Peer-led intervention campaign against school bullying: who considered it useful, who benefited? (Updated)

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Implications

Whilst writing the digest the writers began to ask the following questions about implications for practitioners:

the study noted that some anti-bullying interventions actually make matters worse - when tackling bullying, do you:

follow up all claims of bullying?
keep an open mind and listen carefully to all accounts?
adopt a problem-solving approach?
follow-up repeatedly, checking firstly that bullying has stopped, then again within about two weeks and the following half term to ensure bullying has not restarted?

the study found that among boys, attacks on property was the dominant form of bullying, while for girls, indirect bullying such as social exclusion was most common. Does this resonate with your own experience? How would you find out if this is true at your school?
the study suggests (and there is evidence elsewhere from peer mediation – see NSPCC report in ‘Where might I find more information?’) that the students who are most actively involved in peer counselling gain most benefit from it - to what extent might this persuade you to consider including students more likely to bully in peer counsellor activities and training?

Whilst writing the digest the writers began to ask the following questions about implications for school leaders:

in this study, only female students were chosen by their peers to be counsellors, but this seemed to reduce the effect of the campaign on boys - what mechanisms could you use to ensure that all students have a voice and are equally represented within active groups? Might you need to actively recruit boys who could offer positive role models?
when reviewing your whole-school anti-bullying policy, have you consulted fully with all interested parties, for example, by conducting surveys of students, staff and parents to find out the extent of bullying in school, asking respondents about their perceptions of what action has been taken and by whom and where bullying takes place? (You might find the link to the event mapper in ‘Where might I find more information?’ useful.)
the study found that, though girls responded positively to discussion of anti-bullying issues, some students, especially boys, were more resilient to change - has your school developed a range of anti-bullying strategies that you can use to address both simpler and more intractable problems?
the study attempted to evaluate the success of its intervention by using a questionnaire – how does your school monitor the short-term and long term effectiveness of its anti-bullying strategy? Do you record complaints of bullying, note actions taken, monitor the level of these complaints and/or use surveys?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Why was the study carried out? What do we know about previous attempts to stop bullying? Targeting the bystanders? What were the main anti-bullying activities? What effects did the intervention have? What data were collected? Implications Where might I find more information? Send us your feedback Collated digests How classroom talk supports reading comprehension To view/remove/add notes and save your collated digests click here Get Word Reader Peer-led intervention campaign against school bullying: who considered it useful, who benefited? (Updated) This digest found in Gender Inclusion Send to a friend Word doc 80KB Printer friendly Collate for later Implications Whilst writing the digest the writers began to ask the following questions about implications for practitioners: the study noted that some anti-bullying interventions actually make matters worse - when tackling bullying, do you: follow up all claims of bullying? keep an open mind and listen carefully to all accounts? adopt a problem-solving approach? follow-up repeatedly, checking firstly that bullying has stopped, then again within about two weeks and the following half term to ensure bullying has not restarted? the study found that among boys, attacks on property was the dominant form of bullying, while for girls, indirect bullying such as social exclusion was most common. Does this resonate with your own experience? How would you find out if this is true at your school? the study suggests (and there is evidence elsewhere from peer mediation – see NSPCC report in ‘Where might I find more information?’) that the students who are most actively involved in peer counselling gain most benefit from it - to what extent might this persuade you to consider including students more likely to bully in peer counsellor activities and training? Whilst writing the digest the writers began to ask the following questions about implications for school leaders: in this study, only female students were chosen by their peers to be counsellors, but this seemed to reduce the effect of the campaign on boys - what mechanisms could you use to ensure that all students have a voice and are equally represented within active groups? Might you need to actively recruit boys who could offer positive role models? when reviewing your whole-school anti-bullying policy, have you consulted fully with all interested parties, for example, by conducting surveys of students, staff and parents to find out the extent of bullying in school, asking respondents about their perceptions of what action has been taken and by whom and where bullying takes place? (You might find the link to the event mapper in ‘Where might I find more information?’ useful.) the study found that, though girls responded positively to discussion of anti-bullying issues, some students, especially boys, were more resilient to change - has your school developed a range of anti-bullying strategies that you can use to address both simpler and more intractable problems? the study attempted to evaluate the success of its intervention by using a questionnaire – how does your school monitor the short-term and long term effectiveness of its anti-bullying strategy? Do you record complaints of bullying, note actions taken, monitor the level of these complaints and/or use surveys?