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Date: April 29, 2024 Mon
Time: 10:19 pm
Time: 10:19 pm
Results for bullying (u.k.)
4 results foundAuthor: Tippett, Neil Title: Prevention and Response to Identity-Based Bullying Among Local Authorities in England, Scotland and Wales Summary: The overall aim of the report is to establish the extent and effectiveness of local authorities’ and schools’ actions to prevent and respond to prejudice-based bullying of young people both inside and outside of school, on the grounds of disability, gender, gender identity, race, religion or belief or sexual orientation. Summary of Findings: 1.‘Identity-based’ (or ‘Prejudice-based’) bullying is widespread and continues to blight the lives of many young people, affecting educational attainment and having a long term impact on their life chances. A common cause is children’s, and sometimes teachers’ poor understanding of diversity; 2.Schools (and local authorities) need to know the extent of the problem and reasons for any bullying. Recording incidents of the different types of prejudice-based bullying is therefore crucial. Without the appropriate baseline data it is impossible to know the extent of bullying, or monitor the impact of interventions and progress on tackling the problem, or direct resources where they are most needed. Our survey revealed support for a statutory requirement to record and report incidents of prejudice-based bullying, in order to understand the problem and target action and resources where it is needed most. 3.Greater guidance and support is needed to help schools take action against prejudice-based bullying. Our research shows that guidance plays a crucial role in directing anti-bullying work and focussing attention on particular areas. Central government guidance, such as ‘Safe to Learn’ has been well received and more practical guidance from government and non-government organisations was asked for by some respondents. 4.In order to effectively tackle this form of bullying, specific preventative strategies must be adopted such as a ‘whole school approach’ which considers all the equality strands, and focuses on tackling prejudice. Focus within: whole school policies, equality action plans, assemblies, PHSE and citizenship curriculum. Preventative measures are crucial as bullying of this type is a response to prejudice and may happen due to poor understanding of diversity. Bullying of LGB young people and disabled children, including those with learning difficulties shows a particularly strong relationship to prejudiced attitudes held throughout the school. Details: London: Equality and Human Rights Commission, 2010. 147p. Source: Internet Resource: Research Report 64: Accessed March 28, 2011 at: http://www.equalityhumanrights.com/uploaded_files/research/64_identity_based_bullying.pdf Year: 2010 Country: United Kingdom URL: http://www.equalityhumanrights.com/uploaded_files/research/64_identity_based_bullying.pdf Shelf Number: 121079 Keywords: Bullying (U.K.)DisabilitiesDiscriminationPrejudiceSchool Crime |
Author: Howard, Sharon Title: The Use and Effectiveness of Anti-Bullying Strategies in Schools Summary: This project aimed to examine which strategies schools in England use to deal with episodes of bullying, which are supported by local authorities, why schools choose these strategies, and how choice of strategy varies by sector and type of bullying. It also aims to evaluate the effectiveness of a range of strategies, from the perspective of the anti-bullying lead, pupils and other school personnel. Details: Runcorn, UK: Department of Education, 2011. Source: Internet Resource: Accessed May 3, 2011 at: https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR098.pdf Year: 2011 Country: United Kingdom URL: https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR098.pdf Shelf Number: 121575 Keywords: Bullying (U.K.)School CrimeSchool Discipline |
Author: Beatbullying Title: Child-on-Child Violence in the UK: A Retrospective Survey Summary: This report indicates that more than a third (37%) of young people report having suffered a severe physical or sexual attack during childhood by a fellow young person – over a quarter of which involved the use of a weapon. The severity of bullying is significant, 52 per cent having sustained physical injuries from the attack, 28 per cent threatened with a weapon and almost a tenth (7%) knocked unconscious, reported the 16 – 25 years olds questioned. A further quarter of those respondents who had suffered child-on-child violence were subjected to a sexual attack by a peer; of these victims 19 per cent were young girls. The research details the emotional and social implications of bullying, revealing that of those who suffered child-on-child violence 15 per cent were also in trouble with the police, compared to just four per cent who were not under any physical attack. Details: London: Beatbullying, 2011. 13p. Source: Internet Resource: Accessed May 18, 2011 at: http://www2.beatbullying.org//pdfs/CoCV%20Evaluation.pdf Year: 2011 Country: United Kingdom URL: http://www2.beatbullying.org//pdfs/CoCV%20Evaluation.pdf Shelf Number: 121750 Keywords: Bullying (U.K.)Juvenile OffendersPeer ViolenceSexual AbuseSibling Violence |
Author: Great Britain. Department for Children, Schools and Families Title: Safe from Bullying on Journeys Summary: Young people and parents say bullying is among their top concerns. Bullying can make the lives of victims a misery; it undermines their confidence and self esteem and destroys their sense of security. Every year ChildLine, the UK’s free 24-hour helpline for children and young people, speaks to almost 33,000 callers about bullying. Bullying can have a life-long negative impact, limiting the places where children and young people feel safe to go and reducing their ability to become successful, independent adults. At worst bullying has been a factor in suicide. Bullying does not only happen in schools. It can happen anywhere, including on journeys to and from home, school and other activities. To tackle bullying successfully, the whole community and all services for children and young people need to work together to change the culture so that bullying is unacceptable. The government has made tackling bullying a key priority. This guidance discusses bullying on journeys and public transport, and the different forms it can take, and sets out ways in which different partners can work together to prevent bullying on journeys, and respond effectively when bullying occurs. It is part of a suite of guidance on preventing bullying outside of schools that includes guidance on tackling bullying in: - Play and leisure - Extended services in and around schools - Children’s Homes - Further education colleges, and - Youth activities. Each of these guidance documents is designed to be used in conjunction with a set of training resources. Because we know that bullying can follow children between different settings, this suite of guidance also includes guidance for local authorities and others who are in a position to coordinate anti-bullying activities at a local level. This suite of guidance builds on the existing guidance on bullying in schools: ‘Safe To Learn’, a suite of materials which includes supplementary guidance on Racist bullying, Homophobic bullying, cyberbullying and bullying involving children and young people with Special Needs and disabilities, and will shortly include bullying related to gender and gender identity. Although Safe to Learn focuses on tackling bullying in school, it contains a large amount of detailed information on tackling different forms of bullying, which may be useful to those involved in tackling bullying on journey. Details: Nottingham, UK: Department for Children, Schools and Families, 2009. 26p. Source: Internet Resource: Accessed November 8, 2011 at: http://www.4children.org.uk/uploads/information/8218-DCSF-SafefromBullying-Journeys.pdf Year: 2009 Country: United Kingdom URL: http://www.4children.org.uk/uploads/information/8218-DCSF-SafefromBullying-Journeys.pdf Shelf Number: 123262 Keywords: Bullying (U.K.)School Crime |