Bullying
While most children and young people behave in safe, respectful and inclusive ways, some engage in challenging, complex or unsafe behaviours, which can change over time.
Bullying can cause physical and psychological harm, such as injuries, depression, anxiety, isolation, changes in sleep and eating patterns, health complaints, loss of interest in activities and going to school and decreased academic achievement. Bullying can have long-term and short-term negative effects, impacting everyone involved, including bystanders (Department for Education n.d.; Stopbullying.gov 2021).
There are 4 main types of bullying:
- Physical – such as hitting, pushing, shoving, intimidating or otherwise physically hurting another person, damaging or stealing their belongings and threats of violence.
- Verbal and written – such as name-calling, insults, taunting, intimidation, threats, sarcastic remarks and put-downs.
- Social (including relational or emotional bullying) – such as social exclusion and isolation, lying, spreading rumours, unkind facial expressions or body language, mean and condescending looks, playing jokes to embarrass and humiliate, mimicking and damaging someone’s reputation or social relationships.
- Cyberbullying – any form of bullying that occurs online or via digital technologies. Verbal and social bullying can be cyberbullying when it happens online. Cyberbullying often occurs in addition to in-person bullying.
(Department for Education n.d.)
Definitions
Harassment – is negative behaviour that targets an individual or group. An individual (or group) may be targeted because of their:
- identity
- race
- culture or ethnic origin
- religion
- physical characteristics
- gender identity
- sexual orientation
- age
- economic status
- ability or disability.
Harassment behaviour offends, humiliates, intimidates and creates an unsafe environment. It might be an ongoing pattern of behaviour or a one-off act. It might be directed randomly, or at the same person. Harassment can be purposeful or unintended. A neutral behaviour can be harassment if it continues despite requests for it to stop (Department for Education n.d.).
Discrimination – happens when people are treated differently (less favourably) to others. Discrimination can disadvantage some people because of their background or personal characteristics. People can experience discrimination based on their:
- identity
- race
- culture or ethnic origin
- religion and religious appearance / dress
- physical characteristics
- gender identity
- sexual orientation
- age
- economic status
- ability or disability.
(Department for Education n.d.).
Violence
Violence is the intentional use of physical force or power against another person. Violence can be threatened or actual. It might result in psychological harm, injury or in some cases death (Department for Education n.d.).
Implementation
Find opportunities to embed respectful relationship concepts across subjects and learning areas. For Australian educators, connections can be made between the KS:CPC, Early Years Learning Framework and the Australian Curriculum. Also refer to Australian Curriculum: Respectful relationships.
Educator tips – Power in relationships
- Teaching students about power in relationships and the positive and negative dynamics can support their social and emotional development, safety and wellbeing.
- Support students in using the language of safety rather than language that blames and in taking responsibility for their behaviours and actions.
- Not all mean or disrespectful behaviour meets the definition of bullying. However, this behaviour is not OK and should be challenged to avoid it happening again.
- When discussing bullying, avoid labelling a child as a bully, as this implies that the behaviour is fixed and unlikely to improve. Use terminology such as a student who bullied or a student who was bullied.
Resources
Bullying – ages 13-17 (Kids Helpline)
Bullying at school (Youth Law Australia)
Bullying No Way (Australian Education Authorities)
Bully Stoppers (State Government of Victoria)
Challenging victim blaming language and behaviours when dealing with the online experiences of children and young people (UK Council for Internet safety 2022)
Dealing with bullying – ages 13-17 (Kids Helpline)
Dreise G (2016) Mad Magpie, Magabala Books
Furnival C (2021) The-not-so-friendly friend: How to set boundaries for healthy friendships, PESI Publishing
Hobbs L (2001) Horrible Harriet, Allen and Unwin, Crows Nest: NSW
How to tell if it’s bullying – ages 5-12 (Kids Helpline)
How to tell if it’s bullying – ages 13-17 (Kids Helpline)
Kroll S (2006) Jungle bullies, Scholastic Inc
O’Neill A (2002) The recess queen, Scholastic US
Online gaming – Am I being bullied? – ages 13-17 (Kids Helpline)
Online gaming: Is this bullying? – ages 5-12 (Kids Helpline)
Sanders J (2021) Around the world, UpLoad Publishing Pty Ltd
Sanders J (2021) Empathy: Exploring the meaning of empathy and kindness, Lightning Source Inc
Stopbullying.gov (U.S. Department of Health and Human Services)
Student Wellbeing Hub (Commonwealth of Australia)
Understanding racism: Teaching resources (RacismNoWay)
Varela S (2014) Fair is fair, CreateSpace Independent Publishing Platform
What is bullying? (AHRC)
Department for Education South Australia
References
Stopbullying.gov (2021) Effects of bullying, viewed October 2024, https://kscpc.sa.edu.au/e/10198