Respect for All: The National Approach to Anti-Bullying

Ministerial Foreword

The relationships we develop when we are young can play a formative role in shaping the adults we become. Whilst our hope is that these relationships are mutually respectful and responsible, we know that this is not always the reality. For those young people who experience bullying, this can not only impact on their school experience and their home life, but it can have a lifelong effect.

The seven years since the ‘Respect for All’ guidance was last updated have been particularly challenging for our children and young people. The ongoing effect of the COVID-19 pandemic can be felt in many aspects of their lives, but crucially, in their ability to build and maintain these important childhood relationships. The Behaviour in Scottish Schools Research 2023 highlighted the impact the pandemic has had in delaying pupils’ social and communication skills. The pandemic also drove an increase in online participation in the next generation, where important social cues can be absent, words can be open to interpretation, and from which there can be little respite or escape.

Within this context it is therefore more important than ever that we support all adults with a role to play in preventing and responding to bullying and young people to respond to these new challenges sensitively and appropriately. To reflect the current context, this updated guidance therefore contains more information on issues such as online bullying, prejudice-based bullying, and how to interpret the definition of bullying.

Whilst bullying behaviour is most often considered in a school context, it can happen any time or any place that young people are together, including online. All those who work with children and young people therefore share a responsibility for ensuring they feel safe and supported, able to raise concerns about bullying, and confident that action will be taken in response.

I am proud that the principles of the relational, inclusive approach to anti-bullying, developed in Scotland many years ago, have now been recognised as leading practice internationally. UNESCO and the World Anti-Bullying Forum 2023 presented a definition that embraces many characteristics of our own definition, with particular focus on the emotional, social or physical impacts caused by bullying behaviour, the recognition that not all bullying is an intentional act and the acceptance that even a one-off event can fuel a fear of repetition. This new guidance further recognises, in line with UNESCO, that bullying often reflects wider social contexts, societal structures and norms which can drive power imbalances and reinforce inequalities.

Regardless, I am clear that there is still room for improvement. Education Scotland’s thematic inspection highlighted some challenges implementing the previous guidance, which we are addressing in this update.

One of the principal challenges relates to recording and monitoring of bullying behaviour. Since being appointed Cabinet Secretary, I have heard repeatedly that incidents of bullying behaviours, as well as other challenging or violent behaviour, are often underreported, in part due to concerns about how numbers of incidents will be perceived.

I want to be clear that it is the Scottish Government’s clear expectation that all reports of bullying should be recorded. When incidents are recorded, it allows you to assess the effectiveness of policy and practice, to monitor recurring patterns or trends, and most importantly, to ensure the necessary support is in place for children and young people.

I fully accept that with more rigorous recording, the number of bullying incidents will likely increase. I am clear that this demonstrates a commitment to transparency and ensures that every allegation of bullying is taken seriously.

Bullying behaviour impacts the wellbeing of our children and young people. Children have the right to live free from violence, abuse, and neglect, which includes protection from violence by other children. Environments that engage with young people, promote respect, celebrate difference and encourage positive relationships and behaviour helps to protect the dignity and wellbeing of every child.

I am committed to creating safe, inclusive, and supportive environments where children and young people can thrive. I know all of you who work with children and young people – in our schools, youth groups or other settings – share that same aspiration. The updates made to this guidance will help your continued work to create inclusive environments that promote safety, respect and wellbeing, and that shape positive outcomes for all of our children and young people.

Jenny Gilruth MSP

Cabinet Secretary for Education and Skills