Speaker
Description
Bullying literature has primarily focused on school and child impact, yet bullying has a negative impact on parent wellbeing (Harcourt, Green, and Bowden 2015). Schools are often seen as an obvious institution for interventions with children as, by their very nature, they interact with children in their daily lives during their formative years. For schools in England, Head Teachers have a legal duty to ensure that within their schools ‘any incident of bullying, discrimination, aggression, and derogatory language are dealt with quickly and effectively’ (gov.co.uk 2024). What remains unclear is how anti-bullying policies provide support to parents on how to manage their child’s experiences of bullying. Therefore, the aim of this review was to examine secondary school anti-bullying policies in Yorkshire and the Humber to identify what support and guidance is provided in the policies. Based on the approach used by Smith et al. (2008), a review was conducted to examine whether the policies include statements on: directly sharing the policy with parents, the responsibilities of parents if they know of bullying (this can include knowing if their child has a behaviour problem if bullying is included elsewhere), consultation with parents about the policy, gives advice for parents about bullying, and provides clear signposting for further advice and support for parents. The findings will be discussed in relation to parent wellbeing and support offered through schools.
Keywords
Policy, schools, mental health
| Please also indicate what kind of contribution it is: | Policy |
|---|---|
| Please indicate what type of scientific contribution it is | Mixed method study |
