# data[].attributes.body
We reflect on findings from The Good Childhood Report 2022 and why we need a national measure of young people's wellbeing.

# data[].attributes.attachment_link.readable_text
Today's publication of the Good Childhood Report 2022 by The Children's Society marks the eleventh in a series of annual reports about how children in the UK feel about their lives.

We reflect on the report's key findings and explore why consistently capturing a holistic picture of how young people feel about their lives at a national level is important.

Key findings and trends

Family, health and home - on average, children aged 10-17 who took part in the annual Children's Society Household Survey (CSHS) in 2022 were most happy with their family, their health, and their home.

A continued decline in children's wellbeing - on average, children completing the Understanding Society survey (aged 10 to 15) were more unhappy in 2019-2020 than 2009-2010, with mean happiness scores for life as a whole, friends, appearance and school significantly lower. One in 16 UK 10-15 year olds were unhappy with their lives.

Impact of school - 14.2% of children aged 10-17 scored below the midline for happiness with school in the CSHS 2022.

Impact of appearance - in 10 of 11 Understanding Society surveys conducted between 2009-10 to 2019-20, children were more unhappy about appearance than the five other aspects of life they were asked about. 18% of 10-15 year old girls were significantly unhappy with their appearance in 2019-20, which is 8 percentage points higher than boys, and 3 percentage points more than a decade ago.

Children's experience of school

This year the report explores children's happiness with and experiences of school in more detail.

Children surveyed in 2022 via the CSHS were asked what school year they were in, enabling researchers to explore differences in wellbeing between these educational and transitional phases. On average, those in key stages 2 (primary) and 5 (further education) were happier than key stages 3 and 4 (secondary school).

Children who said their family was not well off were also less happy with school on average, suggesting a link between children's happiness with school and their perceptions of their family's wealth. This is echoed by the Understanding Society data from 2019-20, which shows happiness with school work declined significantly from 8.1/10 at age 10 to 6.6/10 at age 15, and was significantly lower among children in lower income households.

Using data from the CSHS, the report identified seven factors that had strong positive correlations with children's overall happiness with school, based on:

These explain two thirds of young people's happiness with school experience, after controlling for age and gender:

Disparities between sexes persist

Across the Understanding Society surveys conducted between 2009-10 and 2019-20, boys were also consistently happier than girls with appearance, but less happy with schoolwork in eight out of eleven surveys:

Previous research has indicated that being male is associated with lower mental health difficulties and higher subjective wellbeing in adolescence . We also know that wellbeing declines as children get older , with this being steeper and starting earlier for girls. This needs further understanding. A question remains as to whether male distress is being picked up sufficiently in survey questions.

What are the implications and what's next?
1. National measurement of children's wellbeing
We know that a strong predictor of adult life satisfaction is their emotional health in childhood. Low wellbeing (0-4 out of 10) can be predictive of later poor wellbeing and mental health problems up to 8 years later. Combined with loneliness, low wellbeing can decrease chances of moving from education to employment .

To fulfil the Levelling Up mission of improving wellbeing for the UK population, we need to regularly capture how young people are doing at a national scale. This can be achieved through consistent and robust measurement of wellbeing and its drivers, as is already happening for adults. Data should be captured annually as part of the National Pupil Database in England and the Pupil Level Annual School Census in Wales so we can see the link between performance and wellbeing.

Not all children's experiences are fully captured by surveys and smaller sample sizes. This is why nationally captured data should be analysed at a local level, and we should look beyond the averages .

The learnings should also be made publicly available for organisations and communities to work together at a neighbourhood level, as it is being done in Greater Manchester through the #BeeWell project which engaged almost 40,000 children. A key starting point was to find out what wellbeing means to young people. In collaboration with young people and the questionnaire advisory group, they arrived at three key domains of wellbeing and identified six key drivers of wellbeing [Figure 22].

The project has enabled young people to be involved in local decisions, feeding back their thoughts on wellbeing to elected representatives. #BeeWell measures are being adopted by the Greater Manchester Combined Authority (GMCA), ensuring young people's wellbeing will be at the heart of future strategy.
2. Understanding what impacts children's happiness with how they look
Happiness with appearance has decreased over time from 2009-2010 to 2019-2020, and across all waves, more girls were unhappy with their appearance than with any other measure.

Our previous body image research looked at adult female Instagram users and suggests a positive correlation between how women feel about their bodies and how satisfied they feel with their lives as a whole . Exploratory recommendations from our research include formulating clear guidance on how images and messages about body image can be communicated positively online. We need to further explore the drivers of satisfaction with appearance for children.
3. Putting wellbeing at the core of education
After parents, the next major influence on children are their schools, both primary and secondary. It is clear from the report that education is a source of unhappiness for a proportion of children. To address this, attention needs to be placed on prevention and early intervention. Read our previous blog in response to the Times Education Commission Final Report to explore our suggestions on what we know already works.

Data sources

The Children's Society Household Survey - collects regular data on different measures of children's wellbeing including the Good Childhood Index. The most recent survey was undertaken between May and June 2022, and collected responses from a sample of over 2,000 children from across the UK, aged 10 to 17, and their parent or carer.

Understanding Society - a longitudinal survey covering a large representative sample of around 40,000 households in the UK. The youth questionnaire contains routine questions on subjective wellbeing and modules which vary between years on other aspects of children's lives. The most recent survey data available are for 2019-20, completed by 2,100 children (aged 10 to 15).

# data[].attributes.attachment_link.title
Children's wellbeing in the UK 2022 - What Works Wellbeing

# data[].attributes.attachment_link.description
Today's publication of the Good Childhood Report 2022 by The Children's Society marks the eleventh in a series of annual reports about how children in the UK feel about their lives. We reflect on the report's key findings and explore why consistently capturing a holistic picture of how young people feel about their lives at a national level is important.

# data[].attributes.body
DialogueWorks has a framework called Thinking Moves which is an A to Z of thinking. The A to Z is a multimodal approach to help pupils think about their thinking in and out of the classroom, improving metacognitive skills.

# data[].attributes.attachment_link.description
DialogueWorks Teaching that puts more thinking into learning DialogueWorks is an educational company that has specialised for nearly 30 years in the advancement of more thoughtful pedagogy.We have always been a leading provider of training in Philosophy for Children (P4C) in the UK, but we are now partnering organisations in four continents to promote our unique approach to

# data[].attributes.headline
Dr Verity Jones - Recommended reading list

# data[].attributes.subject
Dr Verity Jones - Recommended reading list

# data[].attributes.body
Reading list / references
Dr Verity Jones ppt slide

# data[].attributes.attachment_link.title
Dr Verity Jones - Recommended Reading-References slide PPT.pdf

# data[].attributes.attachment_link.readable_text
This briefing explores how loneliness relates to children's subjective well-being and their material circumstances. Based on interviews and focus groups with 10-17 year olds, we make recommendations on how to reduce loneliness and improve the well-being of children.

18 pages

Introduction

The Jo Cox Commission on Loneliness and the subsequent publication of the Government's loneliness strategy have resulted in an unprecedented focus on loneliness in the UK and a wide ranging conversation about what can be done to tackle loneliness across society.

The Government strategy defines loneliness as:

A subjective, unwelcome feeling of lack or loss of companionship. It happens when we have a mismatch between the quantity and quality of social relationships that we have, and those that we want.

In order to tackle loneliness we must understand both the extent of the problem and be able to measure any change. The Office for National Statistics (ONS) has recommended four questions for use when measuring loneliness among adults, and last year we worked with the ONS to establish a similar set of questions suitable for children and young people.

The statistical data about loneliness contained in this briefing was collected as part of our ongoing research programme into children's subjective well-being, the findings of which we publish annually in our series of Good Childhood Reports. It was collected through our annual household panel survey.

Children aged 10-17 completed the household survey in May and June of 2018. It collected data from children on their well-being and experiences of loneliness together with information from parents on household circumstances, such as income. The survey covers 2,000 households in England, Scotland and Wales, and is socio-economically representative.

Recommendations based on findings

Below are some initial recommendations aimed at reducing loneliness and improving well-being among children. 

Children identified the importance of strong relationships in tackling loneliness. Those looking to tackle loneliness among children should consider how they could strengthen family relationships. This could be through providing activities for families to spend time together. For families facing specific challenges family therapy should be easily accessible. More support for parents with their parenting skills could be effective, particularly for those with older children as parenting support is often aimed at new parents. 

Relationships with friends are important. Those looking to tackle loneliness could consider how to support children to build strong friendships, possibly targeting support at children who might struggle to make and sustain friendships like those who are experiencing homelessness, children with learning and/or physical disabilities, or children in care, for example. 

Other relationships with positive adult role models could be effective in addressing loneliness and low well-being. Those looking to tackle loneliness could consider providing befriending or mentoring opportunities for adults to support children who might be struggling with loneliness, or could consider volunteering opportunities for young people to befriend older people. 

The three recommendations all speak to the importance of community building. Youth services, children's centres, green spaces and safe neighbourhoods free from crime and anti-social behaviour all have a role to play in reducing loneliness and improving children's well-being. However, it's important to recognise the role this kind of provision plays in context. Cuts to local government mean that many of these services are increasingly threatened or are already seriously reduced. 

Loneliness was linked to low well-being and as a result could be an indicator for future mental illhealth although much more research would be required to establish this link. In many areas, it is very difficult for children to access support for their emotional health unless they meet the clinical threshold of NHS mental health services. Commissioners should consider how they can provide early and easy access support which does not require an appointment, or a diagnosis, and provides children with a safe environment to talk about what is troubling them. At The Children's Society we provide services like this through our easy access drop-in hubs for emotional and mental health support. Support like this could also be delivered digitally. 

Bullying was a significant concern for young people in the qualitative data but quantitative data did not allow us to triangulate this. Quantitative research into bullying and loneliness would be useful to help further understand the relationships between these issues. 

Schools should have a whole-school approach to improving well-being that includes a comprehensive approach to prevent and tackle bullying. Schools should also consider how they might poverty-proof the school day, in a non-stigmatising way so that all children can participate in school life equally. We also recommend that the Department for Education fund access to counselling in every secondary school as a matter of urgency so that those who are struggling can easily access early support.

# data[].attributes.attachment_link.description
This briefing explores how loneliness relates to children's subjective well-being and their material circumstances. Based on interviews and focus groups with 10-17 year olds, we make recommendations on how to reduce loneliness and improve the well-being of children.

# data[].attributes.body
Children's Experience of Loneliness at School and its Relation to Bullying and the Quality of Teacher Interventions

# data[].attributes.attachment_link.description
www.researchgate.net needs to review the security of your connection before proceeding.

# data[].attributes.body
We hope you found the event both engaging and rewarding.

As part of our work to ensure the events we run meet the needs of the profession, we would value your feedback.

Thank you in advance, we look forward to seeing you at another event soon.

# data[].attributes.body
Further reading, resources and online learning modules can be accessed here.

# data[].attributes.attachment_link.title
Decolonising the curriculum Archives : My College

# data[].attributes.attachment_link.description
Research-informed content to support your practice

# data[].attributes.headline
Free online Anti-racism and mental health in schools e-learning

# data[].attributes.subject
Free online Anti-racism and mental health in schools e-learning

# data[].attributes.attachment_link.readable_text
Our use of cookies

We use necessary cookies to make our site work. We'd also like to set optional analytics to help us improve it. We won't set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

For more detailed information about the cookies we use, see our Cookies page

Necessary cookies

Necessary cookies enable core functionality such as security, network management, and accessibility. You may disable these by changing your browser settings, but this may affect how the website functions.

Analytics cookies

We'd like to set non-essential cookies, such as Google Analytics, to help us to improve our website by collecting and reporting information on how you use it. The cookies collect information in a way that does not directly identify anyone. For more information on how these cookies work, please see our Cookies page. If you are 16 or under, please ask a parent or carer for consent before accepting.

# data[].attributes.attachment_link.title
Anti-racism and mental health in schools e-learning | Training | Anna Freud Centre

# data[].attributes.attachment_link.description
We use necessary cookies to make our site work. We'd also like to set optional analytics to help us improve it. We won't set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

# data[].attributes.headline
Anti-bulling and Inclusion, Equality & Diversity

# data[].attributes.subject
Anti-bulling and Inclusion, Equality & Diversity

# data[].attributes.body
We use purple flag (when someone says something that creates dissonance) members of the community are encouraged to say 'purple flag', so it becomes clear but no conflict in the moment, can be addressed later. Also have an IE&D whole school group including staff, pupils & govs (has grown to 150+ people) - so pupil voice informs our collective strategy around protected characteristics and bullying.

We have peer teaching on inclusion & anti-bullying - our year 11's used these with younger years:
https://www.youtube.com/watch?v=WldJ93xHFBc
https://www.youtube.com/watch?v=oSO3F9z23vU

Share ideas and training with staff:
https://www.ted.com/talks/kim_scott_and_trier_bryant_how_to_reduce_bias_in_your_workplace

# data[].attributes.attachment_link.readable_text
With the help of a working group comprising of pupils, staff, alumni, governors, parents, and experts from other organisations, we have been engaged in a programme to create awareness of key issues and drive our response at a personal and organisational level.

We have achieved a great deal and we continue to hone our understanding so that all members of our community can flourish in a welcoming environment, as we proactively embed inclusive practices into our culture.

Transforming conversations have included:

Inclusion, psychological safety, living with difference

Racism, its effects on identity, learning, wellbeing and developing anti-racist practice

Sexism, sexual harassment, and violence; identity, wellbeing, learning and developing anti-sexist practice

Gender - is it innate, is it a social construct, it it assigned at birth, is it associated with belief in God?

Inclusive language

Social in equality and intersectionality, how do we include minority groups in our school?

Pedagogy for inclusive practice

Neurodiversity and inclusion

Developing positive masculinity

Our IE&D strategic development plan emerged from these discussions.

We are proud that staff and students created a new IE&D policy and helped develop the first national cohort of staff to be trained and credited as Sexual Misconduct Liaison Officers.

We have audited our curriculum and are sharing best practice across departments. Pupils have led assemblies and peer-taught on issues that affect our community. Through our diversity calendar we have raised awareness and supported wide ranging events, while pupils have helped train staff and informed development of our RSE curriculum.

Moving forward, we seek to explore different perspectives, respect the experience of others, and remain committed to further growth.

Open Events

Designed by Svelte Design | Built by Highrise Digital

# data[].attributes.attachment_link.title
Inclusion, Equality and Diversity - The Perse School Cambridge

# data[].attributes.attachment_link.description
With the help of a working group comprising of pupils, staff, alumni, governors, parents, and experts from other organisations, we have been engaged in a programme to create awareness of key issues and drive our response at a personal and organisational level.

# data[].attributes.headline
Youth Endowment Fund: Anti-Bullying Programmes

# data[].attributes.subject
Youth Endowment Fund: Anti-Bullying Programmes

# data[].attributes.body
We particularly recommend reading the abstract - on the effectiveness of anti-bullying programmes

# data[].attributes.headline
Useful resources and tips - what works in schools

# data[].attributes.subject
Useful resources and tips - what works in schools

# data[].attributes.body
Anti-bullying Alliance: https://anti-bullyingalliance.org.uk/tools-information/all-about-bullying/whole-school-and-setting-approach

NIHR research into day to day classroom management: https://www.arc-oxtv.nihr.ac.uk/research/teachers_role_reducing_anxiety

Early Intervention Foundation: https://www.eif.org.uk/report/adolescent-mental-health-a-systematic-review-on-the-effectiveness-of-school-based-interventions

Our Coram Life Education Whole school approach through SCARF: https://www.coramlifeeducation.org.uk/whole-school-scarf

# data[].attributes.headline
Simply punishing students for bullying will not address the problem

# data[].attributes.subject
Simply punishing students for bullying will not address the problem

# data[].attributes.attachment_link.readable_text
Anti-bullying laws can both help and hurt students. Kristin Andrus, CC BY-NC-ND

The spring legislative season is well underway, and, as has been the case for the last several years, a number of states are again considering and passing amendments to their anti-bullying laws.

This year, Florida and Kentucky, for example, saw amendments to their anti-bullying laws introduced in their general assemblies. Florida's bill, which has been signed into law by Governor Rick Scott, requires schools to review and revise their anti-bullying policies at least every three years. And Kentucky's bill has come up with a clear definition of bullying so schools better recognize bullying when it occurs.

These changes to anti-bullying laws are good first steps, but recognizing the problem is not sufficient. Schools also need to know what to do about it as well. States' anti-bullying laws can and should guide and require schools to implement interventions that truly address the causes and effects of bullying.

My research on bullying has focused on anti-bullying laws - what they do, what they don't do. The truth is these laws can both help and hurt students.

Simply punishing bullies does not work

All 50 states and the District of Columbia now have anti-bullying laws. However, bullying continues to be a widespread and pernicious problem.

The most recently published data from the National Center for Education Statistics show that in 2011, 37 percent of sixth grade students reported experiencing some form of bullying.

Bullying can have significant and sometimes tragic effects. Bullying can lead to decreased academic performance, increased school dropout rates, increased depression and even suicide in some extreme cases.

Yet very few of the states' anti-bullying laws effectively address the problem.

Indeed, the vast majority of these laws call for nothing more in response to bullying than punishment of the bully. Often, this means the bully will face suspension or expulsion from school.

For example, when Montana became the last state to pass its anti-bullying law last year, it simply prohibited bullying.

Montana's law states,

Bullying of a student enrolled in a public K-12 school by another student or an employee is prohibited.

Idaho's anti-bullying law goes further in its efforts to be punitive. The anti-bullying law is part of its criminal code. So the punishment for bullying in school means facing criminal penalties.

As a result of the lack of guidance or mandates that schools do more than simply punish the bullies, it is likely that schools are treating bullying in the same way as they treat most other serious student disciplinary problems - by suspending and expelling students.

Across the country, the number of suspensions has more than doubled in recent decades. In 2009-10, the most recent year for which statistics are available, more than 3.3 million students were suspended and over 100,000 were expelled from school. While statistics do not disaggregate on the basis of bullying, they are indicative of schools' overall response to serious student disciplinary problems, of which bullying is one.

Why doesn't punishment work?

Punishing bullies may seem like the obvious, natural response to the problem. But it does not truly address it.

Social scientists who study bullying have found that "there is limited evidence that mandatory suspensions are effective at curbing aggressive or bullying behavior."

While sending students home from school does communicate that the bullying behavior is unacceptable, it does little to teach them how to improve their behavior. When students are suspended or expelled from school, they typically sit home with nothing to do. This is unlikely to stop bullying.

Moreover, such studies also suggest that students who bully may have behavioral or emotional problems that require intervention in order to address the root cause of bullying.

If schools were to focus on effective early intervention for bullies instead of waiting to punish bullying behavior after the fact, it is likely they would see a decrease in bullying and suspensions and expulsions. In addition, it could prevent some tragic consequences of bullying.

Interventions that do help

Social science researchers have found that interventions that focus on building a broad range of social skills are effective at curbing bullying behavior.

One such program, known as Positive Behavioral Interventions and Supports (PBIS), endorsed by the U.S. Department of Education, has been found to be effective. Its effectiveness stems in part from its basic model, which allows for the use of multiple intervention models, ranging from school-wide training to individualized interventions, that can be integrated in the school setting.

States' anti-bullying laws can draw on such social science research to call for schools to use interventions that do work, but very few of them actually provide support for such strategies. As a result, most schools are left to incorporate them only as far as their notoriously strapped budgets and resources allow.

There are, however, some notable exceptions.

For example, Florida's new law mandates schools to address student bullying behavior at the same time as continuously reviewing and revising their policies with an eye toward improving responses as needed.

Nevada's example

Nevada has gone a step further.

In 2015, Nevada revised its anti-bullying law to call for, among other things, hiring social workers to provide services to address the bullying problem and its effects. Even better, it funded the law.

It allocated nearly US$16 million to support the hiring of the social workers devoted to working on bullying problems. These social workers work on building social skills and empathy development programs in schools.

Nevada passed the law due in no small part to the advocacy of Jason Lamberth, father of Hailee Lamberth, who was a student in the Nevada public schools. Hailee committed suicide in December 2013 as the result of bullying in school.

In her suicide note, Hailee asked that her school be informed of the reasons she committed suicide so that the school would prevent bullying from harming other students in the future.

Nevada had an anti-bullying law in place at the time of Hailee's suicide that, much like the vast majority of states' anti-bullying laws, called for schools to investigate and impose discipline for bullying. That law obviously did not help prevent Hailee's bullying or her resulting death.

Jason Lamberth's advocacy led Nevada to pass a law that holds the promise to do what Hailee asked schools to do: prevent and address the underlying causes of bullying.

Using punishment of the bullying as the primary or sole intervention for addressing bullying cannot address the complicated causes and effects of the problem.

As other states look to amend their laws, they should look at Nevada's example and make their laws meaningful and not just well-intentioned. And they should not wait for another tragedy to make those changes.

# data[].attributes.attachment_link.title
Simply punishing students for bullying will not address the problem

# data[].attributes.attachment_link.description
The spring legislative season is well underway, and, as has been the case for the last several years, a number of states are again considering and passing amendments to their anti-bullying laws. This year, Florida and Kentucky, for example, saw amendments to their anti-bullying laws introduced in their general assemblies.

# data[].attributes.headline
Discuss humankind & bullying has occurred for centuries & still happens across the world.  

# data[].attributes.subject
Discuss humankind & bullying has occurred for centuries & still happens across the world.  

# data[].attributes.body
I use the caste system in India so takes away the discomfort as the caste system is a good illustration of how deep-set beliefs can lead to such prejudice, even though everyone is same colour (well different shades).  I have lived in Asian in total 7 years so also use personal examples & facts.  Using  some texts such as these https://www.thecuriousreader.in/bookrack/caste-system-in-india/

# data[].attributes.attachment_link.readable_text
The caste system in India has its roots in Indian history and is still practised in many parts of the nation. The system often creates more rift and hatred between the so-called 'upper castes' and 'lower castes', resulting in many unwanted issues in India. To put an end to such undesirable situations, it is important to have a better understanding of the caste system in India. Here is a list of 9 books, both fiction and non-fiction, that may serve as an introduction to understanding the caste system in India.

# data[].attributes.attachment_link.title
9 Books To Help You Understand The Caste System In India | TCR

# data[].attributes.attachment_link.description
The caste system in India has its roots in Indian history and is still practised in many parts of the nation. The system often creates more rift and hatred between the so-called 'upper castes' and 'lower castes', resulting in many unwanted issues in India.

# data[].attributes.attachment_link.title
Research into Acts of Kindness in the classroom

# data[].attributes.attachment_link.readable_text
This section pulls together fundamental information about bullying, including:

Definition of Bullying

In 2014, the Centers for Disease Control and Department of Education released the first federal definition of bullying. The definition includes three core elements:

unwanted aggressive behavior

observed or perceived power imbalance

repetition or high likelihood of repetition of bullying behaviors

This definition helps determine whether an incident is bullying or another type of aggressive behavior or both.

Research on Bullying

Bullying prevention is a growing research field that investigates the complexities and consequences of bullying. Important areas for more research include:

Prevalence of bullying in schools

Prevalence of cyberbullying in online spaces

How bullying affects people

Risk factors for people who are bullied, people who bully others, or both

How to prevent bullying

How media and media coverage affects bullying

What We've Learned about Bullying

Bullying affects all youth, including those who are bullied, those who bully others, and those who witness bullying. The effects of bullying may continue into adulthood.

There is not a single profile of a young person involved in bullying. Youth who bully can be either well connected socially or marginalized, and may be bullied by others as well. Similarly, those who are bullied sometimes bully others.

Solutions to bullying are not simple. Bullying prevention approaches that show the most promise confront the problem from many angles. They involve the entire school community-students, families, administrators, teachers, and staff such as bus drivers, nurses, cafeteria and front office staff-in creating a culture of respect. Zero tolerance and expulsion are not effective approaches.

Bystanders, or those who see bullying, can make a huge difference when they intervene on behalf of someone being bullied.

Studies also have shown that adults can help prevent bullying by talking to children about bullying, encouraging them to do what they love, modeling kindness and respect, and seeking help.

Bullying Statistics

Here are federal statistics about bullying in the United States. Data sources include the Indicators of School Crime and Safety: 2019 (National Center for Education Statistics and Bureau of Justice) and the 2017 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention).

How Common Is Bullying

About 20% of students ages 12-18 experienced bullying nationwide.

Students ages 12-18 who reported being bullied said they thought those who bullied them:

Had the ability to influence other students' perception of them (56%).

Had more social influence (50%).

Were physically stronger or larger (40%).

Had more money (31%).

Bullying in Schools

Nationwide, 19% of students in grades 9-12 report being bullied on school property in the 12 months prior to the survey.

The following percentages of students ages 12-18 had experienced bullying in various places at school:

Hallway or stairwell (43.4%)

Classroom (42.1%)

Cafeteria (26.8%)

Outside on school grounds (21.9%)

Online or text (15.3%)

Bathroom or locker room (12.1%)

Somewhere else in the school building (2.1%)

Approximately 46% of students ages 12-18 who were bullied during the school year notified an adult at school about the bullying.

Cyberbullying

Among students ages 12-18 who reported being bullied at school during the school year, 15 % were bullied online or by text.

An estimated 14.9% of high school students were electronically bullied in the 12 months prior to the survey.

Types of Bullying

Students ages 12-18 experienced various types of bullying, including:

Being the subject of rumors or lies (13.4%)

Being made fun of, called names, or insulted (13.0%)

Pushed, shoved, tripped, or spit on (5.3%)

Leaving out/exclusion (5.2%)

Threatened with harm (3.9%)

Others tried to make them do things they did not want to do (1.9%)

Property was destroyed on purpose (1.4%)

State and Local Statistics

Follow these links for state and local figures on the following topics:

International Statistics

According to the UNESCO Institute of Statistics:

One third of the globe's youth is bullied; this ranges from as low as 7% in Tajikistan to 74% in Samoa.

Low socioeconomic status is a main factor in youth bullying within wealthy countries.

Immigrant-born youth in wealthy countries are more likely to be bullied than locally-born youth.

Bullying and Suicide

The relationship between bullying and suicide is complex. The media should avoid oversimplifying these issues and insinuating or directly stating that bullying can cause suicide. The facts tell a different story. It is not accurate and potentially dangerous to present bullying as the "cause" or "reason" for a suicide, or to suggest that suicide is a natural response to bullying.

Research indicates that persistent bullying can lead to or worsen feelings of isolation, rejection, exclusion, and despair, as well as depression and anxiety, which can contribute to suicidal behavior.

The vast majority of young people who are bullied do not become suicidal.

Most young people who die by suicide have multiple risk factors.

For more information on the relationship between bullying and suicide, read "The Relationship Between Bullying and Suicide: What We Know and What it Means for Schools" from the CDC.

Anti-Bullying Laws

All states have anti-bullying legislation. When bullying is also harassment and happens in the school context, schools have a legal obligation to respond to it according to federal laws.

# data[].attributes.attachment_link.description
This section pulls together fundamental information about bullying, including: In 2014, the Centers for Disease Control and Department of Education released the first federal definition of bullying. The definition includes three core elements: unwanted aggressive behavior observed or perceived power imbalance repetition or high likelihood of repetition of bullying behaviors This definition helps determine whether an incident is bullying or another type of aggressive behavior or both.

# data[].attributes.headline
Creating opportunities to build resilience

# data[].attributes.subject
Creating opportunities to build resilience

# data[].attributes.body
Whole school approach to build Academic Resilience Approach to include changing systems so pupils do not have to overcome so much adversity

# data[].attributes.attachment_link.title
Download the Resilience Framework - Boingboing

# data[].attributes.attachment_link.description
The Resilience Framework is based on Resilient Therapy, a set of ideas and practices based on the resilience research evidence base and practice experience.

# data[].attributes.body
https://pshe-association.org.uk/resource/pshe-programme-builders - how to build this into your programme for each year group over the year.

A useful lesson for Y6: Every mind matters: https://campaignresources.phe.gov.uk/schools/resources/building-connections-year6-lesson-plan-pack - carries the PSHE Association quality mark.

# data[].attributes.headline
Please check out CLPE's annual review for ethnic representation in children's books

# data[].attributes.subject
Please check out CLPE's annual review for ethnic representation in children's books

# data[].attributes.body
Please check out CLPE's annual review for ethnic representation in children's books

# data[].attributes.attachment_link.readable_text
This is the third Reflecting Realities report and it was published in November 2020.

The Reflecting Realities report, identifies and evaluates representation within picture books, fiction and non-fiction for ages 3-11 and provides a benchmark to track and understand progress and a toolkit to support both producers and consumers of children's literature to be more critically reflective in the move towards a more inclusive future. This report looks at the children's literature published in the UK in the 2019 calendar year.

The report's key points:

7% of the children's books published in the UK over the last 3 years feature characters of colour.

The number of children's books published in the UK over the last three years (2017-19) featuring characters from a Black, Asian or minority ethnic background has increased to 10% in 2019, rising from 4% in 2017, 7% in 2018 to 10% in 2019, according to CLPE.

CLPE's research shows that characters from a Black, Asian or minority ethnic background remain significantly under-representated in comparison to the UK primary school population where 33.5% of children are from a minority ethnic background.

Illustrations © Ken Wilson-Max and reproduced with his kind permission.

Booklet design: Ben Cotterill

# data[].attributes.attachment_link.title
CLPE Reflecting Realities - Survey of Ethnic Representation within UK Children's Literature (November 2020) | Centre for Literacy in Primary Education

# data[].attributes.attachment_link.description
This is the third Reflecting Realities report and it was published in November 2020. The Reflecting Realities report, identifies and evaluates representation wi...

# data[].attributes.headline
We are a research network that aims to reduce the prevalence of mental health problems experienced by children and young people.

# data[].attributes.subject
We are a research network that aims to reduce the prevalence of mental health problems experienced by children and young people.

# data[].attributes.body
We are working across sectors and disciplines to tackle 4 Research Challenges. Our research challenges have been developed in partnership with young people, their families, practitioners and policy makers.
https://emergingminds.org.uk/

# data[].attributes.body
A white paper prepared for the John Templeton Foundation by the Greater Good Science Center at UC Berkeley.

# data[].attributes.body
Children's weekly Journal has interactive pages which encourage children to:

- Reflect on their own acts of kindness

- Reflect on acts of kindness they have received

- Reflect on their feelings of gratitude

- Reflect on praise and feedback from those around them

# data[].attributes.attachment_link.readable_text
Little Acts of Kindness is a children's journal that encourages children to actively seek out opportunities to show kindness to those around them. Children then record their acts weekly while they also reflect on things that they are grateful for. This will also help them to appreciate the kindness they have received.

Uniquely, it is not just a reflective journal but one that proactively encourages children to Act (do good) and then reflect. Research has shown that journaling, kind acts and gratitude all have significate impact on Mental Health and Wellbeing. The journal has engaging and interactive pages which present a fun way of instilling positive behaviour in children.

# data[].attributes.attachment_link.description
Little Acts of Kindness is a children's journal that encourages children to actively seek out opportunities to show kindness to those around them. Children then record their acts weekly while they also reflect on things that they are grateful for. This will also help them to appreciate the kindness they have received.

# data[].attributes.body
Psychology in schools - free Parent/carer workshop programme.

https://www.eventbrite.co.uk/o/psychology-in-schools-team-nsft-32627846273

# data[].attributes.attachment_link.keywords[]
psychology in schools team - nsft tickets

# data[].attributes.attachment_link.description
Norfolk and Suffolk NHS Foundation Trust is committed to transformation to develop an integrated provision for children and young people's mental health and wellbeing. A key priority is to bring specialist mental health support into local communities through a different relationship between GPs, education, primary care and community services and specialist mental health/wellbeing services.

# data[].attributes.body
Ask the Expert event ‘Common mental health conditions’, key messages related to bullying and loneliness. Webinar watch back here  https://www.acamh.org/freeview/mental-health-conditions-young-people-recording/