|
Issue No.6 Autumn 2001
Terror in schoolyards
By Carolyn Howarth
You get it for being Jewish
Get it for being black
Get it for being chicken
Get it for fighting back
You get it for being big and fat
Get it for being small
O those who get it get it and get it
For any damn thing at all
The words of this poem by Adrian Mitchell graphically describe what it is
probably one of the most underrated problems in our schools today.
As a teacher, I have witnessed the fear and distress of those who fall
victim to the bullying behaviour of others. The distress of the individual
is not the end of the story. There is also the accompanying detrimental
effect on schoolwork and the subsequent failure to reach full potential.
While all of us are aware that the problem exists, most of
us fail to
recognise the extent to which the problem has developed and continues to
grow. It is the scourge of our schoolyards and efforts that must be made to
halt it in its tracks. In this society as we struggle to emerge from years
of conflict, we must not ignore how the effects of living in the shadow of
violence has manifested itself in the school community. Of course it could
never be suggested that the troubles are the sole reason why bullying exists
in our schools. What we must recognise however, is that research has
indicated that children who live in an atmosphere of violence are more
likely to repeat the behaviour in their own peer groups.
The fact then that the problem has reached epidemic proportions in this
society is obviously no coincidence. This then is not simply a problem for
our schools to solve but one for the whole community in which each school is
based.
It should be a basic entitlement of all children and young
people to receive
their education free from humiliation, oppression and abuse. The fact that
education is compulsory means that if we fail to address the issue we are
effectively condemning the victims of aggressive behaviour to a daily
torment. This can lead to withdrawal from the whole school process and
truants then themselves fall foul of the system and are regarded as the
wrongdoer instead of the victim. Of course in the most extreme cases, many
victims feel that they cannot continue and attempt to end their life.
It is a sad fact of life that many of them succeed to do just that, they are
victims not only of the bullies but also of the system that failed to
protect them. We must face hard facts and recognise that this is a problem
we have failed to control. All too often, bullying is regarded as an
inevitable part of growing up and that it somehow equips us to deal with the
hardships of life.
These attitudes must be exposed and condemned. Few of us
will ever
experience anything like the trauma that is encountered by many in our
schools in our adult lives. As stated by Adrian Mitchell in his poem,
³Heard a deep voice talking, it had that iceberg sound;
OIt prepares them for lifeı but I have never found any place in my life
thatıs worse than the killing ground²
Few memories of childhood can be as powerful as that of the school bully,
lurking, teasing, threatening, and doing whatever is necessary to torment
their victim. The effect of persistent bullying makes children and young
people feel isolated and wondering if somehow it must be their own fault.
Peers, while perhaps not actually supporting the bully, will withdraw from
the victim for a fear of risking the bullyıs attention on themselves. This
has the effect of causing the victim to feel that they deserve such
treatment. As a result, they do not seek help and suffer in silence. The
problem therefore goes unreported and is left to deepen and develop to an
unacceptable level. It is a sad fact for us to admit that such a situation
exists for many of our schools and sometimes it is much easier to deny the
problem rather than to put measures in place to deal with it effectively.
The main reason for dealing with the bully issue must of
course be first
and foremost to end the suffering of the victims but we must also think of
those who are responsible for this behaviour. Research has indicated that
those who bully are more likely to be convicted of serious crimes in adult
life. Aggressive children grow up to be violent parents and citizens. It
is clear then that it is too simplistic to regard this as a childhood
problem. The effects are carried over into adulthood for both victims and
offenders with often very serious consequences. Female bullies often grow
up to be mothers of bullies as their children repeat their aggressive
behaviour. Bullying is often a direct result of low self-esteem but in turn
produces low self-esteem in victims. It is time to end this cycle in order
to create a better society for all.
As already suggested, this should not be thought of as
simply a problem for
individual schools to deal with. The school should however have clear
strategies in place in order to combat bullying. An ethos, which does not
tolerate the oppression of one person by another, should be created.
To do this there should be a whole school approach via the
curriculum and
especially a well-developed pastoral care programme. Advice and guidance
needs to be provided for all - parents, pupils, school staff and governors.
Parents must be in no doubt that their concerns will be addressed at the
school level.
All schools will have an anti-bullying policy but sadly many
will attempt
to deny that bullying takes place for fear of gaining a bad reputation in
the ever-increasing competitive atmosphere that exists in our education
system today. Bullying can be tackled if we work together and break down
the wall of silence that surrounds the issue. Surely we owe it to our
children to do nothing less.
"Got a mother and father, theyıre a thousand miles
away
The rulers of the Killing Ground are coming out to play
Everyone is thinking: who are they going to play with today?"
|