ERIC Number: ED375350
Record Type: RIE
Publication Date: 1993
Pages: 91
Abstractor: N/A
ISBN: ISBN-0-947833-78-1
ISSN: N/A
EISSN: N/A
Supporting Schools Against Bullying: The Second SCRE Anti-Bullying Pack.
Scottish Council for Research in Education, Edinburgh.
This information pack gives practical ideas to support school action against bullying. Included in the materials are two booklets (one for teachers, one for parents) and supporting information. The teachers' booklet suggests ways non-teaching staff and school board or governing bodies can act to support the school against bullying. It also discusses how to work with pupils' families. The family booklet offers advice and information to pupils and their families about what to do if children are bullied or are bullies at school. The support materials include scenarios, information sheets, and "finding out" strategies. The scenarios are intended as discussion starters for non-teaching staff and parents. They illustrate different kinds of bullying behavior, and raise questions about home-school relations and about the role of non-teaching staff in taking action against bullying. The information sheets provide details on the following: improving and developing safe playgrounds; updates on books, articles, and workshop materials; and information about organizations which can offer advice about bullying. The three finding out sheets give ideas about gaining awareness of bullying in your own school. The aim of the pack is to support schools working with their local communities to tackle bullying. (RJM)
Descriptors: Adolescents, Aggression, Antisocial Behavior, Behavior Problems, Bullying, Children, Elementary School Students, Elementary Secondary Education, Foreign Countries, Secondary School Students, Student Behavior, Student Subcultures
Scottish Council for Research in Education (SCRE), 15 St John Street, Edinburgh EH8 8JR, Scotland, United Kingdom.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Parents; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Scottish Council for Research in Education, Edinburgh.
Grant or Contract Numbers: N/A