1/ Introduction and summary
The respectme reward supports schools and other organisations to assess progress in putting their anti-bullying policy into practice and identify next steps. respectme acts as a ‘critical friend’ providing validation of each organisation’s self-assessment.
Since it was piloted in 2020-21, more than 100 schools have registered interest and 26 have fully achieved the reward.
In working through the process, schools have:
- provided evidence of their practices;
- surveyed pupils, staff and volunteers and parents and carers about the school’s approach to anti-bullying;
- assessed their practice through a series of reflective questions.
This evidence provides valuable information about how anti-bullying is approached in schools across Scotland.
Each school has specific needs based on its context but, for reward schools, there are commonalities. This report shines a light on the practices that are helping reward schools create a culture of respect, where there is no place for bullying. This has led to the following outcomes:
- Children and young people feel safer and happier;
- Friendships and relationships have improved;
- Children and young people are better able to deal with conflict and support each other;
- Children and young people have a greater awareness of bullying, its negative impacts and how to get support.
Anti-bullying work in Scotland has three key strands: prevention, inclusion and response. reward schools’ practices in these areas are shared throughout this report and illustrated by case studies and quotations from their reward submissions. Common approaches in practice were:
Prevention: A culture of kindness, respect and empathy is created where bullying does not thrive. Nurturing relationships are formed that model these positive behaviours and build trust. Clear anti-bullying messages are embedded into the curriculum and creative approaches are used to involve and empower children and young people in their delivery. Staff check in on children and young people’s emotional wellbeing and provide spaces where they can feel safe.
Inclusion: Schools have a welcoming environment where everyone feels safe and included and diversity is celebrated. There are clear messages and learning about inclusion. When discrimination takes place, it is challenged. Support and safe spaces help children and young people to be themselves and know they belong there.
Response: Clear processes are in place that make it safe and easy for people to report instances of bullying. School staff respond by listening to and supporting those involved, understanding their concerns and investigating fairly. Incidents are responded to by using restorative approaches, giving support and agency to those involved. Recording incidents allows schools to monitor and respond to trends in behaviour.
reward schools use a plan-do-review cycle to evaluate and improve practice across these areas. Involving the whole school community improves the success of anti-bullying interventions. The review of Behaviour in Scottish Schools in 2023 found that where schools had buy-in from staff and pupils regarding the school’s values it greatly contributed to the overall ethos of the school. Nurturing approaches, promoting ethos and values and restorative approaches were used by schools to promote positive relationships and behaviour. It is these approaches that have been embraced by schools achieving the respectme reward as they progress through their anti-bullying journey.
