Creating an inclusive environment
Whole-school approach
Everyone the policy will have an impact upon should be consulted with any feedback gathered to reflect the views of all.
Parents and carers should also be made aware of their responsibilities and the organisation’s expectations.
The Scottish Schools (Parental Involvement) Act 2006 requires Scottish Ministers and education authorities to promote the involvement of parents in children’s education at publicly funded schools. It aims to help all parents to be:
- Involved with their child’s education and learning
- Welcomed as active participants in the life of the school
- Encouraged to express their views on school education generally and work in partnership with the school
A culture where children and young people feel included, respected, safe and secure, and where their achievements and contributions are valued and celebrated is essential to the development of good relationships and creation of environments where it is more difficult for bullying to thrive.
To create an inclusive environment there should be a shared understanding of wellbeing, underpinned by children’s rights and a focus on positive relationships across the whole school community.
In bullying situations it is also important to consider the wider environment around the child. This includes not only the physical environment indoors and outdoors but also the emotional environment, recognising the significance of positive relationships and how safe and included the child feels within the places that they go to every day. Children learn and develop best in caring, supportive environments which respond to their individual needs, allowing them to reach their full potential.
It is important to maintain the profile of anti-bullying work and awareness about the importance of positive relationships throughout the year and reinforce this ethos in everyday workings and relationships so that children can always feel safe or know where to go to get help if they don’t feel safe.
What can I do?
Actions that can be taken to help create a more positive environment and inclusive space for children and young people.
Training and support
Training and support should be provided to ensure that everyone understands their roles and responsibilities in relation to new or refreshed anti-bullying policy.
respectme offers free Learning Academy eLearning courses which cover essential learnings about bullying and responding to bullying. Register to start your learning journey with our Learning Academy.
Procedures
It is important that individual schools or services/clubs develop an anti-bullying policy in consultation with stakeholders which reflects Respect for All, the national approach to anti-bullying.
It is important for clarity on the use of mobile phones, when these can be used, and the consequences for misuse. Refer to the Scottish Government’s Guidance on Mobile Phones in Scotland’s Schools.
Values
School values can be co-designed with children and young people and placed at the heart of an anti-bullying policy. These will differ depending on the ages of the children involved, but may include statements such as: “We will respect each other and our differences.” and “When we see someone being bullied we will try to help.” These should be prominently displayed for all to see and if bullying behaviour occurs.
Activities
Posters and other forms of information clearly signposting information, helplines and support groups and are widely accessible in different languages and formats.
Involvement with respectme’s annual Anti-Bullying Week campaign work can help to reinforce anti-bullying messages annually.
Take a look at our learning resources via our Resources and Campaigns page for help with igniting conversation with children and young people and updates on Anti-Bullying Week.
A clear visual commitment to equality and diversity gives a clear message.
Peer support
Young people can be trained to provide support and guidance to other children and young people when bullying occurs. This can provide a helpful environment where there is no imbalance of power.
Children and young people who have been picked on or teased, called names, ignored, left out or having rumours spread about them may benefit from this process. Peer support groups could offer weekly drop-in sessions, or offer one-to-one sessions.
Incidents of violent incidents, or incidents based on differences or perceived differences and unlawful practices require the support and intervention of adults. It is important to make these distinctions clear to all children and young people who are providing peer support. All peer support systems must have robust and clear adult guidance and support to be effective.
Restorative practices and solution-focused approaches
This is an umbrella term used to cover different methods to address bullying behaviour and build relationships of those involved. Traditional methods concentrate on what’s happened, who’s to blame and what the punishment is.
Restorative practices ask: What’s happened? Who has been affected and how? How can we put it right? What have we all learned so we can make different choices next time? Restorative practices must be embedded into day-to-day practices and relationships for them to be effective, and facilitators should be thoroughly trained in their application.
Role-modelling
Role-modelling and self-awareness amongst adults is also important. The relationship between adults and children and young people should also mirror these values. Children will model their behaviour on what they are witnessing and we should always be mindful of this. Lead by example. If you boss, judge and criticise, children and young people will think this behaviour is acceptable and will follow your lead. Let children know that bullying is never acceptable and explain why.
Consequences
When bullying interventions are not successful, firmer action may be required. This should be dictated by your organisation’s behaviour policy and supported by your anti-bullying policy.
Resources and tools
Respect for All: national approach to Anti-Bullying
Guidance on Mobile Phones in Scotland’s Schools
Policy though to Practice: This publication can help you to create a new robust anti-bullying policy.
Learning Academy: Learn more about bullying and responding to bullying by registering for respectme’s free eLearning courses.
respectme reward: Review and celebrate the successful anti-bullying work taking place in your school or setting by following our five stage online toolkit. To apply for a respectme reward you must evidence that you have a current anti-bullying policy, written within the last three years, which reflects your local authority guidance if appropriate, and/or the principles set out in Respect for All – national guidance.
Campaigns and resources: We have collated all our campaign learning resources and class-based activities into one helpful space to help you plan informed anti-bullying conversations and lessons.
