Tackling bullying, using evidence, learning lessons

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,

CfBT/Coventry Anti-bullying Development and Rsearch Project

English

English

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

Research

Policy Makers, Teachers, Researchers, School Directors.

21 - 100 pages

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.

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.

http://www.cfbt.com/evidenceforeducation/pdf/CoventryAnti-Bullying_FINAL(Web).pdf

Wilsthorpe Community School