Presentation from the Promoting Respectful Relationships conference. Full details at http://www.respectwales.org.uk

1. Why is sexual bullying a
problem?
Research by DR Ellie Farmer
Presented by Shân Jones Education Adviser Wales
Promoting Respectful
Relationships

2. • Defining sexual bullying
• Prevalence
• Effects
• Cultures of sexual
• Factors that promote sexual bullying
• Promoting safe sexual cultures in schools
Why is sexual bullying a
problem

3. Any bullying behaviour, whether physical or non-physical,
that is based on a person’s sexuality or gender. It is when
sexuality or gender is used as a weapon by boys or girls. It
can be carried out to a person’s face, behind their back or
through the use of technology.
Definition

4. Debating the definition
• Intent
• Function
• Impact
• Continuum

5. What is the situation in
Wales
There is a whole culture
of sexual bullying
happening… every time I
hear somethin I’m
shocked but find that the
children and educational
staff are not, its simply
‘part of school life’
I get called names all the time at school,
especially “poof” and “faggot”. My stuff is
always being ripped up or drawn on or stolen
Stonewall (2007)
Girls sexually
abused confiding in
friends and then
bullied because
other pupils found
out
Girl at a special school for hearing impaired
was sent photographs of an older boy
pupil’s penis over mobile phone and
propositioned on the phone by text and
through MSN for sex – followed up by group
pressure in playground, and around visits to
the toilet, to return photographs of herself or
engage in sex

6. Research
• 45% of teenage girls have their bottom or breasts groped against their will
• 38% of young people have received unwanted sexual images
• 37% hear ‘slag’ used often or all the time
• 65% of gay or bisexual young people experience homophobic bullying in school
• 48% of teachers have witnessed sexist language from one peer to another
• If gay pupils report bullying to a teacher, 62% of the time nothing is done about it
NSPCC (2006), Neill(2006); Katz & Mcmanus (2008); Stonewall (2007)

7. • Nearly all young people experience it (e.g. 88% girls, 83% boys)
• Girls more often experience unwanted comments, touch, pressure, gestures
• Boys more often experience homosexual slurs and receive unwanted images
• it starts when children are in primary school
• it is most often perpetrated by casually known peers
• Risk groups
Girls
Those who are gay or unsure of their sexuality
Girls experiencing early puberty
Those with learning disabilities
AAUW(2001); Chiodo et al (2009); Fineran & Bennett (1999); Hands & Sanchez (2000); Renold (2002); Timmerman (2005)
Findings from Literature

8. Impact

9. Why is it a problem?

10. Impact
• Education
• Feelings
• Beliefs & identity
• Mental Health
• General Life

11. • Young people bullying: “It’s just a joke”
• Peers; It’s just normal
• Adults in school: “There’s nothing I can do about it”
• Victims: “Maybe I’m to blame
Cultures of Sexual Bullying

12. What is the impact of these
reactions?
Tolerance of
sexual bullying
More sexual bullying
Feeling unsafe at school
Withdrawal from school
Low self esteem
Distress
Ormerod et al. (2008)

13. Creating Positive Cultures

14. Responsibilities
Schools and their staff have statutory responsibilities
that relate to bullying:
• Duty of care
• Responsibility for “safeguarding and promoting the
welfare” of pupils (Education Act 2002)
• Duty to “prevent all forms of bullying” (Education and
Inspections Act 2006)

15. Factors promoting sexual
Bullying

16. Estyn: Wellbeing
“when evaluating the extent to which pupils feel safe, …consider the extent to
which pupils feel free from physical and verbal abuse in school” KQ I: 1.2.1
Estyn: Care, Support and guidance
“impact of care, support and guidance on pupils standards and wellbeing…
rather than procedures and arrangements” KQ 2.3
“beneficial effect on vulnerable pupils… clear link to the judgements about
standards and wellbeing” KQ 2.3
“arrangements for dealing with harassment and bullying” KQ 2.3
“school provides access to a wide range of information” KQ 2:3.2
Feeling safe from bullying

17. Estyn: Ethos, equality and diversity
“establishing a school ethos that is inclusive” KQ 2:4.1
“promotes the prevention and elimination of oppressive behaviour,
including bullying, sexism, racism and homophobia” KQ 2.4.1
“monitors and addresses any related issues or complaints that arise”KQ
2.4.1
Estyn: Effectiveness of safeguarding procedures
“Ascertain whether the school has appropriate policies and procedures in
place in respect of safeguarding”
Feeling safe from bullying

18. Addressing sexual bullying
• Recognise sexual bullying
• Promote respectful relationships
• Challenge sexual bullying
• Support victims of sexual bullying
Key areas:
• School policies
• Day to day approach – attitudes and actions
• Staff training
• PSE

19. • Name sexual bullying to staff and students when you see it
• Record
• Teach principles of gender equality, diversity, and feminism across
the curriculum; and challenge objectification
Recognising sexual
bullying

20. Promoting respectful
relationships
• School schemes that help to develop the capacity to think about others
• PSE involving role-plays and interview that highlight through
experience the positive feelings involved in “real respect”
Fonagy et al. (2009); McAdam & Lang (2009)

21. Challenge
• Not to challenge is to collude
• Day to day conversations
• Use PSE & assemblies
• Encourage other adults to do the same
• Devise and use a clear system of sanctions for sexual bullying
• Clear messages and system of reporting for staff

22. Schools should use incident records to:
• Manage bullying incidents - ability to reference previous behaviour
• Analyse for patterns
• Monitor effectiveness of actions to determine policy / strategies
• Address complaints made
• Identify “vulnerable pupils” and provide information determine nature of support needed
• Provide reports to governors, staff, parents / carers, pupils and local authorities
• Provide evidence for Estyn
Importance of records

23. Support
• Be supportive to those that report sexual bullying, recognising
impact
• Facilitate peer support schemes
• Peer mentoring social network
• Provision of school counsellors

24. What next?
• NSPCC and Womankind Worldwide 10 point guide to stop sexual bullying in
educational settings
• WAG Antibullying Guidance

25. If you need further advice or support on any child
protection matter, contact:
• NSPCC Helpline on 0808 800 5000
• This is a free 24-hour service which provides counselling,
information and advice to anyone concerned about a child at risk
of abuse.
• Alternatively visit http://www.nspcc.org.uk/inform
• Shan Jones, Education Advisor, Tel: 020 3188 3613 or via
email on shanjones@nspcc.org.uk
Further support