1. TACKLING BULLYING PREVENTING AND 3-MINUTE READ
Last updated: 18 July 2017

2. What is it and what does it mean for you?
The DfE has published updated guidance on bullying in schools and academies – ‘Preventing and tackling bullying’ 2017.
This guidance contains important information that governing boards, headteachers and staff members need to know to enable them to prevent and respond to bullying as part of their overall behaviour policy, which is accountable to Ofsted.
Also covered within the guidance, is the government’s overall approach towards bullying, legal obligations and the powers that schools have to tackle bullying, as well as strategies used by schools who are most effective at preventing and tackling bullying.
This 3-Minute Read summarises the advice provided within the guidance, allowing schools to create safe, disciplined environments where pupils are able to learn and fulfill their potential.

3. Legal framework This guidance mainly relates to the:
Children Act 1989 – legislates for bullying incidents to be treated as a child protection concern where there is reasonable cause.
Education and Inspections Act 2006 – requires schools to have measures to promote good behaviour and prevent bullying amongst pupils. This act also gives schools the power to discipline pupils as a result of their conduct off the school premises.
The Education (Independent School Standards) Regulations 2014 – requires schools to have an anti-bullying strategy in place.
Equality Act 2010 – prevents unlawful discrimination, harassment and victimisation.
It is also related to the:
Public Order Act 1986;
Protection from Harassment Act 1997; and
Malicious Communications Act 1988 – makes it an offence to send electronic messages that cause distress or anxiety.

4. What is bullying?
Bullying is behaviour conducted by either one individual, or a group of individuals, repeated over time, that intentionally hurts another individual or group either physically or emotionally. It is believed that bullying involves a power imbalance between the perpetrator and the victim – this power imbalance can manifest itself in a number of ways, e.g. physically, psychologically, intellectually or socially.
Bullying is often motivated by prejudice towards particular groups on grounds that include, but are not limited to, race, religion, gender and sexual orientation. It might be motivated by actual differences between pupils, or perceived differences.
A child may also be bullied as a result of vulnerable characteristics, such as because he/she is adopted or has caring responsibilities.
Cyber bullying
Increasing access to technology has provided a new medium for ‘virtual’ bullying, which can occur in or outside of school. Cyber bullying has the potential for a wider audience so more people can view the activity, and may be conducted via text message, gaming or social media.

5. Dealing with bullying
The most successful schools have effective policies in place that respond to instances of bullying and poor behaviour, and that are clear to all parents, pupils and staff, so that when any problems arise, they are dealt with quickly.
There is no single solution to bullying which can be applied to all schools – governors, headteachers and staff are best placed to decide how they wish to deal with bullying.
Whichever approach is decided upon, all staff, pupils and parents should clearly understand how their school deals with bullying.
Accountability
Schools are accountable to Ofsted for how well they deal with behaviour and bullying.
Schools should be able to demonstrate how their anti-bullying policies and procedures impact the school community and, in particular, the impact of the actions they have taken to address bullying, e.g. dealing with or preventing incidents.

6. Preventing bullying
Successful schools create environments which stop bullying from being an issue in the first place – not just when bullying occurs.
Schools’ responses to bullying should not begin the moment a pupil is bullied – staff should pay attention to issues between pupils which might lead to bullying, and develop strategies to prevent it from occurring.
A successful school will:
Involve parents so they understand the school does not tolerate bullying, and know the procedures to follow if they believe their child is being bullied.
Make sure parents feel confident that the school will handle complaints about bullying seriously, and seek resolutions as quickly as possible in a way that protects pupils.
Involve pupils, helping them to understand the school’s approach, and provide clarity on how they play a role in preventing bullying, including when they are bystanders.
Regularly evaluate and update their bullying approach, accounting for developments in technology.
Implement serious disciplinary sanctions reflective of the seriousness of the bullying incident.
Openly discuss differences which may lead to bullying, e.g. gender, race, disability, different family settings or situations, prejudice-based language.

7. Preventing bullying A successful school will:
Establish an ethos of good behaviour where pupils treat each other and staff with respect.
Seek help from external resources or organisations to assist with dealing with particular problems.
Provide effective training for staff, ensuring they all understand the principles of the school’s Anti-Bullying Policy, legal responsibilities, how to resolve problems and where to seek support.
Invest in specialist skills to help staff members understand the needs of their pupils, e.g. LGBT pupils, or pupils with special educational needs and disabilities (SEND).
Work collaboratively with the wider community, e.g. the police and children’s services, to agree an approach to bullying where issues are particularly serious, persistent, or give rise to a criminal offence.
Work collaboratively with the wider community to tackle bullying outside of school.
Make it easy for pupils to report incidents, whether they occur inside or outside of school, ensuring they know they are listened to and that incidents are acted upon.
Create an inclusive environment where pupils can discuss concerns freely without fear of further bullying.

8. Support
All schools have a responsibility to support pupils who are bullied, and ensure that the response is tailored to pupils’ individual needs – the nature and level of support will differ for every pupil.
All school staff should be alert to the effects that bullying can have on pupils, in particular their social, mental and emotional health.
Staff should understand that some pupils are more likely to be a target of bullying because of the attitudes and behaviours towards those that may be perceived as different, e.g. those with SEND, those with different family situations, of different race or ethnicities. For particularly vulnerable pupils, staff should understand that they may need greater support to deal with the impacts of bullying.
Schools should ensure they make appropriate provision for a pupil’s short term needs, and set out what actions they will take when bullying has had a serious impact on a pupil’s ability to learn.
Where long-lasting effects of bullying occur that cause an individual to have a significantly greater difficulty in learning than others of the same age, schools should consider whether an SEN assessment would be beneficial.

9. Support
Schools that organise separate on-site provision should be able to manage disruptions to education and difficulties reintegrating when returning to usual provision procedures.
Schools should do everything they can to ensure bullied children continue to attend school, and should respond sensitively where absences arise as a result of bullying.
Where effects of bullying are so severe that it is not possible to reintegrate a pupil back into their school, schools must make other arrangements to continue their education – this may involve transferring the pupil to another school, or other alternative provision.
Alternative provision should have a rigorous focus on supporting pupils to continue their education, whilst meeting their individual needs. The main aim of alternative provision should be to support pupils to reintegrate into mainstream education, working closely with them and their parents to agree a plan and timetable for return.
The DfE has issued separate guidance regarding procedures for alternative provision, which can be accessed here.

10. Intervention
It’s important for schools to ensure the correct disciplinary measures are implemented for perpetrators to show clearly that their behaviour is wrong.
Disciplinary measures must be applied fairly, consistently and reasonably taking into account any SEND that pupils may have, as well as any vulnerabilities.
Schools should always seek to discover the motives behind bullying behaviour and whether it reveals any concerns for the safety of the perpetrator. If this is the case, schools should consider whether the perpetrator would benefit from support too.
If there is reason to believe a pupil is being cyber bullied, schools are able to seize an electronic device to examine data or files and delete these, if authorisation has been given by the headteacher.
Where bullying occurs towards staff, it’s equally important that schools intervene correctly. The school community should understand that bullying, whether by pupils, parents or colleagues, is unacceptable and will not be tolerated.

11. What’s next?
Download our model policies and checklist to ensure your approach towards bullying and behaviour is fair, consistent and understood by the whole community:
Anti-Bullying and Harassment Policy
Anti-Bullying Policy
Child-Friendly Anti-Bullying Policy: Feeling Safe and Happy at School
Anti-Bullying Policy Checklist
Behavioural Policy
Make sure you understand how technology can contribute towards bullying behaviour with our model policies and information for staff:
Cyber Bullying Policy: Primary Schools
Cyber Bullying Policy: Secondary Schools
Cyber Bullying: Advice for Headteachers and School Staff – 3 Minute Read
Browse a number of other resources, including templates and guidance, within our Anti-Bullying topic.