The Friends and Neighbours Club and the Gummy Bear Gang project in Ontario adopted a broad approach to bullying, creating a cross-sectoral advisory group, developing an information video and providing training for children on the prevention of aggressive behaviour and bullying.
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The project also provided presentations and resources to adults in the community, including teachers, on how to handle bullying and support children and youth affected by it. The final report stated that the project succeeded in developing a common language and understanding about bullying, leading to a consistent response to incidents within the community. In the first phase of the project, a needs assessment was conducted, which revealed the requirement for students, teachers, parents and the entire community to be involved in reducing the incidence of bullying.
A curriculum resource was developed, providing a series of lesson plans for each age group from Kindergarten through Grade eight. A video, resource guide and discussion questions were also created and disseminated. In the second phase, training was provided to school staff and others who worked with youth in the community e.
Bullying prevention in schools
Presentations were also delivered to students. Student leaders were brought together to contribute their ideas on how to address bullying, develop action plans, and receive feedback. The sponsor reported that the work with the students resulted in the establishment and support of various antibullying initiatives both at the school and classroom levels. The final report indicated students were also beginning to better understand and support the idea of safe schools, non-aggressive environments and student problem-solving.
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The training helped teachers identify potential areas of the school where children were likely to be victimized. They developed prevention strategies for improved supervision, structured yard programs, organized play areas and supplementary supports such as conflict mediation, recess buddies, and welcome ambassadors.
The project identified the value of having a common language and set of skills so that the community as a whole was able to respond to the issue of bullying. The final report also indicated that in one school, where authorities did not believe there to be a problem with bullying, the intervention uncovered a problem and made a noticeable impact.
The Bullying- It's Hurtful project in London, Ontario conducted a literature review to identify promising practices in school and community-based bullying prevention and intervention programs. The sponsor devised a strategy to increase student awareness and develop youth leadership. An annual conference was held for students in Grades 7 and 8 with students involved in the planning , followed by the distribution of resource materials to schools.
Committees of students were formed in schools and were supported as they developed violence prevention initiatives. The students themselves delivered anti-bullying presentations to staff, parents and peers. The project reported that many unique initiatives were implemented by the students including assemblies, a Violence Awareness week, having bullying as a topic in a reading buddies program, and weekly announcements at school. Having youth leaders work closely with community professionals, including police, led to increased understanding of the roles of each in solving bullying problems.
In particular, the sponsor noted that "students have a better understanding that any response to bullying requires a community effort often involving the police". The project reported that the needs assessment process itself led to the development of awareness and the mobilization of students and school personnel around the issue. During the second phase of the project, the needs assessment was distributed and information sessions with parents, youth, teachers and school staff were held.
Students were provided with a list of community agencies that could help them, while parents received an information guide on how to recognize bullying and how to intervene. The sponsor reported that the students learned the importance of reporting bullying incidents, and also that reporting is not tattling, because it eventually helps both the bully and the victim. Parents reported that they felt better equipped to intervene if their children were victims or bullies and requested more supervision in the schoolyards and on buses. The final report indicated that the schools developed new policies for responding to bullying complaints.
Finally, the Together We Light the Way project sponsored by the Durham District School Board in Ontario is an example of a much larger project that uses a broad, community-based approach to prevention. It was funded for three years under the Crime Prevention Investment Fund see section 5. The 64 projects containing final reports were analyzed for evidence of sustainability beyond the termination of NCPC funding.
Fifty-nine project reports provided information on sustainability and planning for next steps.
Some projects identified strategies for sustaining their project:. The final reports of some projects revealed challenges, or lessons learned, involved in creating and implementing successful bullying programs. The most frequently mentioned theme was the need to plan, including being realistic about what can be accomplished and matching expectations to the resources available, both in terms of time and money. Organizational difficulties in dividing up work among project personnel also fit within this category.
Almost all the projects in the sample were delivered in schools and many were delivered by outside groups that came into the school to deliver the programs. There were a large number of comments related to the challenges this presents in implementing anti-bullying programs. These include the difficulty for teachers to find time to implement curricula taking into account their provincial curriculum demands , conflicting demands on student time as well as the constraints imposed by the length of school periods.
Also, there were some challenges posed by the particular milestones of the school year e. Several projects noted difficulties in involving or engaging parents. Challenges to parent involvement included:.
Sometimes, there were external events for example, a teachers' strike, September 11, or school staff turnover or illness that affected a project's ability to implement their initiative as planned. Other unexpected events included a collapse of a partnership and a failure to obtain the other funding required to start the project. The project's success was also mentioned as a challenge for planning and organizing purposes. One project in particular reported that the subject of bullying may have been a little "too close to home" for some of the participants.
While the project report did not spell out why this was so, it could perhaps be due to the fact that the project used theatre to communicate the message that bullying is everyone's business. Young people developed the script and played the role of bullies, victims, other youth, parents, and so on, with a reportedly powerful emotional impact. Other projects acknowledged that bullying was a complex topic and that change, particularly in attitudes, behaviours, and skills, could be achieved neither easily nor quickly.
The need to adapt programs to suit the particular participants was noted by several projects. Areas in need of adaptation included: programs aimed at high-risk children and children of different age groups and more programs that can adapt according to the language and culture of the participants. A few projects expressed concerns related to research and evaluation. These included difficulty in finding instruments which can adequately capture change; a low response rate for the evaluation; and the need to adapt evaluation tools to the participants'stage of development.
The one project that reported challenges related to partnerships commented that the challenge was in identifying and assembling individuals and groups who had developed different approaches to address bullying. The review of academic research identified promising practices that for the most part provided process or how-to guidelines for school-based interventions.
These guidelines called for:.
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When reviewing the projects sponsored by the NCPC, this study found that most projects had multi-sectoral partnerships, addressed large groups of students or the whole school, rather than just the ones involved directly in bullying incidents universal program , and attempted to address several risk factors at more than one level. A few projects provided selected or indicated programs for students experiencing greater difficulties with bullying behaviours or being victimized. There was recognition of the broader influence played by the school, family, community and society such that none of the projects intervened only at one level of influence.
In addition to intervening with students, the interventions targeted teachers, school staff, parents, and community members. Some of the projects included children and youth in the planning, development and delivery of interventions.
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Based on the results of the NCPC project study and the promising practices identified in academic sources, the following recommendations are made for future work in the area of school-based bullying prevention:. The NCPC file review of the 87 anti-bullying projects, while primarily analyzing themes across the data set as a whole, identified several projects that put into practice some of the promising practices identified in the research. The projects described in this section embody one or more of the following promising practices:.
In addition, a province-wide approach that emphasizes sound project planning and a multi-year funding approach is highlighted:. It focused primarily on Aboriginal children and youth in grades four to six living in Thunder Bay, Ontario.
The project was sponsored by Dilico Ojibway Child and Family Services, a multi-service agency governed by representatives from First Nations communities. This agency integrates a wide range of child welfare, treatment and health services to meet local needs. Their partners included:.
Project staff worked with schools in the Thunder Bay area to integrate material addressing issues of crime prevention, bullying and victim empathy into school curricula. An inclass bullying program was developed and delivered in the schools by First Nations staff. It consisted of four minute sessions on topics including bullying, empathy, and assertiveness.
The program was designed to be relevant to Aboriginal students, while remaining appropriate for a general audience. For example, the stories told in the presentations included Aboriginal names and sometimes referred to local reserves. Prejudice and discrimination were framed within a bullying context, with classroom discussions exploring the feelings of both bullies and victims. Other teachers attended the sessions so they could continue teaching the messages at the conclusion of the program.