by clicking the arrows at the side of the page, or by using the toolbar.
by clicking anywhere on the page.
by dragging the page around when zoomed in.
by clicking anywhere on the page when zoomed in.
web sites or send emails by clicking on hyperlinks.
Email this page to a friend
Search this issue
Index - jump to page or section
Archive - view past issues
Inside Teaching : April 2011
news inside teaching | April 2011 NEWS 48 ‘Student wellbeing and children’s safety are of paramount importance.’ So said Commonwealth Minister for School Education Peter Garrett at the launch of the revised National Safe Schools Framework in Brisbane on 18 March, the inaugural National Day of Action Against Bullying and Violence, which will be held on the third Friday in March in ensuing years. The revised framework addresses cyberbullying through the use of technologies such as mobile phones and computers, which has become more prominent since the National Safe Schools Framework was developed for Australian schools in 2003. ‘A recent study found one in five children experienced some form of this new type of bullying. This is why the revised framework takes into account students’ safety and wellbeing in virtual environments,’ Garrett said. ‘(The National Safe Schools Framework) will assist schools and school communities to develop a comprehensive response to bullying that makes everyone in the school understand proactive and practical approaches to effective student safety policies,’ Garrett said. Research by Ken Rigby, an Adjunct Professor in the School of Education at the University of South Australia, reveals that students who are a third party to a bullying incident typically react in ways they think their peers expect, rather than ways they think their teachers or parents expect. ‘Overseas research has shown that when a child bystander Bystanders against bullying, cyberbullying and violence Education systems across the country have come together to take action against bullying and violence in schools. STEvE hOlDEn reports. acts in some way to discourage bullying when they see it, there is a 50 per cent chance it will stop,’ Rigby said. Rigby’s study of 2,400 students across Australia, Great Britain, South Africa, Bangladesh, Israel and Italy found that teachers are likely to have little or no direct effect on student bystander behaviour. ‘They are unlikely to influence children by simply telling the children what they expect of them,’ he said. Rigby advocates classroom- based programs to stimulate peer pressure to encourage bystanders to intervene. ‘By stimulating children, especially younger children, to express their thoughts about what should be done, and what they see the dangers might be, peer pressure can be generated to encourage positive peer behaviour,’ he said. Donna Cross, Professor of Child and Adolescent Health at the School of Exercise, Biomedicine and Health Science at Edith Cowan University, concurs. ‘Because of the complexity of this problem there are many levels upon which to intervene, including, at the student level, through building social responsibility, empathy, assertiveness and decision- making skills especially for the role of bystanders in a bullying situation.’