Los deberes de los ciudadanos en relación a la convivencia ciudadana en el espacio

Reflecting on the related literature and interviews with CRTs about bullying in schools where they had worked, the following themes were revealed:

• A lack of awareness of policy and procedures;

• Non-reporting or underreporting of incidents viewed as minor or serious; • A sense of disenfranchisement among CRTs;

• Permanent staff attitudes resulted in a loss of self-esteem amongst CRTs; • Differences in consequences based on gender; and

• Current policies and procedures are ineffective.

The responses generated by the CRTs telling of their own success story or an incident handled successfully by another, revealed confusion regarding what constitutes bullying versus aggressive behaviour.

The participants in this study revealed a lack of awareness of schools’ policies and procedures. They shared that there was no consistency between schools in how they were advised on policy and procedures. The participants felt left out of the loop, and there appeared to be a breakdown between the school community and its relief teachers. This has resulted in a sense of disenfranchisement among CRTs. In one case, an SSO took over intervening because the CRT was not a staff member.

The attitude of some staff members led to a loss (even if temporary) sense of self- esteem, such as: a Principal reprimanding a respondent for becoming separated from the class while escorting them in the hallway; and a male CRT made to feel uncomfortable because of his gender, when carrying an injured female child to the office. Furthermore, in the course of describing what constitutes minor, serious, or extremely serious bullying incidents, participants’ examples of such incidents handled showed that, due to prioritising physical acts of aggression, CRTs were not acting on or reporting events viewed as minor or serious. Differences in consequences were based on gender, and only overt forms of bullying were being handled and reported. The name calling, teasing, and isolation of one person from the group that normally occurs among girls, is not being addressed.

Some CRTs were not in agreement in how a situation should be handled. One participant felt that by having the children report an incident they were placing control of behaviour and how to respond to behaviour into their own hands, and the children were not learning how to resolve their own problem coping skills.

As a result of the interviews, it appears that school policies and procedures regarding bullying are not successful, partly due to the underreporting and non-reporting of bullying events by the relief teachers. It is also due to the fact that current interventions are not successful, as the person who bullies persists and continues to bully without change.

The use of ‘restorative practices’ demonstrates that a collaborative problem-solving approach with the parties involved accepting responsibility for their behaviour, was seen to be the most appropriate. In some cases, the application of current procedures results in the bullying consequence being applied to individuals who merely try to defend themselves against bullying. These cases may be viewed in a range of ways including: the person who bullies another person in turn changes that person into a villain; a person who bullies is a recipient of bullying; or a person who defends themselves from physical assault is showing socially acceptable behaviour.

Clearly there is a need for change in bullying policies and procedures, and in how CRTs are perceived by the school community. Only one school out of the eight examined during this project, focused on the individual who is bullied and their needs. The other schools focused on the person who bullies, thereby further empowering them in their own eyes and in the eyes of their peers and bystanders. Some recommendations for how these changes can be accomplished are addressed in the next chapter.

CHAPTER 5: CONCLUSIONS AND IMPLICATIONS

In 2003, calls made to the Kids Help Line throughout Australia indicated that children perceived bullying as a significant issue of concern. In Victoria, the percentage of calls regarding this issue was greater. Attitudes of: ‘kids are kids’; ‘it’s just a stage’; ‘we have to be tougher; or “if your child is being bullied, why don’t you just change their school?” - need to change. Bullying influences a child for life and impacts on their academic and social development. It is costly to society not just in monetary terms, but in relationship and trust building.

In Chapter 4, the findings of this project were presented and discussed. The insights derived from the candid responses of the Casual Relief Teachers (CRTs) provided an opportunity to address the following:

• CRTs’ lack of knowledge or misconceptions regarding bullying;

• Current school practices in regard to communications and working relationships with CRTs;

• Ineffectiveness of CRTs in responding to bullying incidents and implementation of school policy and procedures; and

• Overall ineffectiveness of school policy and procedures in regards to bullying.

Casual Relief Teachers’ Lack of Knowledge or