Be part of the anti-bullying campaigns taking place next week

Next week sees both Stand Up To Bullying and Stop Cyberbullying Day address the issue of bullying


In figures released by charity Ditch the Label in their latest bullying survey, 1-in-2 young people have experienced bullying, with 1-in-10 having been bullied within the past week. In addition, their research revealed that young people feel that social networks are not currently doing enough about online bullying, with many feeling unsafe online.

Empowering pupils to take the lead on tackling bullying can help in schools, and participating in the forthcoming anti-bullying campaigns taking place next week can help enforce the message.

Stand Up To Bullying Day 2018Stand up to Bullying Day - June 13th 2018
Stand Up To Bullying Day was started in 2016 by The Diana Award with HRH The Duke of Cambridge and aims to raise public awareness about bullying and its long term effect, create understanding about our collective role in tackling bullying and to empower the public with the tools to stand up to bullying; wherever they are.

Whether you're looking to support on social media, run a session in your school or review your anti-bullying policy there's plenty to get you going. Schools can download a resource pack with ideas for activities and fundraising events to support anti-bullying and the Stand Up To Bullying campaign. There is also a Thunderclap where schools can show their support.


Stop Cyberbullying Day 2018Stop Cyberbullying Day - June 15th 2018
Stop Cyberbullying Day was founded by The Cybersmile Foundation on June 17th 2012, to promote online positivity and good digital citizenship.

Since then, every year on the third Friday in June, Stop Cyberbullying Day has become a growing force of positivity.

Stop Cyberbullying Day encourages people around the world to show their commitment toward a truly inclusive and diverse online environment for all – without fear of personal threats, harassment or abuse.

To get involved you can use the hashtag #STOPCYBERBULLYINGDAY on the day with your content (images, videos, articles) to let people know you are participating on Twitter, Facebook, Instagram and YouTube - supporting a brighter, kinder internet. Schools can also sign up to pledge their support via the Thunderclap campaign leading up to the day.


Join our FREE Membership service for our bullying assembly resource. E-safety Support members can also download cyber bullying specific resources and distribute Internet safety training. Safeguarding Essentials members have access to the full suite of cyber bullying and bullying resources including policies, teaching resources and staff training. Find out more.

Written by Safeguarding Essentials on June 06, 2018 12:45

What is bullying?

Is there a line between banter and bullying?


Sexting Training Viewing GuidanceWe all talk about bullying, we know it’s a serious issue which can have devastating consequences and we know that thanks to social media, bullying doesn’t stop when the school gates close. But what exactly is bullying?

As pointed out in the latest Ditch the Label Annual Bullying Survey "the very nature of bullying is subjective, meaning everybody has a different idea of the behaviours that are considered to be bullying". The report identified that 12% of young people had bullied somebody based on their own definition of bullying, while 54% of respondents said that they had been bullied at some point.

In research released by TES in the latter part of 2017, figures revealed that from over 1000 secondary school teachers interviewed, over half thought that bullying was a problem in their school, with more than a fifth saying that bullying in their school was on the increase. Rather more shockingly, 40 per cent declared they knew of pupils too scared to attend school because of it.

To help identify bullying, the Department of Education define it as “behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally”, while the dictionary definition adds that a bully will often force the victim to do something they do not want to do.

Types of bullying
Bullying and cyber bullying can take on many forms including (but not limited to) physical assault, emotional taunting, verbal abuse, social exclusion, hostile actions based on sexuality – the list goes on. And (as stated in the Keeping Children Safe in Education guidance) all staff should be aware of the specific safeguarding issue that bullying presents. Ofsted will also hold schools to account for how well they deal with bullying behaviour. This can include behaviour which takes place outside the school premises.

What can schools do?
In order to raise awareness of bullying issues and help prevent it taking place, schools can develop a number of strategies. In the first instance, anti-bullying and cyber bullying should be included in the curriculum. It is also key to ensure that parents are clear on their responsibilities and know where to go to for support. To enable this, the school should have clear guidelines and policies in place and should work with external agencies who can provide support and advice.

Empowering pupils to take the lead on tackling bullying can help encourage speaking out if situations arise and taking part in awareness days such as anti-bullying week or stop cyber bullying day can help enforce the message.

In short, it is important that schools deal with bullying as they have a duty of care to help pupils learn in a safe environment.

If you would like to share your thoughts on bullying issues or have ideas you would like to share with fellow teacher, please use the comments section below.

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Members of the Safeguarding Essentials service have access to specific teacher training on this topic, along with additional teaching and school management resources. Login to access now.

Written by Safeguarding Essentials on May 03, 2018 12:37

Quarter of young Brits confess to ‘bullying or insulting’ someone online

26 per cent of the 16-18 year olds have ‘bullied or insulted someone else’ online


Laptop black and whiteDemos is Britain’s leading cross-party think-tank: an independent, educational charity, which produces original and innovative research. Their new research mapping the behaviour and decision-making of young people online, identifies a shockingly high incidence of hostile online behaviour towards peers – often linked to having previously experienced abuse on social media. Significantly, it highlights the strong relationship between offline and online character and morality in young people.

  • 26 per cent of the 16-18 year olds surveyed say they have ‘bullied or insulted someone else’ online
  • 15 per cent of the young people surveyed said they had ‘joined in with other people to “troll” a celebrity or public figure’
  • Boys are significantly more likely to say they have bullied or insulted someone online than girls (32 per cent compared with 22 per cent) or ‘trolled’ a public figure (22 per cent compared with 10 per cent)
  • 93 per cent of those who said they had insulted or bullied someone else online, said that they had themselves experienced some form of cyber-bullying or abuse
  • Conversely, Demos finds that 88 per cent of the teenagers surveyed had given emotional support to someone online
  • Their analysis finds that young people with stronger traits of empathy and self-control are considerably less likely to engage in cyberbullying.
  • The major new research project, which spanned nine months, involved Demos surveying 668 16-to-18 year olds over Facebook, exploring their online behaviour and responses to various social media scenarios. Demos also held focus groups with 40 teenagers in London and Birmingham, as well as expert roundtables with teachers and other youth work professionals. Demos’ Centre for the Analysis of Social Media (CASM) also used innovative methods to analyse the dynamics and contents of ‘trolling’ attacks on Twitter.

    Demos’ focus groups found that young people are often drawn into cyber bullying because they are aware that their friends can see they are being bullied or insulted online, which leaves them compelled to respond in an aggressive way.

    Although the research finds that many young people are attuned to the moral implications of behaviour on social media many young people say they would take no action when they see someone they know being bullied online.

    At the same time, young people also clearly use social media to build friendships and express their beliefs in more positive ways: 88 per cent of the young people surveyed have given emotional support to a friend on social networking sites, and just over half (51 per cent) have posted about ‘a political or social cause that they care about’.

    Social media analysis by Demos looking at the dynamics of ‘trolling’ finds that although social media often facilitates the rapid spread of abuse online, it also gives young people the opportunity to exercise empathy and courage, by coming to the defence of the victim.

    Demos research finds that young people’s character – or the personal traits, values and skills that guide individual conduct – may be significant in determining the extent to which they engage in positive or negative behaviours online. Young people who admit to engaging in risky or unethical behaviour online are, for example, found to demonstrate lower levels of moral sensitivity to others, and have lower self-reported character strengths.

    Certain traits such as empathy, self-control and ‘civic mindedness’, seem particularly closely linked to different types of behaviour. Those with higher levels of empathy and self-control exhibit reduced likelihood of engaging in bullying over social media, while those with high levels of ‘civic mindedness’ are more likely to post about political or social issues.

    Based on the findings of the report, Demos made a number of recommendations, including:

  • The Department for Education should look to rejuvenate the character agenda within Government, through a third round of Character Education Grants, this time focused on developing good character online.
  • The Government should put digital citizenship at the heart of the new Digital Charter, and use its convening power to secure meaningful cross-sectoral collaboration over digital citizenship education.
  • Schools should look to deliver Digital Citizenship education which contains a strong emphasis on the moral implications of online social networking, with a focus on participatory approaches which seek to develop students’ moral and ethical sensitivity.
  • Schools should look to develop school-home links around digital citizenship, supporting parents to close the digital literacy gap and develop effective parental mediation approaches.
  • Commenting on the findings, the report’s author, Peter Harrison-Evans, Researcher at Demos said:
    This research also shows the links between character traits such as empathy and self-control, and how young people think and act on social media. It’s here that we feel policy-makers, schools, and parents can make the biggest difference – empowering young people to make a positive contribution to their online communities by building their social digital skills and increasing their online moral sensitivity.

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    Written by Safeguarding Essentials on November 23, 2017 10:44


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