Research is clear that childhood bullying is linked to a range of negative impacts such as depression, anxiety, poor self-esteem, and absenteeism from school; and it can go on to have negative consequences into adulthood. UNESCO, as part of its work to reduce violence in schools, identifies that:

“The link between school violence, bullying (including cyberbullying), and mental health cannot be ignored.” (UNESCO, November 2023).

Conversely, feelings of safety are linked to better mental health and better school outcomes.

The Anti-bullying Alliance in its annual report “Bullying, wellbeing and schools”, highlights key headlines including:

• Children on FSM (30%) and those with special educational needs and disabilities (31%) are the most likely to be bullied.
• 6% of students reported frequently bullying others, either offline or online.
• Nearly a quarter of pupils (at primary and secondary) report being a victim of cyberbullying.
• Pupils who report being bullied have poorer experiences at school than those who do not experience bullying.
• Pupils who experience bullying are much more likely to report that they don’t feel they belong at school.

There is also increasing concern about the prevalence of online bullying. The Census 2021 highlighted that:

“Greater use of smartphones, social media and networking applications means online bullying can follow a child anywhere they go.” (ONS 2021).

This means that approximately 1 in 5 children below the age of 15 experience cyberbullying but that 1 in 4 do not report it. The statistics also showed that 70% of the cyberbullying experienced was from people from the child’s own school.

In TT Education’s ‘Senior Mental Health Lead’ training, we discuss creating ‘emotionally safe’ schools. We have also worked with schools on ‘psychological safety’ – where people feel able to take risks, be themselves and feel accepted and respected. Creating emotionally and psychologically safe schools provides children and young people with a culture that enables them to build their own self-confidence and self-identity, and empowers them to have control over their settings and learning. Healthy cultures are supportive and inclusive, and prepare learners to positively manage and overcome challenges.

There are a number of ways to build emotionally and psychologically safe schools, and proactively support schools’ anti-bullying work. This may include:

1. Creating a positive school climate where all students feel safe, respected, and valued. This can be done by fostering a culture of kindness, compassion, and inclusion. Schools can do this by:

• Promoting positive relationships between students and staff
• Teaching students about bullying and how to prevent it
• Creating a safe and supportive environment for all students
• Celebrating students’ identities, and providing them with opportunities for student voice and agency
• Providing strong peer and adult role models
• Promoting a sense of inclusion and belonging

2. Implementing clear anti-bullying policies that are communicated to all students, staff, and parents. These policies should outline what bullying is, how to report it, and its consequences. Schools should also have procedures in place for investigating and responding to bullying incidents.

3. Providing training for staff so thatthey can recognise and respond to bullying, including the mental health impact of bullying on everyone involved. This training should cover topics such as how to identify signs of bullying, how to intervene effectively, and how to support students who have been bullied: personally, emotionally, psychologically and socially.

4. Encouraging open communication to create an environment where students feel comfortable reporting bullying. This can be done by:

• Having open and honest conversations about bullying with students
• Providing students with multiple ways to report bullying, such as anonymously through a website or hotline
• Ensuring that all reports of bullying are taken seriously and investigated promptly
• Clearly signposting support and guidance

5. Involving parents and carers. Parents and carers can play an important role in preventing and responding to bullying. Schools should work with parents and carers to:

• Educate them about bullying and how to prevent it
• Encourage them to talk to their children about bullying
• Provide them with support if their child is being bullied

6. Implementing restorative justice programmes. Restorative justice is a process that focuses on repairing the harm caused by bullying. It can help to build relationships between the bully, the victim, and the wider school community.

7. Using technology to prevent cyberbullying. Cyberbullying is a growing problem, but there are a number of things that schools can do to prevent it. This includes:

• Educating students about cyberbullying
• Teaching them how to use technology safely and responsibly
• Monitoring online activity and intervening when necessary
• Developing students’ digital resilience

8. Evaluating anti-bullying programmes. This should be done regularly, to make sure that the programmes are effective. This can be done by:

• Collecting data on bullying incidents
• Surveying students and staff about their experiences with bullying
• Making changes to the programme as needed

The DFE has recently announced additional funding for Senior Mental Health Leaders (SMHL). If your school accessed the grant to train your SMHL and they have subsequently left the school, you can now retrain another member and access a second SMHL grant. If you have not accessed funding, or are eligible for a second round, please do contact us.