other staff members or form an observation.

Whether a report is deemed serious requires a judgement to be made. Serious could be determined if the bullying is ongoing and previous attempts to solve the issue have failed; if the student has reached a very depressed/distressed state; if the issue is causing absenteeism from school; if the student/parent are requesting that the school administration be involved; if violence (physical/verbal) is involved.

If after considering the facts, the person receiving the bullying report considers it to be serious then the following steps are put into place:

  1. Notify and report to administration (Principal/Deputy Principal)
  1. Admin meets with the person (eg. parent, student) making the report to gather information.
  1. Admin meets with the student being bullied to gather information.
  1. A plan of action is devised that has the support of the parties concerned.
  1. If the parent has not been notified by this point, they are notified.
  1. One School Behaviour Entry is made.
  1. Plan of Action is put into place. Often this will involve a meeting between admin, the bullied student and those doing the bullying.
  1. The focus of the meeting is a positive outcome for all. A plan is devised for ending the bullying. The responsibilities for all concerned are clearly defined. The consequences for failing to meet the responsibilities are clearly defined.
  1. A follow up meeting date is planned.
  1. Parents involved are notified. This could be the parents of both the bullied student and the bully.
  1. Outcomes are discussed at the follow up meeting and consequences applied if necessary. Alterations may need to be made to the Action Plan at this stage and the process recommenced.
  1. Administration may at any point involve “outside” support eg. Special Needs committee; Behaviour Management Officer; Guidance Officer; Mental Health etc.

WHAT TO DO IF THE MATTER IS DEEMED LESS SERIOUS

In these cases the classroom teacher may decide that they are in a position to solve the problem.

Steps to be taken are:

  1. Determine the nature of the problem.
  1. Develop a plan of action with the bullied student.
  1. Meet with all parties if that is what is decided upon in step 2 or implement the decided upon action plan.
  1. Notify/involve parents.
  1. Review how things are going. Make alterations to plan if need be.

CONCLUSION

Policies are pieces of paper and they will remain pieces of paper unless every involved person commits to them.

Commitment does take time and energy but this will be repaid many times over with the reduction in bullying cases.

Our goal must be to have ZERO bullying at the JonesHillStateSchool.