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2.8 Bullying

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Bullying is defined as ‘behaviour by an individual or group, usually repeated over time, which intentionally hurts another individual or group either physically or emotionally’. A bully is defined as 'a person who habitually seeks to harm or intimidate those whom they perceive as vulnerable' (The Diana Award).

Repeated bullying usually has a significant emotional component, where the anticipation and fear of being bullied seriously affects the behaviour of the victim.

It can be inflicted on a child by another child or an adult. Bullying can take many forms (for instance, cyber-bullying via text messages, use of social media or the internet),.

Bullying can be fuelled by prejudice based on any of the following:

  • Race (racist bullying);
  • Religion or belief;
  • Culture or class;
  • Gender (sexist bullying);
  • Sexual orientation (homophobic or biphobic bullying);
  • Gender identity (transphobic bullying);
  • Special educational needs or disability (SEND);
  • Appearance or health conditions;
  • Related to another vulnerable group of people for example children who have carer responsiblilities, are looked after or adopted

Bullying is not when two people have a disagreement or fall out; it is ‘the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power.’ (Anti-Bullying Alliance) Such abuses of power, if left unchallenged, can lead to more serious forms of abuse, such as domestic violence, racial attacks, sexual offences and self-harm or suicide.

It can take many forms, but the three main types are:

  • Physical – for example, hitting, kicking, shoving, theft.
  • Verbal – for example, threats, name calling, racist or homophobic remarks.
  • Emotional – for example, isolating an individual from activities/games and the social acceptance of their peer group.

Cyber-bullying is defined as ‘the use of Information Communications Technology (ICT), particularly mobile phones, the use of social media and the internet, deliberately to upset someone else’. It is another form of bullying which can happen at all times of the day, with a potentially bigger audience.

Bullying often starts with apparently trivial events such as teasing and name calling which nevertheless rely on an abuse of power. Such abuses of power, if left unchallenged, can lead to more serious forms of abuse, such as domestic violence and abuse, racial attacks, sexual offences and self-harm or suicide.

Bullying is a type of behaviour which needs to be defined by the impact on the victim rather than the intention of the perpetrator.

Legal Responsibility

Schools have a duty of care to protect all its members and provide a safe learning environment. This is a legal requirement under:

The Education and Inspection Act 2006

Section 89 of the Education and Inspections Act 2006 provides that maintained schools must have measures to encourage good behaviour and prevent all forms of bullying amongst pupils.

Children’s Act 1989

Under the Children Act 1989 a bullying incident should be addressed as a child protection concern when there is ‘reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm’. Some acts of bullying may be a criminal offence. Consideration should be given as to whether there should be a referral to the Police.


The Target

Any child may be a target of bullying but it often occurs if a child has been identified in some way as vulnerable or different.

Children living away from home are particularly vulnerable to bullying and abuse by their peers.

The damage inflicted by bullying can often be underestimated. It can cause considerable distress to children, to the extent that it affects their health and development or, at the extreme, causes depression and self-harm. In severe cases it may be appropriate to consider the behaviour as child abuse by a young person (peer abuse) rather than as bullying.

Children are often held back from telling anyone about their experience either by threats, a feeling that nothing can change their situation, that they may be partly to blame for the situation or that they should be able to deal with it themselves.

Parents, carers and agencies need to be aware of the possible signs of bullying and any changes in behaviour such as:

  • refusing to attend school or a particular place or activity
  • becoming anxious in public places and crowds
  • becoming withdrawn and isolated. 
  • Change in behaviour relating to internet use
  • Damage to property or belongings going missing
  • Increased complaints of physical illness

Bullying should be taken seriously and a child offered support and reassurance that it is not their fault.

The Perpetrator             

It is unhelpful to label a child as a bully; the focus needs to be on supporting a change in their behaviour and identifying any wider support needs that the child may have.

Children who bully have often been bullied themselves and suffered considerable disruption in their own lives. The bullying behaviour may occur because the child is unhappy, jealous or lacking in confidence. 

Work with children who bully should be considered in the context of assessment of their environmental factors and recognise that they are likely to have significant needs themselves.

Practitioners may often be in the position of having to deal with the perpetrators as well as the victims of bullying. Bullying behaviour may be indicative of previous abuse or exposure to violence.

Where bullying exists in the context of gang behaviour, there should be an institutional, as well as an individual, response to this.

Both victims and perpetrators of bullying can benefit from assertiveness training where this is available.


Any change in behaviour which indicates fear or anxiety is a potential indicator of bullying. Children may also choose to avoid locations and events which they had previously enjoyed - changes in attitude towards schools or organised activities are particularly significant.

Any of the following behaviours should be taken seriously and discussed between parents/carers and schools:

  • Being frightened of walking to and from school or changing their usual route.
  • Feeling ill in the mornings.
  • Beginning truanting.
  • Beginning to perform poorly in their school work.
  • Coming home regularly with clothes or books destroyed.
  • Becoming withdrawn, starting to stammer, lacking confidence, being distressed and anxious and stopping eating.
  • Attempting or threatening suicide.
  • Crying themselves to sleep, having nightmares.
  • Having their possessions go missing.
  • Asking for money or starting to steal (to pay the bully) or continually 'losing' their pocket money.
  • Refusing to talk about what’s wrong.
  • Having unexplained bruises, cuts, scratches.
  • Beginning to bully other children/siblings.
  • Becoming aggressive and unreasonable.

Protection and action to be taken

All settings in which children are provided with services or are living away from home should have in place anti-bullying strategies and procedures on how to refer to children’s social care, if safeguarding children concerns are identified. See Referrals procedure and Assessment procedure. This includes youth clubs and all other children’s organisations as well as all schools.

  • Support should be offered to children for whom English is not their first language to communicate needs and concerns.
  • Children should be able to approach any member of staff within the organisation with personal concerns.

In order to maintain an effective strategy for dealing with bullying, the traditional ideas about bullying should be challenged, for example:

  • It’s only a bit of harmless fun.
  • It’s all part of growing up.
  • Children just have to put up with it.
  • Adults getting involved make it worse.

Clear messages must be given that bullying is not acceptable, and children must be reassured that significant adults involved in their lives are dealing with bullying seriously. Some acts of bullying could be a criminal offence.

A climate of openness should be established in which children are not afraid to address issues and incidents of bullying.

Consideration should always be given to the existence of any underlying issues in relation to disability, race, faith and belief, gender and sexual orientation. This should be addressed and challenged accordingly. 

Where a child is thought to be exposed to bullying, action should be taken to assess the child’s needs and provide support services.

If the bullying involves a physical assault, as well as seeking medical attention where necessary, consideration should be given to whether there are any child protection issues to consider and whether there should be a referral to the police where a criminal offence may have been committed.

Where appropriate, parents should be informed and updated on a regular basis. They should also, when applicable, be involved in supporting programmes devised to challenge bullying behaviour.


Schools and Education Settings

Ofsted expects schools and other educational settings to record incidents of bullying and show how they have responded to these.

All schools and settings providing services for children should have an anti-bullying policy which explains their position around bullying and the proactive and reactive strategies that are in place.

Key points to include in an anti-bullying policy are:

  • A position statement;
  • Lead staff members;
  • A definition of bullying;
  • The different types & forms of bullying;
  • The role of bystanders;
  • Reporting and recording procedures;
  • How incidents will be responded to, monitored and reviewed;
  • Communication with parents/carers;
  • Proactive strategies (what is done to prevent bullying occurring).

Whatever plan of action is implemented after issues have been identified, the plan must be reviewed with regular intervals and amended if necessary to ensure that the bullying has ceased.

Further information

Behaviour and Discipline in Schools 2016

Advice for Schools: Support for Children and Young People who are Bullied

Specialist organisations:

  • The Anti-Bullying Alliance (ABA): Founded in 2002 by the NSPCC and the National Children’s Bureau, the ABA brings together over 100 organisations into one network to develop and share good practice across the whole range of bullying issues.
  • Kidscape: Charity established to prevent bullying and promote child protection providing advice for young people, professionals and parents about different types of bullying and how to tackle it. They also offer specialist training and support for school staff, and assertiveness training for young people.
  • The Diana Award: Anti-Bullying Ambassadors programme to empower young people to take responsibility for changing the attitudes and behaviour of their peers towards bullying. It will achieve this by identifying, training and supporting school anti-bullying ambassadors.
  • The BIG Award: The Bullying Intervention Group (BIG) offer a national scheme and award for schools to tackle bullying effectively.
  • Department for Education: Approaches to preventing and tackling bullying (June 2018).

Cyber bullying:         

  • ChildNet International: Specialist resources for young people to raise awareness of online safety and how to protect themselves.
  • Think U Know: Resources provided by Child Exploitation and Online Protection (CEOP) for children and young people, parents, carers and teachers.
  • Digizen: Provide online safety information for educators, parents, carers and young people.
  • Advice on Child Internet Safety 1.0: The UK Council for Child Internet Safety (UKCCIS) has produced universal guidelines for providers on keeping children safe online.
  • Cyberbullying Research Center: A US site that includes resources for parents, educators and teenagers on dealing with cyberbullying.
  • Net Aware: An NSPCC site where parents rate social media apps and sites and comment on issues in relation to their use by children.
  • Internet Safety Guide: Simply Savvy - An Australian site that gives an overview of internet dangers.


  • EACH: A training agency for employers and organisations seeking to tackle discrimination on the grounds of gender and sexual orientation.
  • Schools Out: Offers practical advice, resources (including lesson plans) and training to schools on LGBT equality in education.
  • Stonewall: An LGB equality organisation with considerable expertise in LGB bullying in schools, a dedicated youth site, resources for schools, and specialist training for teachers.



  • Show Racism the Red Card: Provide resources and workshops for schools to educate young people, often using the high profile of football, about racism.
  • Kick it Out: Uses the appeal of football to educate young people about racism and provide education packs for schools.
  • Anne Frank Trust: Runs a school’s project to teach young people about Anne Frank and the Holocaust, the consequences of unchecked prejudice and discrimination, and cultural diversity.

Please note that internal servers may block access to some of these sites. Schools wishing to access these materials may need to adjust their settings.

This page is correct as printed on Thursday 26th of May 2022 05:28:55 PM please refer back to this website ( for updates.