tag:theconversation.com,2011:/es/topics/school-bullying-30477/articlesSchool bullying – The Conversation2024-02-26T20:01:36Ztag:theconversation.com,2011:article/2238242024-02-26T20:01:36Z2024-02-26T20:01:36ZPink Shirt Day must become a call to meaningful action against bullying<figure><img src="https://images.theconversation.com/files/577459/original/file-20240222-20-4iqxbx.jpg?ixlib=rb-1.1.0&rect=0%2C44%2C5000%2C3270&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The calls to action haven’t resulted in much change. We need to do better. The stakes are enormous.</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>As the last few days of February draw near, we will soon be called to think about bullying on <a href="https://www.pinkshirtday.ca/">Pink Shirt Day</a> on the last Wednesday of the month. Pink Shirt Day was started by Grade 12 Nova Scotia students David Shepherd and Travis Price who wanted to show their solidarity for a victim of bullying who was targeted, in part, for wearing a pink shirt.</p>
<p>This initial show of solidarity has been a recognized day of action in Canada since 2007, and was adopted in New Zealand in 2009.</p>
<p>This means that we’ve had over 15 Pink Shirt Days. What have they done beyond raising awareness? Sadly, the answer is not much. Research shows that <a href="https://www.canada.ca/en/public-health/services/publications/science-research-data/youth-findings-health-behaviour-school-aged-children-study.html#ch10">the number of youth who report being a victim of bullying hasn’t changed at all</a>. The calls to action haven’t resulted in much change. We need to do better. The stakes are enormous.</p>
<h2>Impacts of bullying</h2>
<p>First the bad news: Bullying is <a href="https://doi.org/10.1007/s12144-023-05083-1">notoriously difficult to prevent or reduce</a>. Bullying is too often viewed as a rite of passage — the ability to overcome harassment and bad peer interactions. And it’s true that <a href="https://www.tandfonline.com/doi/abs/10.1080/016502598384388">some stress is helpful in forging stronger social and emotional skills</a>. </p>
<p>The same thing is true for bones that benefit from stressful exercise. But too much stress causes a bone to break, leaving behind a permanent weakness. The same is true for too much social and emotional stress. </p>
<p>Children are suffering decades-long negative <a href="https://doi.org/10.1073/pnas.1323641111">physical</a> and <a href="https://doi.org/10.1002/da.22270">mental health</a> outcomes because of stress caused by bullying. It changes the way the body reads its own <a href="https://doi.org/10.1016/j.bbi.2017.08.025">DNA in response</a> to stress <a href="https://doi.org/10.1017/S0033291715000653">well into one’s 50s</a>. </p>
<p>These effects are actually worse for children in <a href="https://doi.org/10.1017/S0954579423001384">classes that otherwise have low levels of bullying</a>. Those lone victims heartbreakingly feel even more isolated and to blame for their sole victimization. And for some, it can tragically result in <a href="https://www.amandatoddlegacy.org/">taking their own lives</a>. </p>
<h2>Why people bully</h2>
<p>Bullying, appears to be, at least in part, <a href="https://doi.org/10.1007/s10648-022-09703-3">an evolutionary adaptation</a> that can offer its users important benefits. <a href="https://doi.org/10.1002/ab.21418">First up</a> are material benefits like the best spot on the playground, lunch money or a coveted scholarship. Even more appealing are the strong, consistent, <a href="https://doi.org/10.1007/s10802-013-9759-3">longitudinal</a> and <a href="https://doi.org/10.1177/0165025416679743">cross-cultural ties</a> between bullying and popularity. Bullying leads to gains in popularity and, sadly, <a href="https://doi.org/10.1080/15388220.2020.1850462https://doi.org/10.1080/15388220.2020.1850462">popularity tends to lead to bullying</a>. </p>
<p>Perhaps most salient of all, for both boys and girls, and both younger and older adolescents, bullying is associated with <a href="https://doi.org/10.1177/1474704915613909">increased dating and sexual opportunities</a>. Material benefits, popularity and sex are difficult motives to fight against. It gets even harder when we recognize that bullies are <a href="https://doi.org/10.1007/s10648-022-09703-3">not socially unintelligent, they do not have lower self-esteem and they may not even lack emotional empathy</a>. </p>
<p>They are often simply <a href="https://doi.org/10.1007/s12144-019-00182-4">individuals who willingly choose to use power for their own benefit and to the detriment of others</a>. And unfortunately, they get plenty of examples from adults about how bullying can <a href="https://www.thestar.com/opinion/contributors/vladimir-putin-is-a-classic-schoolyard-bully-who-must-be-stopped-not-appeased/article_4a333027-003d-5b2e-b070-199dbbc9ce06.html">get you what you want with few consequences</a> so long as you’re powerful, rich or famous.</p>
<p>So if bullying is really so awful why has Pink Shirt Day not led to meaningful change?</p>
<h2>Tackling bullying</h2>
<p>Bullying is a facultative adaptation — that means it depends on the costs and benefits an environment affords. So even if it has a biological basis, its expression depends on the environmental context. And we know that <a href="https://doi.org/10.1007/s00038-009-5413-9">different cultures</a>, <a href="https://doi.org/10.1007/s10802-014-9949-7">different classrooms</a> and <a href="https://doi.org/10.1080/17405629.2021.1926231">different peers</a> can all change the equation of bullying so that its costs start to outweigh its benefits. </p>
<p>Critically, while data indicates bullies gain popularity and dominance, <a href="https://doi.org/10.1016/j.dr.2023.101073">the same data shows that they lose out on being liked</a> and on being sought out as a friend. People respect and fear a bully’s ability to violently wield power, but they don’t like it. </p>
<p><a href="https://doi.org/10.1177/082957359801300205">While bullying is hard to catch and harder to punish</a>, we can look at changing the carrot instead of the stick. If <a href="https://doi.org/10.1177/0165025411407457">peers stop rewarding bullies</a>, and if adults create environments that <a href="https://doi.org/10.1111/jora.12243">foster prosocial co-operation rather than selfish competition</a>, we can make bullying less appealing.</p>
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<a href="https://theconversation.com/bullying-wont-be-curbed-until-we-figure-out-what-fuels-it-128031">Bullying won't be curbed until we figure out what fuels it</a>
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<p>Doing so is hard. It requires real work from youth, teachers, schools, parents, governments and the general public. We can’t expect youth to stop rewarding bullying if we continue to reward bullies as adults. We can’t expect youth to <a href="https://doi.org/10.1016/j.appdev.2013.10.004">stand up to the most popular kids on their own</a>. </p>
<p>We need to find the right ways to encourage the positive uses of power. Bullying may be an evolutionary adaptation, but it’s not genetically determined, so we should not accept it as an inevitable rite of passage. </p>
<p>This Pink Shirt Day, do more than just think about bullying. Think about how you can get involved and make a positive difference. Talk to your children, talk to their schools, talk to teachers that you know, stand up to bullies in your workplace. Pink Shirt Day started as a gesture of solidarity, as a means of taking back some of the power from bullies. </p>
<p>If we can view Pink Shirt Day as a call to action, instead of just another reminder, we can start changing things so that bullying becomes associated with another evolutionary term — extinction.</p><img src="https://counter.theconversation.com/content/223824/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tony Volk does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Canada has marked Pink Shirt Day since 2007, but meaningful progress in tackling bullying requires solidarity from youth, teachers, schools, parents, governments and the general public.Tony Volk, Professor, Child and Youth Studies, Brock UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2191212024-01-04T13:23:24Z2024-01-04T13:23:24ZBullies in South African schools were often bullied themselves – insights from an expert<figure><img src="https://images.theconversation.com/files/563586/original/file-20231205-22-flzjow.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Bullying is far more complex than current interventions acknowledge.</span> <span class="attribution"><span class="source">Georgia Court/Getty Images</span></span></figcaption></figure><p>“Pupil stabbed to death at Gauteng school had suffered <a href="https://www.news24.com/news24/southafrica/news/pupil-stabbed-to-death-at-gauteng-school-had-suffered-history-of-bullying-says-family-20230204">history of bullying</a>”. “Grade 6 learner commits suicide <a href="https://www.timeslive.co.za/news/south-africa/2023-10-26-independent-law-firm-to-investigate-pupils-suicide-after-alleged-bullying-incident/">after bullying</a>”. “Grade 11 learner takes her own life after taunts over <a href="https://www.sowetanlive.co.za/news/south-africa/2023-01-29-kzn-teen-allegedly-ends-her-life-after-taunts-over-her-appearance/">her appearance</a>.”</p>
<p>These are just some headlines about the occasionally tragic effects of violent school bullying in South African schools – and, unfortunately, the problem runs deep. In 2015 the Trends in International Mathematics and Science Study, which also collects information on the factors that affect academic performance, found that <a href="https://timssandpirls.bc.edu/timss2015/international-results/timss-2015/mathematics/school-safety/student-bullying/">64%</a> of South African grade 9 learners (most aged between 14 and 16) experience bullying (social, verbal, physical or cyber) on at least a monthly basis. A similar rate, 65%, <a href="https://timss2019.org/reports/home-contexts/#contexts-school-discipline">was found in 2019</a>. </p>
<p>The Department of Basic Education introduced the <a href="https://wcedonline.westerncape.gov.za/documents/SafeSchools/National%20School%20Safety%20Framework.pdf">National School Safety Framework</a> in 2015. This aimed to empower schools in identifying and addressing security threats, aligning with international conventions and national legislation on child rights and safety. It draws on substantial policy frameworks, including several key pieces of legislation. However, this framework has had limited effects. </p>
<p>Now, in what seems like a last resort, the department is <a href="https://www.youtube.com/watch?v=8luI1msXeHs">promoting</a> the use of Section 2(4) of the <a href="https://www.justice.gov.za/forms/form_pha.html">Protection from Harassment Act</a>. It empowers children to apply for a protection order without their parents’ help. </p>
<p>I am an education policy analyst and, over the past decade, I have focused on how school environments affect learner achievement. Parts of any school’s environment are the quality of relationships among learners, feelings of safety, learner’s sense of belonging, and the prevailing attitudes and values of learners and teachers. My research thus includes school bullying. My work explores factors influencing bullying and its outcomes, informing policies for safer schools. <a href="https://www.ajol.info/index.php/saje/article/view/180170">Research</a> I’ve conducted with colleagues on the nature of bullying in South African schools unfortunately shows that such measures are likely ineffective.</p>
<p>That’s because bullying is complex. Our research findings point to cycles of bullying where learners can be victims of bullying in some contexts and perpetrators in others. We call these learners bully-victims. When they are repeatedly victimised, some individuals – seeking power and control – turn to bullying as a coping mechanism. Our results provide evidence that bullying and victimisation should not be thought of strictly as opposing behaviours, but as a symbiotic relationship. Understanding this complexity is important for shaping effective anti-bullying programmes, which should focus on the school as a system rather than on individual learners.</p>
<h2>What learners told us</h2>
<p>Our study drew from self-reported data provided by 12,154 grade 9 students who participated in the Trends in International Mathematics and Science Study in 2015. Its purpose was to understand the risk factors associated with being a victim of bullying and the relationship between perpetrators and victims. It was the first nationally representative study of this kind, where learners were asked about the types of bullying that they were victims and perpetrators of. </p>
<p>We found that for all forms of bullying, being a perpetrator was significantly related to being a victim of bullying. This was true for being made fun of (verbal bullying), being hurt (physical bullying) and being left out of games (relational bullying). The highest odds were found for having information posted online (cyber bullying), students being forced to do things that they did not want to do and students being threatened. Learners who had information about them posted online were 13 times more likely to post information online about others.</p>
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<a href="https://theconversation.com/why-girls-continue-to-experience-violence-at-south-african-schools-157470">Why girls continue to experience violence at South African schools</a>
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<p>The findings indicate that it is important to identify bully-victims as a distinct group from those who are just victims or perpetrators. Bullying and victimisation should not be thought of strictly as opposing behaviours. This will help policymakers and schools to design appropriate interventions. </p>
<h2>What lowers the risk of bullying?</h2>
<p>An important finding in the study is that the school environment, or at least the students’ feelings towards the environment, was associated with bullying behaviour. </p>
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<a href="https://theconversation.com/schools-can-be-a-great-resource-for-mental-health-in-south-africa-186410">Schools can be a great resource for mental health in South Africa</a>
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<p>Students who reported feeling secure and that they belonged at school were less likely to be bullied. Students who felt exposed to unfair treatment by teachers were more likely to be bullied. These trends were very similar across the types of bullying. It is clear that school principals and teachers need to foster a positive and inclusive school environment where all students feel valued and supported. </p>
<p>Students should also be encouraged to get involved in building a positive culture. This could lead to the co-creation of schooling norms that build values and protect learners. </p>
<p>Parents have an important role to play, too. The Department of Basic Education has resources available such as “<a href="https://www.education.gov.za/Portals/0/Documents/Publications/Bullying%20A5.pdf?ver=2015-01-30-081322-067">Tips for Parents</a>”, which shows parents how to teach children about different forms of bullying, how to recognise it, and the importance of reporting any incidents. The booklet also describes the warning signs of being bullied. Some of these tips include assuring children that you will immediately investigate and report the situation with the school principal rather than trying to be a “fix-it” parent by calling the bully’s parents. </p>
<h2>Targeted programmes</h2>
<p>In the pursuit of safer schools, the discourse must move beyond awareness to designing targeted programmes that are based on evidence. Only through such comprehensive insights can we hope to develop strategies that genuinely resonate with the complex realities faced by students in the country.</p><img src="https://counter.theconversation.com/content/219121/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The Trends in International Mathematics and Science Study was funded by the Department of Basic Education. Andrea Juan holds an honorary research fellowship at the University of KwaZulu-Natal, School of Law. </span></em></p>When they are repeatedly victimised, some individuals turn to bullying as a coping mechanism, seeking power and control.Andrea Juan, Chief Research Specialist, Human Sciences Research CouncilLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1807332022-05-02T18:54:28Z2022-05-02T18:54:28ZDisruptive kindergartners are likely to be bullied later in elementary school<figure><img src="https://images.theconversation.com/files/460414/original/file-20220428-24-xxymvo.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5100%2C3825&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Misbehavior increases the risk of being bullied.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/children-at-school-royalty-free-image/83606485">Rubberball/Nicole Hill/Brand X Pictures via Getty Images</a></span></figcaption></figure><p>Kindergartners who act out, disrupt classrooms, get angry and argue with their teachers are especially <a href="https://doi.org/10.1007/s12310-022-09520-7">likely to be bullied</a> once they reach third, fourth and fifth grade, our research group has found. </p>
<p>We continue to investigate bullying in U.S. elementary schools, but our initial findings indicate that the odds that disruptive kindergartners will be shoved, pushed or hit, teased or called names, left out, and have lies told about them are roughly twice as high as for kindergartners who do not act out in classrooms. We observed this in analyses accounting for many other risk factors.</p>
<p>Our findings are consistent with, but also extend, prior research documenting that children who are <a href="https://doi.org/10.1177%2F0044118X20932594">from poor families</a> or who are <a href="https://doi.org/10.1016/j.learninstruc.2017.05.007">struggling academically</a> are more likely to be bullied than their peers who are from <a href="https://doi.org/10.2105/AJPH.2014.301960">wealthier families</a> or who are more academically skilled. </p>
<p><a href="https://doi.org/10.1016/j.acap.2020.10.011">As with older children</a>, we find that young boys are more likely to be shoved, pushed or hit, while young girls are more likely to be teased or called names, left out, and told lies about. Children with disabilities, particularly boys, are more likely to be frequently bullied. Black boys more frequently experienced other children telling lies about them than white boys, consistent with prior work finding that Black children are at greater <a href="https://doi.org/10.1007/s10964-012-9843-y">risk of being bullied in adolescence</a>.</p>
<p>We believe our study represents the first analysis of a nationally representative sample that identifies which kindergartners are most likely to be bullied later in U.S. elementary schools. We hope the information helps parents and school staff identify and support young children who are especially likely to be bullied.</p>
<h2>The harms of bullying</h2>
<p>Schoolchildren who are frequently bullied are likely to later be <a href="http://dx.doi.org/10.1037/bul0000171">depressed</a>, anxious and <a href="https://doi.org/10.1017/S0033291716000362">suicidal</a> as well as to be <a href="https://doi.org/10.1111/obes.12432">unemployed</a>, impoverished and <a href="https://doi.org/10.1542/peds.2016-3426">abusing substances</a>. These risks are as large as those associated with being placed in foster care or <a href="https://doi.org/10.1097/HRP.0000000000000137">experiencing maltreatment</a>. </p>
<p>Early identification can help support those children who are being bullied and so limit the potential damage. Screening and prevention efforts are <a href="https://doi.org/10.1016/j.appdev.2014.11.005">more effective</a> when delivered while children are still young. <a href="https://doi.org/10.1542/peds.2017-0504">Mental health supports</a> may be needed for those being frequently bullied.</p>
<p>And looking at specific types of bullying may help schools and parents more directly serve the <a href="https://doi.org/10.1111/cdev.12621">different psychological needs</a> of children experiencing physical or nonphysical bullying.</p>
<p>The results suggest that <a href="https://www.childtrends.org/publications/what-works-for-reducing-problem-behaviors-in-early-childhood">the more schools can do</a> to help kindergartners learn to manage their disruptive behaviors, the <a href="https://doi.org/10.1542/peds.2019-2654">less likely</a> these children are to be bullied later on in elementary school.</p>
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<p class="fine-print"><em><span>Paul L. Morgan has received funding from the National Institute of Child Health and Human Development and the U.S. Department of Education's Institute of Education Sciences. </span></em></p>Children who are bullied in school are at higher risk for depression and anxiety later in life.Paul L. Morgan, Eberly Fellow, Professor of Education and Demography, and Director of the Center for Educational Disparities Research, Penn StateLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1771262022-02-16T13:16:18Z2022-02-16T13:16:18ZFor bullied teens, online school offered a safe haven<figure><img src="https://images.theconversation.com/files/446622/original/file-20220215-17-mx6ccr.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5760%2C3837&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Bullying happened more during in-person school than when schooling was online.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/left-out-royalty-free-image/912799078">FatCamera/E+ via Getty Images</a></span></figcaption></figure><p>Online school during the COVID-19 pandemic was hard on many teens, but new research <a href="https://clasprofiles.wayne.edu/profile/gx7719">I</a> <a href="https://scholar.google.com/citations?user=6Y0_gc8AAAAJ&hl=en&oi=ao">co-authored</a> has found a potential silver lining: Students were <a href="https://doi.org/10.1017/S0954579422000074">bullied less during remote instruction</a> than while attending classes in person.</p>
<p>We learned this by surveying 388 ninth graders at U.S. high schools. We asked them to answer questions three times over the 2020-2021 school year, at about three-month intervals: in November 2020 and February and May 2021.</p>
<p>During that period, many students switched between online-only, in-person-only and hybrid schooling, as the severity of the pandemic shifted and state and local guidelines adjusted. We asked the students to tell us which of those environments they were learning in, how frequently they were the target of bullying, and whether they were feeling depressed or anxious, or having physical symptoms of stress, like headaches and nausea.</p>
<p>What we found was that bullied teens reported heightened anxiety when they were attending in-person school, but not when they were attending online school. And the higher proportion of the year a teen spent in online school, the less likely they were to report being bullied. </p>
<h2>Switching school formats</h2>
<p>Most of the teens in our study – 86% – began the 2020-2021 school year online. But most of them switched formats – usually from online to hybrid or in-person, or from hybrid to fully in-person – at some point during the year. By the school year’s end in May 2021, less than half the students were in online-only school.</p>
<p>We found that during periods when the students reported being bullied, they tended to feel more depressed and report more stress-related physical symptoms, like stomachaches and headaches, than when they were not being bullied. This connection was strong regardless of whether the student was in online, in-person or hybrid school.</p>
<h2>Less bullying</h2>
<p>We adjusted our results statistically to account for other factors that might relate to teen bullying and mental health – given that some students are more likely to be <a href="https://www.sciencedirect.com/science/article/pii/S1054139X21003372">bullied based on their gender and sexual identity</a>, or that students in places with high levels of COVID-19 might be more anxious, regardless of bullying.</p>
<p>Our findings stood up: Bullying was less common in online high school and more common at traditional, in-person high school. Compared to students who spent the whole year in in-person school, those who spent the whole year in online school reported being bullied less frequently. Although the difference was quite small, bullying is hard to reduce, so even small changes can be meaningful.</p>
<p>Families and education professionals alike are looking to the important <a href="https://www.ed.gov/coronavirus/supporting-students-during-covid-19-pandemic">social, emotional and academic benefits</a> that in-person school provides. But our research serves as a reminder that for some students, leaving virtual school means a return to bullying and anxiety that were not missed during pandemic shutdowns.</p>
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<p class="fine-print"><em><span>Hannah L. Schacter received funding for the current research from a Society for Research in Child Development Small Grant (co-PI: Adam Hoffman) and a Wayne State University Research Grant. </span></em></p>Bullied teens reported heightened anxiety when they were attending in-person school, but not when they were attending online school.Hannah L. Schacter, Assistant Professor of Psychology, Wayne State UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1767872022-02-14T18:45:41Z2022-02-14T18:45:41Z4 out of 5 parents support teaching gender and sexuality diversity in Australian schools<figure><img src="https://images.theconversation.com/files/446156/original/file-20220214-21-1qew7ah.jpg?ixlib=rb-1.1.0&rect=0%2C6%2C4500%2C2984&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Debates about how schools acknowledge gender and sexuality diversity have been ongoing in Australia. It’s often claimed parents oppose the inclusion of gender and sexuality diversity content in the teaching of their children. But <a href="https://www.tandfonline.com/doi/full/10.1080/14681811.2021.1949975">our research</a> shows four out of five parents support such content being included in the relationships and sexual health curriculum.</p>
<p>Debate about these issues has been revived by the federal <a href="https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r6821">Religious Discrimination Bill</a> and the NSW One Nation’s <a href="https://www.parliament.nsw.gov.au/bill/files/3776/First%20Print.pdf">Education Legislation Amendment (Parental Rights) Bill</a>. The <a href="https://theconversation.com/grattan-on-friday-morrisons-religious-discrimination-package-couldnt-fly-on-a-wing-and-a-prayer-176892">now-shelved</a> federal bill would have allowed religious schools to expel transgender and gender-diverse students. The NSW bill seeks to revoke the accreditation of educators who discuss gender and sexuality diversity in a public school. </p>
<p>Both bills would have the same effect: the erasure of gender and sexuality diversity from schools.</p>
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<p>Until now there has been no comprehensive research in Australia that examines what parents actually want in relation to such topics in their child’s education. This lack of research-based evidence has meant even <a href="https://www.sciencedirect.com/science/article/abs/pii/S0742051X18305407">teachers are unsure</a> about whether or not they are allowed to discuss gender and sexuality diversity. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/14681811.2021.1949975">Our landmark study</a>, published in the journal Sex Education, sheds light on this issue. Our findings challenge the idea that most parents oppose the inclusion of gender and sexuality diversity-related content in school. </p>
<h2>What did the study find?</h2>
<p>We surveyed 2,093 parents of students attending government schools across the nation. To ensure results could be considered nationally representative, data were weighted using a <a href="https://www.srcentre.com.au/our-research#life-in-aus">probability panel of Australian adults</a>. Both demographic markers (including gender, location and languages spoken at home) and attitudes to education that’s inclusive of gender and sexuality diversity were used to weight the final data set. </p>
<p>The survey asked fundamental questions about parents’ views on the “who, what, when” of relationships and sexuality education. There was a specific focus on how parents felt about including gender and sexuality diversity in the curriculum.</p>
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<p>The findings show 94% of parents want relationships and sexuality education in schools, in keeping with the <a href="https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/">current Australian Curriculum</a>. When asked about gender and sexuality diversity across six different topic areas, on average, 82% of parent respondents support their inclusion as part of the relationships and sexual health curriculum from kindergarten through to year 12.</p>
<p>In terms of understandings of gender diversity by students at different ages, two-thirds of parents (68%) want this topic introduced in the curriculum by the end of stage 4 of schooling (years 7 and 8). In keeping with other areas, over 80% of parents support its inclusion by the end of year 12. </p>
<p>Parents’ reasons for supporting inclusion were apparent in their views on the purpose of relationships and sexual health education. Given a choice of four central purpose statements, the largest group of parents (nearly 50%) felt this curriculum area should focus on student “empowerment, choice, consent, and acceptance of diversity”. </p>
<h2>It’s about fairness, inclusion and safety</h2>
<p>These findings reflect the culture of fairness and inclusion that most Australians believe in. The results point to parents’ understanding of the importance of inclusion. They object to the <a href="https://apo.org.au/sites/default/files/resource-files/2021-04/apo-nid311780_1.pdf">school-based harassment of gender and sexuality diverse students</a> in this country. </p>
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Read more:
<a href="https://theconversation.com/9-in-10-lgbtq-students-say-they-hear-homophobic-language-at-school-and-1-in-3-hear-it-almost-every-day-160356">9 in 10 LGBTQ+ students say they hear homophobic language at school, and 1 in 3 hear it almost every day</a>
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<p>These young people are rarely represented in curriculums. They are not only invisible, but also experience discrimination by omission. </p>
<p>Parents are likely to know Australia has one of the <a href="https://www.aihw.gov.au/suicide-self-harm-monitoring/data/populations-age-groups/suicide-among-young-people">highest rates of youth suicide</a> in the world. Tragically, <a href="https://academic.oup.com/jpubhealth/advance-article/doi/10.1093/pubmed/fdab383/6444311">the rate is even higher</a> for gender and sexuality diverse young people. Their experiences at school are undoubtedly linked to this outcome. </p>
<p>In our study, nearly 90% of parents wanted to see the curriculum address discrimination and bullying of gender and sexuality diverse people. This finding speaks to their desire to create safe and welcoming schools for all students.</p>
<h2>What does this mean for teachers?</h2>
<p>This research has important implications for teachers of relationships and sexual health education. <a href="https://opal.latrobe.edu.au/articles/report/2nd_National_Survey_of_Australian_Teachers_of_Sexuality_Education_2018_pdf/13207265">Many report</a> they avoid gender and sexuality diversity and fear community backlash. </p>
<p>Teachers’ unease prevails despite <a href="https://www.dese.gov.au/student-resilience-and-wellbeing/australian-student-wellbeing-framework">federal government guidance</a> that promotes the well-being of students. The guidelines encourage schools to create positive learning environments that foster diversity and respectful relationships and support students to feel safe, connected and included.</p>
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Read more:
<a href="https://theconversation.com/free-schools-guide-about-inclusiveness-and-climate-science-is-not-ideological-its-based-on-evidence-162423">Free schools guide about inclusiveness and climate science is not ideological — it's based on evidence</a>
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<p>The <a href="https://www.abc.net.au/news/2022-02-11/religious-discrimination-bill-transgender-students-teachers-/100821338">public response</a> to the Religious Discrimination Bill and its subsequent shelving highlights how it is inherently anathema to punish and exclude children and young people from school based on their identity. Australian teachers need to be supported to create a school culture where these students can feel safe, welcome and informed about their relationships and sexual health. </p>
<p>Educators across the country would benefit from additional guidance and support to feel confident that discussing these topics is in line with the views of the majority of their students’ parents.</p><img src="https://counter.theconversation.com/content/176787/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tania Ferfolja has received funding for this research from the Australian Research Council. </span></em></p><p class="fine-print"><em><span>Jacqueline Ullman received funding from the Australian Research Council for the research discussed in this article.</span></em></p>Those who oppose inclusive teaching content often claim to be representing parents’ views. The evidence from a large national survey of parents shows those claims are very wrong.Tania Ferfolja, Associate Professor, School of Education, Western Sydney UniversityJacqueline Ullman, Associate Professor in Adolescent Development, Behaviour and Wellbeing, Western Sydney UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1731402022-01-05T19:09:44Z2022-01-05T19:09:44ZRecess is a time of conflict for children. Here are 6 school design tips to keep the peace<p><a href="https://www.tandfonline.com/doi/full/10.1080/21594937.2019.1643979">Conflict is one of the main barriers</a> to children’s play during school recess. Research <a href="https://doi.org/10.1177/0017896917700681">has found</a> students experience an average of one conflict at recess every three minutes. <a href="https://doi.org/10.1016/j.jenvp.2021.101727">My own research</a> shows how well-designed school grounds can reduce conflict and help vulnerable students take part in recess play activities.</p>
<p>Clashes happen most often <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4337404/">when children organise play themselves</a>. Causes include difficulties sharing resources and disputes over who’s taking control of them, including <a href="https://journals.nipissingu.ca/index.php/cjar/article/view/82">play space</a>.
School staff <a href="https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/attendance-behaviour-and-engagement/peer-mediation/primary-whole-package.pdf.pdf">can manage conflicts</a>. However, this tends to limit children’s self-directed <a href="https://doi.org/10.3389/fpsyg.2014.00593">executive functioning</a>, through which they regulate thoughts and behaviours to support goal-directed actions. </p>
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Read more:
<a href="https://theconversation.com/let-them-play-kids-need-freedom-from-play-restrictions-to-develop-117586">Let them play! Kids need freedom from play restrictions to develop</a>
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<p><a href="https://www.youtube.com/watch?v=NKQVOS-0Q1g">My study</a> explored children’s views on the activities that usually triggered conflict and the ways in which school grounds could be designed to avoid it. The study was carried out at three public primary schools in Sydney, Australia. It offers the following six design recommendations that draw upon children’s perspectives.</p>
<h2>1. Offer more than one grassed area</h2>
<p>Children recognise grassed areas as major areas of conflict. The school rule of “No Running Fast on Concrete” generally restricts running games to these grassed areas, but these activities can easily clash when all in the same area.</p>
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Read more:
<a href="https://theconversation.com/are-our-school-playgrounds-being-wrapped-in-cotton-wool-43541">Are our school playgrounds being wrapped in cotton wool?</a>
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<p>Instead of having a single grassed area, children prefer to “play more separate games”. This means they need separate grassed areas for playing soccer, gymnastics or bullrush – a game in which children must race across a field without getting tagged by those who are “in”. </p>
<p>Children in a focus group voiced their dissatisfaction with the lack of alternative grassed areas. As students said:</p>
<blockquote>
<p>When you’re back to score a goal, someone just runs in the way and kicks it […] </p>
<p>There’s three goalkeepers in the goals […] </p>
<p>You can’t even see your ball and it makes everyone stop.</p>
</blockquote>
<p>When multiple grassed areas are not available, older children, particularly boys, often <a href="https://bmcpublichealth.biomedcentral.com/articles/10.1186/1471-2458-14-639">dominate the main play space</a>. As a result, more sensitive children – usually younger girls – feel excluded from these settings. They retreat to the edges or corners to avoid those who play “rough”.</p>
<h2>2. Separate zones for different types of activities</h2>
<p>Although this seems an obvious design recommendation, separate zones are not always available, particularly in schools with limited space. As a result, a zone is used for both fine and gross motor activities. Children running around fast or playing with balls are then seen as “disruptive” to those sitting or playing with cards, and vice versa.</p>
<p>The space is no longer felt as a “very relaxing place”. Children who seek “peace” and “quiet” have to withdraw. </p>
<h2>3. Offer more natural settings</h2>
<p>My <a href="https://www.sciencedirect.com/science/article/pii/S1618866721001886">research</a> indicates that children of diverse personal characteristics – including gender, age and ability – use natural settings without conflict, although their play activities in these settings vary. They hide behind tree trunks, use them as “base” in running games, practise balancing on their massive roots, build imaginary houses under their canopies and use their malleable resources in their creative play. These activities don’t usually come into conflict. </p>
<p>As indicated by children, their preferred natural settings in Australian schools include trees such as bottlebrushes, Moreton bay figs and paperbarks, and bushes with no “spiky” leaves. Increasing these natural environments can encourage more peaceful school ground activities, with benefits for children’s social functioning.</p>
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Read more:
<a href="https://theconversation.com/children-learn-science-in-nature-play-long-before-they-get-to-school-classrooms-and-labs-166106">Children learn science in nature play long before they get to school classrooms and labs</a>
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<h2>4. Use physical barriers to separate activities</h2>
<p>To reduce disruption, barriers can be subtly incorporated into the design of school grounds. These might be <a href="https://www.sciencedirect.com/science/article/pii/S016920461930297X?via%3Dihub">a row of trees, furniture, raised edges or retaining walls</a>. Barriers can be also imposed, such as fences or netting around playing fields. </p>
<p>Children identify ball games as the most invasive activity that justifies barriers. Children can be easily struck by balls flying out of playing fields, but physical barriers can stop this sort of interference with other activities.</p>
<h2>5. Allow buffer space to create clear pathways</h2>
<p>If a school playground is densely populated and/or play areas are in close proximity, children inevitably pass through the playing fields and that can cause conflict: </p>
<blockquote>
<p>I found it annoying when the year 6s run through our handball court […] When we’re playing with the ball, they run through it and they take the ball and hit it and it sometimes becomes really hard to find it.</p>
</blockquote>
<p>Providing an adequate buffer area allows children to pass around games and avoid situations like this.</p>
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Read more:
<a href="https://theconversation.com/physical-distancing-at-school-is-a-challenge-here-are-5-ways-to-keep-our-children-safer-168072">Physical distancing at school is a challenge. Here are 5 ways to keep our children safer</a>
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<h2>6. Ensure all students have a place to play</h2>
<p>Enough play areas and opportunities are needed to keep all children engaged during recess. Otherwise, as <a href="https://journals.nipissingu.ca/index.php/cjar/article/view/82">observations</a> show, children can loiter and annoy others to avoid getting “bored”. </p>
<p>If school grounds lack suitable settings, children may also create informal play spaces in areas disruptive to other play activities. <a href="https://www.jstor.org/stable/10.7721/chilyoutenvi.22.1.0227#metadata_info_tab_contents">Unorganised play settings</a> can worsen conflict and bullying.</p>
<p>Contrary to <a href="https://www.tandfonline.com/doi/full/10.1080/14733280903024423">common beliefs</a>, children who retreat to the edges of school grounds are not necessarily “unable” or “unwilling” to take part in play; they are often trying to avoid conflict in the main play zones. By minimising the chance of conflict during recess, school design can support children in building <a href="https://www.tandfonline.com/doi/pdf/10.1080/21594937.2014.932504">positive, reciprocal social relationships</a> through play.</p><img src="https://counter.theconversation.com/content/173140/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Fatemeh Aminpour does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Conflicts at recess, averaging one every three minutes, greatly disrupt children’s play activities. However, a well-designed school layout can reduce the problem.Fatemeh Aminpour, Associate Lecturer, School of Built Environment, UNSW SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1665072021-08-23T05:22:57Z2021-08-23T05:22:57ZSchool students who had COVID-19 report stigma and bullying. How can we stop it?<p>Queensland school students have <a href="https://www.abc.net.au/news/2021-08-20/qld-covid-bullying-ironside-state-school-student-outbreak/100375132">reportedly been bullied</a> after being diagnosed with COVID-19 and have struggled to return to school as a result. The Queensland Department of Education stated it hasn’t heard of any bullying related to the COVID-19 outbreak. Given the nature of bullying, this isn’t necessarily surprising.</p>
<p>Stigma related to being diagnosed with COVID-19 has the potential for school students to be devalued, rejected and excluded. This is synonymous with bullying and may reflect students looking for someone to blame for the impacts of COVID-19 on their lives. </p>
<p>Bullying is often misunderstood. It’s a specific type of aggression that occurs repeatedly, is harmful and involves an imbalance of power. This behaviour could include verbal, physical and indirect or social bullying (which arguably includes cyber-bullying). It’s often unclear who should take on the responsibility of acting on bullying. </p>
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Read more:
<a href="https://theconversation.com/coronavirus-fears-can-trigger-anti-chinese-prejudice-heres-how-schools-can-help-130945">Coronavirus fears can trigger anti-Chinese prejudice. Here's how schools can help</a>
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<p>All types of bullying, especially indirect and social bullying, are often hidden. As a result, bullying can be very difficult to identify and address – even more so in the case of online behaviour and cyber-bullying. This lack of visibility probably explains why the Queensland Department of Education hasn’t heard reports of bullying. </p>
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<h2>How is the pandemic a factor?</h2>
<p>Being empowered is not something we generally think about with school students. Youth are typically at the whims of other people’s power. The ongoing uncertainty, restrictions and lockdowns due to COVID-19 seem likely to reinforce this lack of power and control. </p>
<p>Coping with stress and school or study-related problems were already the <a href="https://www.missionaustralia.com.au/publications/youth-survey/706-five-year-mental-health-youth-report/file">most common concerns</a> reported by Australian adolescents. During the COVID-19 pandemic, young people have experienced increased stress. They may be <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7409951/">especially vulnerable</a> to mental health issues such as anxiety and depression during lockdowns. </p>
<p>These impacts might lead to some students seeking to exert power and control by bullying other students in relation to being diagnosed with COVID-19. This could be one problematic way students attempt to cope with their situation. </p>
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<p>
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Read more:
<a href="https://theconversation.com/if-you-want-to-cut-bullying-in-schools-look-at-the-invisible-violence-in-our-society-123093">If you want to cut bullying in schools, look at the 'invisible violence' in our society</a>
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<p>However, this may or may not be the case. Bullying is a complex behaviour. We simply don’t know enough about the COVID-positive students being bullied and there may be a broader context to these reports. </p>
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<p>For example, there may be a history of bullying that parents, teachers and schools are unaware of. This is especially the case with indirect, social and cyber-bullying. </p>
<h2>Bullying can cause lasting harm</h2>
<p>The impacts of bullying are relatively clear. Bullying and emotional abuse are a <a href="https://www.missionaustralia.com.au/publications/youth-survey/706-five-year-mental-health-youth-report/file">significant concern</a> for young people. It’s a common experience, which can have long-term negative impacts on mental health and overall wellbeing. </p>
<p>Bullying can result in feelings of rejection, exclusion, isolation and low self-esteem. Bullying <a href="https://www.health.gov.au/sites/default/files/documents/2020/11/the-mental-health-of-children-and-adolescents_0.pdf">appears to be linked</a> to serious mental health issues like depression. </p>
<p>However, it’s less clear how to intervene successfully when bullying occurs. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/got-no-friends-sit-on-the-buddy-bench-untested-anti-bullying-programs-may-be-missing-the-mark-156391">'Got no friends? Sit on the buddy bench.' Untested anti-bullying programs may be missing the mark</a>
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<h2>Why is it so hard to overcome?</h2>
<p>Anti-bullying approaches are the main way schools deal with bullying. While these approaches claim strong support, the actual evidence for them varies considerably. </p>
<p>Some anti-bullying interventions which focus on universal, whole-school approaches <a href="https://doi.org/10.1177/0165025411407457">reduce bullying</a>. However, other approaches often achieve no reduction. Even more concerning, some result in <a href="https://doi.org/10.1002/pits.22028">increases in bullying</a>. </p>
<p>Bullying behaviour is often presented as a simplistic relationship between “victim” and “bully”. This is problematic, as bullying is a complex cyclical relationship. </p>
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<strong>
Read more:
<a href="https://theconversation.com/teenagers-who-are-both-bully-and-victim-are-more-likely-to-have-suicidal-thoughts-76306">Teenagers who are both bully and victim are more likely to have suicidal thoughts</a>
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<p>Behaviours exist when they’re useful. Given that bullying occurs across human cultures, it’s interesting to consider whether and how bullying benefits some people. If it does, simply saying we don’t accept bullying may not be an effective solution. </p>
<p>Another way of thinking about bullying is that it’s a way of describing power imbalances in relationships. Providing school students, parents and teachers with an understanding of this might be a valuable way forward.</p>
<h2>So, what should schools and parents do?</h2>
<p>This is a difficult question to answer. It often falls to teachers and schools to act on bullying that occurs both within and outside school. </p>
<p>Schools are certainly part of the solution, as they’re an important part of all students’ social world. But it should be emphasised that schools are only a <em>part</em> of the solution to bullying. </p>
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Read more:
<a href="https://theconversation.com/not-every-schools-anti-bullying-program-works-some-may-actually-make-bullying-worse-116163">Not every school's anti-bullying program works – some may actually make bullying worse</a>
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<p>Schools can contribute to breaking down COVID-related stigma, but we need to be conscious that schools and teachers are not medical professionals and that the stigma reflects broader community concerns. A systemic approach involving schools, medical professionals and students’ families is more likely to have a positive effect. </p>
<p>Schools use a range of strategies to support students being bullied. These include:</p>
<ul>
<li>using a consistent whole-of-school approach</li>
<li>providing education about bullying</li>
<li>focusing on prosocial behaviour such as co-operating with others to achieve common goals </li>
<li>providing access to mental health support where appropriate. </li>
</ul>
<p>Where students have experienced bullying after contracting COVID-19, schools might supplement these approaches by reinforcing health advice that medical professionals have provided. This is a teachable moment, but teachers aren’t health experts, and medical professionals aren’t education experts. Reinforcing official health advice will have more face value and be more difficult to dismiss.</p>
<p>Parents and caregivers should talk with their children about bullying and normalise their feelings and concerns about COVID-19. As with schools, there is a need to reinforce the health advice from medical professionals. Look after your child’s basic mental health – like sleep, diet and physical activity – and seek help if you need to. </p>
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<p><em>If this article has raised issues for you, or if you’re concerned about someone you know, call Lifeline on 13 11 14 or Beyond Blue on 1300 224 636.</em></p><img src="https://counter.theconversation.com/content/166507/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The impacts of the pandemic on students and the stigma of having had COVID-19 could be leading to bullying. It’s a complex situation, requiring schools, parents and medical experts to work together.Brian Moore, Lecturer, School of Education, Charles Sturt UniversityStuart Woodcock, Associate Professor, School of Education and Professional Studies, Griffith UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1603562021-06-06T20:04:00Z2021-06-06T20:04:00Z9 in 10 LGBTQ+ students say they hear homophobic language at school, and 1 in 3 hear it almost every day<figure><img src="https://images.theconversation.com/files/404412/original/file-20210604-13-1rw5s7f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/horizontal-shot-happy-friends-hold-hand-1114617272">Shutterstock</a></span></figcaption></figure><p>Bills in the <a href="https://www.ag.gov.au/rights-and-protections/consultations/religious-freedom-bills-second-exposure-drafts">federal</a> and <a href="https://www.parliament.nsw.gov.au/bills/Pages/bill-details.aspx?pk=3776">New South Wales</a> parliaments have sought to stop teachers talking about gender and sexuality diversity in the name of either religious freedom or parents’ rights.</p>
<p>If passed in its current form, the NSW <em>Education Legislation Amendment (Parental Rights) Bill 2020</em> would prohibit teachers from discussing gender and sexuality diversity. It would also make offering targeted, requested support to gender and sexuality diverse (often known as LGBTQ+) students grounds for revoking teachers’ accreditation. </p>
<p>At NSW universities, the bill will mean programs that educate student teachers about the existence of LGBTQ+ students and how best to support them at school would be at risk of losing their accreditation. The same goes for registered professional development of NSW teachers.</p>
<p>Such bills fail to acknowledge the daily realities for many LGBTQ+ youth. These young people experience one of the <a href="https://www.aidsdatahub.org/sites/default/files/resource/insult-inclusion-2015.pdf">highest rates of school bullying</a> in the Asia-Pacific and are almost <a href="https://d3n8a8pro7vhmx.cloudfront.net/lgbtihealth/pages/549/attachments/original/1620871703/2021_Snapshot_of_Mental_Health2.pdf?1620871703">five times more likely to attempt suicide</a> than their peers. </p>
<p>My recent report, <a href="https://researchdirect.westernsydney.edu.au/islandora/object/uws%3A59222">Free2Be … Yet?</a> — the second national study of Australian high school students who identify as gender and sexuality diverse — shows alarming rates of homophobic language used in Australian schools. And worse, it shows that, at least from the perspective of students, teachers rarely intervene. </p>
<h2>What LGBTQ+ students said</h2>
<p>The report presents findings from a national survey of 2,376 LGBTQ+ high school students, aged 13–18. The participants went to government, Catholic and independent schools. </p>
<p>The central aim of the research was to investigate the frequency of harassment and violence towards LGBTQ+ students at school. I also wanted to explore associations between elements of the school climate — with respect to gender and sexuality diversity — and the school well-being of these students.</p>
<p>Almost 30% of participants said they had personally experienced or witnessed physical harassment directed at LGBTQ+ students. This group told stories of violence at school, with limited teacher intervention or discussion about the issues. </p>
<p>Of 93% of students who said they had heard homophobic language at school, 37% heard this “almost every day”. Only 6% of students said adults “always” intervened to stop this language.</p>
<p>One year 9 girl who identifies as pansexual wrote:</p>
<blockquote>
<p>My classmates call everyone faggots all the time and the teachers just pretend they don’t hear it.</p>
</blockquote>
<p>In some cases, students wrote about how the LGBTQ+ student was blamed for the event:</p>
<p>A year 12 boy who identifies as gay said:</p>
<blockquote>
<p>[A student] threw a rotten apple at the back of my head after telling me that the common room is for ‘normal straight people only’. The teacher present then told me I had to leave because I was causing trouble by being there.</p>
</blockquote>
<p>LGBTQ+ students who went to schools where peers used homophobic and transphobic language more often and with less intervention from adults reported feeling significantly less connected to their school. </p>
<p>They also said they were less confident their teachers could manage bullying and keep them safe. And they were less assured their teachers were personally invested in them and their academic success.</p>
<h2>A diverse-positive school climate</h2>
<p>A school climate that views gender and sexuality diversity positively is related to LGBTQ+ students’ sense of connection and personal investment in school. </p>
<p>In this survey, LGBTQ+ students scored worse than mainstream peers on nearly every measure of school-based well-being. This included their sense of connectedness to school, a <a href="https://psycnet.apa.org/record/2006-07986-028">known predictor of academic achievement</a>. </p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/404426/original/file-20210604-25-n850lm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Two boys walking in a school corridor." src="https://images.theconversation.com/files/404426/original/file-20210604-25-n850lm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/404426/original/file-20210604-25-n850lm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=704&fit=crop&dpr=1 600w, https://images.theconversation.com/files/404426/original/file-20210604-25-n850lm.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=704&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/404426/original/file-20210604-25-n850lm.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=704&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/404426/original/file-20210604-25-n850lm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=884&fit=crop&dpr=1 754w, https://images.theconversation.com/files/404426/original/file-20210604-25-n850lm.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=884&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/404426/original/file-20210604-25-n850lm.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=884&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">LGBTQ+ students’ well-being at school can suffer depending on how the school sees diversity issues.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/rear-view-couple-school-students-walking-1067318834">Shutterstock</a></span>
</figcaption>
</figure>
<p>However, where LGBTQ+ students attended schools that explicitly named sexual orientation as a protected category in their harassment policy, those students’ school-based well-being exceeded those of their mainstream peers.</p>
<p>Around three-quarters of students who were in year 9 and above said it was “definitely” or “mostly” false they had learned about a range of gender and sexuality diverse identities in their health and physical education classes. </p>
<p>LGBTQ+ students who reported more inclusion of diversity issues in their curriculum had significantly better school-based well-being than LGBTQ+ students in schools with little to no inclusion.</p>
<p>Unsurprisingly, LGBTQ+ students with higher levels of these forms of well-being were significantly more likely to say they would attend university.</p>
<h2>Teacher attitudes make a difference</h2>
<p>The study also measured how LGBTQ+ students perceived themselves academically — known as “academic self-concept”. This is measured using eight items that include statements such as: “compared to others my age, I am good at most school subjects” and “it is important to me to do well in most school subjects”.</p>
<p>The survey then asked students to indicate how true it was that their “teachers talk about same-sex attraction (lesbian, gay or bisexual people or topics) in a positive way”. Response options ranged from “definitely false” to “definitely true”. </p>
<p>Looking at students’ mean (average) academic self-concept score against their ratings of teacher positivity, results show that where students viewed their teachers as more positive about same-sex attraction across each of the six response options, they also reported higher academic self-concept.</p>
<p><iframe id="JJMpP" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/JJMpP/3/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>Likewise, students were asked to indicate how frequently their teachers “do something or say something positive, like stop the student(s) or talk to them about using that language” when “negative language about lesbians, gays or bisexual people is used by students and a teacher or school staff member is present”. Response options ranged from “always” to “never”. </p>
<p>As the graph below shows, students who indicated that their teachers “always” intervened had the highest average academic self-concept, with students who indicated their teachers “never” intervened, reporting the lowest average academic self-concept.</p>
<p><iframe id="cPQq1" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/cPQq1/3/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>These results show more training and encouragement should be given to Australia’s teachers to speak out against homophobic and transphobic harassment and violence in ways that educate students and reduce its incidence. Such efforts, alongside positive inclusion, can enable LGBTQ+ students to reach their full potential.</p>
<p><em>If this article has raised issues for you, or if you’re concerned about someone you know, call Lifeline on 13 11 14 or visit <a href="https://headspace.org.au/">Headspace</a>.</em></p><img src="https://counter.theconversation.com/content/160356/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jacqueline Ullman receives funding from the Australian Research Council. </span></em></p>A recent report shows alarming rates of homophobic language used in Australian schools. And worse, it shows that, at least from the perspective of students, teachers rarely intervene.Jacqueline Ullman, Associate Professor in Adolescent Development, Behaviour and Wellbeing, Western Sydney UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1574212021-04-11T19:51:32Z2021-04-11T19:51:32Z‘She’s a slut’: sexual bullying among girls contributes to cultural misogyny. We need to take it seriously<figure><img src="https://images.theconversation.com/files/394186/original/file-20210409-17-sy0a12.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/unhappy-girl-being-gossiped-about-by-713643238">Shutterstock</a></span></figcaption></figure><p>In an online petition launched by Chanel Contos in February, thousands of <a href="https://www.theguardian.com/commentisfree/2021/mar/15/do-they-even-know-they-did-this-to-us-why-i-launched-the-school-sexual-assault-petition">women have now disclosed </a> instances of sexual harrassment and assault when at school parties. The petition’s author was <a href="https://www.smh.com.au/national/hundreds-of-sydney-students-claim-they-were-sexually-assaulted-and-call-for-better-consent-education-20210219-p57449.html">calling for sexual consent</a> to be taught better, and earlier, in schools. </p>
<p>But the petition was quickly swamped with personal testimonies, feeding into the broader national discussion about sexism and misogyny that had emerged after <a href="https://www.theguardian.com/australia-news/2021/feb/19/brittany-higgins-incident-reports-into-alleged-werent-handed-to-police-for-two-weeks">former government staffer Brittany Higgins alleged</a> she had been sexually assaulted by another staff member at parliament house.</p>
<p>In an <a href="https://www.theguardian.com/commentisfree/2021/mar/15/do-they-even-know-they-did-this-to-us-why-i-launched-the-school-sexual-assault-petition">opinion piece in The Guardian</a>, Contos wrote that everyone contributes to rape culture, including herself. She said:</p>
<blockquote>
<p>Of course I called girls sluts […] of course I called people frigid and of course I made my friends feel insecure about their level of sexual activity. Of course I did, because everyone I knew did.</p>
</blockquote>
<p>Such behaviour among girls can often be dismissed or trivialised as “just being bitchy”. But it is also a sub-type of bullying — what some researchers refer to as “sexual bullying”.</p>
<p>Sexual bullying is not something we can ignore. It is an <a href="https://www.frontiersin.org/articles/10.3389/fnbeh.2018.00081/full">aggressive behaviour</a> and overlaps with sexual harassment, which we often hear of as being perpetrated by men against women. But as Contos pointed out, women and girls may also perpetuate unhealthy sexual attitudes. This may especially be the case among teenage girls, who are just discovering their sexual identity and place within peer groups.</p>
<h2>What is sexual bullying?</h2>
<p><a href="https://bullyingnoway.gov.au/understanding/Documents/research-snapshot-what-is-bullying.pdf">Bullying</a> happens when a person abuses their power in a relationship to aggressively and repeatedly hurt another person. </p>
<p>Sexualised bullying is not recognised officially in Australia. But in the United Kingdom, it’s <a href="https://www.bullying.co.uk/general-advice/what-is-sexual-bullying/">defined as</a>:</p>
<blockquote>
<p>any behaviour which degrades someone, singles someone out by the use of sexual language, gestures or violence, and victimising someone for their appearance. Sexual bullying is also pressure to act promiscuously and to act in a way that makes others uncomfortable.</p>
</blockquote>
<p>Examples include</p>
<ul>
<li><p>abusive, sexualised name calling and insults (such as calling someone a slut, or frigid)</p></li>
<li><p>spreading rumours of a sexual nature online or in person. This includes using homophobic language and insults</p></li>
<li><p>unwelcome looks and comments about someone’s appearance or looks, either face-to-face or to someone else</p></li>
<li><p>inappropriate and uninvited touching</p></li>
<li><p>pressuring someone to sext and using emotional blackmail, such as threatening to end a relationship if they don’t send an image. Sending the image to others without consent</p></li>
<li><p>inappropriate sexual innuendo that is persistent and unwelcome</p></li>
<li><p>its most extreme form, sexual assault or rape.</p></li>
</ul>
<p>In Australia, the above behaviours reflect our understanding of <a href="https://humanrights.gov.au/quick-guide/12096">sexual harassment</a>. We usually understand most of the above as harassment in the context of a workplace, and most often as males directing it toward females. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/he-had-hundreds-of-pictures-of-me-tales-of-sexism-from-female-teachers-in-elite-boys-schools-156748">'He had hundreds of pictures of me': tales of sexism from female teachers in elite boys' schools</a>
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</em>
</p>
<hr>
<p>But the gender of the perpetrator and target is not so relevant if the behaviour is weaponised and the impact is deliberately destructive.</p>
<p>In this way, sexual harassment may shift to become ongoing sexual bullying. And while we most often hear about this being perpetrated by boys, it happens among girls too.</p>
<h2>What we know about it</h2>
<p>Most studies on sexual bullying among young people have explored sexual harassment. </p>
<p>In 2019, an Australian study aimed to provide the first estimates of the prevalence of sexual harassment <a href="https://www.tandfonline.com/doi/full/10.1080/15388220.2019.1699800">among teenagers</a>. It involved more than 4,000 teenagers aged 11-19. Around 42% of boys and 40% of girls reported having experienced some form of sexual harassment in the previous school term. </p>
<p>The authors wrote sexual harassment was a pervasive problem in Australian high schools. They suggested teenagers seemed to use sexual harassment to enforce their learned cultures of masculinity and femininity, to police heterosexuality conformity and to establish power in peer groups. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/394199/original/file-20210409-15-1uve0xn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Sad girl holding mobile phone." src="https://images.theconversation.com/files/394199/original/file-20210409-15-1uve0xn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/394199/original/file-20210409-15-1uve0xn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/394199/original/file-20210409-15-1uve0xn.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/394199/original/file-20210409-15-1uve0xn.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/394199/original/file-20210409-15-1uve0xn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/394199/original/file-20210409-15-1uve0xn.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/394199/original/file-20210409-15-1uve0xn.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">In the digital age, sexual bullying can happen via text or social media.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/single-sad-teen-holding-mobile-phone-627623021">Shutterstock</a></span>
</figcaption>
</figure>
<p>An <a href="http://researchoutputs.unisa.edu.au/1959.8/120808">Australian study</a> in 1994-5 collected data on the bullying behaviours of nearly 1,000 girls aged 10-15. They wanted to see whether girls could sexually harass each other and if they did so as a form of bullying. </p>
<p>Around 72% of girls said verbal sexual harassment was bullying, around 24% were unsure and only 4% said it wasn’t bullying. </p>
<p>The survey also invited girls to anonymously record the name-calling they used when bullying each other and the types of rumours they would spread. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/nearly-a-third-of-early-adulthood-depression-linked-to-bullying-in-teenage-years-42813">Nearly a third of early adulthood depression linked to bullying in teenage years</a>
</strong>
</em>
</p>
<hr>
<p>The analyses showed girls made crude statements about people’s sexual status, sexuality and about other girls’ bodies as part of their bullying. </p>
<p>The authors suggested girls denigrated other girls to elevate their own status in the group. They did so by making other girls look bad, as either promiscuous (slut shaming), frigid, or through saying they were gay.</p>
<p>A <a href="https://www.bulliedvoices.com/support-for-individuals/educators/92-sexual-bullying-in-school-summary-of-the-research.html">2007 survey</a> by the UK National Union of Teachers (NUT) suggested sexual bullying is most often carried out by boys against girls. But they also noted girls were increasingly harassing girls and boys in a sexual manner. </p>
<p>The survey’s findings showed:</p>
<ul>
<li><p>45% of teenage girls have had their bottom or breasts groped against their will</p></li>
<li><p>38% of young people have received unwanted sexual images</p></li>
<li><p>37% of young people hear “slag” used often or all the time</p></li>
<li><p>65% of gay or bisexual young people experience homophobic bullying in school</p></li>
<li><p>48% of teachers have witnessed sexist language from one peer to another</p></li>
<li><p>66% of LGBT young people suffer from bullying at school. 58% of them never report it and half of them skip school as a result.</p></li>
</ul>
<h2>Sexual bullying is serious</h2>
<p>Sexually derogatory behaviours among girls are not always deemed as sexual harassment in the school context. Nor are they explicitly recognised as contributing to the larger cultures of misogyny and sexism.</p>
<p>But if we do not tolerate such behaviours from boys towards girls, we should not be ignoring it if girls use the same sexual put downs.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/lets-make-it-mandatory-to-teach-respectful-relationships-in-every-australian-school-117659">Let's make it mandatory to teach respectful relationships in every Australian school</a>
</strong>
</em>
</p>
<hr>
<p>If schools are mandated to have policies in place to protect young people from bullying, then the role sexualised forms of aggression play in the peer dynamic must be highlighted and explicitly addressed. </p>
<p>Sexual bullying is serious. It forms part of the continuum of aggression, power and violence. Schools need to acknowledge sexual bullying exists within and across gender and that it hits at the time when young people are their most vulnerable: as they are developing their sexual identity and orientation.</p><img src="https://counter.theconversation.com/content/157421/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Barbara Spears does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>We often hear of sexual harassment and bullying of a sexual nature being perpetrated by men/boys against women/girls. But it happens within groups tooBarbara Spears, Adjunct Professor of Education and Social Development, University of South AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1553812021-03-24T18:51:08Z2021-03-24T18:51:08ZThinking of switching to homeschooling permanently after lockdown? Here are 5 things to consider<figure><img src="https://images.theconversation.com/files/391302/original/file-20210324-13-1p93sac.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/young-student-doing-homework-home-school-1536666791">https://www.shutterstock.com/image-photo/young-student-doing-homework-home-school-1536666791</a></span></figcaption></figure><p>Homeschooling registrations for <a href="https://www.theage.com.au/national/victoria/how-the-pandemic-spurred-a-home-schooling-boom-20210129-p56xx6.html">children in Victoria</a> in 2020 grew by almost four times the rate of the previous year, recent reports show.</p>
<p>Some families who had children learning from home during lockdown discovered they enjoyed spending more time together and some children found they learnt better at home. Parents may have recognised academic or social challenges for their child at school and decided to continue with homeschooling. </p>
<p>But even <a href="https://hslda.org/post/why-is-homeschooling-growing-in-australia">before COVID-19</a>, homeschooling was on the rise. If you’re considering homeschooling because your child seems to do better at home, but are unsure if it’s the right thing to do, here are five things to take into account.</p>
<h2>1. Homeschooling is different to remote learning</h2>
<p>Homeschooling is different from remote learning. Remote learning is the experience of teachers delivering the school curriculum to children at home, as was done during the recent school closures. This is more like distance education, which some families do if they live remotely, for instance.</p>
<p>In homeschooling, parents have elected to meet their child’s educational needs themselves, rather than using government or other school options. </p>
<p>Homeschooling is legal in all states and territories in Australia but there are <a href="https://www.hea.edu.au/state-information">differing registration and monitoring</a> requirements. </p>
<h2>2. It takes a lot of time and effort</h2>
<p>Some parents put together a school structure at home with lesson plans and routine break times. They may employ a tutor to help with their child’s education or do this themselves. </p>
<p>Others choose to use an unstructured or “unschooling” learning method. This is an informal way of learning that advocates student-chosen activities rather than teacher-directed lessons.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-want-to-send-the-kids-back-to-school-why-not-try-unschooling-at-home-136256">Don't want to send the kids back to school? Why not try unschooling at home?</a>
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</em>
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<hr>
<p>The process of developing a homeschooling routine takes time, effort and patience. Parents may be <a href="https://theconversation.com/homeschooling-is-on-the-rise-in-australia-who-is-doing-it-and-why-110268">required to submit a plan</a> to their state education department, which, in most cases, should show an alignment between their child’s learning and the national curriculum. </p>
<p>Parents may have to develop or implement a full school curriculum at home without the resources available in schools. </p>
<p>Even if parents decide to teach children in an informal way, they will need to put in significant time and effort. For example, a parent may use a trip to the shops to cover geography (the child navigating), mathematics (the child calculating the cost of items), or economics (supply and demand factors), but this may add hours to a routine shop.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/391304/original/file-20210324-23-11tshcy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Mother and daughter looking at something in supermarket aisle." src="https://images.theconversation.com/files/391304/original/file-20210324-23-11tshcy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/391304/original/file-20210324-23-11tshcy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/391304/original/file-20210324-23-11tshcy.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/391304/original/file-20210324-23-11tshcy.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/391304/original/file-20210324-23-11tshcy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/391304/original/file-20210324-23-11tshcy.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/391304/original/file-20210324-23-11tshcy.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">A trip to the shops can be a learning experience.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/outgoing-child-beaming-mother-buying-products-700891060">Shutterstock</a></span>
</figcaption>
</figure>
<p>So, parents will need to consider their ability and desire to take on this leading role in their child’s education. For some parents it can also take an <a href="https://link.springer.com/article/10.1007/s00787-020-01706-1">emotional toll</a> and feel isolating if there isn’t a plan or enough support. </p>
<h2>3. Consider social and other difficulties at school</h2>
<p>Some families homeschool on religious or ideological grounds; others are motivated by <a href="https://www.sbs.com.au/news/why-homeschooling-is-on-the-rise-in-australia">practical limitations</a> to school access — such as if the school is too far from home or their child has a disability.</p>
<p>Many individual children can face difficulties <a href="https://www.abc.net.au/news/2020-11-18/homeschooling-child-based-decision-improve-education-outcomes/12853622">going to school</a>, such as the separation of leaving their carer or parent. Other children may be bullied at school.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/is-your-child-anxious-about-starting-school-for-the-first-time-heres-how-you-can-help-153297">Is your child anxious about starting school for the first time? Here's how you can help</a>
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</em>
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<hr>
<p>There is <a href="https://www.iier.org.au/iier17/jackson.html">very little research</a> into the effects on children who are experiencing difficulties at traditional schools and change to homeschooling. </p>
<p>But parents should know schools <a href="https://www.lawhandbook.org.au/2019_04_08_03_bullying_and_assault/">have a legal obligation</a> to provide a safe environment for children. They must address bullying behaviour and provide support for both the victim and the perpetrator. When there are difficult interactions parents, teachers, the school and children (where appropriate) should collaborate to improve the situation. </p>
<p>Children <a href="https://headspace.org.au/young-people/what-is-bullying-and-the-effects-on-mental-health/">often need support</a> from teachers and parents to navigate exposure to bullying. But if the behaviour is allowed to continue with options exhausted, students will be more likely to experience negative psychological health from ongoing bullying. </p>
<p><a href="https://www.aihw.gov.au/reports/children-youth/australias-children/contents/justice-and-safety/bullying">Data from 2016 show</a> around 70% of children aged 12–13 experienced at least one bullying-like behaviour within a year. All forms of bullying have the potential to create long-term and disastrous psychological as well as physical effects. Some <a href="https://www.news.com.au/lifestyle/real-life/news-life/dolly-everetts-parents-reveal-what-led-to-their-daughters-death/news-story/b7984758aa1ce96def787ad0c20cde93">young people</a> who have died by suicide were found to have done so after <a href="https://www.northernstar.com.au/news/anti-bullying-policies-failed-alex-wildman-suicide/560228/">persistent bullying</a>. </p>
<p>Evidence <a href="https://americanaddictioncenters.org/trauma-stressor-related-disorders/effects-being-bullied-harassed">suggests bullying</a> constitutes a traumatic experience for students who are bullied. How teachers and schools respond to bullying and the frequency of bullying can also result in mental distress for students. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/391303/original/file-20210324-19-k3iby2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Young sad girl sitting against a wall." src="https://images.theconversation.com/files/391303/original/file-20210324-19-k3iby2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/391303/original/file-20210324-19-k3iby2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/391303/original/file-20210324-19-k3iby2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/391303/original/file-20210324-19-k3iby2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/391303/original/file-20210324-19-k3iby2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/391303/original/file-20210324-19-k3iby2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/391303/original/file-20210324-19-k3iby2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Bullying can have long-lasting psychological consequences.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/sad-lonely-teenager-portrait-city-street-551772445">Shutterstock</a></span>
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<p>Not all schools can and do <a href="https://theconversation.com/school-is-not-always-a-safe-place-for-students-with-disability-this-has-to-change-63107">adequately manage</a> bullying and other unsafe situations children may be in. In these instances, parents may decide to remove their child from school and homeschool their child.</p>
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<strong>
Read more:
<a href="https://theconversation.com/school-is-not-always-a-safe-place-for-students-with-disability-this-has-to-change-63107">School is not always a safe place for students with disability – this has to change</a>
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<p>Parents can consider whether their <a href="https://headspace.org.au/young-people/what-is-mental-health/">child is showing ongoing signs</a> of psychological distress such as changes in behaviour, withdrawal from others, irritability or problems concentrating.</p>
<p>Specialist support from a psychologist may help parents and students to understand the benefits and limitations of changing schools and homeschooling. If there are underlying social or separation anxieties involved, these issues should be addressed as they are likely to linger at home too.</p>
<h2>4. Children can thrive academically</h2>
<p>Children’s academic outcomes need to be considered in the context of the parents’ motivation for choosing homeschooling. For example, if a parent’s primary concern is religious education their focus may not be on their child gaining the highest year 12 results possible. </p>
<p>Research shows <a href="https://www.sciencedirect.com/science/article/abs/pii/S0191491X16300566">academic results of children</a> who are home educated are mixed. This is partly because there are diverse parental motivations which may or may not prioritise academic pursuits.</p>
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Read more:
<a href="https://theconversation.com/homeschooling-is-on-the-rise-in-australia-who-is-doing-it-and-why-110268">Homeschooling is on the rise in Australia. Who is doing it and why?</a>
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<p>In Australia, some studies have focused on <a href="http://educationstandards.nsw.edu.au/wps/wcm/connect/8b9170fe-c90e-49d0-b62b-7cc18fe222cc/home-schooling-outcomes-review.pdf?MOD=AJPERES&CVID=">NAPLAN results</a>. These suggest home-educated students score higher than state averages across every measure. The <a href="https://www.smh.com.au/national/nsw/homeschooled-kids-perform-better-in-naplan-report-20160204-gmlgu9.html">effect continues</a> even if the child returns to school. </p>
<p>Children who are homeschooled may be doing well because they receive <a href="https://www.parents.com/toddlers-preschoolers/starting-preschool/issues/the-homeschool-revolution/">one-on-one attention</a>. Or it could be because the child’s learning is <a href="https://www.independent.co.uk/life-style/homeschooling-smartest-way-to-teach-kids-a7652796.html">personalised</a> and the child has <a href="https://great-ideas.org/Encounter/Ricci243.pdf">agency over their learning</a>. </p>
<h2>5. Children can be socialised in both environments</h2>
<p>Socialisation is again influenced by parental motivations and the education methods employed.</p>
<p>Homeschooled young people can have a <a href="https://link.springer.com/article/10.1007/s10212-018-0398-5">diverse range of social interactions</a> with people of different ages, including adults. </p>
<p>An <a href="https://theconversation.com/homeschooled-children-are-far-more-socially-engaged-than-you-might-think-111353">Australian survey</a> of homeschooling families showed nearly 50% of children participated in at least one club activity. This included 24 different sports — from AFL to aerial silks and yoga — and clubs including lego and chess. Around 40% attended at least one regular learning group. Classes included new languages, gardening, Shakespeare and archaeology.</p>
<p>The majority of research participants regularly had “play dates” with homeschooling and/or non-homeschooling families. Children actively participated in their community through the arts, including community theatre, bands, choirs, dance and visual arts classes.</p>
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Read more:
<a href="https://theconversation.com/homeschooled-children-are-far-more-socially-engaged-than-you-might-think-111353">Homeschooled children are far more socially engaged than you might think</a>
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<p>Parents should consider the reasons behind their choice to homeschool and seek advice to ensure the best outcomes for their child socially, emotionally and academically.</p>
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<p><em>Correction: this article previously said registrations for homeschooling in Victoria in 2020 were four times that of the previous year. This has now been updated to clarify the rate of increase was four times higher.</em></p><img src="https://counter.theconversation.com/content/155381/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Nicholas Gamble is a member of the Australian Psychological Society and receives funding from the Australian Research Council. </span></em></p><p class="fine-print"><em><span>Christine Grové is a fellow of the College of Educational and Developmental Psychologists, a member of the Australian Psychological Society, and the American Psychological Association, and a member of The United Nations Association of Australia Academic Network.
</span></em></p><p class="fine-print"><em><span>Kelly-Ann Allen is an honorary Fellow of the Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, and a Fellow of the Australian Psychological Society and College of Educational and Developmental Psychologists. Kelly-Ann is an international affiliate of the American Psychological Association (APA) and a member of APA D15 (Educational Psychology) and APA D16 (School Psychology). Kelly-Ann is the Editor-in-Chief of the Educational and Developmental Psychologist and Journal of Belonging and Human Connection.</span></em></p><p class="fine-print"><em><span>Emily Berger does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>If you’re considering homeschooling because your child seems to do better at home, but are unsure if it’s the right thing to do, here are five things to take into account.Nicholas Gamble, Lecturer, Monash UniversityChristine Grové, Senior Lecturer and Educational and Developmental Psychologist, Monash UniversityEmily Berger, Lecturer, Monash UniversityKelly-Ann Allen, Senior Lecturer, School of Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1537922021-03-21T18:49:24Z2021-03-21T18:49:24ZBanning mobile phones in schools can improve students’ academic performance. This is how we know<figure><img src="https://images.theconversation.com/files/389172/original/file-20210312-23-1ivvp2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/no-mobile-phone-call-warning-prohibit-1200373825">Shutterstock</a></span></figcaption></figure><p>The effects of mobiles phones and other technology at school is a <a href="https://theconversation.com/no-education-minister-we-dont-have-enough-evidence-to-support-banning-mobile-phones-in-schools-151574">hotly debated topic</a> in many countries. Some advocate for a complete ban to limit distractions, while others suggest using technology as a teaching tool.</p>
<p>Kids in public <a href="https://www.news.com.au/lifestyle/parenting/school-life/sa-government-bans-mobile-phone-use-at-states-primary-schools/news-story/c13e01ab2c2e6d5cbd3473201dfbe70a">South Australian primary schools</a> started the school year without being allowed to bring their mobile phones to class, unless they are needed for class activity. All students in public <a href="https://www.education.wa.edu.au/mobile-phones#:%7E:text=The%20Student%20Mobile%20Phones%20in,end%20of%20the%20school%20day.">Western Australian</a> <a href="https://www.education.vic.gov.au/parents/going-to-school/Pages/Mobile-phones-in-schools.aspx">Victorian</a>, and <a href="https://www.abc.net.au/news/2021-02-05/tasmania-mobile-phone-ban-in-schools-proves-a-success/13113128#:%7E:text=The%20state%20school%20ban%20on,would%20ring%20throughout%20the%20day.">Tasmanian</a> schools have a mobile phone ban in place since for all or some of 2020. New South Wales also <a href="https://www.abc.net.au/news/2018-12-13/nsw-phone-ban-aims-to-reduce-bullying/10612950">banned mobile phones</a> in public primary schools, with secondary schools having the option to opt in, since the start of 2020.</p>
<p>Education departments have introduced the bans for various reasons including to improve academic outcomes and decrease bullying. </p>
<p>Several recent papers point to positive impact of banning mobile phones at school on student performance and other outcomes. Understanding the evidence is crucial for best policy. </p>
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Read more:
<a href="https://theconversation.com/no-education-minister-we-dont-have-enough-evidence-to-support-banning-mobile-phones-in-schools-151574">No, Education Minister, we don't have enough evidence to support banning mobile phones in schools</a>
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<p>In a 2015 <a href="https://www.sciencedirect.com/science/article/pii/S0927537116300136?casa_token=BftSuGIPHFsAAAAA:Si6NTOo4pga0c0zwLi9owgonIiECr1raGURE3FrIsbFpR9QiDlfPE8nVCygV9R9Rb3_2hvRn9Q">paper</a>, we used a method — called a <a href="https://mixtape.scunning.com/difference-in-differences.html">difference-in-difference strategy</a> — as well as student data from England to investigate the effect of banning mobile phones on student performance. In this method, we compared schools that have had phones removed to similar schools with no phone bans. This allowed us to isolate the effect of mobiles phones on student performance from other factors that could affect performance. </p>
<p>We found banning mobile phones at school leads to an increase in student performance. Our results suggest that after schools banned mobile phones, test scores of students aged 16 increased by 6.4% of a standard deviation. This is equivalent to adding five days to the school year or an additional hour a week.</p>
<p>The effects were twice as large for low-achieving students, and we found no impact on high achieving students. </p>
<p>Our results suggest low-performing students are more likely to be distracted by the presence of mobile phones, while high performing students can focus with or without mobile phones.</p>
<p>The results of our paper suggest banning mobile phones has considerable benefits including a reduction in the gap between high- and low- achieving students. This is substantial improvement for a low-cost education policy.</p>
<h2>Other studies show similar results</h2>
<p>Recent studies from <a href="https://www.erices.es/upload/workingpaper/99_99_0420.pdf">Spain</a> and <a href="https://sites.google.com/view/saraabrahamsson/research?authuser=0">Norway</a>, using a similar empirical strategy to ours, also show compelling evidence on the benefit of banning mobile phones on student performance, with similar effect size. </p>
<p>In Spain, banning mobile phones has been shown to increase students’ scores in maths and science. Researchers also documented a decrease in incidences of bullying. </p>
<p>In Norway, banning phones significantly increased middle school students’ grade point average. It also increased students’ likelihood of attending an academic high school rather than choosing a vocational school. And it decreased incidents of bullying. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/390012/original/file-20210317-21-1rl9mfk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Man's hands holding mobile phone in front of open laptop." src="https://images.theconversation.com/files/390012/original/file-20210317-21-1rl9mfk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/390012/original/file-20210317-21-1rl9mfk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/390012/original/file-20210317-21-1rl9mfk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/390012/original/file-20210317-21-1rl9mfk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/390012/original/file-20210317-21-1rl9mfk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/390012/original/file-20210317-21-1rl9mfk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/390012/original/file-20210317-21-1rl9mfk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Using any form of technology in class could be seen as a form of multitasking.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/side-view-shot-mans-hands-using-268450487">Shutterstock</a></span>
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<p>Evidence from <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/kykl.12214?casa_token=Suyowk5wjT8AAAAA%3AOLsCQOB4FXad_mQqgez2PpOxGAhcZcRl749eAeAkZTwWEzeFAp63yrwpFsVzWoItlYskdMs8y3PljBI">Belgium</a> suggests banning mobile phones can be beneficial for college student performance. This context might be different, but still informative as students are of similar age to those in high school. </p>
<p>Research from <a href="https://www.sciencedirect.com/science/article/pii/S0272775719303966?casa_token=GRmr3vHvbZ8AAAAA:rxP1rcaYwFSNkqqYEuD1GfCygj6qhIZS49hqG3TvU33UcGeL9QcnvrckFldDxGqCS8_PTt-6IA">Sweden</a>, however, suggests little effect of banning mobile phones in high school on student performance. It is worth noting, however, the study did not find any detrimental effect of banning mobile phones.</p>
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Read more:
<a href="https://theconversation.com/dont-blame-the-teacher-student-results-are-mostly-out-of-their-hands-124177">Don't blame the teacher: student results are (mostly) out of their hands</a>
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<p>A similar conclusion can be drawn from the literature on the effect of computers used at school. Evidence from <a href="https://www.sciencedirect.com/science/article/pii/S0272775716307129?casa_token=XPKWuMLtDfQAAAAA:Kgma8uaSuiDJsI-jowomsz2ltDAr4AAJsExfdR4VgY1g01mDjvX1qvXRF0Jw57uXhwP_-9IySQ">the US</a> suggests using laptops in class is detrimental to learning, and the effects are <a href="https://www.sciencedirect.com/science/article/pii/S0272775716303454?casa_token=RA9CuU-d89oAAAAA:NT86LqbLuWGV1FPdxv-lbamuIc9t7_4CLR9_QZUct9jgc7dH0O__tBfeHKnyh7JAf2cJDKWdmQ">large and more damaging</a> for low-performing students.</p>
<h2>Potential psychological mechanisms involved</h2>
<p>The psychological literature might shed lights on the potential mechanisms as to why mobile phones and other technology in school might affect student performance. This literature finds multitasking is detrimental to learning and task execution. </p>
<p>Many recent experimental papers present evidence mobile phone use while executing another task decreases learning and task completion. Research also shows <a href="https://www.pnas.org/content/106/37/15583">computers might be</a> a <a href="https://www.liebertpub.com/doi/10.1089/cyber.2010.0129">less efficient</a> way <a href="https://www.tandfonline.com/doi/abs/10.1080/03634523.2013.767917">to take notes</a> than pen and paper. </p>
<p>It may be that taking notes by hand allows you to remember the material better than typing those notes on a computer. This may be because students are not just typing out every word said, but thinking of how to summarise what they’re hearing.</p>
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Read more:
<a href="https://theconversation.com/whats-the-best-way-to-take-notes-on-your-laptop-or-tablet-43630">What's the best way to take notes on your laptop or tablet?</a>
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<p>These findings do not discount the possibility mobile phones and other technology could be a useful structured teaching tool. However, ignoring or misunderstanding the evidence could be harmful to students and lead to long term negative social consequences.</p><img src="https://counter.theconversation.com/content/153792/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Louis-Philippe Beland does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A study compared students’ performance in schools that had banned mobiles and schools that hadn’t. They found students who weren’t allowed to use mobile phones in class had higher test scores.Louis-Philippe Beland, Assistant Professor of Economics, Carleton UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1563912021-03-18T19:02:11Z2021-03-18T19:02:11Z‘Got no friends? Sit on the buddy bench.’ Untested anti-bullying programs may be missing the mark<figure><img src="https://images.theconversation.com/files/389999/original/file-20210317-13-utjq7z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/red-buddy-bench-on-school-play-1199144512">Shutterstock</a></span></figcaption></figure><p>Around <a href="https://journals.sagepub.com/doi/full/10.1177/0004867419846393">15% of Australian school students</a> experience bullying in a school year. Being bullied increases <a href="https://www.cambridge.org/core/journals/epidemiology-and-psychiatric-sciences/article/contribution-of-bullying-victimisation-to-the-burden-of-anxiety-and-depressive-disorders-in-australia/F1AB0B73B69593EE97711DD8C7A2CF18">the risk for ongoing depression and anxiety</a>. </p>
<p>All <a href="https://bullyingnoway.gov.au/responding-to-bullying/legislation-and-policy">Australian states have policies</a> to address school bullying. And many schools also run <a href="https://bullyingnoway.gov.au/resources">educational programs</a> aimed at preventing bullying.</p>
<p>Efforts to reduce bullying are commendable. However, schools need to be aware of the possibility some bullying programs <a href="https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12385">may inadvertently harm victims</a>. One example is the “buddy bench”, where students who have few friends or are bullied can come to sit and be supported by peers. </p>
<p>While the idea is nice in theory, it could have some very negative effects.</p>
<h2>How do programs affect victims?</h2>
<p>School programs to reduce bullying are often based on theory. Very few of the programs offered to Australian schools <a href="https://beyou.edu.au/resources/programs-directory">have been scientifically evaluated</a> for effectiveness. </p>
<p>International research shows bullying prevention programs can reduce victimisation at <a href="https://www.sciencedirect.com/science/article/pii/S0022440520300753">school level by up to 16%</a>. But programs that reduce whole-school bullying may still <a href="https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdep.12331">lead to worse outcomes for individual victims</a>. </p>
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Read more:
<a href="https://theconversation.com/not-every-schools-anti-bullying-program-works-some-may-actually-make-bullying-worse-116163">Not every school's anti-bullying program works – some may actually make bullying worse</a>
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<p>KiVa is a Finnish program <a href="https://www.kivaprogram.net/kiva-around-the-world/">used in many countries</a>. Like many Australian programs, <a href="https://psycnet.apa.org/record/2012-28537-001">KiVa</a> provides teachers with lessons and activities to teach students how to relate to each other, including how to help if they notice bullying. There is also training for teachers and newsletters for parents.</p>
<p>KiVa has been found to <a href="https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2010.01557.x?casa_token=yxMVE1JLt-UAAAAA%3A_OYpSy5DK3WmlO8MfCfpf7D2xVXzFlFFsE_9_KISgGE5fakrXGuNbbNAMMTG-orvKPSSrFk6FKOvpdU">reduce bullying at the school level</a> in primary schools. But a Dutch study compared schools that had adopted KiVa with schools that worked off their usual bullying policies (the control group). Researchers found schools with the program in place did reduce bullying overall. But the kids in those schools who remained bullied, or became new victims of bullying, <a href="https://link.springer.com/article/10.1007/s10826-018-1194-1">were more depressed and had lower self-esteem</a> compared to bullying victims in the control schools. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/390251/original/file-20210318-13-1og8obj.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Sad schoolboy sitting on the ground with head in hands." src="https://images.theconversation.com/files/390251/original/file-20210318-13-1og8obj.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/390251/original/file-20210318-13-1og8obj.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/390251/original/file-20210318-13-1og8obj.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/390251/original/file-20210318-13-1og8obj.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/390251/original/file-20210318-13-1og8obj.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/390251/original/file-20210318-13-1og8obj.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/390251/original/file-20210318-13-1og8obj.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Students can be further stigmatised if their issues with peers are made apparent.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/sad-schoolboy-sitting-alone-corridor-school-448288669">Shutterstock</a></span>
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<p>Researchers theorised that if fewer students were bullied, those who remained bullied were <a href="https://link.springer.com/article/10.1007/s10826-018-1194-1">more visible to peers, leading to rejection</a>. This same theory suggests <a href="https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12385">elements in school programs that make a student’s victim status more visible to peers</a> can also lead to increased stigmatisation.</p>
<h2>Buddy benches</h2>
<p>Many schools in Australia have installed <a href="https://buddybenchaustralia.com.au/">buddy benches</a>, or friendship benches. These playground benches are intended to provide a safe place in the playground where a <a href="https://www.bbc.com/news/av/stories-46385101">student can go when bullied</a> or when they have no one to play with. </p>
<p>The idea is that other children or teachers will notice the student on the bench and offer assistance. Despite the positive intent, there is no evidence this approach works, and there are many things that could go wrong.</p>
<p>The colourful bench will effectively highlight those students who have problems getting on with peers. Students will notice who is at the bench most often, and who is left waiting the longest. They will notice which students require teachers’ help due to lack of peer interest. </p>
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<strong>
Read more:
<a href="https://theconversation.com/i-dont-want-to-be-teased-why-bullied-children-are-reluctant-to-seek-help-from-teachers-74357">'I don’t want to be teased' – why bullied children are reluctant to seek help from teachers</a>
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<p>Increased visibility of these students’ difficulties could damage their peer status and make them <a href="https://www.sciencedirect.com/science/article/abs/pii/S0022096512000823">less attractive for real friendships</a>, which would serve to <a href="https://link.springer.com/article/10.1007/s10578-018-0793-9">protect them from bullying</a>.</p>
<p>The bench could also signal vulnerability to a broader group of students who bully but had not previously noticed these kids, such as if they didn’t share classes.</p>
<p>There are other problems, such as if children come to the aid of someone sitting at the bench to impress teachers or because they have been told to. This is not necessarily the same as help that comes through genuine care and friendship. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/390249/original/file-20210318-23-1sqk5b4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Kids playing jump rope with teacher watching." src="https://images.theconversation.com/files/390249/original/file-20210318-23-1sqk5b4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/390249/original/file-20210318-23-1sqk5b4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/390249/original/file-20210318-23-1sqk5b4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/390249/original/file-20210318-23-1sqk5b4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/390249/original/file-20210318-23-1sqk5b4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/390249/original/file-20210318-23-1sqk5b4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/390249/original/file-20210318-23-1sqk5b4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Helping a peer to impress a teacher isn’t the same as genuine care and friendship.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/happy-elementary-kids-playing-together-jumping-1200999991">Shutterstock</a></span>
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</figure>
<p>One program that taught children to intervene in bullying was shown to <a href="https://onlinelibrary.wiley.com/doi/abs/10.1002/jcad.12267">increase the self-esteem of the helpers</a>. But experiments from social psychology show that help that benefits helpers <a href="https://www.researchgate.net/profile/Jeffrey-Fisher-2/publication/232546326_Recipient_Reactions_to_Aid/links/00b4953889cccb0b0c000000/Recipient-Reactions-to-Aid.pdf">can undermine the self-esteem of recipients</a> who cannot return the favour (for instance due to low social status).</p>
<h2>So, what should schools do?</h2>
<p>Examples of programs available in Australia, which have been scientifically evaluated include <a href="https://www.tandfonline.com/doi/abs/10.1080/01411920903420024">Friendly Schools, Friendly Classrooms</a> and <a href="https://jamanetwork.com/journals/jamapediatrics/article-abstract/1107694">Positive Behaviour for Learning</a>. Both involve creating clear expectations of behaviour throughout the school, teaching and encouraging positive behaviour, and improving supervision and addressing of incidents.</p>
<p>Both of these programs have been found to reduce bullying at school level in primary schools. But we still don’t know the impact on students who remain victims after the programs have been implemented. Even when using programs that reduce bullying at school level, it is important to monitor outcomes for victims. Schools should follow up carefully with individual cases of bullying until they have been successfully resolved. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/i-wish-you-were-murdered-some-students-dont-know-the-difference-between-bullying-and-banter-124272">'I wish you were murdered': some students don't know the difference between bullying and banter</a>
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</p>
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<p>The main purpose of anti-bullying initiatives is to <a href="https://www.sciencedirect.com/science/article/abs/pii/S0193397313000828">protect the most vulnerable students</a>. When offered a new idea to address bullying, schools should consider how it will affect the social standing of the students who are bullied the most.</p><img src="https://counter.theconversation.com/content/156391/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Karyn Healy does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Many anti-bullying programs used in schools are based on theoretical concepts of what may work. Very few of them have been scientifically evaluated, and some may make things worse for victims.Karyn Healy, Researcher, QIMR Berghofer Medical Research InstituteLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1392502020-05-26T15:28:48Z2020-05-26T15:28:48ZSchool reopenings will not necessarily help protect vulnerable children<figure><img src="https://images.theconversation.com/files/337680/original/file-20200526-106823-14gega8.jpg?ixlib=rb-1.1.0&rect=0%2C4%2C2795%2C1890&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">CreativeAngela/Shutterstock</span></span></figcaption></figure><p>One part of widespread measures to prevent the spread of COVID-19 has been the temporary closure of schools. In the UK, they have been <a href="https://www.gov.uk/government/publications/covid-19-school-closures/guidance-for-schools-about-temporarily-closing">closed since March</a>, but the government has recently announced plans for the phased reopening of schools in England from June 1. This has prompted fierce criticism from some local authorities, teaching unions and headteachers, and led the devolved governments in Scotland, Wales and Northern Ireland to take <a href="https://www.bbc.co.uk/news/education-51643556">different approaches</a>.</p>
<p>Among the government’s arguments for reopening schools is the <a href="https://www.childrenscommissioner.gov.uk/2020/05/16/government-and-teaching-unions-should-stop-squabbling-and-agree-a-plan-to-get-kids-back-into-school/">safeguarding of “vulnerable” children</a>, its concern being that while vulnerable children are at home they are at greater risk of child abuse or neglect. If they are away from school, the argument goes, there is <a href="https://www.politicshome.com/thehouse/article/out-of-sight-how-do-you-protect-children-in-a-crisis">little or no opportunity for school staff to detect abuse</a> and intervene to try to protect them. </p>
<h2>The paradox of being at home</h2>
<p>There is evidence that child mistreatment might have increased during the pandemic. Calls to the National Society for the Prevention of Cruelty to Children helpline <a href="https://www.bbc.co.uk/news/uk-wales-52473453">have increased by almost 20%</a>, and calls to couselling provider Childline have increased <a href="https://www.itv.com/news/westcountry/2020-04-19/childline-counselling-sessions-for-abused-and-neglected-children-up-five-fold-in-one-week/">five-fold</a>.</p>
<p>Some increase could be anticipated, given vulnerable children are now spending more time with their parents, and <a href="https://voxeu.org/article/potential-impact-covid-19-child-abuse-and-neglect">parents are responsible for a substantial proportion of child maltreatment</a>. The risk may be greater still as parents are <a href="https://www.research.ox.ac.uk/Article/2020-05-07-major-stressors-for-parents-during-covid-19-revealed-in-new-report">under additional stress</a>, and those parents with their own issues may now not be receiving the specialist <a href="https://www.kcl.ac.uk/protecting-children-at-a-distance-during-the-covid-19-lock-down">psychological or social support they need</a>. Additionally, children will almost inevitably be spending more time on the internet, which may increase their risk of <a href="https://www.gov.uk/government/publications/coronavirus-covid-19-keeping-children-safe-online/coronavirus-covid-19-support-for-parents-and-carers-to-keep-children-safe-online">experiencing online bullying and sexual exploitation</a>.</p>
<p>However, although parents may face new pressures, it may also be that others have lessened, with the result that they are <a href="https://www.thestar.com/life/parent/2020/04/01/modern-family-covid-19s-self-isolation-could-bring-positive-change-to-family-life.html">less stressed and more able to care for their children</a>. For example, they may not be commuting or <a href="https://www.employment-studies.co.uk/news/remote-working-really-so-bad-benefits-working-home-during-covid-19">caring for their own parents</a>. If there are two parents at home, they can <a href="https://www.plymouth.ac.uk/news/survey-suggests-covid-19-could-have-long-term-benefits-for-family-life">share childcare and other responsibilities</a>.</p>
<p>While less stressed parents may lead to less abuse and neglect, child sexual abuse specifically will be likely to occur less frequently. This takes place often <a href="https://www.blackpoolsafeguarding.org.uk/assets/uploads/resources/Children/child_abuse_neglect_research_PDF_wdf84181.pdf">at or around the family home</a>, and <a href="https://www.csacentre.org.uk/index.cfm/_api/render/file/?method=inline&fileID=CCB6D637-308F-4C6F-95DF0AC61E61E3AA">requires secrecy</a>. With more people now at home, children will be under greater supervision so opportunities to get vulnerable children alone will be significantly reduced.</p>
<h2>Schools have problems too</h2>
<p>We must also recognise that schools, in contrast to the implication of the government’s argument for their reopening, are not always safe places for children. The Crime Survey for England and Wales found that <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/754959/Bullying_in_England_2013-2018.pdf">17% of children aged 11-15 years had been bullied</a>. Children that are already vulnerable are <a href="https://www.anti-bullyingalliance.org.uk/tools-information/all-about-bullying/prevalence-and-impact/prevalence-bullying">significantly more likely to experience bullying</a>, meaning that, ironically, they may be safer spending more time at home.</p>
<p>Of course children are also at risk of abuse <a href="https://www.iicsa.org.uk/publications/research">from other children and from the adults supposed to be caring for them</a>, not only in schools but in other places such as youth clubs, sports organisations and religious institutions – all of which are currently closed. There is anecdotal evidence that other forms of child victimisation, such as “county lines” exploitation by gangs and street crime <a href="https://news.sky.com/story/coronavirus-gang-rivalries-put-on-hold-and-violence-stops-due-to-lockdown-11970591">has declined during the pandemic</a>.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/337613/original/file-20200526-106842-1p5fy6k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/337613/original/file-20200526-106842-1p5fy6k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/337613/original/file-20200526-106842-1p5fy6k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/337613/original/file-20200526-106842-1p5fy6k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/337613/original/file-20200526-106842-1p5fy6k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/337613/original/file-20200526-106842-1p5fy6k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/337613/original/file-20200526-106842-1p5fy6k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Adults face problems too, and lockdown may have reduced their stress levels.</span>
<span class="attribution"><span class="source">fizkes/Shutterstock</span></span>
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</figure>
<h2>Adults face risks themselves</h2>
<p>While evidence of greater risk of child abuse during the lockdown is equivocal, the other major social issue it brings into focus – domestic violence – is more stark. Women who live with abusers <a href="https://www.local.gov.uk/tackling-domestic-abuse-during-covid-19-pandemic">are now much more vulnerable</a>. The National Domestic Abuse Helpline’s website has seen <a href="https://news.sky.com/story/coronavirus-rise-in-domestic-abuse-related-web-searches-amid-covid-19-lockdown-11975235">an 156% increase in traffic</a>, while the Metropolitan Police has issued <a href="https://www.theguardian.com/society/2020/apr/24/charges-and-cautions-for-domestic-violence-rise-by-24-in-london">24% more charges and cautions for domestic abuse</a> during the lockdown period. The Victims’ Commissioner for England and Wales has warned of a “<a href="https://www.huffingtonpost.co.uk/entry/police-braced-for-tsunami-of-domestic-abuse-reports-when-coronavirus-lockdown-ends_uk_5ea81a53c5b6dd3f908af0d7">tsunami</a>” of domestic abuse reports to the police when the lockdown ends.</p>
<p>Domestic abuse among partners also represents a severe threat to children in the family: an estimated one in seven (14%) under the age of 18 “will have lived with domestic violence at some point in their childhood”. Witnessing such violence can have <a href="https://www.womensaid.org.uk/the-survivors-handbook/children-and-domestic-abuse/">devastating impacts upon children’s psychosocial development</a>.</p>
<p>The extensive and serious potential risks and actual harms women and vulnerable children face cannot be overstated. But the evidence shows that the argument for reopening schools based on child abuse is simplistic, and such a line of thinking will not help us if it persists after lockdown ends. </p>
<p>Beyond the current crisis, two questions are still unaddressed: if we accept that vulnerable children are safe, or safer, at school, what happens to them outside the school day, during evenings and weekends? And, if children’s home lives are indeed such high-risk places, why do the authorities and society more widely allow vulnerable children to remain with their families? To truly offer children protection we need to answer these awkward questions rather than seek to sweep them under the carpet.</p><img src="https://counter.theconversation.com/content/139250/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Bernard Gallagher does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Children abused at home may not be safer at school – in fact the lockdown may have made life easier for children at risk, and their parents.Bernard Gallagher, Reader in Social Work and Applied Social Sciences, University of HuddersfieldLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1309452020-01-31T05:48:10Z2020-01-31T05:48:10ZCoronavirus fears can trigger anti-Chinese prejudice. Here’s how schools can help<figure><img src="https://images.theconversation.com/files/313022/original/file-20200131-41554-1razzsf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>Every disease outbreak brings an accompanying outbreak of <a href="https://www.wired.com/2014/10/ebolanoia/">fear</a>. Already we’re seeing coverage on the spread of <a href="https://www.abc.net.au/news/2020-01-30/coronavirus-economic-impact-caused-by-fear/11912366">coronavirus fear</a> which leads to <a href="https://www.khaleejtimes.com/coronavirus-outbreak/coronavirus-fear-misinformation-spreads-on-social-media">misinformation</a>, an <a href="https://theconversation.com/fear-spreads-easily-thats-what-gives-the-wuhan-coronavirus-economic-impact-130780">effect on the economy</a> and, perhaps the <a href="https://www.washingtonpost.com/outlook/2020/01/30/real-danger-coronavirus/">most alarming</a>, <a href="https://www.sbs.com.au/topics/voices/health/article/2020/01/30/coronavirus-and-avoiding-spread-xenophobia">xenophobia</a> .</p>
<p>Social <a href="https://journalofethics.ama-assn.org/article/stigmatization-complicates-infectious-disease-management/2010-03">stigmatisation and xenophobia</a> are, unfortunately, <a href="https://www.theverge.com/2014/10/8/6941749/ebola-panic-is-getting-pretty-racis">well known features</a> of disease outbreaks. And there is potential for xenophobic sentiment to build in Australian schools. </p>
<p>In an outbreak situation, xenophobia does not feel like racism. Excluding people who “come from” the epicenter of the outbreak is merely seen as a safety precaution. But precautions can sometimes go too far.</p>
<p>The <a href="https://www.theguardian.com/science/2020/jan/28/coronavirus-australian-education-minister-chastises-schools-advising-students-to-stay-away">NSW government</a> and <a href="https://www.9news.com.au/national/coronavirus-private-schools-risk-panic-with-student-ban-watchdogs-warns/384a65a0-4143-4601-b80c-aad2468a78d2">several private schools</a> have requested students who have just returned from China remain at home for two weeks. This goes beyond the advice of Australia’s chief medical officer and federal government – that only <a href="https://www.theguardian.com/world/2020/jan/29/coronavirus-australian-students-get-conflicting-advice-about-return-to-school">those returning</a> for the Hubei province (or those who have been in contact with an infected person) stay away from public places.</p>
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Read more:
<a href="https://theconversation.com/will-my-child-get-coronavirus-at-school-heres-some-perspective-for-aussie-parents-130782">Will my child get coronavirus at school? Here's some perspective for Aussie parents</a>
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<p>The NSW health minister <a href="https://education.nsw.gov.au/news/latest-news/coronavirus-department-of-education-statement">said the advice</a> was not “medically necessary” but was prompted by community wishes for such measures. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1222432308256481280"}"></div></p>
<p>Online <a href="https://www.theguardian.com/science/2020/jan/28/coronavirus-australian-education-minister-chastises-schools-advising-students-to-stay-away">petitions circulating</a> in Australia – with thousands of signatures from concerned parents – are calling for school authorities to extend restrictions to families arriving from many Asian countries, including Thailand and Singapore.</p>
<p>What if schools bowed to these calls too?</p>
<p>Giving way to public pressure for unnecessary control measures validates panic and can <a href="https://www.nytimes.com/2020/01/23/opinion/coronavirus-wuhan-outbreak.html">generate unintentional</a> xenophobia. Extensive <a href="https://www.psandman.com/handouts/AIHA/AIHA_book.pdf">research tells us</a> the fears in the early stages of an outbreak will soon pass. But the effects of xenophobia and exclusion on those who suffer them may last much longer.</p>
<h2>What past evidence tells us</h2>
<p>The progressive city of Toronto is often claimed the <a href="https://theculturetrip.com/north-america/canada/articles/toronto-named-most-diverse-city-in-the-world-by-bbc-radio/">world’s most diverse</a> city. Yet, Asian students <a href="https://go.gale.com/ps/anonymous?id=GALE%7CA195680111&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=07078412&p=AONE&sw=w">experienced extensive xenophobia</a> during the 2004 SARS outbreak. This ranged from people refusing to sit near Asian university students in class, to social exclusion of school students.</p>
<p>Disease stigma can <a href="https://go.gale.com/ps/anonymous?id=GALE%7CA195680111&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=07078412&p=AONE&sw=w">take a toll</a> on a young person’s self-esteem and identity as well as making school environments feel unsafe. In Canada this experience had a <a href="https://go.gale.com/ps/anonymous?id=GALE%7CA195680111&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=07078412&p=AONE&sw=w">profound impact</a> on people’s sense of belonging and well-being.</p>
<p>Toronto resident Frank Ye, who was eight at the time of the SARS outbreak, wrote on Twitter: “I remember when the other kids on the playground would tell me to go away because ‘all Chinese people had SARS’.”</p>
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<p>Disease becomes racialised and xenophobia increases through the dominance of particular images, such as Asian faces wearing masks, in news articles about the coronavirus. These images occur in the context of our <a href="https://openresearch-repository.anu.edu.au/bitstream/1885/49261/39/09chapter7.pdf">history of shunning and mistreating our Chinese diaspora communities</a> during disease outbreaks.</p>
<p>We’re seeing this happening across the world. Some <a href="https://www.nbcnews.com/news/asian-america/coronavirus-spreads-so-does-concern-over-xenophobia-n1125441">schools in the US</a> have cancelled cultural education excursions to Chinatowns for Chinese New Year, despite the outbreak being 7,000 miles away.</p>
<p>Sam Phan, a master’s student at the University of Manchester, <a href="https://www.theguardian.com/commentisfree/2020/jan/27/coronavirus-panic-uk-hostile-environment-east-asians">wrote in the Guardian</a>: </p>
<blockquote>
<p>This week, my ethnicity has made me feel like I was part of a threatening and diseased mass. To see me as someone who carries the virus just because of my race is, well, just racist.</p>
</blockquote>
<h2>How should schools respond?</h2>
<p>Like other social groups <a href="https://www.tandfonline.com/doi/full/10.1080/01596300601073630">schools are not free of racism</a>.</p>
<p>Instead of excluding Chinese students, schools can build trust by actively providing clear information about the <a href="https://theconversation.com/will-my-child-get-coronavirus-at-school-heres-some-perspective-for-aussie-parents-130782">rationale for control measures</a>. They can encourage students to take protective actions such as practising good hand hygiene, and seeking medical advice by telephone in cases of illness.</p>
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<p>Past research shows <a href="https://www.tandfonline.com/doi/abs/10.1080/13613324.2015.1095170">teachers are willing</a> to confront these attitudes when they emerge .</p>
<p>Teachers can provide students with reliable information. They might show students advice from radio or TV, from state and federal health officials, and help students understand the difference between evidence and speculation or comment.</p>
<p>They can also equip students to analyse the information they are receiving from all sources and encourage critical reflection and analysis of those messages. </p>
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Read more:
<a href="https://theconversation.com/listen-up-health-officials-heres-how-to-reduce-ebolanoia-33637">Listen up, health officials – here's how to reduce 'Ebolanoia'</a>
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<p>Providing opportunities for students to consider the messages around coronavirus (or any disease for that matter) sets them up to actively discern the reality from the panic in this situation. It will also help them during other disease outbreaks (and crisis situations) they will face throughout their lives. </p>
<p>In situations where fear and sometimes hyperbole is in the mix, students need the skills to analyse information and use evidence to assess situations.</p>
<p>Restricting the rights and freedoms of students returning from China on the basis of public fear risks subjugating the minority (Chinese and Chinese-Australians) to the unfounded fears of the majority. Drastic measures that limit educational opportunities should be based on scientifically grounded recommendations of public health officials.</p><img src="https://counter.theconversation.com/content/130945/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Asian students were bullied and excluded during the SARS outbreak. Here’s how we can get schools to help prevent that happening again.Claire Hooker, Senior Lecturer and Coordinator, Health and Medical Humanities, University of SydneyDiego S. Silva, Lecturer, Sydney Health Ethics, Sydney School of Public Health, University of SydneyMichael Anderson, Professor, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1230932019-09-17T20:30:35Z2019-09-17T20:30:35ZIf you want to cut bullying in schools, look at the ‘invisible violence’ in our society<figure><img src="https://images.theconversation.com/files/292553/original/file-20190916-19059-15jykhf.jpg?ixlib=rb-1.1.0&rect=1028%2C660%2C1967%2C1333&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Young people can learn bullying behaviour from the violence they see beyond the schoolyard.</span> <span class="attribution"><span class="source">Shutterstock/Morgar </span></span></figcaption></figure><p>A <a href="https://www.education.sa.gov.au/supporting-students/health-e-safety-and-wellbeing/bullying-prevention-strategy">new strategy</a> to tackle bullying of children both inside and outside the school gates was <a href="https://premier.sa.gov.au/news/statewide-bullying-prevention-strategy-released">recently released</a> by the South Australian Department of Education.</p>
<p>It has adopted the <a href="https://bullyingnoway.gov.au/WhatIsBullying/DefinitionOfBullying">national definition of bullying</a> that directly links it to a misuse of power. The strategy also questions the role “movies, television, newspapers and the internet” could play in promoting violence. </p>
<p>But bullying is just one way people misuse power to harm others, and violent media as the cause of violent behaviour in young people is an old idea.</p>
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Read more:
<a href="https://theconversation.com/not-every-schools-anti-bullying-program-works-some-may-actually-make-bullying-worse-116163">Not every school's anti-bullying program works – some may actually make bullying worse</a>
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<p><a href="https://journals.sagepub.com/doi/abs/10.1177/0011392117738040" title="Youth as an artefact of governing violence: Violence to young people shapes violence by young people">My research</a> challenges simplistic answers about what causes young people to be violent.</p>
<p>To reduce school bullying we need to look at what is known as the invisible violence that young people are typically exposed to in their everyday lives.</p>
<p>Invisible violence isn’t direct action, such as bullying between people. It’s a feeling of violation experienced through culturally accepted behaviours and power imbalances.</p>
<p>Physical violence can then be thought of as the <a href="https://philpapers.org/rec/IEKVSS/" title="Violence: Six Sideways Reflections">visible eruption</a> or outpouring of the <a href="http://sk.sagepub.com/books/violence-a-new-approach" title="Violence: A New Approach">pressure built up</a> through invisible violating social and power inequalities.</p>
<h2>Violent media is not the (only) problem</h2>
<p>The new Bullying Prevention Strategy aims to reduce the likelihood of bullying by addressing <a href="https://www.education.sa.gov.au/supporting-students/health-e-safety-and-wellbeing/bullying-prevention-strategy">individual factors, social dynamics and social and cultural factors</a>.</p>
<p>On this last point, the strategy says: </p>
<blockquote>
<p>While research in this area is still emerging, there is evidence that social and cultural factors can influence children’s experiences of bullying.</p>
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<p>The strategy suggests there is a need to better understand the influence of media on behaviour.</p>
<p>But the idea that violence in movies, games and other media is corrupting young people has been extensively researched and is regularly a source of unwelcome <a href="https://www.routledge.com/Folk-Devils-and-Moral-Panics/Cohen/p/book/9780415610162" title="Folk Devils and Moral Panics">moral panic</a>.</p>
<p>Political leaders are often quick to point the finger of blame at <a href="https://edition.cnn.com/2019/08/05/politics/violent-video-game-shooting-fact-check/index.html">violent video games as the cause of youth violence</a>. In contrast, the <a href="https://www.routledge.com/Criminology-A-Sociological-Introduction-3rd-Edition/Carrabine-Cox-Fussey-Hobbs-South-Thiel-Turton/p/book/9780415640800">results of significant</a> research into a <a href="https://theconversation.com/its-time-to-end-the-debate-about-video-games-and-violence-91607">straightforward link between violent media</a> and violent behaviour suggest this idea is <a href="http://eprints.lse.ac.uk/21503/" title="On the continuing problems of media effects research">inappropriately simplistic</a>.</p>
<p>Sure, plenty of movies and video games glorify violence, and this is clearly visible to young people. But there are other less visible ways that young people are exposed to power inequalities and violence. </p>
<h2>Exposure to ‘invisible violence’</h2>
<p>My research gathers <a href="https://journals.sagepub.com/doi/abs/10.1177/1468794118816627" title="'Keen as fuck': youth participation in qualitative research as 'parallel projects'">marginalised young people’s</a> experiences of violence. These are young people who have often been victims or perpetrators of school bullying and violence. </p>
<p>When asked about what violence means to them, they would begin by talking about physical fighting, verbal abuse and sometimes more complex experiences such as self-harm or neglect.</p>
<p>When I asked more, they started describing other power inequalities and abuses that are not typically thought of as violence. They talked about “rolling people for their money” because crime is “what happens with the loop of poverty”.</p>
<p>They saw a system that “rewards you for being upper middle class and white and educated”, and which considered people “not really that violent” if they are nice and polite.</p>
<p>These ideas are not usually thought about as violence. Violence is usually associated with physical force. But these young people saw violence all around them. As one young person described to me:</p>
<blockquote>
<p>[…] the violence of our systems and structures of our society that we participate in […] even in just existing, it’s like a violent existence.</p>
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<p>This violence is hidden because we don’t think about violence in this way. But this invisible violence tells a story about how young people see who has power and how they use it. </p>
<p>There isn’t a simple correlation between young people seeing or experiencing this kind of violation and then acting out bullying behaviour. Social systems and human behaviour are more complex than that.</p>
<p>But research so far in this space suggests this kind of invisible violence legitimises and <a href="https://journals.sagepub.com/doi/abs/10.1177/0022343390027003005" title="Cultural Violence">justifies interpersonal violence</a>.</p>
<p>This is a new area of research and there are unlikely to be simple answers. But blaming youth violence and bullying on violent media hasn’t produced meaningful ways forward. This issue needs new and creative ways of rethinking the problem and causes of violence among young people. </p>
<h2>A big issue in need of answers</h2>
<p>An alarming number of Australians experience bullying and violence in schools and workplaces. More than a <a href="https://www.education.sa.gov.au/supporting-students/health-e-safety-and-wellbeing/bullying-prevention-strategy">quarter of students in years 4 to year 9 in South Australian schools</a> and <a href="https://www.safeworkaustralia.gov.au/doc/infographic-workplace-bullying-and-violence">more than a third of all employees in Australia</a> have been bullied at some time.</p>
<p>My <a href="https://journals.sagepub.com/doi/abs/10.1177/0011392117738040" title="Youth as an artefact of governing violence: Violence to young people shapes violence by young people">research</a> suggests violence isn’t simply something that is inherent to youth or that we grow out of as an adult.</p>
<p>Instead, visible violence and bullying can be thought of as a symptom of invisible violating social inequalities. Young people don’t grow out of violence; they just learn to accept it and hide it in socially acceptable places. </p>
<p>That’s why changing violent behaviours such as bullying in schools requires us to challenge our assumptions about violence. Rather than disparate incidents of bullying between individuals, violence needs to be examined as a pattern of abuses of power and a social narrative that underpins our society and cultural identities.</p><img src="https://counter.theconversation.com/content/123093/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ben Arnold Lohmeyer does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>To understand why young people may become bullies we need to consider some of the less visible ways they are exposed to power inequalities and violence.Ben Arnold Lohmeyer, Adjunct Researcher, Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1161632019-05-19T19:37:55Z2019-05-19T19:37:55ZNot every school’s anti-bullying program works – some may actually make bullying worse<figure><img src="https://images.theconversation.com/files/275066/original/file-20190517-69178-10kdsvs.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Most anti-bullying programs available to schools haven't been evaluated for effectiveness.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>School bullying can have serious consequences for victims including <a href="https://www.ncbi.nlm.nih.gov/pubmed/18250239">depression</a>, <a href="https://www.ncbi.nlm.nih.gov/pubmed/19414712">psychosis</a>, <a href="https://www.bmj.com/content/344/bmj.e2683">self-harm</a> and <a href="https://pediatrics.aappublications.org/content/135/2/e496">suicide</a>. With increasing evidence of harm, a groundswell of school anti-bullying programs and campaigns in <a href="https://bullyingnoway.gov.au/NationalDay/Pages/Participating-schools.aspx">Australia</a> and <a href="https://www.daysoftheyear.com/days/day-of-bullying-prevention/">internationally</a> have vowed to stamp out bullying. </p>
<p>The schools’ intentions are good, but often these programs have not been properly evaluated for effectiveness, and studies show some types of programs can actually make bullying worse.</p>
<h2>School programs</h2>
<p>There is no shortage of <a href="https://beyou.edu.au/resources/programs-directory?query=bullying&sort=asc">anti-bullying programs</a> offered to schools. The <a href="https://jamanetwork.com/journals/jamapediatrics/fullarticle/569481">programs are varied</a> and can include teaching resources and discipline plans, as well as student and teacher training, parent meetings and improved playground supervision. </p>
<p>Most programs <a href="https://beyou.edu.au/resources/programs-directory?query=bullying&sort=asc">cite a theoretical base</a> to support their approach but not an evaluation of the specific program. For instance, educational campaigns in <a href="http://www.upstand.org/">many countries</a>, including Australia and New Zealand, emphasise the role of <a href="https://bullyingnoway.gov.au/NationalDay/ForSchools/LessonPlans/Pages/Stand-Together-2013.aspx">student bystanders</a> in standing up against bullying.</p>
<p>Educational videos show students how they can make a big difference by standing up for the victim when they witness bullying.</p>
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<p>The theory behind using bystanders to address bullying goes back to an <a href="https://psycnet.apa.org/record/2001-05565-005">observational study</a> conducted in 2001. Observational studies are where researchers observe behaviour in a natural setting, rather than placing participants in certain experimental conditions. </p>
<p>In the 2001 study, researchers observed 58 children aged 6-12 intervene in bullying. Most (57%) interventions stopped the bullying. Overall, the study showed bullying often stops when students spontaneously stand up for a bullied peer. Since then, many school-based anti-bullying <a href="https://www.researchgate.net/publication/271623426_Participant_Roles_in_Bullying_How_Can_Peer_Bystanders_Be_Utilized_in_Interventions">programs have emphasised</a> bystander action. </p>
<p>But a 2010 synthesis of <a href="https://link.springer.com/article/10.1007/s11292-010-9109-1">many studies</a> found programs encouraging students to help actually made bullying <em>worse</em>. This study was a meta-analysis, meaning it pulled together results of well-designed studies conducted at that time on the effectiveness of anti-bullying programs. </p>
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Read more:
<a href="https://theconversation.com/is-your-child-less-likely-to-be-bullied-in-a-private-school-44917">Is your child less likely to be bullied in a private school?</a>
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<p>There are several ways to explain these different findings. Firstly, in the <a href="https://psycnet.apa.org/record/2001-05565-005">observational study</a> the effect on bullying was judged in the few seconds after the bystander action. We don’t know if bullying resumed the next day. The meta-analysis included studies that examined bullying weeks or months later. We know from <a href="https://www.tandfonline.com/doi/abs/10.1207/S1532480XADS0504_03">previous research</a> that actions that seem effective in the short-term can have harmful long-term effects. </p>
<p>There may also be crucial differences between naturally occurring bystander actions and those encouraged by schools. The effectiveness in natural situations may rely on who the student bystander is and their relationship with those involved in bullying. School programs may encourage students with poor skills to get involved which may escalate the situation. </p>
<p>Future research may explain differences between effective and ineffective bystander actions. In the meantime, schools should exercise caution in using this approach. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/275272/original/file-20190519-69195-1hrvr5g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/275272/original/file-20190519-69195-1hrvr5g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/275272/original/file-20190519-69195-1hrvr5g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/275272/original/file-20190519-69195-1hrvr5g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/275272/original/file-20190519-69195-1hrvr5g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/275272/original/file-20190519-69195-1hrvr5g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/275272/original/file-20190519-69195-1hrvr5g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Bystander involvement can make bullying worse.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
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<h2>Difference among programs</h2>
<p>The 2010 <a href="https://link.springer.com/article/10.1007/s11292-010-9109-1">meta-analysis</a> showed that, overall, school-based anti-bullying programs decrease bullying and victimisation by around 20%, with similar reductions for <a href="https://www.healthevidence.org/view-article.aspx?a=cyberbullying-intervention-prevention-programs-effective-systematic-meta-34286">cyber-bullying</a>. But this and other <a href="https://www.sciencedirect.com/science/article/pii/S0190740915301286">meta-analyses report</a> substantial differences <em>between</em> programs. </p>
<p>Another recent meta-analysis looked separately at anti-bullying programs in primary schools and high schools. On average, programs in primary schools were effective. But in high schools, anti-bullying programs were <a href="https://psycnet.apa.org/record/2015-03725-001">just as likely</a> to make bullying <em>worse</em> as they were to improve it. The exact reason for these differences is not known.</p>
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<strong>
Read more:
<a href="https://theconversation.com/i-dont-want-to-be-teased-why-bullied-children-are-reluctant-to-seek-help-from-teachers-74357">'I don’t want to be teased' – why bullied children are reluctant to seek help from teachers</a>
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<p>There are many reasons why efforts to change behaviour may have <a href="https://academic.oup.com/joc/article-abstract/57/2/293/4102644">unintended negative effects</a>. Perhaps the emphasis on stopping bullying in high schools provokes student who bully and undermines the reputation of students who are bullied. </p>
<h2>So, which programs work?</h2>
<p>The 2010 <a href="https://link.springer.com/article/10.1007/s11292-010-9109-1">meta-analysis</a> showed programs that reduce bullying are likely to take more time to implement, involve parent meetings, firm disciplinary methods and improved playground supervision. </p>
<p>It can be hard for schools to know what programs are effective because this takes a lot of time. There are independent scientific organisations that evaluate evidence for program effectiveness. These include <a href="https://www.blueprintsprograms.org/images/standards_of_evidence.jpg">Blueprints</a> (US) and the <a href="https://guidebook.eif.org.uk/eif-evidence-standards">Early Intervention Foundation</a> (UK).</p>
<p>To really know if a program works, research needs to compare outcomes over time between students who receive the program and students who don’t. It is also best to randomly allocate students or schools to receiving the program or not, to help ensure the groups are equivalent in the first place. These types of studies are called randomised controlled trials.</p>
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<strong>
Read more:
<a href="https://theconversation.com/randomised-control-trials-what-makes-them-the-gold-standard-in-medical-research-78913">Randomised control trials: what makes them the gold standard in medical research?</a>
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<p>Programs that have been shown to be effective by randomised controlled trials include the Friendly Schools Program and Positive Behaviour for Learning. The <a href="https://beyou.edu.au/resources/programs-directory/friendly-schools-plus">Friendly Schools Plus program</a> helps schools build supportive practices, teach social skills and build partnerships with parents. A <a href="https://www.tandfonline.com/doi/abs/10.1080/01411920903420024">randomised controlled trial showed</a> this program reduced victimisation and observations of bullying over three years. </p>
<p>Positive Behaviour for Learning <a href="https://pbl.schools.nsw.gov.au/">helps schools improve discipline</a> by teaching expected behaviour and establishing clear rewards and consequences. It is widely used in Australian schools. A randomised controlled trial <a href="https://www.ncbi.nlm.nih.gov/pubmed/22312173">found this program</a> reduced bullying in primary schools. </p>
<p>Schools are under great pressure to visibly take action against bullying. However, caution is needed, especially in high schools, because many programs that sound like a good idea can make bullying worse. Schools should stick with what they know works and only adopt new programs that have been adequately evaluated.</p><img src="https://counter.theconversation.com/content/116163/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Dr Karyn Healy is a researcher affiliated with the Parenting and Family Support Centre at The University of Queensland and a psychologist with many years experience working with schools and families to address bullying. Karyn is co-author of a family intervention for children bullied at school; however, family interventions are not the focus of this article. Karyn is a member of the Queensland Anti-Cyberbullying Committee, but not a spokesperson for this committee; this paper presents only her own professional views. Karyn has no conflict of interest in relation to the school anti-bullying programs described in this article. </span></em></p>Many anti-bullying programs in schools rely on witnesses to stand up to bullies. This is good in theory but an evaluation of such programs has found in some cases, interference can worsen the problem.Karyn Healy, Researcher, The University of QueenslandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/823532017-08-11T00:59:26Z2017-08-11T00:59:26ZBullying and suicide: What’s the connection?<figure><img src="https://images.theconversation.com/files/181718/original/file-20170810-20984-pl77tp.jpg?ixlib=rb-1.1.0&rect=49%2C337%2C3394%2C1954&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Child suicide, such as the 2013 death of 12-year-old Rebecca Sedwick, has often been blamed on bullying.</span> <span class="attribution"><span class="source">AP Photo/Brian Blanco</span></span></figcaption></figure><p>Bullying, as many people know, can be a tremendously painful experience for a young person. The point has been driven home over the last decade by stories about teens like <a href="http://www.bostonmagazine.com/2010/05/phoebe-prince/">Phoebe Prince</a> or <a href="http://www.bbc.com/news/world-europe-27076991">Amanda Todd</a>, who killed themselves after experiencing bullying.</p>
<p>Recently, the parents of eight-year-old Gabriel Taye <a href="http://www.cbsnews.com/news/gabriel-taye-death-lawsuit-blames-schools-for-bullying-child-suicide/">filed a federal lawsuit</a> against the Cincinnati public schools, alleging that their son committed suicide because the school covered up and failed to prevent a culture of bullying.</p>
<p>All 50 states have some kind of <a href="http://www.huffingtonpost.com/deborah-temkin/all-50-states-now-have-a_b_7153114.html">anti-bullying law</a>, and schools are increasingly being called upon to implement bullying prevention programs. </p>
<p>Bullying and suicide are both significant public health concerns for children and adolescents. As a scholar with expertise in youth violence and bullying, I’ve done considerable research to understand the link between bullying and suicide. Although there certainly is a connection between the two, research highlights the complexity of the relationship.</p>
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<figcaption><span class="caption">In the Academy Award-winning ‘Moonlight,’ Chiron snaps after being bullied at school.</span></figcaption>
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<h2>Bullies and their victims</h2>
<p>Many studies have examined the relationship between bullying and suicidality, or the tendency to have suicidal thoughts and behaviors. We wanted to see what these studies could tell us about the strength of this association: Is being bullied or bullying others associated with suicidality?</p>
<p>To find out, we conducted an analysis of <a href="https://doi.org/10.1542/peds.2014-1864">47 studies on bullying and suicide</a> among students in K-12 settings. The studies were from the United States and several other countries (including China, Australia, the U.K. and Finland).</p>
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<a href="https://images.theconversation.com/files/181715/original/file-20170810-20110-1sms1ep.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/181715/original/file-20170810-20110-1sms1ep.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/181715/original/file-20170810-20110-1sms1ep.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=889&fit=crop&dpr=1 600w, https://images.theconversation.com/files/181715/original/file-20170810-20110-1sms1ep.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=889&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/181715/original/file-20170810-20110-1sms1ep.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=889&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/181715/original/file-20170810-20110-1sms1ep.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1117&fit=crop&dpr=1 754w, https://images.theconversation.com/files/181715/original/file-20170810-20110-1sms1ep.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1117&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/181715/original/file-20170810-20110-1sms1ep.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1117&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">In the Netflix series ‘13 Reasons Why,’ bully Bryce Walker is reason number 12 that Hannah commits suicide.</span>
<span class="attribution"><span class="source">Netflix</span></span>
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<p>Overall, we found that youth involved in bullying in any capacity – both bullies and victims of bullying – were more likely to think about and attempt suicide than youth who were not involved in bullying. In short, bullying is bad for everyone involved.</p>
<p>We also found that bullying and suicidality are most strongly related for bully-victims: youth who have experienced both sides of bullying, as victim and perpetrator. This is consistent with past research suggesting that bully-victims are at <a href="https://doi.org/10.1007/s10964-006-9153-3">particularly high risk</a> for experiencing mental health issues such as anxiety and depression.</p>
<h2>Who is most at risk?</h2>
<p>In addition to questions about bullies versus victims, we examined three factors in the association between bullying and suicidality: gender, country and how bullying is measured.</p>
<p>While associations between bullying involvement and the tendency to have suicidal thoughts or behaviors were similar for boys and girls, we did find a difference when it came to the country of origin for these studies. In general, there were stronger associations between bullying and suicidality in the U.S. studies compared to their international counterparts.</p>
<p>As a whole, studies also showed a stronger connection between being a bully victim and suicidal thoughts when the study asked a single question to identify victims such as “Have you been bullied?” Studies that asked about specific behaviors (without mentioned the word bullying) showed a weaker connection. </p>
<p>This finding might reflect that suicidality is more common in youth who self-identify as being bullied, when compared to those who admit only to experiencing specific behaviors (e.g., they’ve been teased). The latter may not self-identify as someone who has been bullied and may be less at risk of suicidal thoughts and behaviors.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/181720/original/file-20170810-27667-11qips5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/181720/original/file-20170810-27667-11qips5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/181720/original/file-20170810-27667-11qips5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/181720/original/file-20170810-27667-11qips5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/181720/original/file-20170810-27667-11qips5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/181720/original/file-20170810-27667-11qips5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=501&fit=crop&dpr=1 754w, https://images.theconversation.com/files/181720/original/file-20170810-27667-11qips5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=501&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/181720/original/file-20170810-27667-11qips5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=501&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">For youth who identify as being bullied, the tendency to suicidality can be quite high.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/depression-teen-pain-suffering-tunnel-113875279">hikrcn/Shutterstock.com</a></span>
</figcaption>
</figure>
<h2>What else do we need to consider?</h2>
<p>Research clearly indicates there is an association between bullying involvement – on both sides – and suicidal thoughts and behaviors. However, it also suggests that there are factors beyond bullying that are relevant to suicidal thoughts and behaviors. </p>
<p>For instance, in one study of fifth through eighth graders, researchers found that <a href="https://doi.org/10.1016/j.jadohealth.2012.09.017">once depression and delinquency were considered</a>, there were only small differences between youth who were not involved in bullying and those who were. </p>
<p>A recent study of adolescents highlighted the role of <a href="https://doi.org/10.1007%2Fs11121-014-0510-2">low self-esteem and depression</a> as factors contributing to suicidal thoughts and behaviors for sexual minority and heterosexual youth who had been bullied.</p>
<p>In short, a host of psychological and other factors may contribute to suicidality.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/181719/original/file-20170810-20110-1h55zy9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/181719/original/file-20170810-20110-1h55zy9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/181719/original/file-20170810-20110-1h55zy9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=422&fit=crop&dpr=1 600w, https://images.theconversation.com/files/181719/original/file-20170810-20110-1h55zy9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=422&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/181719/original/file-20170810-20110-1h55zy9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=422&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/181719/original/file-20170810-20110-1h55zy9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=530&fit=crop&dpr=1 754w, https://images.theconversation.com/files/181719/original/file-20170810-20110-1h55zy9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=530&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/181719/original/file-20170810-20110-1h55zy9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=530&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Emily-Anne Rigal, right, founder of WeStopHate.org, and Jeanne Demers, left, founder of Realize, Inc., champion anti-bullying at the launch of their first book, ‘FLAWD,’ Aug. 18, 2015.</span>
<span class="attribution"><span class="source">Diane Bondareff/Invision for Monster High/AP Images</span></span>
</figcaption>
</figure>
<h2>What does this mean for intervention and prevention?</h2>
<p>Our <a href="http://www.thirteenreasonswhy.com/">cultural narrative</a> about bullying presumes that youth who are bullied are at great risk for suicidal thoughts and behaviors. But research shows that bullies themselves are at risk as well.</p>
<p>The analysis provides additional evidence that youth who experience bullying as both perpetrator and victim are at particularly high risk for psychological distress.</p>
<p>In short, bullying involvement of any stripe is harmful.</p>
<p>Our research (and more that can be done in the future) should prompt the creation of more effective prevention and intervention programs to better address the mental health needs of youth involved in bullying. In particular, it’s essential that we bolster mental health supports for kids who bully – not just their victims.</p>
<p><em>This is an updated version of <a href="https://theconversation.com/understanding-the-link-between-bullying-and-suicide-39037">an article</a> originally published on May 14, 2014.</em></p><img src="https://counter.theconversation.com/content/82353/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Melissa Holt does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>From ‘13 Reasons Why’ to real-life events, there’s been increased scrutiny on the link between bullying and suicide. However, research shows that we may not be getting the full picture.Melissa Holt, Assistant Professor, Counseling Psychology, Boston UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/743572017-03-15T19:16:01Z2017-03-15T19:16:01Z‘I don’t want to be teased’ – why bullied children are reluctant to seek help from teachers<figure><img src="https://images.theconversation.com/files/160637/original/image-20170314-9644-1jx4m77.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Students are more reluctant to seek help from teachers than from friends or parents. </span> <span class="attribution"><span class="source">from www.shutterstock.com</span></span></figcaption></figure><p>In Australia approximately <a href="https://www.unisa.edu.au/Global/EASS/EDS/184856%20Anti-bullying%20Report-FINAL-3large.pdf">one student in five</a> is bullied at school every few weeks or more often. Many of these students suffer serious emotional and psychological harm, such as persistent anxiety, depression and suicidal thinking, and are unable to concentrate on their school work. It is clear they need help. </p>
<p>Teachers routinely inform students that if they are being bullied at school they should seek help from a trusted adult, such as a teacher or school counsellor.</p>
<p>A new two-part ABC documentary, <a href="http://www.abc.net.au/tv/programs/bullied/">Bullied</a> addresses the question of how victimised students can receive help from their school. </p>
<p>Part one of the documentary describes the intense suffering of an adolescent victim and the frustration and anguish of his family in finding that the school is not taking any effective action to deal with the case. They do however allow the documentary makers to gather help and support for the unfortunate student through a group meeting with his peers. </p>
<p>This approach proves to be successful. But why did the school fail to provide such help? One possibility is that students are reluctant to go to teachers for help. Another is that teachers lack the skill to stop the bullying from going on. </p>
<h2>Students seek help from peers over teachers</h2>
<p>Some <a href="https://www.unisa.edu.au/Global/EASS/EDS/184856%20Anti-bullying%20Report-FINAL-3large.pdf">new research</a>, based on an online survey of 1,688 students in Years 5 to 10, provides data on how many bullied students actually do seek help – and from whom. </p>
<p>Of the 631 students who reported that they had been bullied at one time or another at school, over half (53%) said they sought help from other students in the first instance. Slightly fewer (51%) went to their parents. But what is revealing is that only 38% said they would go to teachers or counsellors for help.</p>
<p>Students appear far more reluctant to seek help from teachers than from other people. </p>
<p>Given that school authorities are strategically placed to observe what happens between their students, and to work with students who are being bullied, – including perpetrators, victims, bystanders and others – it is surprising that they are not the first port of call for distressed students. </p>
<h2>Why don’t students want to approach teachers?</h2>
<p>The survey provided some explanations from students who were bullied and did not seek help from teachers. </p>
<p>Here’s a summary of the themes that emerged, and a few quotes from the students themselves:</p>
<ol>
<li><p>Uncertainty about the role of teachers in addressing cases of bullying. </p>
<blockquote>
<p>“It is none of their business.”
“They are here to teach us.”</p>
</blockquote></li>
<li><p>Bullying is a personal matter. </p>
<blockquote>
<p>“I don’t feel comfortable telling someone I don’t really know.”<br>
“There is no-one in the school I can trust.”</p>
</blockquote></li>
<li><p>Lack of belief that they would take the bullying seriously. </p>
<blockquote>
<p>“They might laugh. I have seen them brush off students’ problems.”</p>
</blockquote></li>
<li><p>Fear of repercussions. </p>
<blockquote>
<p>“I don’t want to be teased because I told a teacher.”</p>
</blockquote></li>
<li><p>Not wishing to get others into trouble. </p>
<blockquote>
<p>“The people (the bullies) were my friends and I don’t want to lose them.”</p>
</blockquote></li>
<li><p>A sense of personal inadequacy. </p>
<blockquote>
<p>“I would feel weak and embarrassed.”</p>
</blockquote></li>
<li><p>Having a preferred option. </p>
<blockquote>
<p>“I can get help from friends and parents.”</p>
</blockquote></li>
</ol>
<p>So should teachers intervene to stop bullying? According to the survey, telling a teacher produced no better outcomes than telling a friend or a parent. </p>
<p>In approximately 70% of cases – where students sought help from a teacher – the bullying continued, though in some cases at a reduced rate. According to students, telling a parent or a friend has fewer potential drawbacks. </p>
<p>These findings point to the inadequacy of pre-service and in-service training provided to teachers to counter bullying. </p>
<p>Research shows that teachers often rely too heavily on:</p>
<ul>
<li><p>anti-bullying policies that are not adequately implemented</p></li>
<li><p>the teaching of social and emotional skills to all students, a desirable initiative but hardly the solution for what to do when bullying actually occurs</p></li>
<li><p>the use of discredited methods of intervention, such as the use of punishment, sometimes repackaged as “consequences”.</p></li>
</ul>
<p>As revealed by the Australia study, teachers are generally unacquainted with more effective problem-solving approaches to bullying which involve working closely with perpetrators, victims and other students. </p>
<h2>A few approaches that could work for teachers</h2>
<p>Although restorative practices have in recent years been increasingly adopted and employed in some schools, other demonstrably effective intervention methods such as the <a href="https://au.sagepub.com/en-gb/oce/the-support-group-method-training-pack/book228145">Support Group Method</a> and the <a href="http://www.readymade.com.au/method">Method of Shared Concern</a> are virtually unknown. </p>
<p>Rather than just passing on tips to teachers on how to handle cases of bullying, systematic teacher education is needed to <a href="http://www.bullyingawarenessweek.org/pdf/Bullying_Prevention_Strategies_in_Schools_Ken_Rigby.pdf">inform teachers of the different intervention methods</a> now available and how each can be effectively applied.</p>
<p>Recognising that bullying is a problem of dysfunctional relationships is the starting point. </p>
<p>The solution, often overlooked, lies in helping students themselves to think about the difficulties they may encounter in relating to each other and especially the agony experienced by victims of bullying - and then to reach a collective agreement on how to act to ensure that no-one is harmed. </p>
<h2>Trust issues</h2>
<p>There remains the problem of students often finding it inappropriate, futile or counterproductive in telling a teacher or counsellor. </p>
<p>This is due, in part, to the quality of the relationships that students typically have with school staff, especially in secondary schools. </p>
<p>Students commonly report it is hard for them to find teachers they can trust and with whom they can share their personal concerns. Arguably relationships would improve if more teachers were seen as actually having the skills to provide effective help. </p>
<p>Teachers almost unanimously told us that the training they have received to address bullying was far from adequate, especially in providing little or no help in how to handle actual cases. </p>
<p>But cases of bullying are often far from easy to resolve. They may have their roots in the darker side of human nature and frustrations experienced in the home and in the wider community. </p>
<p>What teachers can do will always be limited – but can be far less limited than is the case at present.</p><img src="https://counter.theconversation.com/content/74357/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kenneth Rigby receives funding from Australian Department of Education and Training. </span></em></p>Fear of repercussions and the feeling of not being taken seriously are two reasons why children who are bullied don’t seek help from teachers.Kenneth Rigby, Adjunct Professor, University of South AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/631742016-08-25T09:51:01Z2016-08-25T09:51:01ZCould gay-straight alliances reduce school bullying?<figure><img src="https://images.theconversation.com/files/134825/original/image-20160819-30393-k5v2br.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">One in five students report being bullied in school.</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/pic-160627646/stock-photo-female-student-being-bullied-by-other-group-of-students.html?src=1E5Imz5G6fBy2lI_1Hxucw-2-22">Girl Image via www.shutterstock.com</a></span></figcaption></figure><p>As students across the country zip up their backpacks and get on the bus for the first day of school, many will have more to focus on than memorizing their new schedules or making it to homeroom on time.</p>
<p>For some, the chief concern will be avoiding the bullying and harassment that follow from class to class, through the hallways or into locker rooms. </p>
<p>Although federal data indicate rates of <a href="http://www.ed.gov/news/press-releases/new-data-show-decline-school-based-bullying">bullying have decreased over the past decade</a>, bullying remains a significant issue. <a href="http://www.ed.gov/news/press-releases/new-data-show-decline-school-based-bullying">One in five students</a> still reports being bullied at school.</p>
<p>Even though all students are at risk, bullying does not target or affect all students equally: Some students are not only more likely to be bullied, but are also more likely to be negatively impacted by it. Lesbian, gay, bisexual, transgender and queer students are approximately 91 percent <a href="http://www.huffingtonpost.com/2015/05/07/lgbt-kids-bullying-research-_n_7226674.html">more likely to be bullied</a> than their heterosexual peers. </p>
<p>Tragically, being bullied is associated with <a href="http://www.stopbullying.gov/blog/2013/05/31/research-brief-childhood-bullying-linked-adult-psychiatric-disorders">higher rates</a> of anxiety disorders, depression and poor academic performance as well as <a href="https://www.cdc.gov/violenceprevention/pdf/bullying-suicide-translation-final-a.pdf">suicide, suicidal attempts and suicidal thoughts</a>. Students who are bullied for their actual or perceived sexuality or gender expression (that is, victims of <a href="http://www.ncbi.nlm.nih.gov/pubmed/23678925">homophobic bullying</a>) are more likely than students who are bullied for other reasons to experience depression and suicidal thoughts.</p>
<p>In some ways, this may explain why LGBTQ students report <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3662085/">rates of attempted suicide</a> two to seven times that of their heterosexual peers.</p>
<p>So, what can be done about this?</p>
<p>One promising solution is the establishment of gay-straight alliances in schools.</p>
<h2>What are gay-straight alliances?</h2>
<p>Gay-straight alliances are student-run organizations that provide a space for LGBTQ students and their straight allies to come together. Gay-straight alliances often aim to promote a supportive school climate for students of all sexual orientations and gender expressions, to decrease bullying, and to provide students with a space to be themselves.</p>
<p>The earliest gay-straight alliances emerged in Massachusetts in the late 1980s when students and teachers at three different private schools began to hold meetings between LGBTQ and straight students. </p>
<p>Today, there are over <a href="http://www.education.com/reference/article/gay-straight-alliances/">4,000 local chapters</a> of gay-straight alliances, officially registered with the Gay Lesbian and Straight Education Network, illustrating their popularity in addressing homophobic bullying in the United States.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134821/original/image-20160819-30370-16965xd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134821/original/image-20160819-30370-16965xd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134821/original/image-20160819-30370-16965xd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134821/original/image-20160819-30370-16965xd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134821/original/image-20160819-30370-16965xd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134821/original/image-20160819-30370-16965xd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134821/original/image-20160819-30370-16965xd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Students meet to socialize, watch movies, discuss social issues, and plan dances and events for the school.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/lizhenry/5671252689/in/photolist-9D9DQM-517txi-gp6Pq-8eSpKF-8dAjdN-owwbQc-51bBVG-51bDd9-fbgfqt-eMUc5T-51bzpY-ftpY6A-hE5oza-oJp2D7-bidaLt-oJppvv-J43Wwi-bidaLg-coptZ1-62wczJ-e7pGMR-bidaLR-8gEGp-5H6Htc-7Hdaps-brGsFW-77pBAL-bEBn46-bEBnce-bEBmpi-5zwBi4-bEBmmk-5miuC3-oHvxUN-8LK54K-6BrN2-9LmXmy-fHRNg4-aFR6KP-eZasnc-brGryf-bEBmhK-6BrNw-brGq3S-bEBkNz-AQD7m-bEBmET-bEBjBF-bEBmMe-bEBjLk">Liz Henry</a>, <a class="license" href="http://creativecommons.org/licenses/by-nd/4.0/">CC BY-ND</a></span>
</figcaption>
</figure>
<p>Students meet to socialize, watch movies, discuss social issues, and plan dances and events for their school. They also organize advocacy initiatives such as the <a href="http://www.dayofsilence.org/">Day of Silence</a> and <a href="http://www.glsen.org/nonamecallingweek">No Name Calling Week</a>, that bring attention to anti-LGBT bullying and harassment in schools. </p>
<h2>The promise of gay-straight alliances</h2>
<p>Considering the high risk that LGBTQ students face for being bullied, harassed, or victimized at school, we sought to determine whether gay-straight alliances were associated with lower rates of homophobic bullying. </p>
<p>We believed our partnership was perfect to explore this question: One of us (Robert) is a former high school teacher and gay-straight alliance advisor, and the other (Heather) is a sociologist who studies gender and sexuality. Together, we wanted to explore the existing research on gay-straight alliances to determine if there were any uniform findings that could be important for policymakers and school leaders. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134822/original/image-20160819-30396-8diq72.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134822/original/image-20160819-30396-8diq72.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134822/original/image-20160819-30396-8diq72.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134822/original/image-20160819-30396-8diq72.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134822/original/image-20160819-30396-8diq72.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134822/original/image-20160819-30396-8diq72.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134822/original/image-20160819-30396-8diq72.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The promise of gay-straight alliances.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/timevanson/7356270516/in/photolist-cd3NWh-brGqLG-bEBkrP-9Qmw3j-brGqow-brGpXy-bEBmdF-eZnpXQ-bEBmWT-bEBk1t-aFR6Kt-brGsjw-brGqT3-7AD9EE-tA5jL-dPUzio-dPNQLB-dPNRbR-dPUpK1-dPUsT9-dPNTuZ-dPNPGx-dPUqib-dPNXs8-dPUtf9-dPUtAh-dPUuYs-dPUuL7-dPNRB6-dPNQ94-dPNUC2-dPNP3a-avQjCZ-brGr9d-aFR7V6-avmVG5-bEBkUt-aFR6Kx-AQihH-bEBkQ8-brGqP5-aFR7Ve-brGq6j-aFR6L4-brGriG-9QmxgQ-aFR7Vg-brGrnW-bEBkiZ-brGr4b">Tim Evanson</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
</figcaption>
</figure>
<p><a href="http://link.springer.com/article/10.1007%2Fs10964-016-0501-7">We combined and analyzed data</a> from approximately 63,000 adolescents who participated in 15 independent studies about their experiences with gay-straight alliances and bullying. </p>
<p>We found that, although individual studies offered mixed results (as some said gay-straight alliances were associated with lower reports of student victimization, while others said there was no association), data indicated students at schools with gay-straight alliances reported less bullying. </p>
<p>LGBTQ students at schools with gay-straight alliances were 52 percent less likely to hear homophobic remarks like “that’s so gay” at school. Additionally, these students were 36 percent less likely to be fearful for their own safety and 30 percent less likely to experience “homophobic victimization,” such as being harassed or physically assaulted because of their sexual orientation or gender expression. </p>
<h2>Can gay-straight alliances change school environment?</h2>
<p>Interestingly, in our analysis, we did not distinguish between gay-straight alliance members and nonmembers. That means LGBTQ students may derive the potential benefits of having a gay-straight alliances at their school regardless of whether they participate in these clubs themselves.</p>
<p>Perhaps having a gay-straight alliance promotes an accepting school climate by sending the message that a school is welcoming and committed to the success of all its students and, therefore, homophobic acts will not be tolerated. Perhaps gay-straight alliances raise awareness of LGBTQ issues among all students and, thus, create a supportive environment for all LGBTQ students, not just those who are gay-straight alliances members.</p>
<p>Regardless, it is heartening to know that all LGBTQ students could benefit from gay-straight alliances.</p>
<p>Importantly, our research is consistent with the existing body of literature around bullying. Our findings indicating that gay-straight alliances are associated with lower rates of bullying are right in line with previous <a href="http://njbullying.org/documents/ttofifarrington2011.pdf">evaluations</a> of general <a href="http://www.rand.org/pubs/rgs_dissertations/RGSD240.html">anti-bullying programs</a> that do not specifically target homophobic bullying. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134824/original/image-20160819-30370-clqe0s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134824/original/image-20160819-30370-clqe0s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=429&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134824/original/image-20160819-30370-clqe0s.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=429&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134824/original/image-20160819-30370-clqe0s.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=429&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134824/original/image-20160819-30370-clqe0s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=539&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134824/original/image-20160819-30370-clqe0s.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=539&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134824/original/image-20160819-30370-clqe0s.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=539&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Gay-straight alliances lower the risk of bullying.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/westconn/7000492079/in/photolist-bEBmpi-5zwBi4-bEBmmk-5miuC3-oHvxUN-8LK54K-6BrN2-9LmXmy-fHRNg4-aFR6KP-eZasnc-brGryf-bEBmhK-6BrNw-brGq3S-bEBkNz-AQD7m-bEBmET-bEBjBF-bEBmMe-bEBjLk-avmWbJ-5zyV5Q-aFR6KD-bEBmJn-5miuzC-brGswS-6YWREP-aFR7Vp-aFR6KV-bEBjvP-bEBn9K-bV8QRk-bEBmvT-bEBms2-brGrWJ-6AMcV-brGqVh-6WWFzz-bEBjUi-brGrto-brGqsS-9QiFhR-brGqYu-brGqbN-bEBk8F-eZb59T-bEBk6n-brGs1J-9QiTy6">Western Connecticut State University Peggy Stewart Follow</a>, <a class="license" href="http://creativecommons.org/licenses/by-nd/4.0/">CC BY-ND</a></span>
</figcaption>
</figure>
<p>That means that gay-straight alliances, which are student-initiated, student-run organizations that require little funding beyond an advisor’s stipend, may promote benefits similar to those derived from outside programs that can require considerable funds and resources to implement.</p>
<h2>There are hurdles</h2>
<p>Despite the promise of gay-straight alliances as a potential solution to homophobic bullying, there are obstacles to the establishment of these clubs. In some cases, students’ attempts to establish gay-straight alliances in their schools have been thwarted by <a href="http://www.cbsnews.com/news/tennessee-parents-franklin-county-high-school-gay-straight-alliance/">opposition</a> from parents or school administrators who believe these clubs are inappropriate for adolescents – or even that they impose a gay agenda on students. </p>
<p>Under the Equal Access Act, American students have a right to establish gay-straight alliances. However, some students have found themselves embroiled in <a href="http://www.aclu.org/news/aclu-lawsuit-seeks-recognition-high-school-gay-straight-alliance-club">legal battles</a> to ensure this right. To date, there have been <a href="https://www.aclu.org/gsa-court-victories-guide-lgbt-high-school-students">17 federal lawsuits</a> in which students and parents have successfully sued school boards for denying charters or banning gay-straight alliances.</p>
<p>In spite of these challenges, we find it powerful to know that one of the most effective weapons in the fight to stop LGBTQ bullying is simple: youth coming together to talk, laugh and share their lives.</p><img src="https://counter.theconversation.com/content/63174/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The most effective weapons in the fight to stop LGBTQ bullying might just be quite simple – young people coming together to talk, laugh and share their lives.Robert Marx, Ph.D. Student, Vanderbilt UniversityHeather Hensman Kettrey, Research Associate, Peabody Research Institute, Vanderbilt UniversityLicensed as Creative Commons – attribution, no derivatives.