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Collaborative Training on Bullying Prevention in Primary Schools

Yesterday, 20th February 2024, marked a significant milestone in addressing bullying in primary schools as ABC collaborated with Oide, the Department of Education Professional Development Service Teachers, to deliver a comprehensive training session on the implementation of Cineáltas Action Plan on Bullying. The event aimed to equip educators with the necessary tools and strategies to effectively tackle bullying behaviour within school environments.

Facilitated by experts from ABC, the training session delved into various aspects of bullying, including its prevalence, forms, and impacts on students and teachers. Attendees were provided with insights into identifying warning signs of bullying, fostering inclusive and respectful school cultures, and implementing proactive measures to prevent bullying incidents.

Throughout the session, interactive discussions and practical exercises enabled participants to share experiences, brainstorm solutions, and develop actionable plans tailored to their respective school settings. The collaborative nature of the training fostered a supportive environment for educators to learn from each other’s perspectives and best practices.

ABC are thrilled to partner with Oide to deliver this vital training on bullying prevention in primary schools. By equipping educators with the knowledge and strategies to address bullying effectively, we are empowering them to create safer and more inclusive learning environments where all students can thrive.

Feedback from attendees reflected the success of the training session, with many expressing gratitude for the valuable insights and the opportunity to network with colleagues from across the education sector. Moving forward, ABC and Oide remain committed to supporting educators in their efforts to promote positive school climates and ensure the well-being of all students.

4th of November 2021: International Day against Violence and Bullying at School including Cyberbullying

We wish to inform you about the upcoming celebrations of the International Day against Violence and Bullying at School including Cyberbullying on the 4th of November, which this year we will be celebrated under the theme “Tackling Cyberbullying and Other Forms of Online Violence Involving Children and Young People”.

This Day aims to build global momentum to prevent and address cyberbullying and other forms of online violence involving children and young people, by raising awareness of the issue, sharing what works to address it, and mobilizing governments, experts and the educational community.

As countries are responding to COVID-19 at varying stages, the lives and education of children and young people across the world have increasingly moved online. While online access presents opportunities for connection and learning, it is also increasingly putting children and young people at risk of online violence. Evidence shows that in various regions cyberbullying has been on the rise during the pandemic. In Europe, 44% of children who were cyberbullied before COVID-19 report it increased during lockdowns.

We encourage you to spread awareness about this important issue and let us know if you create any events or initiatives to mark the Day. To facilitate this, we will make resources available in multiple languages on the dedicated website including a social media pack. The website will also include a message by the UNESCO Director-General and information on the many activities UNESCO will be involved in.

Don’t hesitate to reach out for more information.

UNESCO team for Health and Education

 

International day against violence and bullying at school including cyberbullying

School violence and bullying including cyberbullying is widespread and affects a significant number of children and adolescents.

UNESCO Member States declared the first Thursday of November, the International Day against Violence and Bullying at School Including Cyberbullying, recognizing that school-related violence in all its forms is an infringement of children and adolescents’ rights to education and to health and well-being. It calls upon Member States, UN partners, other relevant international and regional organizations, as well as civil society, including non-governmental organizations, individuals and other stakeholders to help promote, celebrate and facilitate the international day.

CELEBRATIONS IN 2021

This year we will mark the International Day on Thursday 4 November 2021 under the theme “Tackling cyberbullying and other forms of online violence involving children and young people”.

As countries are responding to COVID-19 at varying stages, the lives and education of children and young people across the world have increasingly moved online. Compared to the prior year, children’s screen time had doubled by May 2020, and while online access presents opportunities for connection and learning, it is also increasingly putting children and young people at the risk of online violence.

Although global data is limited, evidence shows that cyberbullying has been on the rise in various regions during the pandemic. In Europe, 44% of children(link is external) who were cyberbullied prior to COVID-19 reported that it had increased during lockdown. Data from several countries also reveals that children, in particular girls at the age of 11 to 13 years, are increasingly at risk of being targeted by criminal sex predators. In the USA, 98% of online predators have never met their targets in real life.

Although online violence is not limited to school premises, the education system has an important role to play in addressing online safety, digital citizenship and technology use. Formal education can and should play a key role in providing children and young people with the knowledge and skills to identify online violence and protect themselves from its different forms, whether perpetrated by peers or adults.

Online violence including cyber bullying has a negative effect on academic achievement, mental health, and quality of life of students. Children who are frequently bullied are nearly three times as likely to feel left out at school as those who are not. They are also twice as likely to miss out on school and have a higher tendency to leave formal education after finishing secondary school.

This Day calls on global awareness of the problem of online violence and cyberbullying, its consequences and the need to put an end to it. It calls on the attention of students, parents, members of the educational community, education authorities and a range of sectors and partners, including the tech industry, to encourage everyone to take a part in preventing online violence for the safety and wellbeing of children and youth.

International day against violence and bullying at school including cyberbullying

School violence and bullying including cyberbullying is widespread and affects a significant number of children and adolescents.

UNESCO Member States declared the first Thursday of November, the International Day against Violence and Bullying at School Including Cyberbullying, recognizing that school-related violence in all its forms is an infringement of children and adolescents’ rights to education and to health and well-being. It calls upon Member States, UN partners, other relevant international and regional organizations, as well as civil society, including non-governmental organizations, individuals and other stakeholders to help promote, celebrate and facilitate the international day.

CELEBRATIONS IN 2021

This year we will mark the International Day on Thursday 4 November 2021 under the theme “Tackling cyberbullying and other forms of online violence involving children and young people”.

As countries are responding to COVID-19 at varying stages, the lives and education of children and young people across the world have increasingly moved online. Compared to the prior year, children’s screen time had doubled by May 2020, and while online access presents opportunities for connection and learning, it is also increasingly putting children and young people at the risk of online violence.

Although global data is limited, evidence shows that cyberbullying has been on the rise in various regions during the pandemic. In Europe, 44% of children who were cyberbullied prior to COVID-19 reported that it had increased during lockdown. Data from several countries also reveals that children, in particular girls at the age of 11 to 13 years, are increasingly at risk of being targeted by criminal sex predators. In the USA, 98% of online predators have never met their targets in real life.

Although online violence is not limited to school premises, the education system has an important role to play in addressing online safety, digital citizenship and technology use. Formal education can and should play a key role in providing children and young people with the knowledge and skills to identify online violence and protect themselves from its different forms, whether perpetrated by peers or adults.

Online violence including cyber bullying has a negative effect on academic achievement, mental health, and quality of life of students. Children who are frequently bullied are nearly three times as likely to feel left out at school as those who are not. They are also twice as likely to miss out on school and have a higher tendency to leave formal education after finishing secondary school.

This Day calls on global awareness of the problem of online violence and cyberbullying, its consequences and the need to put an end to it. It calls on the attention of students, parents, members of the educational community, education authorities and a range of sectors and partners, including the tech industry, to encourage everyone to take a part in preventing online violence for the safety and wellbeing of children and youth.

Isobel Walsh
Meghmala Mukherjee
Kristine VU
Can young people develop and deliver effective creative anti-bullying strategies?
2009
Hickson, Andy
University of Exeter

Using action research within a critical paradigm framework the author investigated young people’s ability to develop a programme of work that raises awareness of bullying in schools. The research group was made up of six young people, to whom the author and other specialists offered anti-bullying and participatory training techniques. The group eventually designed their own anti-bullying activity programme, which they delivered in creative workshop style sessions to other young people in schools. The author located this research in critical enquiry, engaging the group in a self-reflective process that aimed to be democratic, equitable, liberating and life enhancing. This report is written in the form of a narrative and evaluates the author’s practice as an educative theatre practitioner. Central themes to this research are bullying, power, creative activity and youth participation. Schools, teachers and adults are often described as sucking out the creativity of young people and thus not allowing many of them achieve their full potential. In this context young people are often powerless to deal with some of the difficult issues in their lives such as bullying. The author suggests that peer support is a key strategy to deal with bullying in schools. The author introduces a new concept of peer support called external peer support, which he has evaluated against the current literature. The definition of bullying is explored in depth, as is its relationship to power. The author suggests peer support to be a key strategy in youth participation and ultimately helping youth empowerment.

Karolin Rippich
Seeing the world in different colours: protective behaviours and the primary school
2002
Rose, Jocelyn
University of East Anglia

Protective Behaviours is an empowerment process developed twenty-five years ago in the USA. It is used in the States, Australia and the UK in a variety of contexts, including child abuse prevention, anti-bullying work, confidence- and assertiveness-building and the prevention of crime and the fear of crime. Despite its usefulness, it has not spread as quickly or as widely as anticipated. The present study, by an ‘insider’ to the process, looks at the introduction and development of Protective Behaviours in primary schools: it is partly an evaluation and partly a consideration of the resistances that prevent the process being adopted more readily. During the course of the research two teaching packs were developed, one for Key Stage 1 pupils (aged 5-7) and one for Key Stage 2 (8-11), and trialled as part of the research process. One primary school was used as an illustrative study, with evidence from practitioners in other schools that set the findings in a wider context. Because Protective Behaviours is an ‘inside-out’ process, used differently by different individuals, it is not appropriate to evaluate it – as earlier studies have attempted – using quantitative methods. The present research uses observation and interview data to explore feelings and atmosphere and is thus congruent with the Protective Behaviours process itself. A technique for drawing out thematic material from interview data is explored. Innovation in education frequently encounters resistance. However, it was evident that a range of different types of resistance are in play where Protective Behaviours is concerned and that, though the children in the study accepted it readily and enjoyed it, opposition from teachers can prevent it being used most effectively, or at all. The study concludes with some recommendations on how the various resistances may be addressed so that the benefits of the process may be made more widely available.