Child Safety

Today, we acknowledge the National Day of Action Against Bullying, however 

this week, bullying has been the topic of conversation in our classrooms as senior students viewed online presentations and discussions, focusing on the role of the bystander. The following information was gathered from  a review of current research by Australia’s Safe and Supportive School Communities Working Group. 

Some key points shared included:

• Young people commonly identify enhancing social status as a key motivator for bullying. 

• Diseng gement and emotional distancing are often exhibited by students who engage in bullying, and those who witness bullying without intervening.

•  Although most incidents of bullying are witnessed by peers, most will not intervene to stop it, thus providing tacit approval for the behaviour.

•  Students commonly express a belief that bullying is wrong, but may experience concern about losing social status themselves through intervening.

• Bystanders consider a number of factors in making a decision to act, including their relationship to those involved, the apparent seriousness and emotional impact, the social hierarchy, the perceived ‘contributing’ role of the student being bullied, and the social roles and responsibilities of everyone present. 

• The role and motivations of bystanders to intervene have been a key focus in recent bullying research. It has been proposed that bystanders are the key to stopping bullying. 

•  The research suggests that working with bystanders to provide skills and support to safely intervene may be more successful than working only with those students directly bullying or being bullied.

For further information, please visit the following website: www.bullyingnoway.gov.au