Baden Road School was part of a Sheffield Project and results in 1992 indicated that bullying among pupils was getting worse. Unfortunately, bullying among pupils is usually covert and tends not to affect teachers in the same way that disruptive behaviour does. Despite the introduction of an anti-bullying policy little was done by the school to alter the trend. Curriculum has been at the forefront of planning and evaluation in school and the issue of bullying has failed to be reviewed. Teachers were already burdened trying to implement the 1991 National Curriculum orders when, with Government pressure to cut costs, the LEA closed a local primary school and class sizes increased by at least 10%. In the same year the junior school amalgamated with the infants to form Baden Road Primary School with a 3+ to 10+ age range and where the number more than doubled from 220 to over 500 pupils. In a second attempt to persuade the school that something must be done about bullying, case study was a useful way to collect more evidence. While experts cannot agree on a standard definition of bullying, as children are the real experts of what happens, the pupils at Baden Road School found the task easy providing a basis for other data about bullying to be analysed. The case study then gave rise to action research which examined closely appropriate preventative and interventionist methods. Name-calling emerged as the most common form of non-physical bullying in school. Language was found to be critical as a way by which children determine who is bullied and who is not and as a solution to bullying behaviour. While the language used by Baden Road pupils is not representative of any other school it served to demonstrate connections between teasing, bullying, toleration and their effect on pupils. A model hypothesis arose from the question of what determines offensive and tolerable name-calling. The evidence suggests that Baden Road School needs to change to planned routine ways of preventing bullying and intervening in the cases which develop. First though, teachers have to believe that the issue of bullying needs reviewing and evaluating. The success of this study is in the effect it has on facilitating any changes which will promote further awareness, a permanent anti-bullying ethos and better uniform ways victims and bullies are helped in school. Teacher support, as in any school, is critical to the degree of success or failure of this initiative.
We have developed the following database of research theses on bullying from all academic institutions in the UK and Ireland. The aim of this database is to assist those who are interested in the field of bullying and want to see what research has already been done. We have attempted to ensure that we have included all relevant theses here; but if there is an omission please let us know by emailing firstname.lastname@example.org.
The database is here for information purposes. Those who want access to the texts of the theses need to contact the author, the relevant institution, or both.