Children aren’t bullies because they are mean. They act like bullies because it’s a functional tactic they can use to achieve their goals in a group: for example, to be noticed, gain power or popularity, lead the group, or avoid being bullied or being left alone.
Bullying is a group-wide phenomenon, and that means that it can be easily rooted out in a classroom or other group setting where bullying is not allowed, and it has no space to develop. In work against bullying, it is extremely important to build a safe environment in the classroom. Children do not need to resort to bullying.
#EMPATHYWISARDS #ANTIBULLYING #ROUNDIES
The most fruitful part in anti-bullying work is not to concentrate on how to respond to bullying. If bullying is already occurring in the classroom, one should focus on something different. What is the group like? How can I make the group feel safe? How can I create a positive team spirit? How can I support the child/ren who are bullies and help them feel part of the group? How can I get everyone to be on the same side?
#EMPATHYWISARDS #ANTIBULLYING #ROUNDIES
Good social and emotional skills protect children from all roles associated with bullying; from being a bully, from being bullied, and from being a quiet bystander? Bullying and socio-emotional skills are closely connected in many ways. We need socio-emotional skills in order to find our place in a group without needing to oppress others or be afraid.
It is important for every child to be allowed to be who they are and to be accepted within their peer group. A safe emotional atmosphere is a prerequisite for expressing and experiencing feelings openly.
#EMPATHYWISARDS #ANTIBULLYING #ROUNDIES
