Tackling Bullying in Scotland's Schools : a View from the Sidelines

Rivers, Ian and Donnelly, Brian and McMillan, Fergus and Lough Dennell, Brandi Lee (2016) Tackling Bullying in Scotland's Schools : a View from the Sidelines. [Report]

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    Abstract

    This policy brief considers the proposals to reduce bullying in Scotland's schools. A number of interventions have been introduced in Scotland’s schools that that place an emphasis on peer-initiated interventions. However these interventions often fail to consider the mental health and wellbeing of the pupils involved. The role of the so-called pupil 'bystander' is fundamentally misunderstood as these pupils often have multiple roles within ‘school yard’ culture. The lack of independently evaluated evidence on the success of direct pupil-initiated interventions to reduce the level of bullying in schools should be of concern to policymakers. A key recommendation is that schools, education authorities and policymakers pause, review the evidence and have an informed discussion about the most effective interventions to deliver safer schools in Scotland.

    Creators(s): Rivers, Ian ORCID logoORCID: https://orcid.org/0000-0001-6102-9075, Donnelly, Brian, McMillan, Fergus and Lough Dennell, Brandi Lee ORCID logoORCID: https://orcid.org/0000-0003-2261-0152;
    Item type:Report
    ID code:56463
    Keywords:bullying, Scottish education, Scotland, prejudice-based bullying, mental health, Special aspects of education, Social pathology. Social and public welfare, Education, Psychiatry and Mental health
    Subjects:Education > Special aspects of education
    Social Sciences > Social pathology. Social and public welfare
    Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Faculty of Humanities and Social Sciences (HaSS) > International Public Policy Institute (IPPI)
    Depositing user: Pure Administrator
    Date deposited:23 May 2016 08:02
    Last modified:13 Jun 2020 02:05
    URI:https://strathprints.strath.ac.uk/id/eprint/56463
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