The federal government has released a rapid review of school bullying, recommending that schools respond to bullying complaints within two school days. Authored by clinical psychologist Charlotte Keating and suicide prevention expert Jo Robinson, the review incorporated over 1,700 submissions from parents, students, teachers, and school staff, predominantly from parents. This initiative arises from ongoing concerns about the serious impacts of bullying on students and the need for improved accountability within educational institutions.
One of the key findings of the review emphasizes that bullying is not a singular issue, but rather exists on a continuum of harmful behaviors affecting student wellbeing, attendance, and family dynamics. The review points out that bullying can originate not only from students but also from staff and parents. It advocates for school cultures that prioritize empathy and kindness, aligning with the objectives outlined in the current national education declaration.
Key Recommendations and Challenges
Among the prominent recommendations is the call for schools to respond to bullying incidents within two school days. This expectation requires schools to demonstrate they have initiated immediate safety measures and begun unbiased investigations into complaints. While acknowledging that complex cases may take longer to resolve, the proposed timeline aims to reinforce the seriousness of bullying and maintain transparent communication with families.
Many caregivers reported feeling disillusioned with the lack of action from schools after raising concerns. The review highlights the erosion of trust between families and educational institutions as a significant issue. By implementing a two-day response time, the review aims to rebuild this trust and ensure that families are informed throughout the process.
The review is grounded in research and highlights the importance of fostering respectful relationships within the school community. It advocates for comprehensive training for teachers to manage classrooms effectively while addressing bullying incidents. Schools that have successfully adopted these practices typically feature straightforward reporting pathways and communication templates, allowing staff to engage with students outside of class.
Potential Risks and Areas for Improvement
Despite the positive framework, there are concerns regarding a potential “policy pile-on.” Schools currently navigate a complex landscape of bullying guidelines and programs, and adding more recommendations without aligning existing protocols could lead to confusion and added strain on already stretched resources.
Data collection is emphasized as a vital aspect of tackling bullying effectively. However, the review notes that successful tracking and reporting depend on shared definitions, robust data collection systems, and adherence to privacy regulations. With the rapid evolution of the digital landscape, schools also require further guidance on issues such as image-based abuse and deepfake technology.
While the review touches on various crucial aspects, it lacks sufficient emphasis on how bullying prevention intersects with broader approaches to student wellbeing, behavior, and attendance. Additionally, the balance between ensuring student safety and maintaining access to education needs further exploration. Restorative justice practices, if implemented thoughtfully, can facilitate understanding among students about the consequences of their actions. Yet, families of bullying victims often seek punitive measures like expulsion, which research indicates could be counterproductive.
To support these initiatives, the government has pledged A$10 million for a national awareness campaign and resources for stakeholders. Nonetheless, many experts argue that awareness alone does not suffice. Schools require dedicated time, coaching, and systems to empower teachers and staff effectively. The initial funding represents a limited step towards addressing the multifaceted issue of bullying.
The responsibility for implementing these recommendations ultimately lies with the states and territories. The recent joint commitment from all education ministers to prioritize bullying in their planning and funding decisions is a hopeful sign. However, sustained effort and increased funding for dedicated wellbeing roles within schools will be crucial to making these new expectations routine and effective.
The authors maintain impartiality, having no affiliations that could benefit from this article beyond their academic positions.
