Harassment

An issue that is particularly pertinent to students in the middle phase of schooling is that of harassment. Harassment has been 'conceived narrowly as involving physical threatening behavior only. It is now generally seen as including verbal forms of aggression, as in the case of ridicule and name calling'.1 This essay will concentrate on the harassment as an issue within the middle phase of schools, years 5 to 10, and investigate what actions or responses are being taken by schools to address the needs of the learners. 'The full extent of harassment is very hard to detect. It usually happens out of sight, away form teachers and other adults. The people most likely to know what is going on are other children. Children who are being bullied often do not tell anyone because they feel weak or ashamed.'1 This is the issue that needs to be addressed, students will not communicate with teachers/parents or seek help from teachers/parents if they are being bullied. This essay will address this need through how other schools have dealt with this problem.

A school of approximately 450 students from middle to low income families reduced their harassment problem by introducing peer mediation. Firstly, changes were introduced within the student council, where a representative from each grade level was elected. Secondly, teachers were to demonstrate a positive role towards the new behaviour management system, and this in turn helped towards their 'Working It Out' process, with students getting involved in dealing with the harassment issue. Thirdly, a peer mediation team was setup that dealt with harassment that is more interpersonal. Mediation is now occurring on a regular basis and most issues brought to the mediators are resolved easily. The school intends to continue to expand on the mediation team-training students as others leave school.2

Another school of 750 students in a secondary, coeducational setup included a variety of cultural backgrounds throughout the school. This school recognized that a harassment problem was occurring in the school and a zero tolerance outcome was adapted for the school. There was a survey carried out for students from years 8 - 10 to gain a students perspective on the harassment situation in the school. The result of the survey helped teachers gain an understanding of what areas the harassment problems were prominent. A register was then setup to monitor those harassment and being bullied and workshops were setup for these students. Then a second survey was conducted and the results were used to see what refining of the program needed to be done. A full week of activities was then setup of to deal with bullies head on, and eventually an ongoing weekly school magazine where staff and students get involved was introduced.2

Another positive example is a small country secondary school, consisting of mainly Anglo-Saxon with a small Indigenous component. The school noticed that the behaviour of the students in the playground during recess and lunchtime was a problem. Firstly, a number of surveys were completed, with conflicting results, which lead to a harassment task force being put in place. A four-step program was then set up. Firstly, ask the person who is harassing you to stop, secondly, formalize this with a written request to the year adviser or deputy principal, thirdly invite parents of harassment students in to discuss the matter, and finally apply sanctions if needed. This concept was then taken to the community through radio, fairs and even approaching the local council.2

Another school of approximately 750 students in a semi rural area, already had a broad and working anti-harassment program, but had a rather large homophobia issue within the school and community. The school decided to tackle the issue with a two-day conference on how to create a safe and supportive environment free of homophobic abuse. Drama activities were setup to raise awareness and educate towards all homosexual issues. Participation was targeted towards the audience compared to passive education of the audience. Links were also setup for parents, students and staff to safe environments and the community's 'out' homosexuals.2

Another large school from the United Kingdom had effectively dealt with the issue of harassment