It is with
mixed emotions that I sit down to write this. After ten years as Director of
respectme, Scotland’s Anti-Bullying
Service, I am moving onto a new challenge. I am returning to the Looked After
Sector for an exciting new opportunity with Care Visions.
Ten years
is a reasonable amount of time to reflect on, in any role. When I started at
respectme (or Better Futures to give
it its working title) it was a tender document and an ambitious idea formulated
by Fergus McMillan at LGBT Youth Scotland – and Charlie McMillan, formerly of
SAMH.
Ten years
ago the policy landscape across schools and Local Authorities was, frankly,
very poor. It was as patchy with no coherent approach in place. People used bits
of models form Scandinavia and Canada, so it was a real challenge to try to get
all of Scotland’s 32 Local Authorities pulling in the same direction. This
required a considered approach; a way of thinking about things rather than a
fixed model for intervention and policy.
People like
having a model to work to, although, ‘just
tell me what to do/what to say’ is an understandable and common request. I have
always preferred to be encouraged and supported to think about situations in
terms of what was happening, and what I could do about it. This helped to focus
on developing pragmatic materials and resources that were designed to help
someone, whatever their situation - on a Tuesday morning in school or on a
Friday back shift in a residential unit.
Our approach
to anti-bullying in Scotland is different.
We define bullying differently and we want to build the capacity and confidence
of all adults to recognise and respond to bullying effectively.
I am proud
of this approach, which addresses what someone did and the impact it had. We
have not focused on labeling or stereotyping those involved or making
assumptions about why. We ask adults to consider the following; What was the
behaviour? What impact did it have? What do I need to do about it? While also
considering, ‘what does the child or young person want to happen?’. This is designed to let people respond to
each individual incident and the people involved, to focus on a response that’s
appropriate for them.
I am very proud to have helped change the conversation about labelling children, that we can achieve more by talking about what they did not how that then labels them for life.
I am very proud to have helped change the conversation about labelling children, that we can achieve more by talking about what they did not how that then labels them for life.
My research
showed that children and young people who are being bullied want options. They want to consider things that help them
feel better as well as things that make bullying stop. Adults need to help them
explore these options. They know that what worked for them won’t necessarily work
for someone else. They are not convinced
by assemblies or lessons on bullying or detailed recording systems or
playground monitors – they genuinely prefer the ‘whole school’ things we do.
Our
combination of policy, training and resources and campaigns, has been designed
to help colleagues change the culture and ethos in their organisation. This approach
has been well evaluated, with respectme being
cited as a ’catalyst for change ‘and
a ‘credible and robust’ service.
Crucially all 32 Local Authorities in Scotland now have an anti-bullying
policy, and I’m proud that respectme
has worked with, and directly influenced, 31 of these. We have trained around
7,000 adults who play a role in children and young people’s lives and our
materials and campaigns have reached millions.
What has
been even more pleasing though, is seeing schools where their attitude to
bullying has changed; where they are inclusive and ask children and parents
what they want to happen, and what they think relationships should be like in
their school. This happens every day – it doesn’t make the news but it does
happen. Children, for the most part, enjoy very positive and supportive
relationships in school.
Yes, there
are areas where schools still feel they’ know
best’. But in my view policy and practice is far more consistent than it
has ever been. Schools have a national
policy framework to work within – they have a local authority policy that
reflects this, and access to free tools and training that reflects the values
of respectme’s approach to develop
local policy and practice. In places where they acknowledge and utilise this, you will find better
practice.
I have seen
first-hand the confidence and commitment from teachers who have attended our
training, or worked with us on policy, champion change locally. I have also
seen teachers and senior teachers who still refuse to accept bullying is an
issue. While some still feel that if it happens out of school it is not
something they can deal with. Bullying happens ‘to’ someone – where it happens is not really the issue. It impacts
on them – on their agency. Our role is to respond to that, to focus on ‘what’
happened, less on ‘where’ it happened.
We have
focused on getting it right with Local Authorities so that they can cascade
their expectations to individual schools; an approach that works more
effectively. To help address the gap between authorities and schools, respectme has developed new materials to take
individual schools through a process of self-evaluation and local policy
development.
We do need
to improve on other things that will have a greater impact on anti-bullying
work, but which anti-bullying itself cannot and should not be expected to
achieve. We do need more inclusive education, one that reflects the lives and
experiences of our LGBTI pupils and families.
We need better mainstreaming for children with a disability, if indeed that is the right step for them, more
inventive and realistic resources on inclusion, racism and diversity. We need
to address gender-based issues more openly; the pressure on girls to behave a
certain way, and for boys too, is as strong as ever. The impact of these gender
norms and expectations reaches way beyond bullying. Addressing these issues
will help create environments that are more inclusive and respectful; things
which also make dealing with bullying easier.
I am proud
of the fact that, since day one, respectme
has ensured that the Protected Characteristics and prejudice -based bullying is
included in every policy it works on and in every single training session it
has delivered - as well as being included in the National Approach. This
explicit commitment to equalities has been one that has helped define us as a
service and will remain a key focus moving forward. I am proud that every single resource we have
developed has been influenced by the views and experiences of children and
young people. They are the ones who helped us stick by our messages when others
were going in a different direction. I am thinking mainly about cyberbullying. ‘Cyber’
is not is not really a word young people like or use, they see bullying online as, well bullying, it is
just were it happens that is different. It is the same behaviour – mainly name
calling and rumours – and it is still less prevalent than face to face
bullying but is more visible.
I am proud of the research and the published work undertaken
over the last ten years. We have trained
colleagues across Europe and in the USA, and our materials are used and
accessed across the globe. Our Scottish Approach is influencing and is contributing
to how bullying is viewed and discussed far beyond our own shores.
I want to thank all of the people I have worked with in the
last ten years; and I want to thank the TESS for stating back when we started,
that we had ‘an impressive boldness’ about us. I never ever wanted to lose
that. I will miss this.
Brian Donnelly