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Contents

1. Definition
2. The Child
3. Action and Prevention
4. Dealing with Incidents of Bullying by Children

1.  Definition

Bullying behaviour may be defined as behaviour by any individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally.

It can take many forms:

• Physical - for example, hitting, kicking , shoving, theft

• Verbal - for example, threats, name calling, racist or homophobic remarks

• Bullying related to race, religion or culture

• Bullying related to special educational need (SEN) or disabilities

• Bullying related to appearance or health conditions
• Bullying to sexual orientation
• Bullying of young carers or Looked After children or otherwise related to home circumstances
• Sexist or sexual bullying
• Emotional - for example, isolating an individual from activities/games and the social acceptance of their peer group
• Cyberbullying for example text, email and social networking

Increasingly, information technology is being used as a means of communicating verbal and emotional bullying.

Bullying often starts with apparently trivial events such as teasing and name calling which nevertheless rely on an abuse of power.  Such abuses of power, if left unchallenged, can lead to the perpetrator inflicting more serious forms of abuse, e.g. domestic violence, racial attacks and sexual offences.

Agencies working with incidents of bullying should consider whether there are any child protection issues to be considered and whether a referral to Children and Young People’s Services is necessary in relation to the child bully, the child victim or both, including under the Children who Abuse Others Procedure.

2.  The Child 

2.1

The Child Victim Any child may be bullied, but bullying often occurs if a child has been identified in some ways as vulnerable or different to the majority, The damage inflicted by bullying can often be underestimated. It can cause considerable distress to children, to the extent that it affects their health and development or, at the extreme, causes them Significant Harm including self-harm. Children are often held back from telling anyone about their experience either by threats or a feeling that nothing can change their situation or because they are unable to express their feelings. Parents, carers and agencies need to be alert to any changes in behaviour such as refusing to attend school or a particular place or activity, or becoming withdrawn and isolated.

2.2

The Child displaying bullying behaviour Children who display bullying behaviour have often been bullied themselves and suffered considerable disruption in their own lives, but bullying may occur because the child is: unhappy jealous or lacking in confidence.  The bullying may be intentional or to establish control. Work with children who are displaying bullying behaviour, including those who sexually offend, should recognise that they are likely to have significant needs themselves and may be suffering or at risk of Significant Harm as well as posing a risk of significant harm to other children.  If so, the Children who Abuse Others Procedure should be followed.

3.  Action and Prevention

All settings in which children are provided with services or are living away from home should have in place anti-bullying strategies and procedures to deal effectively with any bullying incidents including supporting those who display bullying behaviour or have been bullied– for guidance, see Section 4, Dealing with Incidents of Bullying.

This includes schools, colleges and leisure provisions as well as all youth and all other children’s settings where the anti bullying strategies should be rigorously enforced.

• A sense of community will be achieved only if organisations take seriously behaviour which upsets children.
• Recognition of each child’s individual needs will reduce the likelihood of them becoming isolated and vulnerable and, where it is a residential setting, support them to adapt to their living arrangements.
• Friendships between children should be nurtured through buddying and peer mentoring. .
• Support should be available to children for whom English is not their first language to communicate needs and concerns.
• Support should also be offered to children who have any difficulties in communicating as a result of a learning and/or physical disability – see also Abuse of Disabled Children.
• Children should be able to approach any member of staff within the organisation with personal concerns about bullying, including witnessing bullying in the knowledge that the staff will respond appropriately.

Creating an Anti-Bullying climate that is conducive to equality of opportunity, co-operation, and mutual respect for differences can be achieved by, for example:

• Stating that all bullying is unacceptable and should be challenged - “Nipping in the bud” the incidents at the earliest sign.
• Never ignoring victims of bullying, always showing an interest/concern.
• Where appropriate, organising quality groups/circles, which allow children to work together to identify their own problems, causes and solutions with sensitive and skilled facilitators

In order to maintain an effective strategy for dealing with bullying, the traditional ideas about bullying should be challenged, e.g.

• It’s only a bit of harmless fun.
• It’s all part of growing up
• Children just have to put up with it.
• Adults getting involved make it worse.
• No-one will listen or do anything

Clear messages must be given that bullying is not acceptable and children must be reassured that significant adults involved in their lives are dealing with bullying seriously.

A climate of openness should be established in which children are not afraid to address issues and incidents of bullying.

Consideration should always be given to the existence of any underlying issues in relation to:

• Bullying related to race, religion or culture
• Bullying related to special educational need (SEN) or disabilities
• Bullying related to appearance or health conditions
• Bullying to sexual orientation
• Bullying of young carers or Looked After children or otherwise related to home circumstances
• Sexist or sexual bullying

Where a child is thought to be exposed to bullying, action should be taken to assess the child's needs and where appropriate a referral should be made to other support services.

Parents should be informed and updated on a regular basis.  They should also be involved in supporting programmes devised to challenge bullying behaviour.

Parents should be made aware of policy and procedures.

4.  Dealing with Incidents of Bullying by Children

4.1	The Aim Following a Bullying Incident The aim is to help those who bully and those who are bullied to gain insight into their behaviour and to consider ways of avoiding or resolving the difficulties they are experiencing and/or presenting. The behaviour patterns of victims and bullies have often been established as a consequence of the values and experiences they bring to settings, so settings need to offer support which is informed by the individual’s needs. The times, places and circumstances in which the risk of bullying is greatest should be ascertained and action taken to reduce the risk of recurrence.
4.2	If no further incidents are reported If the matter is successfully resolved by the time the review occurs, put copies of the Incident Record in the files of both the child who is bullying or is being bullied. If there is evidence of further bullying or provocation Arrange to meet with the parents / carers of those involved to discuss the nature and level of the support the setting intends to make and identify how they might help you to meet the individuals' needs. You can then agree on and implement appropriate sanctions and support strategies. When you call in parents / carers make sure you are well prepared with records of concerns and actions taken to support the individuals and that you can identify constructive options to resolve the problems successfully.
4.3	As appropriate, contact and/or meet the parents/carers In school settings make sure that the parents or carers are: Aware of your concerns. Aware of your Anti-Bullying Policy and the rationale behind it. Encouraged to support their children in modifying their behaviour in a way which is consistent with the setting's approach. In residential settings: Discussion with parents should take place where appropriate. They should be advised of the setting's anti-bullying policy and any actions taken. The child's social worker should be informed.

End