St Francis de Sales School, Wellington
Words hurt too
It’s easy to assume everyone knows what bullying is. But often the term bullying is used to describe other aggressive behaviour. This can make it hard for schools, parents and whānau, and the wider community to consistently identify and deal with bullying when it happens. Most widely-accepted definitions of bullying are based on four elements: bullying is deliberate, harmful, involves a power imbalance, and has an element of repetition.
Whether bullying is physical, verbal, or social (relational), four widely-accepted factors can be used to identify it:
Bullying can happen anywhere, in person or online (cyberbullying), at any time, and can be verbal, physical or social (relational). It can be obvious or hidden.
Kids who bully use their power — such as physical strength, knowing something embarassing, or popularity — to control or harm others. Bullying is when one student (or a group of students) keeps picking on another student again and again to make them feel bad. They say or do things to upset them, make fun of them, stop them from joining in, or keep hitting or punching them.
This downloadable factsheet can be used by schools, parents, whānau and the wider community to promote a common understanding of bullying.
Words hurt too
Bullying is a word often used to describe behaviour that is not actually bullying — not all verbal or physical aggression is bullying. For example:
These other behaviours may be just as upsetting and serious, but may need to be dealt with in a different way. You will need to use your judgment to decide whether or not a specific incident is bullying.
This diagram shows the typical elements of teasing/hassling, aggression and bullying.
Having a shared understanding of bullying is important so that everyone - students, teachers, school leaders, whānau and wider community - can consistently recognise and deal with bullying when it happens.
Dannevirke High School has worked hard to promote a shared understaning of bullying amoung staff, students, parents and the wider community. Listen to the principal talk about their approach.
Section 2 of the Office of the Children's Commissioner Responsive Schools report sets out definitions of bullying, violence and abuse, as agreed by reputable researchers in this field. These definitions can provide a good starting point for bullying prevention policy development.
Visit the Office of the Chidren's Commissioner website to download the 'Responsive Schools' document written by Dr Janis Carroll-Lind.