Bullying: Effective Strategies for Long-Term Improvement

Bullying: Effective Strategies for Long-Term Improvement

Bullying: Effective Strategies for Long-Term Improvement

Bullying: Effective Strategies for Long-Term Improvement


Bullying: Effective Strategies for Long Term Improvement tackles the sensitive issue of bullying in schools and offers practical guidance on how to deal successfully with the issue in the long term. The authors examine how bullying begins, the impact of bullying on the victimised child, and how the extent of bullying in schools can be reliably measured and assessed. They go on to explain how to set up anti-bullying initiatives which will maintain their effectiveness over the years. The complexity of the bullying process is emphasised throughout, but care is taken to outline clearly the actions that can be taken which will substantially reduce bullying in the long term. The book is an outcome of over 10 years research into bullying. The authors draw on their own major studies and international research to provide real workable solutions to the problem of bullying, which are illustrated by case study examples throughout. The book is essential reading for school managers, teachers, student teachers and researchers determined to tackle the issues of bullying head on.


School staff face many challenges today. Recently they have had to respond to a plethora of curriculum and assessment reforms, Literacy and Numeracy Strategies, Government-led moves towards performance indicators, regular OFSTED inspections, and a general push towards accountability and raising achievement levels of pupils. But there are other, possibly more enduring, concerns that also affect the day-to-day functioning of schools.

I get insight into these concerns in the course of one of my professional responsibilities - supervising teachers who are undertaking research for dissertations, as part of MA-level courses. When choosing a topic I encourage them to reflect on their own professional concerns and ways in which they can shed light on them. The range of topics is rich and varied and in recent years has included underachievement of particular groups in school, student motivation and attitudes, bullying, effective approaches to inclusion in classrooms, and pupils' emotional and social difficulties. Some issues are made particularly pressing because of recent events in their own or neighbouring schools, and are high on agendas of current educational and political discussion, as well as at staff meetings.

However, too often the information teachers and others need on these topics is not available in a form that they find helpful or accessible. Sometimes the topic is addressed in a way that is too academic and removed from the practical concerns of everyday school life. But there is a converse problem that seems to have become more obvious recently - a tendency to oversimplify and trivialise what is likely to be a complex issue, and offer packaged solutions instead of a full analysis.

This book series - School Concerns - has been set up to bridge the gap between these two types of approach. It was designed to

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