1. National Commission for the Promotion of Equality Antoniella Gatt Principal Violence, Harassment and Bullying in Schools Research Study

2. “Violence, harassment and bullying are human rights issues that profoundly affect the lives of children.” United Nations, 1989

3. Aims of the Research Study (1) -To analyse the subject from a gender perspective in order to identify different forms of violence, harassment and bullying in schools affect girls and boys; -To identify emerging trends, circumstances, types and causes of violence, harassment and bullying in schools; -To establish a contemporary view of the patterns and processes of such forms of violence in schools; -To analyse the effects, the immediate and potential long-term consequences on boy/girl victims and perpetrators;

4. -To identify the victims’ response to violence and highlight victims’ efforts for help or to stop the violence; -To identify barriers encountered by victims; -To identify the victims’ needs and whether such needs are met; -To examine perpetrators’ characteristics and risk factors triggering violence; -To analyse the effectiveness of preventive measures; -To analyse the current protocols, policies and existing structures within schools to combat violence Aims of the Research Study (2)

5. Global and Local Agenda (1) “All children have the right to be protected from violence...” ~UNICEF, 2014 “States parties shall take all the appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity...”; “States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence...” ~UNCRC

6. Global and Local Agenda (2) In Maltese law, harassment is defined as: –“alarming a person or causing them distress” –“to subject the person to any unwelcome act, request or conduct, including spoken words, gestures or the production, display or circulation of written words, pictures or other material” There is also a prohibition to incite hatred against a person or group of persons, in connection with their gender, gender identity, sexual orientation, race, colour, language, ethnic origin, religion or belief or political or other opinion.

7. Definitions “A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself” ~Dan Olweus Important elements in definition: 1. aggressive behaviour that involves unwanted, negative actions 2. a pattern of behaviour repeated over time 3. an imbalance of power

8. Posters disseminated in a number of secondary schools in Malta and Gozo

9. Methodology Qualitative 50 structured in-depth interviews with stakeholders 8 peer streamed semi-structured focus groups with students, parents, and teachers

10. How and where does bullying occur? In the school Outside the school: - Bus transport - Cyber-bullying Who is responsible when bullying occurs outside the school?

11. Why does bullying occur? Element of power Peer pressure Being different Low self-esteem Jealousy To impress friends To stop being the victim

12. The Gender Element GIRLSBOYS Girls are rewarded for being docile. Boys are rewarded for masculine and aggressive behaviour. IsolationPhysical violence EmotionalThreats Mockery (appearance, weight) Arguments

13. Impact of bullying on children Low self-esteem, less self-confidence Low emotional well-being Lower educational achievement Issues with attention span No longer desire to go to school Early school leavers Long-term impact: vulnerability, insecure Might become bullies themselves

14. How is bullying dealt with at schools? According to students: -Limited faith in schools -Reporting is not confidential -Fear of retaliation from the bully -Service is not child-friendly According to parents: -Limited faith in schools -Bad practices of the school administration -Lack proper intervention

15. Effective Interventions Train all school staff especially the teachers Developing non-academic skills along with parents Focus should be on the need of the students rather than make the children fit into the goals of the schools

16. Dealing with diversity in schools Anti-bullying focus points Diversity Weeks Human Library Buddy System Circle of Friends Peer Preparation Programme

17. How can schools better deal with diversity? Diversity from early education Diversity in the curriculum More non-formal activities More online presence of school Giving children a voice

18. Restorative Justice Measures School should aim to restore as far as possible the relationships between the students in a context where the needs of victims and bullies are addressed.” Addressing Bullying Behaviour in Schools Policy (2014) Such measures help: to identify the cause of the problem to understand the behaviour in bullies the bully to understand the victim’s feelings Concerns: Mixed feelings about whether measures can really work Bullying will start again once bully leaves room Not every victim is ready to forgive Power imbalance remains

19. A Rights Based approach Right of every child: to receive an education without feeling threatened or afraid Right of the perpetrator: to access help and support Education about rights and responsibilities should start from a young age.

20. Whole School approach “The Addressing Bullying Behaviour in Schools Policy adopts a whole school approach philosophy. This approach is defined as a unified collective and collaborative action... that has been strategically constituted to improve student learning behaviour and well being and the conditions that support these.” Addressing Bullying Behaviour in Schools Policy (2014) Bullying is everyone’s problem - not just the victim’s, not just inside the school system, but require the inclusion of non-academic members of staff as well Everyone should be onboard, train everyone, so that everyone will be committed towards a violence-free school environment – not only school administration

21. Monitoring Proper and continuous monitoring system Feedback collected from children and parents Whole-school approach for the greatest decline in student bullying

22. Video clip aired on main local TV channels & on Facebook

23. Recommendations Foster fairness, respect and dignity for all persons within the school community Educate on the value of diversity Provide a clear understanding of the term “bullying” to prevent different interpretations Provide training to all school staff

24. Link to Research Study: https://ncpe.gov.mt/en/Documents/Projects_and_Speci fic_Initiatives/Forms%20of%20Violence/Report%20- %20Violence%20Schools.pdf Thank you for your attention! National Commission for the Promotion of Equality, Malta Tel: [+356]25903850 Email: equality@gov.mtequality@gov.mt Website: www.equality.gov.mtwww.equality.gov.mt