Bullying

“Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages, social media or gaming, which can include the use of images and video) and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, special educational needs or disabilities, or because a child is adopted, in care or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences.” 

Preventing and tackling bullying, DfE 

Bullying can present in many forms, some of the more common types are below:

• Physical bullying - hitting, kicking, tripping or the destruction of a person’s property. 
• Verbal bullying - insults, teasing, name-calling, sexual harassment or prejudice based/discriminatory language, including threats. 
• Covert bullying -  can include creating rumours, dirty looks, mimicking, encouraging others to have a poor opinion of someone, sharing personal information without knowledge or consent.
• Alienation -  treating the person like an outcast, ignoring them and not including them in things, encouraging others to do the same. 
• Prejudice based/discriminatory bullying - any type of bullying that is motivated by hostility to certain individuals or groups due to their disability, race, religion, sexual orientation, gender identity or other perceived difference. 
• Online bullying (cyberbullying/bullying through use of technology) – all of the above forms of bullying can be enacted through technology and often children experience bullying in person and online at the same time. As with bullying which occurs in person, bullying through technology can sometimes be a crime. An example of this would be encouraging someone to carry out serious self-harm by sending someone links to pro-self-harm or pro-anorexic websites.

Children may know who is bullying them online or they may be targeted by someone using a fake or anonymous account. The use of technology can increase the ways in which bullying occurs and the frequency of incidents. For example, hurtful or private images and untrue/unkind comments can be shared very easily to many people and the victim is always accessible if they are online somewhere. 

The use of technology can also compound the impact upon the victim. For example, images and written comments can be almost impossible to erase entirely once shared widely, the anonymous nature of some bullying means the victim does not know who they can trust, and it can feel like there is no escape when bullying can occur any time or anywhere. 

It is vital that bullying is also considered when thinking about all online safety for children and young people.

• unexplained injuries
• distress/anxiety
• broken or missing possessions or damaged clothing 
• changes in appearance, habits and or behaviour
• complaining of headaches and or stomach aches, problems with eating  
• lateness and or poor school attendance 
• a change in attainment or engagement in lessons
• a change in use of online spaces and technology 

Keep talking - maintain effective communication with students in relation to the subject of bullying and how difference and diversity can be respected and celebrated in the setting.  

Create a safeguarding culture - ensure children and young people feel secure and able to express their emotions and concerns, where they know they will be listened to, and can ask for the help they need. 

Ensure any incident of bullying receives a rapid response – offer a variety of ways for students to be able to share concerns and follow your setting’s policy and procedures. 

Be aware of vulnerabilities to participation and victimisation – know your students and provide support and intervention as needed.  

Create an environment based on equality and informed choice – provide information to allow pupils to make informed choices. It’s well established that success in learning within a supportive setting community can tackle prejudice and inequality. 

Spot the signs and know what to do – you know the children and young people you work with. Be aware of the signs and how to recognise them. Follow your safeguarding procedures and have confidence in your ability to consider bullying as a possibility. 

Take action – any concerns should be raised with the designated safeguarding lead. If a child is in immediate danger call 999. 

When working with parents and carers, practitioners should prioritise a child-centred approach, fostering partnerships to ensure understanding, support and safety. 

Remember:

• Collaborative efforts are crucial, especially in cases of suspected harm. 
• Practitioners must engage effectively with diverse families, demonstrating empathy, respect and cultural awareness. 
• Communication should be clear, inclusive and accessible. Encouraging parental/carer involvement in decision-making and valuing their input is essential. 
• Involving families and communities in designing processes fosters a holistic approach to safeguarding children. 
• Continuous reflection and adaptation based on feedback from parents and carers enhance practice effectiveness.
• Have you considered if:
  
  * the setting’s behaviour policy and any strategies related to bullying are easy to understand and accessible to all parents and carers, with consideration given to things like literacy, language and disability?
  * the setting has easy ways for parents/carers to report bullying concerns, should they have any?
  * the parents/carers of those students who have been bullied are always offered the space to discuss their child’s needs and any support which their child might benefit from?
  * the parents/carers of those students who have bullied are always offered the space to discuss their child’s needs and any support which their child might benefit from?