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 Anti-Bullying Policy

​​MISSION ST​ATEMENT 

  • To provide a working and learning environment free from bullying, that will enable students to fulfill their full potential where the dignity of all individuals is respected.
 
 

  RATIONALE

To clearly state, in line with our mission, that bullying is not tolerated in any shape or form. The school will be proactive in setting in place programs and settings to minimize the occurrence of bullying, so that if bullying occurs it will be dealt with systematically and in accordance with principles of teaching and learning, and social accountability.

 

  UNDERLYING VALUES AND PRINCIPLES:

  • Everyone has a right to feel safe, valued and respected in the school environment
  • A collaborative approach, involving all relevant stakeholders, should be adopted for the development and implementation of a non-violence program
  • There must be an acknowledgment and understanding that bullying is affected by the broader social issues such as race, culture, gender and sexuality
  • A definition of bullying should incorporate a holistic view of physical, social, psychological and verbal bullying

​  DEFINITION:

  • A student is being bullied or victimised when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students. (Bullying at School, Olweus Dan. Blackwell 1993)

This may include:

  • Physical behaviours
  • Verbal, physical, or psychological threats
  • Written threats (including emails and sms messages)
  • Teasing
  • Exclusion

It is usually continuing and often hidden by the gaze of teachers and administrators. In many cases there are elements of harassment and discrimination on the grounds of differences such as:

  • Gender
  • Racial background
  • Religious or cultural beliefs
  • Sexual orientation
  • Ability and disability
  • Socioeconomic status
  • Physical differences

 

  STRATEGIES AND PROCESSES

Proactive

  • All teachers implement the schools anti-bullying program (which includes activities and lesson suggestions
  • Ongoing training of and dissemination of information to all relevant stakeholders (including students, parents and teachers) on ways to identify or approach the issue of bullying
  • Provision of ongoing support to already established programs such as the Behaviour Management Program

Reactive

  • Utilising processes that do not further alienate or over-identify students who are victims or bullies. This incorporates the issue of confidentiality
  • The provision of programs and individual counselling for victims and bullies - Student Support Services
  • Further developing appropriate intervention strategies that include individual, group and whole school initiatives
  • Appropriate consequences will apply for perpetrators of bullying
     

  ANTI-BULLYING PROCEDURES

When bullying has occured:

  • Teacher refers incident to a member of the Leadership Team or Guidance Counsellor through the use of Behaviour Management Forms
  • Incident is investigated

Possible outcomes

  • Consequences for the action taken by the student(s) who perpetrated the bullying
  • Counselling for the student(s) who perpetrated the bullying to help avoid a repeat of the incident
  • Counselling for the victim
 
 

Feedback is to be provided to the teacher(s) who initially reported the incident of bullying, as well as the classroom teacher. This includes any action taken.
 
Parental contact occurs throughout the process.