This document discusses anti-bullying strategies and provides statistics about bullying among young people. It aims to empower children, help them feel valued and included, and encourage parents to discuss bullying. Peer relationships are important for social skills development, but bullied children often experience low self-esteem and depression. Around half of young people report bullying others or being bullied themselves. Appearance is the top reason cited for bullying. Most bullying is verbal, but cyberbullying and physical attacks are also issues. Developing safety networks and using restorative approaches can help address bullying problems.

1. ANTI-BULLYING:
ALL EQUAL
ALL DIFFERENT

2. This Anti-Bullying Week we want to:
 empower children and young people to celebrate what makes them, and others,
unique
 help children and young people understand how important it is that every child
feels valued and included in school, able to be themselves, without fear of bullying
 encourage parents and carers to work with their school and talk to their children
about bullying, difference and equality

3. PEER RELATIONSHIPS
Peer relationships, especially friendships, serve several important roles in young
peoples personal and social development.
They provide an arena for learning and practicing a variety of social skills, including
negotiation, persuasion, cooperation, compromise, emotional control, and conflict
resolution.
Bullied young people typically lose confidence in themselves and may experience
depression and low self-esteem.

4. GROUP EXERCISE
As parents what concerns do you have regarding bullying?

5. WHAT THE STATS TELL US

6. IN PARTNERSHIP WITH 73 SCHOOLS AND COLLEGES ACROSS THE
UK, A SURVEY OF OVER 4,800 YOUNG PEOPLE HIGHLIGHTS THE
CURRENT CLIMATE OF BULLYING AMONGST 13-20 YEAR OLDS.

7. WHAT PERCENTAGE OF YOUNG PEOPLE ADMITTED TO
HAVE BULLIED ANOTHER CHILD?

8. WHAT PERCENTAGE OF YOUNG PEOPLE ADMITTED TO HAVE BULLIED
ANOTHER CHILD?
• 50% of young people have bullied another person, 30% of which do
it at least once a week.
• 43% of young people have been bullied, 44% of which are bullied at
least once a week.

9. WHAT PERCENTAGE OF YOUNG PEOPLE REPORT TO HAVE
SEEN BULLYING AT SCHOOL?
• 69% of young people have witnessed somebody
else being bullied, 43% of which see it at least
once a week.

10. WHAT IS THE MAIN REASON CITED AS THE
EXCUSE FOR BULLING ANOTHER CHILD?
What reasons do you think young people cite as an excuse for being bullied?

11. WHAT IS THE MAIN REASON CITED AS THE EXCUSE FOR
BULLING ANOTHER CHILD?
Appearance is cited as the number 1 aggressor of
bullying, with 51% saying they were bullied because
of attitudes towards how they look

12. 26% said their weight was targeted, 21% body shape, 18% clothing,
14% facial features, 9% glasses and 8% hair colour.
23% a females with ginger hair cited their hair colour as the
bullying aggressor.
Overall, 47% of young people want to change their appearance.
48% want teeth whitening, 17% breast implants, 6% liposuction
and 5% botox.

13. WHAT PERCENTAGE OF THOSE BEING BULLIED REPORT
BEING CYBER BULLIED?
74% of those who have been bullied, have, at some point been
physically attacked. 17% have been sexually assaulted. 62% have
been cyber bullied.
Highest risk to bullying were the following groups: all types of
disability, LGBT and low income backgrounds.

14. WHAT ACTUALLY IS BULLYING
What are the factors which make up bullying as opposed to
another type of conflict?

15. DEFINING BULLYING IN SIMPLE TERMS
Unwanted,
aggressive behaviour
Repeated or potential
for repeated behaviour
Real or
perceived
power
imbalance

16. TERMINOLOGY
 Target Or Victim: Student that has been bullied
 Bullier Or Student Exhibiting Bullying Behaviour: Student that has been
identified as exhibiting behaviour that was determined to be bullying
 Witness Or Bystander: Student(s) that have observed another student being
bullied
 **The terms in bold print are preferred language in hopes to help change
thinking surrounding bullying.

17. HOW MAY A TARGET BE BULLIED?
Group exercise

18. TYPES OF BULLYING
Physical
Verbal
Social/Relational
Electronic or Written Communication

19. VERBAL BULLYING
Verbal bullying saying mean things.
Verbal bullying includes:
Teasing
Name-calling
Inappropriate sexual comments
Taunting
Threatening to cause harm

20. SOCIAL/RELATIONAL BULLYING
Social bullying, sometimes referred to as relational
bullying, involves hurting someone’s reputation or
relationships.
Social bullying includes:
Leaving someone out on purpose
Telling other children not to be friends with someone
Spreading rumors about someone
Embarrassing someone in public

21. ELECTRONIC OR WRITTEN
COMMUNICATION BULLYING
Electronic or Written Communication Bullying (including all forms of
Cyberbullying) is bullying that takes place through the use of written
messages or using various forms of electronic technology.
Examples of Electronic bullying include:
mean text messages or emails,
rumors sent by email or posted on social networking sites, and
embarrassing pictures, videos, websites, or fake profiles.

22. HOW SHOULD WE RESPOND TO BULLYING AND
DEVELOP EFFECTIVE RELATIONSHIPS?
ACTIVITY – DEVELOPING RELATIONSHIPS

23. THE RIPPLE EFFECT

24. The protective behaviours process is based on two very simple truths:

26. SAFETY NETWORK

27. WHAT IS NOT BULLYING?
There are many other types of aggressive behaviours that do not fit the definition of
bullying. This does not mean that they are any less serious or do not require
intervention.
 Peer Conflict
 Teen Dating Violence
 Hazing
 Gang Violence
 Harassment
 Stalking

28. IS THIS BULLYING?
Dean’s parents have split up.
Mark tells everyone in the class
and on social media sites.
Bullying
Not bullying
Need more information
 More than once
 On purpose
 Hurtful
 Makes the victim
feel helpless
 Violence, hurtful
words, ganging
up
 face-to-face or on
the Internet

29. IS THIS BULLYING?
Each time Ramon walks into a
class a group of pupils giggle and
whisper to each other.
Bullying
Not bullying
Need more information
 More than once
 On purpose
 Hurtful
 Makes the victim
feel helpless
 Violence, hurtful
words, ganging
up
 face-to-face or on
the Internet

30. IS THIS BULLYING?
Tania and Susan won’t let Rachel
play with them.
Bullying
Not bullying
Need more information
 More than once
 On purpose
 Hurtful
 Makes the victim
feel helpless
 Violence, hurtful
words, ganging
up
 face-to-face or on
the Internet

31. RISK FACTORS-TARGET
Perceived as “being different” from peers
Perceived sexual orientation
Perceived ability/disability level
Perceived socioeconomic status
Poor social skills
Socially isolated/few friends
Overweight/underweight
Many more….basic premise of “perceived
difference”

32. CHARACTERISTICS-BULLY
Aggressive or easily frustrated
Have less parental involvement
Experiencing issues at home
Think badly of others
Have difficulty following rules
View violence positively
Lacks empathy for others

33. WARNING SIGNS STUDENT MAY BE THE
TARGET
• Unexplainable injuries
• Lost or destroyed clothing, books, possessions
• Frequent headaches, stomach aches or illnesses
• Changes in eating habits
• Difficulty sleeping
• Declining grades or interest in school
• Not wanting to go to school
• Sudden loss of friends
• Avoidance of social situations
• Decreased self-esteem
• Self-destructive behaviors

34. REPORT IT!
What’s the school process for reporting bullying?
Is there anything we could do differently to make it
easier for all pupils to report bullying?
As a parent what could you do?

35. Developing/Maintaining Friendships
Peer pressure can play a major role in friendships. If someone is
vulnerable to peer pressure, the relationship is not balanced.
We should ensure that our children feel able to express themselves
stand up for what you they believe is right both in the home and at
school.
Providing our children with the platform to express their ideas will
assist them to communicate there ideas while respecting friend's
opinion. By mutually supporting each other, whether or not you
friendships will be more stable.

36. Gains and Losses
What are the gains and losses?
Group Exercise
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+ : -
:
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37. RESTORATIVE APPROACH
Evidenced as effective in managing unacceptable
behaviour e.g. Bristol Police and Council
Restorative Approaches provides an
underpinning ethos and philosophy for making,
maintaining and repairing relationships and for
fostering a sense of social responsibility and
shared accountability

38. Developing Relationships
When harm has been caused by inappropriate, sometimes thoughtless,
negative behaviour then all sides need:
A chance to tell their side of the story and feel heard
To understand better how the situation happened
To understand how it can be avoided another time
To feel understood by the others involved
to find a way to move on and feel better about themselves

39. Punitive disciplinary responses, on the other hand:
 Cause resentment rather than reflection
 Are rarely considered fair
 Do not repair relationships between those in conflict and indeed can make them worse
 Leave those labelled as wrongdoers feeling bad about themselves leading to further
alienation
 Can often leave those people expected to act punitively feeling uncomfortable and
frustrated – and wishing there was an alternative

40. The Locus of Control
Trigger Thoughts
FeelingsBehaviour