5.5. SEND and A Whole Education Approach to School-Based Bullying Prevention

Research, however, indicates that programmes related to bullying prevention are most effective when they are located as part of a wider Whole Education Approach (WEA) that is communicated effectively at student, school staff and parent level. What constitutes effective communication will differ according to the profiles of students involved and will need to be identified in collaboration with students and teachers on a school-by-school basis.

A WEA to prevention of school-based bullying emphasises the importance of recognising schools operate within the communities within which they are located, which have values and norms of behaviour which impact school initiatives. A WEA ensures that local school initiatives recognise the importance of the interconnectedness of the school with the wider community including education, technological and societal systems, values and pressures, all of which can influence the prevalence and type of bullying and cyberbullying that occurs in a school.

A WEA comprises nine components which are considered to be interlined and interconnected within a holistic systemic framework. These components are outlined in figure 3 below and include legal and policy influence that are beyond a whole-school approach. This approach contributes to the pursuit of the Sustainable Development Goals (SDGs). This is especially the case for SDG4, which aims to ensure inclusive and equitable quality education, and SDG16, which aims to promote peaceful and inclusive societies. This approach aims to foster a more inclusive and participatory education system which would be to the benefit of SYP with SEND in schools. 


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Figure. 8: A Whole Education Approach to School-Based Bullying Prevention


The impact of school based climate and culture has been shown to have a significant impact on social inclusion and school-based bullying prevention. Whitted & Dupper, (2005) identified three key areas of focus in designing bullying prevention interventions in school settings, which include;

These were further codified in work by Sipal (2013) who outlined a range of stratified and detailed considerations regarding how schools can develop inclusive Anti-Bullying Policies and practices.

School-level components 

1. Questionnaires are utilized to assess the nature and extent of bullying and raise awareness. 

2. The principal shows good leadership skills in implementing the program. 

3. Anonymous reporting procedures are established in schools. 

4. All areas of the school territory are well supervised. 

Classroom-level components 

1. Regular classroom meetings are held to discuss bullying. 

2. Students are involved in developing rules about bullying. 

3. The concept of bullying is integrated into the curriculum. 

4. All school staff model positive interpersonal skills and cooperative learning and do not set a bad example by exhibiting dominating or authoritarian behaviour with students. 

5. Adults respond swiftly and consistently and are sympathetic to students who need support. 

6. Adults encourage students to include all students in play and activities. 

7. Adults send clear messages that bullying is not tolerated. 

8. Parents are encouraged to contact the school if they suspect their child is involved in bullying.

Student-level components

1. Pupils experiencing bullying are taught social skills (i.e., assertiveness skills) and problem-solving skills. 

2. A support system is established for students who are the targets of bullies. 

There are a range of guidelines and specific consideration available to support schools, teachers, and school leaders in bringing about positive change in their school setting, focusing on social inclusion and participation for pupils with SEND. One example of comprehensive whole school guidelines for developing differentiated and inclusive school-based bullying prevention procedures that consider the needs of CYP with SEND is the below framework developed by the New Jersey Coalition for Bullying Prevention and Awareness (2012)

Key actions for school leaders, staff, Parents and community stakeholders


 



Revision #3
Created 21 March 2023 09:26:11 by Gaia Terenzi
Updated 21 March 2023 09:35:04 by Gaia Terenzi