STATEMENT OF PURPOSE: STUDENT WELFARE AND DISCIPLINE
center-57721500MURWILLUMBAHPUBLIC SCHOOLSTUDENTWELFAREPOLICYRevised February2018CONTENTS Contents TOC \o "1-3" \h \z \u STATEMENT OF PURPOSE: STUDENT WELFARE AND DISCIPLINE PAGEREF _Toc375232029 \h 3THE EXPECTATIONS OF GOOD DISCIPLINE IN NSW PUBLIC SCHOOLS PAGEREF _Toc375232030 \h 3PART A PAGEREF _Toc375232031 \h 4SCHOOL RULES PAGEREF _Toc375232032 \h 4PART B PAGEREF _Toc375232033 \h 7STRATEGIES TO PROMOTE GOOD DISCIPLINE AND EFFECTIVE LEARNING PAGEREF _Toc375232034 \h 7PART C PAGEREF _Toc375232035 \h 8PRACTICES DESIGNED TO RECOGNISE AND REINFORCE STUDENT ACHIEVEMENT PAGEREF _Toc375232036 \h 8PART D PAGEREF _Toc375232037 \h 9STRATEGIES FOR DEALING WITH UNACCEPTABLE BEHAVIOUR PAGEREF _Toc375232038 \h 9STRATEGIES FOR DEALING WITH UNACCEPTABLE BEHAVIOURS PAGEREF _Toc375232039 \h 11CLASSROOM BEHAVIOUR MANAGEMENT: PAGEREF _Toc375232040 \h 11PLAYGROUND BEHAVIOUR MANAGEMENT: PAGEREF _Toc375232041 \h 12Gestures PAGEREF _Toc375232042 \h 16Extortion PAGEREF _Toc375232043 \h 16STATEMENT OF PURPOSE: STUDENT WELFARE AND DISCIPLINE Student Welfare encompasses everything that the school community does to meet the personal and social needs of students and to enhance their well-being. It involves recognising, valuing and developing each student as a total and unique person in the context of society. The school discipline policy is the sum total of all the policies, structures and activities which are planned and implemented by the school to promote school discipline and to promote the welfare of all students. When reviewing this policy, consideration has been given to all relevant parties. The review committee was mindful of all current policy practice and support material to support all policies. At Murwillumbah Public School, good discipline is based upon the following: ? that every child has the right to learn in an optimal learning environment ? that teachers have a right to teach and therefore to expect appropriate behaviour from students in return that teachers have the right to expect support from all areas of the school community in implementing this Discipline Policy. When parents enrol their children at public schools, they enter into a partnership with the school staff. This partnership is based on shared responsibility and mutual respect. It should aim at achieving effective learning and good discipline so that the school environment is both productive and harmonious. The partnership must strive to create in children an understanding of appropriate public behaviour. Such understanding should lead the student to develop responsibility for his or her own behaviour. Parents share in the responsibility of shaping their children’s understandings, values and attitudes about acceptable behaviour. Teachers are responsible for the education and care of their students when at school. Their task is to provide the best possible program to meet the needs, capabilities and aspirations of each student. When the partnership is based on mutual respect, each partner will support the decisions and responsibilities exercised by the others. A critical factor in achieving the goals of education is the aspiration of students to do well. Real levels of achievement are greatly increased when teachers and parents expect high standards. Good classroom discipline improves the level of aspirations of students. Each student’s right to learn depends on the capacity of teachers to carry out their professional responsibilities in the classroom free from disruption. Every student has the right to expect that he or she will spend the school day - both in and out of the classroom - free from bullying and intimidation. ? students have a right to be safe and happy at school ? students have a right to be safe and happy when travelling to and from school ? students have a right to be treated fairly and with dignity THE EXPECTATIONS OF GOOD DISCIPLINE IN NSW PUBLIC SCHOOLS NSW public schools have the following requirements of all students: ? sustained application to learning ? respect for other individuals and their property ? courtesy to other students, to teachers and to community members ? due respect for teachers ? no violence, discrimination, harassment, bullying or intimidation ? no weapons ? no illegal drugs, alcohol or tobacco ? peaceful resolution of conflict ? adherence to the standards of dress determined by the school community ? compliance with all school rules and the school Discipline Policy While meeting expectations, students also have the right to expect courtesy, fairness, respect and excellence in teaching. PART A SCHOOL RULES CORE RULES Student Discipline in NSW Government Schools The following are expectation of all school students set by the NSW Department of Education and Training (DET). All students in NSW government schools are expected to: ? attend every school day, unless they are legally excused, and be in class on time and prepared to learn. ? maintain a neat appearance, including adhering to the requirements of the school’s uniform or dress code policy. ? behave safely, considerately and responsibly, including when traveling to and from school. ? show respect at all times for teachers, other school staff and helpers, including following class rules, speaking courteously and cooperating with instructions and learning activities. ? treat one another with dignity and respect. ? Care for property belonging to themselves, the school and others. Behaviour that infringes on the safety of others, such as harassment, bullying and illegal or anti-social behaviour of any kind, will not be tolerated. SCHOOL RULES School rules are part of the evidence of a partnership between the members of the school community. At Murwillumbah Public School, class rules will be established in each room based upon the Aussie 5 fair rules which include:- ? always put your hand up to speak ? share and co-operate ? move sensibly around the room ? listen to the teacher and others ? all work, including homework, done, on time, neatly, accurately, consistently. The following 7 rules are common across the whole school. LEARN ALL YOU CAN Rules already established across school at MurwillumbahFor example: ? pay attention in class ? arrive at school on time ? be involved in school activities ? always do your best work ? bring the correct equipment to school BE A GOOD SCHOOL AMBASSADOR For example: ? wear school uniform with pride ? behave well at school as well as out of school on excursions, sport, etc ? show respect to visitors ? show respect for the environment ? have pride in personal hygiene ? appropriate behaviour on all school excursionsSAFETY FIRST, MOVE SENSIBLY For example: ? walk on paths ? line up sensibly and quietly ? move to areas at bell times ? no rough play ? play appropriately on appropriate equipment ? respect the safety of others ? show appropriate behaviour on bus - remain in seats ? maintain safety first when riding bikes ? maintain safety first as a pedestrian RIGHT THING / RIGHT PLACE For example: ? play appropriate games in the appropriate areas - ball game areas, running areas, etc ? stay in bounds that have been designated ? use appropriate behaviour and language at all times ? prohibition of illegal drugs or related apparatus, alcohol, tobacco and weapons CARE FOR OTHERS For example: ? be polite to staff, community and peers ? respect other people’s property ? respect other individuals ? follow staff / adult instructions ? seek help in the event of accidents ? racist behaviour will not be tolerated ? bullying will not be tolerated NO HAT, NO PLAY For example: ? wearing an approved School hat is obligatory and operates all year ? if no hat, children play in covered area outside school hall ? also applies to all summer PSSA sporting teams CARE FOR THE SCHOOL ENVIRONMENT For example: ? care for school’s play equipment, gardens, grounds, buildings and class equipment ? put litter in its place, but be aware of recycling schemes ? conservation of water and energy sources ? appropriate use of facilities - canteen, library, toilets PART B STRATEGIES TO PROMOTE GOOD DISCIPLINE AND EFFECTIVE LEARNING Providing appropriate curriculum to meet the needs of each student ? extension and remediation groups provided in KLA’s ? all Key Learning Areas of the curriculum appropriately and adequately covered ? Guided Reading scheme for younger children ? special interest subjects provided - eg. computers, band, choir and dance ? Gifted and Talented program, sporting teams ? academic improvement enhanced through application of the NSW Quality Teaching model. Supporting children in achieving success in learning ? use of reward systems such as stamps, stickers, merit awards, achievement charts ? formal and informal parent teacher interviews to encourage and reinforce acceptable student behaviour and attitude ? Parent & Citizens Association and Student Representative Council, are used to discuss, create, revise and amend policies. ? utilising all staff members, to reinforce good work ethics ? school newsletters used to advise on policy and to acknowledge good discipline and effective learning by pupils ? parents encouraged to support and promote school and class rules with their children ? links to outside agencies such as: Rotary, local RSL, Murwillumbah Hospital & Aged Homes to support student achievement. ? meetings with new members of staff to discuss procedures to be followed to reinforce positive learning and discipline ? use effectively student support services such as the School Learning Support Team Providing appropriate support programs Student Welfare / Personal Development programs in:- ? peer support ? drug education ? child protection ? bike education ? road safety ? sun safe ? water safety ? health and physical education Support programs in learning difficulties and counselling are conducted in consultation with the Learning Support Team Programs that develop self discipline, self esteem, conflict resolution, communication skills are conducted. ie Friendly Schools & Circle Of Friends Strategies to Improve Behaviour ? boys education and girls education strategies to provide equal opportunity and positive programs for social, academic and sporting achievement ? behaviour monitoring and modification programs ? anti-bullying program ? class-school awards PART C PRACTICES DESIGNED TO RECOGNISE AND REINFORCE STUDENT ACHIEVEMENT Merit awards, certificates and other appropriate school based rewards ? class awards – weekly 3 per class? Key Learning Awards/Quality Work – presented at the whole school assembly ? silver and gold awards presented at the whole school assembly ? presentation of awards at whole school assemblies, presentation assemblies, special assemblies ? chance cards - used by teachers/ visiting teachers/canteen supervisor and office staff are to recognise positive behaviour by children in the playground and classroom ? weekly canteen voucher to chance card recipients drawn from a barrel at departmental assemblies.? lunchtime computer passes awarded to students during class time for positive behaviour Progression of Awards 4 small blue =1 Principal Award 4 Principal awards = 1 Silver Award 4 Silver awards = 1 Gold Award Gold Award Children receive Blue Awards at the primary/infants assembly. Children who receive a silver awards will be presented with these at the whole school assembly held each week. Children receiving a Gold Award will have their photo taken with the Principal and published in the school newsletter. Gold Awards are Presented on Presentation Evening. N.B.Awards may be postponed should the recipient become involved in negative behaviour thus resulting in a warning/ detention letter. The award will be presented to the child when the school executive considers his/her behaviour satisfactory. Parents, students and classroom teacher will be informed. Ongoing, regular contact with parents Letters, telephone, for both formal and informal interviews are used to advise of positive behaviour and attitude as well as negative aspects of students’ behaviour Promoting Student Achievement ? displays at local shopping centre ? use of school newsletter to promote the school to the local community ? student achievement recognised by publishing names / photos in the newsletter ? good workers sent to supervisors/principal for positive reinforcement and reward for good school work, attitude, behaviour, etc ? students entered in local / district / state competitions are reported to local community via newsletters, assemblies and local papers and the school web site. ? personal class reward charts ? use of technology - Internet to liaise with other schools, locally, nationally and internationally to highlight aspects of school and student achievements ? public Relations contact person to interact with local media on appropriate occasions ? school display boards PART D STRATEGIES FOR DEALING WITH UNACCEPTABLE BEHAVIOUR From time to time, students may exhibit unacceptable behaviour. As each child is an individual - each incident will be treated individually taking into account the circumstances of the unacceptable behaviour. The negative consequences component of the discipline plan is based upon the following: ? that if a child breaks a rule, no matter how small the breach may be, some disciplinary action needs to take place; ? that the steps in the plan need to be easily reinforced and sequenced from mild to serious consequences; ? that punishment should be enforced without anger. ? procedural fairness principles will be followed in all circumstances including the right to be heard and the right to an impartial decision ? teachers have a responsibility to follow up incidents of inappropriate behaviour. They are able to refer to a guide for student behaviour to determine if a behaviour is considered either 1.Low problem 2. Medium problem 3. Major problem. Possible consequences of inappropriate behaviour or breaches of school rules Depending on the severity of a student’s unacceptable behaviour, one or more of the following may be put in place as a consequence. 1. Verbal warning. 2. Formal warning with a letter sent to parents. The behaviour is recorded on the school ESR school behaviour computer tracking system. 3. Exclusion from activities(including main playground to a structured play area) It may be necessary for students to lose the right to be involved in special activities such as excursions, the right to represent the school in sporting events, musicals, dance and end of term reward days as well as playing in the main/bottom play areas. Should a child be excluded from an activity, parents/ caregivers will be advised to attend an interview either by person or phone to discuss the matter. 4. Detention will be issued and a detention slip sent home detailing the reason for a detention. Depending on the severity of the behaviour, detention can range from 1 to 5 days. The detention is recorded in the warning /detention folder as well as the ESR Tracking tracking system. Children who receive detention are required to report to a designated room where they will be required to sit and reflect on their behaviour. Children are encouraged to talk about the detention and are offered strategies that will assist them to avoid further detention. Parents are advised in writing. Some students may be placed on an Area A restriction, thus limiting the student’s play area. The duty teacher will monitor students. The student may be issued with a playground behaviour card that has to be signed by the duty teacher. The Area A playground restriction system, will allow the student to display acceptable behaviour. 5. Within School Suspension ? child works in isolation from his/her peers under the supervision of the executive. ? not allowed in playground with other children ? Allows time to seek resolution. 6. Restitution Legislation has given the right to schools to require students who have caused property damage or have otherwise seriously misbehaved to perform safe and reasonable work for the school. Parents will be consulted at all times. 7. Suspension It needs to be noted that the principal must suspend for the following: ? physical violence; ? use or possession of a prohibited weapon, firearm of knife, possession or use of a prohibited weapon firearm or knife; ? possession or use of a suspected illegal substance and may suspend for; ? persistent misbehaviour; and ? serious criminal behaviour related to the school 8. Short Suspension ? suspension from school for up to four days ? this is a time when all parties can seek a resolution to the problem ? A maximum of two occasions per year. The school Education Director is to be informed if more than two short suspensions per year is necessary. 9. Long Suspension ? suspension from school for five to twenty days ? used when short suspension has not resolved the problem or behaviour is particularly serious ? all parties can seek resolution to problem as other strategies implemented A maximum of 2 occasions per year. The School Education Director is to be notified. 10. Expulsion This is where the student is excluded from returning to the school altogether. The school will assist in finding an alternate placement for the student. This would only occur after all avenues of behaviour modification have been exhausted. Monitoring of behaviour For reference, the principal and teachers will record student behaviour on the ESR Behaviour Computer Tracking System.The child’s behaviour will be monitored. The student welfare team will meet throughout the term to discuss. If necessary, continued inappropriate behaviour will be referred to the Principal/Executive who will involve the school Behaviour Learning Teacher. This may result in an individual Behaviour Learning Plan. STRATEGIES FOR DEALING WITH UNACCEPTABLE BEHAVIOURSCLASSROOM BEHAVIOUR MANAGEMENT:To ensure consistency within all classrooms, the following whole school procedure is to be followed:(A) Each class teacher develops their own classroom management system in consultation with his/her supervisor including “Buddy Class” partner(B) Name on the board 1 Dot beside the student’s name (first warning 10mins detention-optional) 2 Two Dots = 20mins detention in detention room. Teacher to forward note home informing parents. Note to be returned and signed by parents. Note not returned, student goes back to detention room for 20minutes each day until it is returned or school is notified. Record the incident on the computer behaviour tracking system. 3 Three Dots= Student sent to buddy class with work. Student will report to the stage supervisor at lunch for detention. Class teacher to send home note reporting incident to parent.Name on boardReminder/redirectionWarningReminder of Code of ConductClear indication of which rule has been broken and what the student needs to doName on board with dot10 minutes detention with class teacher in teachers own classroom. No note sent home. If student continues to display inappropriate behaviour -Second dot beside student’s name .. Two dots = 20min detention in detention room. Note home to parent informing of incident. Note to be returned to school signed by parent. Record on computer tracking system & Detention bookIf student does not improve - go to the next stepThree dots Timeout buddy class …Fill out a timeout card and send the student to a buddy class:- If the student behaves at “buddy class” - rejoin class for next session.Student to detention room with AP at lunchtime (20MINUTES). Note home. Must be signed & returned by parent. Class teacher to record on tracking system.Three Appearances in Detention Book within Two week PeriodAny student who appears 3 times in a two week period will go onto double detention & lose special privileges ie. Canteen and computer room visits at lunch time, excursions, camps etc… To be negotiated between the supervisor and Principal.Behaviour Monitoring BookIf a student is persistently presenting negative behaviours and is in the double detention phase of the classroom behaviour management system the student may be formally placed on a Behaviour Monitoring Book to monitor their behaviour in all classes for a minimum of 2 weeks.A letter will be sent home with the reasons for the Behaviour Monitoring Book and the expectations outlined.Behaviours of concern will be targeted for improvement as well as positive reinforcement for noticeable positive change in application to work and attitude.Should there be no real improvement reflected in the student’s behaviour monitoring book after a minimum of 2 weeks a Formal Caution of suspension for unacceptable behaviour may be issued in line DET policy. “The Behaviour Code for Students” Classroom teachers are required to keep daily records of all students (ESR computer tracking system)PLAYGROUND BEHAVIOUR MANAGEMENT:All playground incidences are dealt with by playground duty teacher, Students may be asked to sit in a designated time out area for 10-20 minutes.The same procedures will apply for 20 minute time outs. That is, a note is written out by the teacher on duty and sent home with the child. The incident is written up into the detention book by the teacher on duty the following day.Any “ hands on “ behaviours will result in a 20 minute time out depending on the severity of the incident.4987290-11430000118745-1143000081356204032250008135620403225000Murwillumbah Public SchoolAnti-Bullying PolicyOUR SCHOOL COMMUNITY VALUESof bullyingWe promote Resilience and RespectBullying IS NOT the normal low level childhood disagreements that occur from time to time.RATIONALEMurwillumbah Public School provides quality education in a caring, safe and supportive environment. We work to establish a community in which everybody feels valued and safe, and where individual differences are appreciated, understood and accepted. Every student has a right to enjoy his or her time at school.We do not tolerate bullying or harassment. Respect for others is expected.RIGHTS AND RESPONSIBILITIES8135620403225000The school rules are: I can follow instruction8135620403225000I can listenI can use my hand and waitI can work quietlyI can control what I do and sayThese rules are displayed in every classroom and also around the school. Children will be explicitly taught the school rules at the beginning of each year.Each member of the Murwillumbah Public School community shares in the following rights and responsibilities:To feel safe To learn and grow To respect othersTo be respected To use commonsenseTo be valued To support othersAIMS OF THE ANTI-BULLYING POLICYTo reinforce within the school community what bullying is and that it is unacceptable behaviour. To address any bullying that occurs at Murwillumbah Public School.To assist students to resolve conflicts and differences without bullying.To encourage all members of the school community to be alert to signs and evidence of bullying, to have a responsibility to report it to teachers, parents and/or peers. To ensure that all reported incidents of bullying are followed up appropriately and that support is given to victims and the bullies. To seek parental and peer group support and co-operation at all times. To educate students, teachers and parents in anti-bullying actions. To foster a happy school climate where students feel safe and confident that teachers will listen and follow through concerns.DEFINITION: WHAT IS BULLYING?Bullying is - A repeated and unjustifiable behaviourIntended to cause fear, distress and/or harm to anotherMay be physical, verbal or indirect/relationalConducted by a more powerful individual or groupAgainst a less powerful individual who is unable to effectively resist.Types of BullyingDirect IndirectPhysicalHitting, slapping, punchingKickingPushing stranglingSpitting, bitingPinching, scratchingThrowing things e.g. stonesGetting another person to harm someoneNon-PhysicalMean and hurtful name callingHurtful teasingDemanding money or possessionsForcing another to do homework or commit other offences such as stealingSpreading nasty rumoursTrying to get other students to not like someoneNon-VerbalThreatening and/or obscene gesturesDeliberate exclusion from a group or activityRemoving and hiding and/or damaging others’ belongingsCyber BullyingThe sending of abusive texts or emails;Taking and sharing unflattering or private images;Posting unkind messages or inappropriate images on social networking sites; andRepeatedly, and for no strategic reason, attacking players in online gamingExcluding individuals from online chats or other communication.PhysicalHittingKickingSpittingThrowing stonesThrowing sticksBrandingTrippingPushingDamage to PropertyHiding propertyDamaging property VerbalInsults Name CallingTeasingSwearingGesturesPulling facesObscene gesturesStaringDismissalIsolationExclusion from games or activities.Group secretsNote passingExtortionDemanding money or goodsIntimidationThreateningOvert threateningCovert threateningNote PassingDamage to PropertyHiding propertyDamaging propertyDealing with and responding to allegations of bullyingWhen an incidences of bullying has been reported the following procedures shall be put in place:Ensure that the student is safe and arrange support.School staff will investigate and gather the facts about the suspected bullying and, if possible, identify the students involved.Implement appropriate procedures to address the bullying using responses such as restorative justice approaches to conflict resolution. These approaches seek to address the underlying issues while providing support to both the victim and the alleged bully.Meetings will be undertaken with parent(s) of both the student(s) identified as the bully and victimFormal caution letters will be sent home.When an incident of cyberbullying has been reported the following procedures shall be put in place:1. Ensure that the student is safe and arrange support.School staff will investigate and gather the facts about the suspected bullying and, if possible, identify the students involved.Implement appropriate procedures to address the cyberbullying using responses such as restorative justice approaches to conflict resolution. These approaches seek to address cyberbullying issues while providing support to both the victim and the bully.Consequences as per School Discipline Policy or as appropriate for student displaying cyber bullying behaviour.If Sexting is involved the school will contact NSW Police Liaison OfficerOUR SCHOOL PLANSTEP 1 – AwarenessDeveloping community awareness Community awareness and input relating to anti-bullying, its characteristics and the schools’ programs and response. (e.g. newsletters, parent forums) Implementing School Programs Professional development for staff related to bullying and the strategies to counteract it. Provide programs that promote resilience, life skills and social skills, assertiveness, conflict resolution and communication skills. (e.g. Friendly Schools and Families, Quality Playground/classroom program, Peer Support Programs) Provide elective and structured activities at some recess and lunch breaks (e.g., Library activities, music groups, sports equipment, sport challenges) Staff supervision in the playground. Ensure students know and understand what behaviour is acceptable in the school. (i.e. consistent classroom/school rules displayed in the school) Regular class/stage meetingsSTEP 2 - ActionX“Dobbing” is when a person tries to get attention or to get someone else into trouble. ? “Asking for Help” is when someone feels the situation is out of his or her control and he or she is unable to deal with it alone. Anyone being bullied is encouraged to ask for help Bystanders are also encouraged to ask for help for the person being bulliedParents are encouraged to contact the school if they are aware of a problemStaff will monitor, record and report any incidents of bullying both in the playground and classroomSTEP 3 - ConferencingOnce identified, the bully, victim and witnesses are spoken with, all incidents or allegations of bullying will be fully investigated. Consideration as to why the bullying occurred will be investigated. (e.g. The bigger picture or contributing factors) Both bully and victim are to be offered basic assistance and support (i.e. outside school resources through counselling may be utilised if deemed necessary) A meeting of relevant persons may be convened if appropriate following identification of on-going bullying behaviour. (Principal, class teacher, parents, students, other) All issues relevant to the behaviour of the student are considered. STEP 4 - Follow Up / ConsequencesOngoing monitoring Orange cards kept in bum bags – Report to Incident reported to Infant AP or Primary AP depending on age of bullyParental contact (if needed)Timeout from the class/ playgroundSuspension (in extreme cases)EXTRA INFORMATION PLAN: WHAT CAN I DO? (Students being bullied)Try to stand up for myself in a positive way. Say, “Stop! I don’t like it.”Try to talk with the person I am having a problem with to sort it outTry making a joke. Prepare funny or clever replies to diffuse the situationAsk the person bullying to repeat what they said. This can put them offIgnore the situation and keep playing or working, or walk away completelyTalk to a friend to get some ideas to make a decisionGet help from someone in my support group: family; teacher; friends; school support team; school counsellor Stay away from the bully, and places where bullying occurs.Be with friendly, supportive friendsBYSTANDERSRefuse to join in with the bullying.Support the person being bullied – just standing next to them can be enough.Tell an adult if you are concerned about the bullying.It is every student’s right and responsibility to report bullying whether it happens to oneself or to someone else.PARENTSIf your child is being bullied at school, try to find out the whole story.Report it to a teacher, or the Principal. Your report will be followed up.Please borrow / read “Friendly Families - a parent’s guide to dealing with and preventing bullying” available from the library.The following suggestions are made to parents:Take an active interest- in your child’s social life- in what is happening at schoolEncourage your child- to bring friends home- to accept and tolerate differences in othersBuild your child’s self-confidence- by recognising and affirming his/her positive qualities- by valuing him/her for who he/she is.Discuss with your child- the school’s expectations about behaviour- ways to respond if his/her rights are infringedEncourage constructive responses- physical bullying or persistent teasing should be reported- hitting back or retaliating with name -calling won’t solve the problemSet an example- be firm, but not aggressive in setting behaviour limits- be positive in things you say and doBe alert for signs of distress- unwillingness to attend school- dropping off in academic performance- damaged clothing and frequent loss of personal property- loss of confidence and uncharacteristic mood changes- withdrawal from social activities.Act- If your child is being bullied at school, report it to a teacher, or the Principal. Your report will be followed up.INTERESTING FACTS ABOUT BULLYINGIt is often thought that children who have problems at school are the children who bully Some children who bully are popular children with good leadership skills and groups of friendsThey can be popular with the teachers as well, and well behaved in class Some children may not realise what they are doing is bullying nor the level of hurt or anxiety they are causing othersChildren who bully will often change their behaviour once they realise how the person being bullied feelsSome children who bully have needs or wants they are trying to meet. These children can benefit from a conference that helps them find new, respectful ways to meet those needs.Studies have shown that almost all children are bullied at some timeChildren with high self-esteem and a resilient attitude barely notice the bullying and it stopsChildren with low self-esteem are most likely to be effected by bullyingImproving your child’s self esteem through recognising and acknowledging their qualities and gifts and their contribution to your family can protect them from the effects of bullying.2256155191960500 ................
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