Cleeland Secondary College

Story recorded in 2001

Cleeland Secondary College is a co-educational school in the southern region of Greater Dandenong in Melbourne, Victoria. It is also a school of many nations with over 40 nationalities represented and more than 50 language groups.

In 1996, it was decided to establish a welfare team to provide students and the student welfare co-ordinator) with additional support. Student representatives were included in this group, all of whom were volunteers.

Simultaneously, the school was invited to become part of the Gatehouse project, established by the Centre for Adolescent Health. The aim of the project was to examine the emotional health of young people.

In 1997, Gayle Di Pietro, our Gatehouse project worker, began the task of in-servicing teachers, briefing staff on the Gatehouse project and generally involving herself in the welfare issues of the school. This included attending the welfare team meetings.

Development of our anti-bullying policy

There had been concern for some time about the issue of bullying. Level co-ordinators, who were part of the welfare team, reported constant incidences of bullying they had to deal with on a regular basis. Obviously, many situations were not reported.

Several members attended in-service sessions on anti-bullying and thereby became aware of the widespread nature of the problem.

In discussions, it was decided that the school would benefit from the introduction of a school anti-bullying policy. It was felt that this would demonstrate that the school was serious about bullying and the effects on victims who experienced it.

The welfare team examined a range of policies from other schools. These were discussed with students, parents and teachers.

Finally a draft policy was written with the assistance of Gayle Di Pietro and the student welfare co-ordinator, Barbara Sommers. The draft policy was presented to the welfare team, the Principal and the staff. Comments were invited to alter or improve the policy. The policy, in its current state, was presented to the School Council Policy Sub-committee for ratification and was accepted.

Implementation of our Anti-Bullying Policy

The policy was presented to staff in its completed format and discussed. The importance of understanding the nature of bullying and the effects on students was emphasised. It was important for staff to embrace the policy and to be prepared to enforce it.

Level co-ordinators presented a copy of the policy to each of their students. They explained the policy to their students and again emphasised how important an issue this was for students. This process is one that must be reinforced constantly.

Year 7 and 8 students viewed an excellent performance by a drama group, called ‘Sticks and Stones’. The play showed the impact of bullying on students in a very direct way.

The Principal and Assistant Principals constantly referred to the policy in their dealings with students. Many students were not aware that name-calling and teasing were considered a form of harassment and bullying.

In 1999, as part of the Peer Support Program , the incoming Year 7 students spent a period with their peer support leaders (Year 11 students) on the issue of bullying. A video was shown, ‘Bullying — No-Way’, and role-plays involving the Year 11’s and Year 7’s on situations involving bullying, were performed. This was followed up by small discussion groups among the students.

This topic was also a part of Relationships in Health Education, a subject taken by students at Years 7, 9 and 10.

The school was very pleased when Gatehouse survey results showed a decrease in bullying, compared to the first wave of results previously taken.

Subsequently, the anti-bullying policy is now an accepted part of the school environment. It is important to maintain this by constantly referring to this topic and empowering students to feel there are options for them to feel confident to report instances of bullying to those in charge. If students feel no action will be taken, they are reluctant to say or do anything, other than to put up with the situation. For some, the fear is great. Schools need to be aware that they must be vigilant on this issue. They cannot implement a policy and feel that that is sufficient. It is a constant process, especially as new students arrive and need to become aware of the school culture. All students should feel safe at school.

Members of the welfare team were invited to present their development of the anti-bullying policy to other schools on several occasions. This included role plays, a very direct way of presenting the message.

Posters on anti-bullying were placed in all classrooms in 2000. This constant reinforcement must be maintained.

Finally, it is important to state that being part of the Gatehouse Project has been extremely beneficial. It raises awareness and has taken our school into the wider arena. Cross-fertilisation of ideas has resulted from our involvement with the Gatehouse team. Our anti-bullying policy is evidence of this.

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