Page 20 - Mini-Module 6

● staff feeling intimidated (or even scared of bullying
themselves) make them turn a ‘blind eye’ to bullying.
● the difficulty with being consistent in consequences to
bullying when bullies can become victims and vice
versa, and when bullying can take so many forms
from subtle harassment to physically injury.
● differences between ‘boys and girls’ and the
interpretation of what is a bullying acts by male and
female staff.
● uncertainty of staff and feelings of lack of support
when acting on bullying and then having to face
parents – e.g. telling a parent that “your child is a
bully” can be a difficult task.
Since most bullying behaviours occur during break times,
well-planned supervision at these times will reduce
bullying incidents. Staff intervention in all bullying
situations, either overt or suspected, is essential. I
ntervention clearly demonstrates the seriousness with
which the school views bullying, while non-intervention
implies it is somehow condoned. Students will feel
comfortable talking to adults about problems they
experience if they know that the problem will be
acknowledged and addressed. Responses that indicate the
students are responsible for addressing the problem
themselves serve to support bullying behaviour.

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