Primary - CYP Action Group: Anti-Bullying Campaign by NCC Partnerships, Schools and Communities team

This Padlet was designed to help you support children and young people to design and lead their own campaign around online bullying. It is designed for use in primary schools and will be helpful for any adults working or volunteering with groups of children to prevent and respond to bullying. Templates, useful resources and case studies are also included.

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Once you have identified the members of your Children and Young People's Action Group (CYPAG), it is time to discuss what will be expected of them.

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Here are some suggested guidelines for you to cover:

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The purpose of the CYPAG is to design and deliver anti-bullying activity, not to discuss individual incidents of bullying. If group members wish to disclose or discuss personal experiences, signpost them to an adult they can speak to.
Similarly, discussions in the group may bring up challenging emotions for members, identify a contact they can speak to if this happens.
The CYPAG is a safe, non-judgemental space for its members and anything discussed within the group will not be shared outside the group.
Anything else? Ask the members if there are any other guidelines they think the group should have.

It will also be helpful to discuss group logistics at this point.

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Think about:

When will the group meet?
How often?
Can the group meet remotely?

Carnoustie High School

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Staff Pledge

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The group held a staff meeting during which they emphasised the important role staff have in initiating conversations and supporting pupils who are affected by bullying. The group then asked staff to sign a pledge stating they are available for students to speak to about bullying issues. The aim of the pledge is to improve pupil’s confidence in approaching staff and to ensure pupils know that staff are willing to help. An impressive 61 of the school’s 76 teaching staff signed the pledge on the day, with further opportunities for support staff to sign it provided in early 2020. The pledge will be displayed publicly at the school. ‘The reason we made the pledge was to show pupils that there are lots of staff in the school who are willing to listen and who they can talk to.’ – ABG Members (S3)

Drop-In Sessions

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Lunchtime drop-in sessions provided S1, S2 and S3 pupils with opportunities to meet, socialise and play games. The drop-ins aim to provide a safe space for young people to come together, especially those who might be feeling left out. The S1-S2 drop-in was attended by 30-40 pupils while the S3 drop in was attended by 20-25 pupils. ‘We weren’t sure if anyone would turn up but we couldn’t believe how many people came along. It felt good to see them chatting with other pupils at the drop-in and they looked happy.’ - ABG Member ‘I hadn’t ever really thought about people spending break and lunch on their own as I have my group and we just eat lunch then play football – it was nice to be able to help pupils who were alone and help them to have a good lunchtime.’ - ABG Member

Anonymous Advice Board

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A new box has been stationed in the library allowing students to raise anonymous concerns about bullying. Support staff will answer these concerns via an anonymous advice board displayed in the school.‘This will allow pupils a discreet and anonymous way to ask questions and raise concerns they have regarding bullying issues for themselves or their peers.’- Miss Meldrum, Principal Teacher Pupil Care & Support

What’s next?

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The anti-bullying group plan to make their lunch-time drop-ins weekly events, to work with staff to update the school’s anti-bullying policy, and to create a dedicated anti-bullying email address which will allow pupils to contact support staff directly. When asked how they see these activities impacting the school, one ABG member said:‘I hope this will make pupils more comfortable and happy when they come to school. I also hope the staff pledge will let pupils know there

Here are some Top Tips for change making from children and young people involved in Anti-Bullying change making. These are quite old now and could use a refresh. If any change makers would like a challenge- have a go at a 2023 version

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First step in starting a CYP campaign? Find the young people!

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The role of the Children and Young People's Action Group (CYPAG)

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An effective CYPAG will lead, design and deliver the anti-bullying campaign. They will provide ideas, understanding and knowledge, and will act as a representative voice for their peers when it comes to bullying issues.

Your role

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As the adult forming the group, you will need to listen, support and help facilitate their work. You will be able to provide your own insight as a professional, and as a person, and use your status to look into relevant policy, strategy and ethical issues that may arise. Are you pressed for time and/or capacity? Ask a fellow member of staff to share the responsibilities.

When forming a Children and Young People's Action Group, here are some things you may want to consider:

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Numbers

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The number of young people in the group may depend on the interest you get, but it is helpful to have an idea in your head when you first advertise the opportunity. We would recommend having a group of 8-12 to begin with.

Age range

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What year groups do you want to focus on? Pupils in Year 7 and 8 already have an understanding of the bullying in the context of the school environment, and they are in a position to see their work develop as they move up the school. Alternatively, you may want to choose representatives from each school year group. Keep in mind that whoever you choose they will likely need some time out of class throughout the year.

Diversity

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Bullying can affect all young people, regardless of perceived popularity, gender, religion or belief, class, race, disability, or sexual orientation etc. Involving different perspectives in your group will help make anti-bullying activity inclusive.

Experience of bullying

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Let young people know that experience of bullying is not required to join the group, and if they have, they are not expected or required to share their personal experiences. Encourage participation from young people who have bullied others in the past – they will have different perspectives and being part of the solution may help them understand their behaviour.

Some great anti-bullying activities have been delivered, the campaign was a success, and the group have gained some useful feedback in evaluation. All that is left to do now is to share the success!

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We would love to hear all about the children and young people’s anti-bullying work.

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To share your work contact sendandinclusiontraining@norfolk.gov.uk

Here are some other ways the young people can tell their story:

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• Write an article for the school newsletter or website
• Create a notice board or display area where updates and milestones can be posted – this is a great way to see the progress being made
• Does your school or club have social media? Find out if you can share the work online and tag ? and ? for a share on Twitter!

Remember: Everything doesn’t have to have gone perfectly for you to share your story, learning on what didn’t work can sometime be even more valuable!

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While the group plan their activity, remind them of the importance of evaluating how successful the activity has been.

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Evaluating helps us understand what worked well and what could work better next time.

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It will also help the young people show how they have met their objectives at the end of the campaign. Ask the group members how they would like to collect information about the activity, such as number of young people reached, and what the feedback was.

Guide the young people in their evaluation discussions with these question prompts:

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• Which objective was the activity aimed at?
• Did you do everything you said you were going to do?
• What were the outcomes? How do you know?
• What have you learned?
• Is there anything you would do differently next time?
• Did you go some way to achieving your vision?

The Campaign Planning Template will help the young people set out their evaluation.

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• And finally, how will you develop your work in the future?

To help the group evaluate the work, print off the Evaluation Template provided and encourage them to tailor it to their needs

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It is likely the young people in the group have already come up with some great ideas for an anti-bullying activity or activities during your discussions so far. Getting these into an action plan helps clarify and sequence all those change making actions.

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Consider using an 'Action Plan'

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Download and print an ‘Action Plan' so that each group to help group members develop their ideas. If the group needs some more information, the ABA Campaigns are a great sources of ideas and in the next column are some of the anti-bullying activity schools have told us about.

For each activity, help the group stay on track by asking:

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• How will the activity meet the campaign aim or objective?
• How will the activity be tailored to the issue of online bullying?
• How will they make sure activities are safe, welcoming, and accessible for everyone?

It is vital that anti-bullying campaigns are led by the people who are most affected by the issue; young people themselves.

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Young people are the experts in their own experiences, and their understanding, ideas and solutions are needed.

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Having young people lead on campaigns or initiatives makes the work more meaningful, and ensures the problems being addressed are relevant and the solutions effective. It is important that all adults involved in young people’s lives (teachers, support staff, parents, carers etc) listen to young people and take their views seriously.

By empowering young people to become change makers in their own communities, they gain a sense of agency over their own lives and learn that they have the ability to improve their lives and the lives of their peers.

Norfolk YABs work around anti-bullying: 10 Steps to Prevent Bullying

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Incorporating young people’s voices and ideas into anti-bullying may seem like a daunting task but.....

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supporting young people to develop simple anti-bullying initiatives in their classrooms can lead to changes in local policy and an audience in Parliament.

Before the group can begin planning anti-bullying activities, it is important they understand the issue of bullying within their school and/or community environment.

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This could be done through an anonymous school survey, or by holding focus groups. Ask the young people how they would like to gather information.

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How can this be done in a way that is safe for everyone?
How will they make it accessible?
How will it be promoted?

Encourage the young people to think about the questions they would like to ask their peers. Here are some suggested questions to start them off:

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Do you think bullying is an issue in our school?
Why do you think bullying happens?
How can we prevent bullying?
Who would you tell if you were being bullied?
What should schools do when bullying happens?
What is one thing you think everyone should know about bullying?
Is there any specific bullying related issue affecting this school?

Now that the group has up to date information about bullying within the school or community environment, it is time to plan some activities. Issues like bullying are complex, and the changes the group hopes to make may seem too big or overwhelming. It is important to be clear on the main aims.

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Encourage the group to be clear on:

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• What the issue is
• What impact the issue is having
• How the campaign is going to create change
• What they need help with and from who

Once the group have identified their main aim, ask them to break it down into smaller steps. Here are some prompts to help the discussion:

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• What are the things you think that will help you achieve your aim?
• Is it awareness raising?
•It is providing young people with a safe place to hang out together?
• Is it a different behaviour from teachers?

Now ask the young people: What are the things that will help you achieve this aim? What needs to happen? What are the solutions?

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For example: raising awareness of how online behaviour makes people feel and the ways in which online behaviour can transfer into the school environment.

Once the group have identified some solutions, encourage them to think of some objectives.

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If the solutions seem big or intimidating, narrow the objectives down to one or two at first. An example of objectives might be: ‘Create X number of posters reminding young people that their behaviour online impacts the school environment’ or ‘Run a workshop for young people to learn how to deal with online bullying’

Who has the power to help make this happen?

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Encourage the group to think about who at the school might help achieve their objectives. Will a head teacher help organise an assembly? Would canteen staff let them put up posters? Could prefects or house captains help you promote a workshop?

Marketing your campaign

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What do the group members think the group should be called? Some groups don't use the term ‘bully’ or ‘bullies’ in the title. Does the group have a tagline? This can help other people understand what the group does, and it may help when developing the group’s aim.Do the group want to design their own logo? This could link in with the school or could focus more on the group’s aims

Here are some resources that you might find helpful in planning and delivering your campaign. There is a model presentation and facilitator guide to support Step 3 and planning and evaluation sheets for the CYP to use.

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Slide deck of PPT to support Step 3- Information Finding

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Facilitator guide to support Step 3 _Gathering Information

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Anti-Bullying Campaign Planning Template

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Anti-Bullying Activity to do list

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Anti-Bullying Campaign Evaluation Template

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Schools and settings must have an agreed definition of bullying. This enables everyone within the school community to prevent, identify (including avoidance of misidentification) and respond when incidents of bullying occur.

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What can bullying look like?

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Bullying behaviour can be:

Physical – pushing, poking, kicking, hitting, biting, pinching etc.
Verbal - name calling, sarcasm, spreading rumours, threats, teasing, belittling.
Emotional – isolating others, tormenting, hiding books, threatening gestures, ridicule, humiliation, intimidating, excluding, manipulation and coercion.
Sexual – unwanted physical contact, inappropriate touching, abusive comments, homophobic abuse, exposure to inappropriate films etc.
Online /cyber – posting on social media, sharing photos, sending nasty text messages, social exclusion
Indirect - can include the exploitation of individuals.

Bullying as a group behaviour:

Bullying rarely takes place between a 'victim' and a 'bully' alone. It tends to be a group behaviour. Others can have a significant influence on the outcomes of behaviours among children and young people intentionally or otherwise.

Definition

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The Anti-Bullying Alliance and its members have an agreed shared definition of bullying based on research from across the world over the last 30 years:

‘The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological. It can happen face-to-face or online’. There are four key elements to this definition:

Hurtful
Repetition
Power imbalance
Intentional

The Anti-Bullying Alliance have run several Anti-Bullying Week campaigns; each one with a different bullying related theme. These have been designed in response to children and young peoples' voice and are available free of charge so are a great evidence based starting point.

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Anti-Bullying Week 2023: Make A Noise About Bullying. Banter v Bullying and being an Upstander

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Anti-Bullying Week 2022: Reach Out. Asking for help and Allyship.

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Anti-Bullying Week 2021: One Kind Word. Small acts of Kindness, Compliments and Checking in

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Anti-Bullying Week 2020: United Against Bullying. Allyship and being an Upstander

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Listen Up: respect our rights. Implementing a 5 step action plan

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Consultation helps understand what our children and young people need from themselves, each other, school staff and the school environment. There are lots of ways to gather insight and it is also an opportunity for the group to build connections while doing information gathering activities.

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'Getting Started Guidance'

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This will enable you to successfully maximise engagement with your pupils, ensuring everyone feels confident to share their views. Please select your preferred consultation activity from any of the below. All the activities can be adapted, or you can use your own alternative methods according to the needs of your class community, and your own teaching preferences.

Consultation activity pack - secondary

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Consultation activity pack- primary

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Need some inspiration? Norfolk YABS are curating a menu of tried and tested Anti-Bullying activities, all available free of charge. Take a look!

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Assemblies

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Enhanced or enriched RSHE lessons

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Whole school / class / staff pledges

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Create / Update a School Anti-Bullying Charter- slides from Aut '23 Conference Workshop

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How to maximise the impact of an AB Charter and ensure it is preventative and NDD friendly- with resources embedded

Anti-bullying films

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Posters

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Drama groups

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Anti-bullying apps

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Exhibitions & Displays

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Lunchtime Drop-In Sessions

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Anonymous Advice Boards

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Odd Socks Day Celebrations

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Welcome checks

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Staff anti-bullying meeting

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Compliment Displays & Advice Boards

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Anti-Bullying Alliance’s top 7 tips to encourage Pupil Voice to stop bullying

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