Wingham High School

WINGHAM HIGH SCHOOL

ANTI-BULLYING PLAN 2011

This document aims to set out our beliefs and responsibilities with regard to bullying in our school and the course of action to be taken in cases of bullying. It is divided into six sections.

This plan has been developed in consultation with students, staff and parents. Draft versions of our plan have been presented and discussed at a P & C meeting and SRC meeting. This plan is to be revised in 2012 as a part of the implementation of the 2012 -14 school improvement plan. Following revision it will be uploaded to the school website and excerpts published in the school newsletter. Contents 1. Introductory Statement 2. Definitions 3. Expectations and Responsibilities 4. Prevention 5. Intervention 6. Restoration - Shared Concern Program/Mediation 7. Monitoring & evaluating the plan 8. Additional support services accessible to staff and students

1. INTRODUCTORY STATEMENT Wingham High School is committed to providing a caring and supportive school environment which fosters respect, trust, fairness and positivity.

We believe that all students and staff have the right to feel safe and secure in their learning environment, that we should all treat each other as we would like to be treated, and that together we can all make a difference.

In that context, bullying and harassment of any kind are not tolerated.

2. DEFINITIONS Bullying is unwelcome and unwanted attention. It is when a person or group exerts power over another person or group by behaviours that have the deliberate aim of causing hurt or distress. Bullying behaviours involve an imbalance of power where there’s an attempt to hurt or exclude others for a range of reasons. Bullying is unwelcome and unwanted attention. It is when a person or group exerts power over another person or group by behaviours that have the deliberate aim of causing hurt or distress.

Bullying can include the following behaviours: . Teasing (name-calling, use of put-down comments or insults, threats) . Gestures (“dirty looks” given by bullies to others as an expression of power) . The setting up of humiliating experiences, spreading of rumours . Telephone (repeat calls or texts intending to harass or cause discomfort) . Deliberate exclusion from activities . Extortion (giving up possessions, buying food and drink) . Damage to the person’s property, belongings stolen . Physical aggression (pushing, shoving, poking, tripping, fighting) . Telling someone they are a ‘dobber’ if they tell . Sending unwanted or offensive SMS text messages and email . Use of social media sites such as facebook, myspace & twitter to threaten, intimidate, embarrass, harass or humiliate

Bullying is usually ongoing and deliberate and there is usually an imbalance of size, strength and power between the people involved. The bully might have power not only because he or she is bigger and stronger, but because other students side with the bully often to protect themselves.

Harassment is unwelcome and unwanted attention. It is negative, hurtful behaviour (often verbal) toward someone on the basis of their different characteristics. This can include: . gender (e.g. “you play like a girl” = sexual harassment) . racial background (e.g. “wog”, “slant eyes”) . religious or cultural beliefs (e.g. “jew”) . sexual orientation (e.g. “poofter”, “fag”, “leso” = sexual harassment) . disability (e.g. “schizoid”) . socioeconomic status (e.g. “povo”)

Sex-based harassment is any unwelcome and unwanted sex-based attention that is offensive, humiliating or intimidating. It involves: . teasing, calling names or making rude signs . telling smutty jokes or making suggestive comments . displaying offensive pictures, posters or graffiti . staring or ogling . exposing yourself . following someone home from school . inappropriate patting, pinching or touching another person . pestering someone to go out or asking for sexual favours . sending offensive messages in writing (including email) or by phone . spreading rumours about someone’s sexuality . making belittling comments . ridiculing or making sexual comments about a person or group of people

Such harassment can cause hurt, embarrassment and humiliation. Any person subjected to harassment is able to take legal action against the person responsible under the Anti-Discrimination Act. There are 4 types of bullying behaviours: physical, verbal, social and psychological bullying. The following chart outlines some examples:

Physical Verbal Social Psychological Hitting someone Sending a mean text Excluding someone Spreading rumours in a message chat room Kicking others Using bad language Being rude when others Constant put-downs want to join in Spitting at someone Gossiping about othersWalking away from Ignoring someone all someone every time theythe time approach Throwing objects Yelling at someone Taking a ball in the Being made fun of when middle of a game you make a mistake Taking things without Being mean to someoneOften not inviting Standing by watching permission whilst they are there someone somewhere someone being bullies Pushing someone out Answering back to Telling someone the Threatening or of line someone wrong meeting time on intimidating someone purpose

3. EXPECTATIONS AND RESPONSIBILITIES Students are expected to . assist with the promotion of positive relationships in the school; . inform a staff member if they are being bullied or harassed; . inform a staff member if they see someone else being bullied or harassed; . support someone who is being bullied or harassed; and . not bully or harass others.

Staff are expected to 1. encourage co-operative behaviour through co-operative learning techniques; 2. be vigilant and proactive in the classroom and on playground duty; 3. take immediate action regarding all cases of bullying, anywhere in the school or during school activities - classroom, playground, excursions; 4. assist with the identification of students who are using bullying or harassing behaviour; 5. notify Year Advisers as soon as possible after all bullying incidents; 6. notify DPs in cases of serious and ongoing bullying; 7. ensure that all incidents are recorded in RISC; 8. be positive role models for all students; 9. support students who are being bullied; and 10. be aware of DET discrimination policies.

In particular, Deputy Principals are expected to collate, maintain and monitor RISC entries; consult with Year Advisers and share bullying information; identify and act in incidents of serious and ongoing bullying; implement Shared Concern or Mediation programs; and, work with the SRC to reduce the incidence of bullying across the school.

Year Advisers are expected to consult with DPs and share bullying information; implement Shared Concern or Mediation programs; monitor and follow-up bullying incidents; and, provide general pastoral care for students within their year groups. Parents are expected to

1. watch for signs that their child may be being bullied or harassed; 2. speak to a staff member if their child is being bullied or harassed at school or if they suspect that this is happening; 3. instruct their children to let someone know if they are being bullied or harassed; 4. encourage co-operative behaviour in children and discourage retaliation of any kind; and 5. seek assistance if they suspect that their child is a bully. 6. Monitor use of online social media sites such as “facebook”, “twitter” and “myspace”. 4. PREVENTION Wingham High School has in place strategies to deter bullying behaviour. These include: 1. Building mutual respect and well-being; 2. Implementing teaching and learning programs which explore issues relating to bullying and its effects e.g. PD/H/PE programs, English programs/study of relevant books, poems, plays etc., role play activities in Drama, Peer Support programs; 3. Reviewing school attendance patterns for correlations with bullying and harassment issues; 4. Practising inclusive teaching and learning e.g. cooperative learning techniques, conflict resolution skill development, acknowledging positive student behaviours and relationships; 5. Encouraging supportive relationships – modelling desired behaviours, providing opportunities for positive student interaction e.g. peer assistance, assemblies, Senior Student Development Program; 6. Easing transitions from Year 6 to Year 7 and Year 10 to Year 11; 7. Involving parents and community by providing parent information, utilising community expertise in education programs e.g. legal firms, police; and 8. Raising staff, parent and student awareness of bullying issues including cyberbullying. Strategies include SRC anti-bullying programs, anti-bullying brochures, anti-bullying posters, school and year meeting discussions, anti- bullying messages in school newsletters, professional learning activities and parent information meetings, and Year Adviser, communication and staff meetings.

5. INTERVENTION

Early Intervention Students at high risk of becoming victims of bullying are identified through Year 6-7 transition programs and ongoing communications between Wingham High School and its feeder Primary Schools, parents and carers. Opportunities are provided to all parents to discuss the needs of their children at parent information meetings as well as parent teacher interviews for all years. As well as requests for information on a student as a part of the enrolment procedures employed for students enrolling from other high schools.

The following procedures are at the discretion of the school’s Senior Executive depending on the seriousness of the problem.

First confirmed offence Year Adviser, Deputy Principal interview - mediation Warning given RISC entry to provide an ongoing record of bullying incidents and school actions

Second confirmed offence DP/Year Adviser interview - SCP/mediation Letter sent home Parental interview Anti-Bullying Package Level 3 RISC entry

Third confirmed offence Suspension Anti-Bullying Package RISC entry

The Deputy Principals will continually monitor RISC to identify ongoing cases of bullying for further action, and will report at Year Adviser and/or Communication meetings instances of bullying occurring.

Incidents involving assaults, threats intimidation or harassment are referred to the Principal or Deputy Principals who then make reports to the Police and Safety and Security Directorate; and follow decision trees to make reports DEC Child well being unit or Department of Community Services (DOC’s) as appropriate.

If a member of staff is identified as bullying a student then the Principal or Deputy Principals will deal directly with the relevant staff member and report to EPAC.

6. RESTORATION In all cases, regardless of severity, bullies and their victim(s) should undergo either a Shared Concern Program (SCP) or a Mediation Process as soon after the incident as possible. a) Shared Concern Program SCP directs the attention of the bully(ies) towards concern and action on behalf of the bullying victim(s). Respect for the rights of others lies at its core. Students are asked to find ways to co-exist rather than assign blame or victimise others.

Student meetings should occur on an individual basis, starting with the bullies (ringleader first) and finishing with the victim(s).

Suggested scripts for shared concern meetings: . "I hear you've been nasty to (student) today, tell me about it ....." . "So it sounds like (student) is having a bad time at school today ....." . "I was wondering what you could do to help (student) ....." . "Excellent, try that for a week and we'll see how you got on ....."

A brief summary of the meeting should be recorded in RISC. Follow-up meetings should occur on a needs basis. If after the SCP and subsequent follow-up contact the bullying problem remains unresolved then 1. the bully may be referred to the discipline system. 2. both the bully and victim may be referred to school counsellor for further counselling and follow-up. 3. an ongoing monitoring program for the bully may be negotiated. 4. the bully may be referred to the support teacher for the behaviourally disturbed.

Appropriate persons to coordinate a "Shared Concern" program are Deputy Principals, Head Teacher Wellbeing, Year Advisers, Girls Supervisor. b) Mediation Process Meetings are arranged between the bully and the victim, and the “script” for that meeting should be as follows: a) Agree to Mediate . Welcome both people, introduce yourself. . Explain rules: impartiality, take turns talking & listening, confidentiality, co- operate to solve the problem. . “Are you willing to follow the rules?” “What will happen if we don’t sort out the problem?” b) Gather Points of View . “Please tell what happened” “How did you feel when that happened?” . “Do you have anything to add?” c) Focus on Interests . “What do you want?” “Why?” . Listen, summarise, clarify: “What might happen if no agreement is reached?” . “What would you think if you were in the other person’s shoes?” . Summarise: “What’s important to you is...” “Your needs are...” d) Create Win-Win Options . Explain brainstorming rules: any/many ideas, no judgements or discussions. . “Can you think of more possibilities that will help both of you?” e) Evaluate Options . Combine options or parts of options? . For each: “Is it fair?” “Can you do it independently?” “Do you think it will possibly work?” f) Create an Agreement . Each to make an action plan: who, what, when, where and how? Apology? . Each summarises the plan. “Is the problem solved?” . “Do you want to shake hands with each other?” 7. Monitoring of RISC, parent contacts and counsellor referrals will be ongoing. This plan will be evaluated each year for the next 3 years as part of the evaluation cycle attached to the school plan. Students, staff and parents will continue to be consulted as part of this process and this will be reported on in the Annual School Report. 8. Students, Parents and staff are also advised to access the following support agencies either by phone or online: Kids Helpline: http://www.kidshelp.com.au/kids/ 1800 55 1800 Beyond Blue: http://www.beyondblue.org.au/index.aspx? BullyEd: http://www.bullyed.com.au/ 1300 22 4636

Revised 2011 Mark Thomson Jenny Boyle Principal Head Teacher Well being

9 Rowley Street Wingham NSW 2429 Telephone (02) 6553 5488 Facsimile (02) 6557 0372

Email [email protected] www.wingham~h.schools.nsw.edu.au