The approach I suggest here for schools eager to reduce bullying on the system level

constitutes a whole-school approach. Such an approach should inform, obligate and mobilise.

In order to reach out to all sections composing the school life that is, students, parents and all

staff, and involve those into the approach a school wide policy is needed to proclaim the

schools stand on the problem and provide principles and guidelines about how to address the

problem. Rigby (2003) suggests that the policy should be "widely disseminated" (p. 28) in

order to reach at best everyone involved with the school. Furthermore, parents who are not

that fluent in speaking the English language should have access to translated versions of the

policy (p. 28).

System Level

Information

The Anti-Bullying policy should make the following very clear:

This school believes that you and every school member has a fundamental right to "a

safe, supportive and caring environment free from intimidation of any kind, the right not to be

hurt, scared, made fun of or saddened in any particular way" (Rigby & Thomas 2003), no

matter your age, gender, ethnicity, religious believe or sexual orientation.

Every person who bullies another is dispossessing them from this right. If you bully,

you deny someone a carefree access to education by causing him or her profound emotional

or physical pain. We, the school, stand as a unified whole and will not tolerate bullying but

"take whatever steps are necessary to stop such behaviour" (Murphy & Lewers 2000).

The policy should furthermore include a definition and explanation of bullying and its

different appearances in order to make students comprehend the scope of this behaviour.

Illustrations1 can be very helpful in this process as suggested by Murphy and Lewers (2000)

(p. 39 ­ 41).

"Bullying occurs when a person or group of persons deliberately and repeatedly hurt

or frighten someone less powerful than themselves for no good reason" (Rigby & Thomas,

2003, p. 16). Bullying can be direct or indirect, however, in many cases this takes place "in

secret" (Beale, 2001, p. 301). Direct bullying includes the bullies′ superior strength in that

1 See appendix

victims are confronted with aggressive behaviour in form of open physical attacks as for

example by shoving, pinching, hitting or kicking or by removing the victims belongings

(Beale, 2001, p. 301). Indirect bullying takes place in form of "relational aggression" (Merrell

et al., 2008, p. 26) which is excluding a person socially by spreading rumours, lies or threats,

verbal insults, "obscene gestures" (Olweus, 1994, p. 1173) or psychological pressure.

The policy should include information about the different tools in bullying used by

boys and girls. Whereas boys prefer direct bullying including physical and open impact on the

victim, girls often choose the psychological and emotional path of indirect bullying (Beale,

2001, p. 301). What is more, boys are more often bullies and also victims of bullying than

girls (Beale, 2001, p. 301). However, it should be clearly lined out that "[a]nyone can be

bullied ­ it isn′t limited by age, sex, sexuality, cultural or religious background [...] and [it]

can happen in many different environments including school, at home, on the sporting field or

at work" (Healey, 2006, p. 1).

It is important to stress that both parties in a bullying situation, bully and victim, are

hampered from effective learning and self-development (Morrison, 2002, p. 1). Victims often

develop emotional and psychological instabilities which can effect them a whole lifetime.

Persons who are bullied often have low self-esteem (Olweus, 1994, p. 1178), feel lonely, start

to withdraw from society and become worse in academic matters (Beale, 2001, p. 302). This

may lead to illness, depression (Morrison, 2002, p. 1) or even the bringing of weapons to class

for revenge purposes (Merrell et al., 2008, p. 27). The worst and last solution which victims

of bullying sometimes see for themselves is suicide (Morrison, 2002, p. 1).

Things to know about student bullies are that they use bullying "as a way of making

themselves more powerful" and deal with there own problems (Healey, 2006, p. 1). They

become increasingly unpopular and with that lonely as his or her social environment grows

older. They might have problems to fit in and are at risk of continuing to act antisocial as for

example by using alcohol or drugs which can lead to dropping out of school (Morrison, 2002,

p. 1). Furthermore, studies show that bullies are at high risk of breaking the law in their future

lives (Olweus, 1994, p. 1181).

Rigby ((2003) suggests an info sheet about why some people bully and why not. This

comparison can help to make clear that bullying behaviour is not just harmless teasing but a

2

profound character trait. Whereas bullies are described as being "aggressive and impulsive" as

well as having "relatively low levels of empathy" (p. 17), people who do not bully are seen as

having "a high level of empathy", "social skills" which keep them occupied and "positive

experiences in the home" (p. 18). They feel successful and see no sense in bullying others (p.

18).

Further appearances of bullying which policy readers should be informed about are

cyber bullying and bullying via mobile phones. Bullying that takes place via using the internet

leaves victims nearly no safe space to feel secure at. The same applies to bullying that takes

place through sending harassing SMS or MMS. Cyber and mobile phone bullying makes it

easier for bullies to stay anonymous while at the same time easily involve more co-bullies

into the process (Healey, 2006, p. 11). This assumes that cyber bullying "could have even

worse consequences" (Healey, 2006, p. 11) than bullying that takes place in an interpersonal

situation.

It is very important to proclaim in the policy that inactive bystanders to any of these

above mentioned bullying situations support bullying rather than using their power to stop it.

"He who passively accepts evil is as much involved in it as he who helps to perpetrate it"

(Martin Luther King, 1929-1968, cited from Murphy & Lewers, 2003, p. 57).

The formulation of such a policy might have to be adjusted to the understanding of younger

ages.

A whole school approach may provide further information about bullying and its

effects beyond the policy as for example in student, parents and staff workshops. It can be

discussed which role bullying plays in school shootings and stabbings such as the 2009

shooting in Germany where eight children and two adults were killed (Alberici, 2009) or the

2006 stabbing in Australia where a fourteen year old boy stabbed two classmates at school

("Boy to face court over school stabbing", 2006).

Furthermore, the school could raise school wide attention to and discussion of bullying

by organising role plays and dramas addressing this problem as for example the play

"Bullybusters" (Beale, 2001, 304). Another way to do so could be to talk about famous

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people2 and role models who have been bullying/bullied/bystanders (Murphy & Lewers,

2000, p. 58) or invite them directly to talk about their bullying experiences themselves and

give helpful advice.

In order to provide further information to families and include them in this whole -

school approach the school could give away info booklets including advice on which actions3

students can take to appear confident and not become a target (Murphy & Lewers, 2000, p.

70). Advice on friendship formation4 and how to detect if your child is a victim5 could be a

part of this booklet (Murphy & Lewers, 2000, p. 83, 96; Rigby, 2003, p. 73). A fact sheet6

about bullying and which steps to take after parents have detected that their child bullies or is

being bullied might be helpful (Murphy & Lewers, 2000, p. 97 ­ 99).

Obligation

An anti-bullying policy should clearly outline its expectations to students, teachers and

parents as well as everybody who might be involved in school life as for example bus drivers

and cafeteria staff. It is the omnipresent responsibility of every of these parties to create an

atmosphere and environment which minimizes the breeding ground for bullying behaviour.

This includes opening one′s eyes and to actively intervene when bullying occurs.

Additionally, teachers can offer support and advice to their students and educate about

bullying (Rigby, 2003, p. 29). It should be understood that teachers are obliged to take early

signs of potential bullying seriously that is, to address and answer seemingly `low severity

appearances′ of bullying that affect the teaching climate as for example sporadic name-calling

or shoving (Rigby & Thomas, 2003, p. 40). Even those sporadic verbal, not the least physical,

attacks can hurt the student very much and should be answered to the perpetrator by for

example sending him/her to the thinking room reflecting on his/her actions and working out a

short apology to hand to the aggrieved party. Those `rabbit punches′ are supposed to function

as a galvanising warning. Further treatment of bullying appearances will be discussed further

down.

The policy should proclaim that all staff are expected to think about their position

towards bullying. They should reflect on whether they might ever have been bullies to

2 See appendix

3 See appendix

4 See appendix

5 See appendix

6 See appendix

4