Bullying in primary school

Role of Friendships inbullying

Friendships play an integral part in bullying experiences. We know that bullies derive reinforcement through onlookers who do not act to stop their bullying behaviour and that children who have at least one meaningful, reciprocated friendship are less likely to be bullied. Selecting, making and maintaining friendships is a skill that needs to be modelled and supported in children, teaching them basic skills such as how to start a conversation through to more complex skills of managing peer conflict and using humour in peer relationships.

Children at the Quirky Kid Clinic enjoy role-playing friendship skills, giving them room to learn and test out how their friendship skills might play out, in a fun and safe environment. Helping children learn how to help their friends if they see they are being bullied is essential to promote bystander intervention, with strategies such as seeking teachers support and telling the bully that they are being mean and need to stop, commonly used strategies at the Clinic.

Whole School environment and bullying

The most common answer given when children are asked why they bully is that their peer was in some way different, whether it be in looks, in their family structure, sexuality or cultural identity. In Australia, differences in cultural identity remain one of the most significant reasons children choose to bully one another. Although the development of attitudes and beliefs is a very complex process, children’s attitudes towards cultural tolerance are very much shaped close to home via parents, peers and the media. Recent research suggests that one in ten Australians believe some races are naturally superior or inferior and advocate segregation.

Teachers’ attitudes in the classroom are also key. Having limited knowledge of the cultural details of students can result in a stereotypical view of students, which may then negatively influence teacher’s behaviour and expectations of students. Because children’s attitudes develop and flourish from very early experiences, the kindergarten and primary school years are ideal focal points for addressing the cultural attitudes of children and reinforcing the importance of inclusion and acceptance.

Community members have indicated that schools are a top priority in terms of converting ideas into action. Positive outcomes have been found with the utilisation of projects within schools that celebrate and embrace cultural differences. Some suggestions for fostering inclusive, positive, accepting attitudes in schools include:

• Talking positively about people as a whole and including books and materials which contain pictures and stories of culturally and linguistically diverse people, people from a wide range of family structures and with different physical appearances, for example,
• Discussing difference and cultural diversity openly
• Embracing opportunities to engage with many diverse cultures and backgrounds, particularly from families within the school environment
• Improving professional development opportunities for teachers and staff, for example through the ‘School Days Project’ by Quirky Kid
• Actively participating in Harmony Day

In addition to promoting and encouraging the acceptance of diversity and difference within the school setting is also the necessity of promoting a safe and predictable environment for children. Children need to understand the rules and expectations in their environment and understand the predictable consequences of their behaviour. Keep expectations visible and accessible through discussion and practice and ensure consistency among the staff.

Addressing individual children experioes with bullying

Some children may need more focused and individual support to help them develop prosocial behaviour and positive coping strategies to manage difficult peer relationships. While children who bully and children who become victims of bullying may present with very different individual and familial characteristics, supporting these children with the development of their social skills appears to be a necessary area of intervention. The Best of Friends Program, developed by the Quirky Kid Clinic, addresses social skills in children and can be conducted in a school setting with children from 3-13 years. The Best of Friends Program is designed to support children in developing and integrating social skills important to developing positive and effective peer relationships, such as conversational, empathy building and conflict resolution skills.

What we know from the literature and our experiences at the Quirky Kid Clinic, is that if children do not have the skills and strategies to develop positive peer relationships, that they are more likely to engage in unhelpful conflict resolution skills such as violence, submission and emotional dysregulation which have been demonstrated to maintain conflict and bullying. Directing, modelling and practising social skills is an important component in fostering positive relationships in the school environment.