APA News
This week is Bullying No Way: National Week of action. It provides an opportunity for school communities to demonstrate their commitment to bullying prevention and reflect upon ways we can all contribute to an environment that says no way to bullying in any form! The agreed national definition of bullying for schools list three main features of bullying – a misuse of power in a relationship, ongoing and repeated actions, and behaviours that can cause harm. It is important to differentiate between bullying and conflict. Conflict refers to ‘one off’ incidents where harm is caused either intentionally or unintentionally, without the existence of a power difference. These incidents are obviously still damaging and are responded to with a restorative lens, but are not referred to as ‘bullying’ as they do not have all three elements from the definition present. Conflicts are very common, almost expected within a busy school environment as young students are still learning and developing their ability to navigate friendships, demonstrate resilience and solve problems. Bullying however, is different in nature as it implies that there is a consistent pattern of unkind behaviour targeted towards a particular vulnerable student.
The theme for this year's campaign is Everyone Belongs. Consistently it has been shown that feelings of connection and a sense of belonging are powerful protections against bullying in communities. A sense of belonging means students can embrace fully who they are, respect other’s differences, build their resilience and empower them to have the courage to stand up for others when it is needed. As a Catholic school we always look to our ultimate role model of Jesus to show us how to reach out to others, particularly those in need, who are isolated or have been excluded. Our Mercy values of compassion and service, inspired by the stories of Jesus, guide us in how to respond to ALL members of our school community. This week teachers have been reinforcing these important messages and encouraging students to explore their part in developing a community where everyone belongs.
Equally important is ensuring that students understand the importance of their personal voice, in sharing their concerns for themselves or others who may be experiencing bullying or instances of harm, and building their confidence to share it. Encouraging students to identify who their trusted adults are ( including yourselves) is important to do, so that should they need support or feel unsafe, they know who they will go to for help. I often am surprised when I hear about things that occur in the playground where harm has been caused, either intentionally or unintentionally, and students have observed that it was occurring without responding in some way. It is our collective responsibility to ensure that every student has the skills to identify situations that are not safe or kind, trust their instincts when things are escalating and understand how to respond in ways that are responsible and safe. Being upstanders rather than bystanders where students take action to support others and have a positive impact on the situation is the goal.
It is important that any bullying concerns are addressed as soon as possible to prevent prolonged impacts. Please reach out to your child’s teacher, or anyone in leadership if you have concerns. Below are some links to resources that you may find helpful
Another area of concern that many students and families deal with is Anxiety in young people. Next Thursday the 22nd of August from 2-3pm our School Counsellor, Anne Woodcroft-Brown will be presenting a Triple P seminar for parents titled ‘Helping Children Manage Anxiety’. I am aware of many students who need support and adjustments at school to assist in managing their anxiety. I also know that many students may suffer with this without our knowledge, and parents are trying to find the best way to support them at home. Please come along if you can. If you are unable to attend in person, you can register your email to receive a virtual link to the session:
Katie Hauser
APA