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TITLE OF DOCUMENT:

Tackling bullying, using evidence, learning lessons

NAME OF AUTHOR(S):

Research by Mark Rickinson, Lisa Batch, Laura Bell, Viv Blinco, Debbie Brundrett, Bev Chapman, Susie Edwards, Teresa Johnson, Alison Perkins, Debbie Russell-Dudley, Pat Scott, Janet Waters,

NAME OF PUBLISHER:

CfBT/Coventry Anti-bullying Development and Rsearch Project

LANGUAGE OF DOCUMENT:

English

LANGUAGE OF THE REVIEW:

English

KEYWORDS:

Strategic messages, peer support, improving lunchtimes, in-lesson bullying, girl's bullying,

DOCUMENT TYPOLOGY:

Research

TARGET GROUP OF PUBLICATION:

Policy Makers, Teachers, Researchers, School Directors.

SIZE OF THE PUBLICATION:

21 - 100 pages

DESCRIPTION OF CONTENTS:

This document summarises the findings of a development and research (D&R) project that focused on tackling bullying in Coventry schools. Over a two-year period (2007 to 2009) each of the participants undertook D&R work on a particular aspect of their school’s anti-bullying work. Covering primary, secondary and
special school contexts, these included: working with bullying survivors; tackling girls’ bullying; developing peer support (befriending and peer mediation; understanding in-lesson bullying; improving play during lunchtimes.

The findings emerging from this work can be summarised in four ways: overarching strategic messages about tackling bullying and using evidence; case study learning about tackling specific bullying issues; process learning about combining development with research; and wider lessons for others interested in bullying and/or D&R.

Overarching strategic messages which come out of the research are - building a 'how to' literature that looks critically at the design and delevlopment of anti-bullying initiatives ; valuing the design of intervetions - highlights the need to slow down and take time during the early stages of implementation; moving from battery to mains - the strategic need for the aniti-bullying work of behaviour professionals to be better connected into the mainstream schools; harnessing the potential of behaviour professionals - demonstrates the need for more and better staff training opportunities.

There is also case study learning - peer support; improving lunchtimes; in-lesson bullying; girl's bullying.

REVIEWER’S COMMENTS ON THE DOCUMENT:

This is a refreshing practical addition to the literature on bullying prevention. Reflective and participative, this research addresses the real day-to-day experiences of teachers and
support staff who work with the complexity of bullying behaviour.

We felt that two of the wider messages are important:

1) The importance of designing (as opposed to simply implementing)
anti-bullying interventions

2) The importance of Development and Research for tackling
educational challenges and improving the design and impact of
educational interventions

Overall an interesting research report.

NAME OF THE REVIEWING ORGANISATION:

Wilsthorpe Community School

I Am Not Scared Project
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