Respect for All: The National Approach to Anti-Bullying

Developing your policy

An anti-bullying policy sets out a clear commitment to developing a respectful, equitable and inclusive climate, culture and ethos within an organisation or establishment. Constant reinforcement of the message that bullying is never acceptable helps to create safe and secure environments which are conducive to positive relationships, learning, teaching and play.

All education authorities, organisations, schools, services and clubs providing services to children and young people in the public, voluntary or private sectors should develop an anti-bullying policy that reflects the guidance set out in Respect for All. Public schools are also expected to align their anti-bullying policy with the relevant education authority’s anti-bullying policy.

Successful implementation requires the strategic intent of an anti-bullying policy to be translated and embedded into effective, everyday practice. Anti-bullying practice should be focused towards prevention, response and inclusivity, with these positive intentions being consistently experienced by children and young people.

For meaningful impact, full ownership of the policy is essential, including a process of engagement and consultation with the people who are responsible for its implementation. This should be a values-based and inclusive exercise undertaken with the people who will be impacted most by the policy, namely children and young people, their parents, and staff and volunteers. This will help all stakeholders understand what is expected of them, and how they may expect to be supported by education authorities, schools and organisations. Considerations should be given around the particular impacts of bullying relevant to, for example, poverty, care-experienced young people, young carers and young people where English is not their first language. See Appendix 2 for more information.

In keeping with the UNCRC right for children to participate in decisions affecting their lives and for their views to be heard, anti-bullying policies should encourage children and young people as active participants and influencers of the culture and ethos in schools and organisations. Anti-bullying policies should be child-friendly and should be produced through consultation, using a rights-based lens.

What should anti-bullying policies include?

Policies should include:

• the agreed national definition of bullying as set out in Respect for All;
• a statement which sets out the organisational stance on bullying and the scope of the policy;
• strategies and action statements to describe how all forms of bullying will be prevented and responded to;
• a clear statement that bullying is a violation of children’s rights and is incompatible with the UN Convention on the Rights of the Child, now enacted in Scots law;
• a statement of how the application of the policy upholds the statutory equality duties, where it applies, and/or how it will respond to bullying related to the protected characteristics listed in the Equality Act 2010, as well as forms of prejudice and discrimination related to other characteristics, for example socio-economic or appearance-related bullying;
• expectations and responsibilities of staff/volunteers, children and young people and parents to support and uphold the policy aims;
• a clear commitment to promoting and role modelling respectful behaviour by adults in the school or setting;
• the avoidance of using labelling language, i.e. ‘bullies’, ‘victims’, ‘perpetrators’;
• the recording and monitoring strategies that will be used for management purposes in line with the Data Protection Act 2018, e.g. SEEMiS;
• evidence that children and young people have been able to access their right to express their views in matters that affect them, and for these views to be given due weight in both policy development and implementation phases;
• evidence that parents have, in line with their rights, been included and consulted in the policy development process;
• evidence that staff/volunteers have been included and consulted in the policy development process;
• how often the policy will be communicated, evaluated and reviewed with children and young people and their parent(s) and staff/volunteers (it is good practice that this takes place a minimum of every three years); and
• a commitment to training and supporting staff and volunteers.

Schools/organisations subject to the Public Sector Equality Duty (PSED) are required to assess the impact of their anti-bullying policy in relation to equalities, which they may do through carrying out an Equalities Impact Assessment (EQIA). Schools/organisations may also wish to complete the Child Rights and Wellbeing Impact Assessment (CRWIA). The Scottish Government has published guidance and useful resources to support the development of a CRWIA for education authorities and children’s services.

Engaging with children and young people

Children and young people play a vital role in the reporting of bullying incidents. Inclusive and safe environments in schools and organisations are essential to creating cultures where young people feel safe and able to disclose their experiences and/or concerns.

It is crucial for children and young people to be actively involved in developing anti-bullying policies and practice.^‹ https://www.gov.scot/publications/decision-making-children-and-young-peoples-participation/pages/guidance/› Their involvement offers several benefits:*

Understanding the reality

Young people are often more attuned to the realities of bullying, providing valuable insights for adults

Empowerment

Involving them in the process empowers them to take ownership of the solutions and advocate for positive behaviour

Peer Influence

When young people help create guidelines, they are more likely to promote them among their peers

Practical Solutions

They may propose practical, innovative ideas for responding to bullying that adults might overlook

*Source: Feedback from Respect for All engagement sessions

Schools and organisations should consider:

• how have children and young people been involved in the development of the anti-bullying policy?
• how clear are children and young people about a variety of safe pathways open to them on how to report bullying, and what will happen if they do?
• how do children and young people disclose concerns about bullying and trust that these concerns will be taken seriously and adults will intervene effectively?
• how are children and young people actively encouraged to establish youth-led anti-bullying groups/councils and supported by adults to help sustain them?

Examples of how you can involve young people in developing your policy include:*

Youth councils or committees

Establish councils or committees for policy input

Collaboration

Work with other schools/organisations to involve children and young people in anti-bullying work

Online platforms

Use digital platforms for engagement, such as virtual town halls and online consultations

Training and education

Provide training on guidance development and participation

School/group forums

Hold forums or meetings for open discussion

Surveys and polls

Conduct surveys to gather their opinions

*Source: Feedback from Respect for All engagement sessions

Valuing their input and providing feedback on how their participation influences the process fosters a sense of ownership and empowerment among children and young people, leading to more effective and comprehensive anti-bullying strategies.

Case study: respectme Youth Action Group

The Youth Action Group who co-produced respectme’s ‘Listen Up!’ campaign devised a five-step Action Plan for adults (in schools, youth groups, colleges, after-school clubs, sports clubs etc.) to undertake which included preventative elements, with requests that are all simple and supportive of Respect for All implementation.

1. Register for respectme’s Anti-Bullying Learning Academy free e-learning modules.

2. Refresh, review and update current anti-bullying policy.

3. Create a pupil forum or anti-bullying committee to inform anti-bullying policy and practice.

4. Create simple, safe pathways for reporting bullying that protect children’s rights.

5. Involve children and young people with ‘Listen Up! (Respect Our Rights)’ in activities and messages for #AntiBullyingWeek (every year).

Alloa Academy case study

Alloa Academy updated its anti-bullying policy to reflect national guidance and the school’s evolving needs. Senior leaders involved young people in leading this initiative, prioritising the development of a refreshed policy. Students led workshops, focus groups, and a campaign on peer pressure and role models. They also formed an anti-bullying committee and planned lessons for all classes. Partnership with the University of Strathclyde and parent consultations supported this effort. The new policy, launched by students, has given them a sense of agency and ownership, and has been nationally recognised for its innovative approach.

Engaging with parents

Schools and organisations should make sure parents know where to access their anti‑bullying policy, which may be available in the school/organisation handbook or via the website, for example. Schools and education authorities should ensure that this is accessible for all parents. While all schools are expected to have an up-to-date anti‑bullying policy in place, should this not be the case, it may be appropriate to refer to the education authority policy. Schools and organisations should provide parents with the opportunity to engage with the policy’s development and implementation.

It is vital that schools engage directly with parents and foster a positive environment where they are encouraged to work in partnership to ensure a consistent message relating to bullying is shared between home and school. Parents have an important role in alerting concerns about bullying to school staff and should expect to be listened to and taken seriously.

Effective communication and collaboration with parents are essential to building trust and prevent and respond to bullying. It is crucial to establish clear expectations and foster open dialogue with families to ensure a united approach. This may include:

Collaboration and feedback

• Establish parental groups to collaborate on developing and reviewing your policy.
• Conduct surveys and create opportunities for parents to provide feedback, ensuring continuous improvement of policies and support mechanisms.

Regular communication support

• Communicate your policy via newsletters, dedicated webpages, and information sessions with potential guest speakers to educate parents on bullying.
• Provide/sign-post to practical tips and guidance, such as tip sheets and roleplaying sessions, to help parents reinforce positive behaviour at home

Transparency and reporting

• Maintain clear reporting channels and guidelines for addressing incidents, ensuring transparency while respecting confidentiality.
• Keep parents informed about how bullying incidents are handled and the outcomes of antibullying initiatives.

Inclusive and supporting events

• Host family nights and other events that encourage parent participation and open dialogue about bullying.
• Ensure events and communications are culturally sensitive and accessible to all parents, considering language barriers and diverse backgrounds.

Source: Feedback from engagement sessions

It is important for schools and organisations to approach conversations with empathy and sensitivity, recognising the emotional impact of bullying on the child and their family. Particular care should be taken when developing particular aspects of a policy, such as those relating to prejudice-based incidents, to engage with those communities directly impacted. This collaborative approach helps build a strong support network, responding effectively to bullying and promoting the wellbeing of all children and young people. It is important that feedback is provided to demonstrate how views have been taken into account, and that these views also be used inform future priorities for engagement.

Schools and organisations may wish to celebrate success stories and recognise parents who actively contribute to anti-bullying initiatives, promoting a culture of involvement. It is important that learning from previous engagements should inform future updates and engagement.

Communicating your policy

Once developed, anti-bullying policy and procedures should be readily accessible, openly communicated and shared widely through a variety of channels to ensure that children and young people and their parent(s) know who they can talk to, what support they can expect from staff/volunteers if bullying occurs, and how bullying incidents will be responded to and formally recorded. If an anti-bullying policy is subsumed within a larger policy, or isn’t explicitly titled as the anti-bullying policy, efforts should be made to clearly signpost families to this.

Everyone involved should have a good understanding and clear expectations of their role in developing and implementing the anti-bullying policy. Schools and organisations may have developed specific evidence-based approaches to managing bullying incidents. Where this is the case, everyone involved should be aware of this approach, and understand their role in making the learning or setting environment inclusive, welcoming and safe. For more information about respective roles and responsibilities, see Appendix 3.