This document discusses several aspects of developing policies and strategies to address bullying prevention and response in schools. It provides guidance on: 1. Developing a bullying prevention policy that defines bullying, outlines prevention strategies, and establishes procedures for responding to incidents. This includes establishing a working group, drafting the policy, seeking feedback, and implementing and reviewing the policy. 2. Informing and engaging parents and caregivers by providing information on what bullying is, the roles students can take, impacts of bullying, and what to do if their child is being bullied. It emphasizes supporting the child and working with the school. 3. Addressing bullying that occurs outside of school, as these incidents still impact students' wellbeing

1. THE UNIVERSITY OF THE ARMED FORCES
Distance Education Learning
APPLIED LINGUISTICS IN ENGLISH PROGRAM
LOGICAL FRAMEWORK
Bullying Prevention and Response
TEACHER: MSc. Miguel Ponce
STUDENTS: Pablo Pazmiño y María Belén Pazos

2. 15. – NAG 5 responsibilities
Board Trustees are required to:
a) Provide an integral security
environment to students and
employees complying in full
legislation and laws to ensure
safety.
b) Cover aspects out of school life
apart from bullying.
c) To be aware of inappropriate
content created by students
whether at school or not, to
prevent negative impact on the
school learning environment.

3. 16. – School Bullying Policies
The importance of having a bullying policy at
schools.
a) Bullying is present in every school, that is a
reality. To acquire a safe physical and
emotional school environment, it is necessary
to state the NO bullying tolerance at all, and
develop bullying policies and solutions to
act against our children; including sexual
and physical violence.
b) The educative community must know about
bullying policies and corrective strategies on
individual cases. These policies require to be
reviewed regularly to know if they are working
or not.

4. It is also important to:
• Include a quick guide for all adults to know
what to do when bullying occurs.
• Ask students if policies of safety are working
and use the info to improve.
• Integrate the technology across strategies, it
means information will be accessible for all,
parents, teachers, students including those
disabilities.
• Define mild, moderate, major and severe
incidents.
• Board Trustees must develop safe school
bullying prevention policies and
monitor and report the results.

5. 17.- Including cyberbullying
Cyberbullying forms should be dealt in
isolation because of its nature.
a) Constant technology advance, brings many
satisfactions, but also more ways to bully
with no face.
b) Cyber safety is responsibility of Board of
Trustees, they are who maintain policies to
develop cybersafe learning environment.
c) It is better to teach students about learning
digital world, support the safe online
behavior, the benefits and dangers;
of restrict their access

6. 18.- Tools for Schools: developing and /or revising a bullying
prevention and response policy
Established for The Bullying Prevention Advisory Group:
1.- Steps to developing a bullying prevention and response
policy
The following steps are a guide only intended to be adapted to
school environment:
Step 1:Getting ready
• Decide to create or revise bullying prevention
• Get support from the whole community and the school
• To form a bullying prevention working group
Step 2: Preparing the policy
• Be informed and collect information about bullying in your
school
• Draft the policy and seek feedback from school and
community
• Make improvements, and decide your priorities
• Make the policies and let school and community be aware of
them.

7. Step 3: Implementing the policy
• Make sure the whole school community is aware about the policy and
implement it.
Step 4: Monitoring how the policy is working
• Collect and record information about bullying behavior.
• Monitor the implementation and make a revision each year

8. 2.- Sample bullying prevention and response policy
The following policy directions can be adapted to suit school environment, it has all the main points to take in account:
Policy Name: Bullying and Response Policy (example)
Policy Date:
Rationale or Purpose
In this section explains why the policy was written, it will include an agreed statement and confirmation of the school and community expectations,
including the legal proclamations of NAG 5
Policy Statement
It is a brief statement of what the policy is intended to achieve, the aim of the policy.
Definition
It includes examples and types of bullying behaviors, it was developed by consulting the whole educative community.
Bullying Prevention
This section is created to state the policy about bullying prevention and focus on activities and interventions.
Bullying Response, for when bullying occurs
This section outlines how will be the response when bullying occurred and it was reported.
Raising Awareness
It will outcome how you will communicate the policy to ensure that everyone know about it.
Evaluation and Review
This section was developed to review the policy on a regular basis, it would be annually or as legislation change.

9. 3.- Framework used for developing a bullying prevention and response policy
Section One: School culture and definition of Bullying
• Create a safe and positive school environment
• Policy must include legal requirement (NAG 5)
• Bullying definition at school, and how it will be promoted
• Types of bullying behaviors descriptions
Section Two: Preventive approach and response
• Survey school community regularly and use the information to improve in problematic areas
• To have staff identified and trained
• Outlining strategies to prevent bullying
Section Three: responding when bullying occurs
• What are the procedures when a bullying case occur?
• How do we identify bullying patterns
• Communication with parents and caregivers about the incidents
Section Four: Communicating the Policy
• Celebrate a positive school culture with the whole community
• Making the policy available in multiple formats
Section Five: Evaluation and Review
• Meeting regularly to monitor, review and modify the policy and the action plan
• Celebrate the effectiveness
• Seeking continued feedback

10. 4.- Sample bullying prevention and response action plan
Strategic Aim: To provide safe physical and emotional environment, free from bullying.
Annual Aim: To embed bullying prevention
Target: Reduce the number of major/severe incidents
Baseline Data: Annual school survey, shows results to take action in the future
Actions to achieve target Led by Resourcing
Timeframes
Indicators of progress including Monitoring and Review
School wide culture and practices
1. Repeat survey annually, and compare with
last year results.
2. Ensure the whole community understand
definitions, cyber bullying is taken in
here.
Senior
Leadershi
p Team
Bullying
preventio
n Team
Term 1 Check data and compare with last bullying incidents.
Recognize rates of reported bullying in school community
Teaching and Learning
1. Develop teaching lesson plans on social
skills
2. 2. Revise and refine bullying
what to do when it occurs.
Bullying
preventio
n Team
Terms 1, 2
and 3
Teachers had completed their schedules, so it time to use lesson plans, to
teach implicitly and explicitly social skills.
We have a plan to work with those who initiate bullying behaviors, those
who are target of bullying, and witness
Community Partnerships
1. Raise awareness of successful with
bullying prevention, response activities
and initiatives.
2. Messages are clearly articulated
Bullying
preventio
n Team
Terms 1-4 Staff are in regular contact with parents, who feel confident about the
actions in case that bullying occurs.

11. 19. Informing parents and caregivers
 Parents and caregivers expect schools to provide
information about bullying.
 The best approach is to adapt what other schools
have done to fit your school community.
 Provide information like:
 the definition of bullying, including cyberbullying
 the types of bullying behaviour
 the roles that students can take in bullying behaviour
 the impacts of bullying
 the signs that a child may be a target of bullying
behaviour and so on…

12. “... telling a child to ‘harden up’ does not help. ‘Stand
up for yourself, hit back, laugh it off, ignore it.’ These
pieces of advice are usually not helpful. If your child
has been bullied and they have suffered in silence it is
common for them to feel ashamed and weak and they
will not want to worry you. They may not even want
you to help. Any suggestions that you make for them
to do things they can’t do will only increase their
sense of failure and shame.”
Edgewater College: Bullying: What it is and
what we can do about it – A Parents’ Guide

13. 19. Informing parents and caregivers
 Provide information for parents and caregivers on
how to act if they suspect that a child is a target of
bullying that can include:
 staying calm
 working out how to deal with the situation together
 reassuring the child that they have done the right thing
in talking about it, that the bullying is not their fault, and
that the parents / caregivers will work with the school to
make things better
 agreeing on a plan of support for the child
 regularly checking with the child to see how they are
doing.

14. “One thing that is hard to accept
is that punishing those who
bully rarely makes things better.
The hardest thing for you may
be to listen.”
Edgewater College: Bullying: What it is and
what we can do about it – A Parents’ Guide

15. Using fair and
consistent
practice
This process should
be well publicised
and include steps for
acknowledging,
investigating and
following up on
complaints.
Confidentiality is
an important
consideration
when responding
to complaints.
A complaint
might also be
progressed if it is
alleged a school
responded
inadequately
Adequate
resolution and
response to the
complaint
20. An effective
complaints
process

16. 21. Bullying that occurs outside school
 Bullying incidents need to be managed and responded to wherever they occur
Bullying often occurs off
school premises, after
school hours or online
out of the direct view of
parents and teachers.
However, students may
report these bullying
incidents to teachers and
staff such as counsellors,
Social Workers in Schools
and so on
Bullying may affect a
student’s wellbeing
regardless of where the
bullying occurs.

17. 22. Legal considerations
QUESTIONS
 Do we know where to seek legal
advice if needed?
 Do we have effective policies and
processes in place and are we
implementing these consistently?
 Have we integrated ideas related to
the role of digital technology in all
policies and processes?
Bullying in schools and the
law (Kazmierow and Walsh,
2004)
 The standards which assist education
providers in eliminating bullying are
extensive, and practical steps to
diminish bullying are well
documented. To minimise the risk of
expensive litigation and to meet
legal and ethical obligations, the
challenge is for schools to commit to
school wide policies, and to ‘walk the
talk’ in a consistent and steadfast
way.