Bullying prevention and response
Transcript of Bullying prevention and response
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Bullying prevention and response:
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Foreword 4
Notes on the guide 6
Principles 7
Introduction 7
Section one: Safe and positive school environments 81.
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Section two: Understanding bullying 187.
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Section three: Bullying – policies and processes 3015.
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Section four: Responding to bullying behaviour 4421.
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Appendix 631.
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Contents
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Foreword
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Organisations represented on the Bullying Prevention Advisory Group
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Purpose
Scope
All instances of bullying behaviour must be taken seriously and responded to appropriately
Notes on the guide
Bullying programmes
Audience
Acknowledgements
Feedback
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Principles Introduction
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Safe and positive school environments
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1. Whole-school approaches
1.1.
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1.3.
1.4.
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1.5.
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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Links
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Links
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Digital Citizenship (NetSafe)
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2. Bullying prevention and the New Zealand Curriculum/ Te Marautanga o Aotearoa
2.1.
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2.2.
2.3.
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3. Positive approaches and good practice
3.1.
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3.6.
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3.8.
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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Links
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4. Examples of approaches and programmes
4.1.
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Links
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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Links
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5. Students with special education needs
5.1.
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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6. Students’ rights and responsibilities
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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United Nations Committee on the Rights of the Child
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Understanding bullying
SECTION 2:
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7. Defining bullying
7.1.
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8. Types of bullying behaviour
8.1.
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covert overt
digital world (cyberbullying)
physical world
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9. Cyberbullying
9.1.
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9.8.
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10. E!ects of bullying
10.1.
10.2.
Links
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Links
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11. Prevalence of bullying
11.1.
11.2.
United Nations Economic, Social and Cultural Committee recommendation for New Zealand (2012)
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12. Students’ perceptions of safety
12.1.
12.2.
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SELFREVIEWCYCLE
STEP 5:Reviewing and Improving
STEP 1:Planning andPreparation
STEP 2:GatheringData andAssessingNeeds
STEP 3:Next StepPlanning
STEP 4:Taking Action
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Links
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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13. Settings and the physical environment
13.1.
13.2.
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14. Initiators, targets and bystanders
14.1.
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7%
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8% 24%
17%
20% Participant roles in bullying (Salmivalli et al., 1996)
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14.6.
14.7.
Bystander research
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Links
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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Bullying – policies and processes
SECTION 3:
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15. NAG 5 responsibilities
15.1.
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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16. School bullying policies
16.1.
16.2.
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16.3.
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Education Review O!ce (ERO) self-review questions:
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Links
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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17. Including cyberbullying
17.1.
Links
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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17.2.
Our safe school bullying prevention and response policy and procedures
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17.3.
Bullying Prevention and Response Policy
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18. An e!ective complaints process
18.1.
18.2.
18.3.
Steps for acknowledging, investigating and following up on complaints
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Links
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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19. Bullying that occurs outside school
19.1.
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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20. Legal considerations
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20.2.
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Bullying in schools and the law (Kazmierow and Walsh, 2004)
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Responding to bullying behaviour
SECTION 4:
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All instances of bullying need to be taken seriously and responded to appropriately
21. Responding to di!erent levels of bullying behaviour
21.1.
21.2.
21.3.
21.4.
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Bullying Assessment Matrix
Incident Details
Important Considerations››
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Comments
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Bullying Assessment Matrix
Factors which may INCREASE impact:
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Factors which may
DECREASE impact:
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Instructions
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Severity
Impact
Frequency
Assessment Total: Rating (please circle)
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21.5.
Frequency
Impact
Severity
Total
Frequency
Impact
Severity
Total
Frequency
Impact
Severity
Total
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21.6.
21.7.
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Responding to Bullying Incidents Quick Reference Guide
Rating What the bullying behaviour looks like … Response/action needed Key Ministry of Education (MOE) contacts Other key agency contacts
Severe›
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Key Ministry of Education (MOE) contacts Other key agency contacts
Bullying Prevention and
Response Review Cycle
Plan
Imp
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Rev
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Review
Other key contacts in our community:
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22. Involving other agencies and organisations
22.1.
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22.3.
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22.5.
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Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Children, Young Persons, and their Families Act 1989
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23. Stand-downs, suspensions, exclusions and expulsions
23.1.
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23.3.
23.4.
Questions for Boards of Trustees, principals, senior leadership teams and teachers:
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Parents, family, wha-nau and community
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24. Interacting with the media
24.1.
A principal on interacting with the media
Quick Media Guide
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24.2.
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Questions for Boards of Trustees:
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Questions for principals and sta":
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Questions following an incident:
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Links
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25. Cyberbullying incidents
25.1.
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26. Cyberbullying – Frequently Asked Questions
Preventing cyberbullying
Parents, whānau and students
Q 1.
Q 2.
Schools
Q 3.
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Q 4.
Q 5.
Q 6.
Q 7.
Q 8.
Q 9.
Q 10.
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Responding to cyberbullying
Parents, whānau and students
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Q 14.
Q 15.
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Schools
Q 16.
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Q 19.
Q 20.
Q 21.
Q 22.
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Q 23. Q24.
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Links
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1. Resources and information
Information for Boards of Trustees, principals, senior leadership teams and teachers
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Appendix
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Information for parents and whānau
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Information for students
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Programmes, strategies and tools
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Key New Zealand publications
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Some further reading
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2. Contacts
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