Page 19 - Mini-Module 6

Developing a map of the school that charts where bullying
most often occurs, is an exercise in commitment and a
demonstration of shared ideas. If staff and students are able
to say categorically that there are places in the school that
are more unsafe than others, then it is admitting that there is
a problem. This is the first step towards developing a school
culture that does not tolerate bullying.

Step 5: Build a Supervision Plan
Includes the following processes:

● determining staff role in supervision including
clarifying their authority.

● ensuring consistent consequences for bullying.
● implementing staff training for effective supervision,
including mediation skills, dealing with aggression,
etc.
● identifying areas at high risk for bullying.
● planning strategies for reducing the opportunities for
bullying (computer room open at lunch time to take
children out of the school yard, reducing ‘blind spots’,
monitoring toilets, etc).
Well-planned supervision that includes the identification of
high-risk areas, the training of staff, and giving staff the
authority to act, is the practical manifestation of any
school-wide bullying prevention program.
Issues relevant to the supervision include:
● the covert nature of some types of bullying that
makes it difficult to identify e.g. ostracism, teasing.
● recognition that students cannot always solve all their
own problems.

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