Anti-Bullying Policy

St Wilfrids School respect the need that children have right to be safe and happy in the sport activity.

 Our Policy Statement is:

 The individual

  • Respect every child’s needs for, and rights to, a play environment where safety, security, praise, recognition, and opportunity for taking responsibility are available.
  • Respect for every individuals feelings and views.
  • Recognise that everyone is important and that our differences make each of us special.
  • Show appreciation of other, by acknowledging individual qualities, contributions and progress.
  • Ensure safety by having anti-bullying rules and practices, developed with the participation of children and young people, carefully explained and displayed for all to see.


  • Bullying will not be accepted or condoned. All forms of bullying will be addressed.

Bullying can include:

    • Physical pushing, kicking, hitting, pinching etc.
    • Name-calling, sarcasm, spreading rumours, persistent teasing and emotional torment through ridicule, humiliation, and the continual ignoring of individuals
    • Racial taunts, graffiti, gestures
    • Sexual comments, and/or suggestions
    • Unwanted physical contact
  • Children from ethnic minorities, disabled children, young people who are gay or lesbian, or those with learning difficulties are more vulnerable to this form of abuse and may well be targeted.
  • Appropriate staff and volunteers should have access to training on anti-bullying
  • Where a child is found to be exhibiting sexually harmful behaviour to another child, it is important to involve the relevant Local Safeguarding Children Board as soon as possible. Each establishment should have clear policies and procedures to ensure that staff and volunteers are aware of the differences between sexually harmful behaviour and bullying behaviour.
  • Where a child’s bullying behaviour is of a particularly violent or aggressive nature and the establishment is unable to address the behaviour through behaviour management strategies or disciplinary measures within a reasonable time, it is worth considering instigating child protection  procedures.
  • Incidents should be recorded and actioned in line with the St Wilfrids Policy and Procedures.



1. How this Policy was Developed

This policy was developed after consultation between staff, pupils and parents.

The school has a ‘duty of care’ towards its pupils with regard to bullying in that the Headteacher and staff stand in loco parentis (in place of the parents). This duty of care includes protecting pupils from harm from bullying.

This policy takes full account of the school’s legal obligations under the School’s Standards and Framework Act and the Human Rights Act of 1998 to:

  • have a policy to prevent all forms of bullying amongst pupils
  • to make a written copy of the anti-bullying statement available on request
  • to set out the strategies to be followed with a system to implement them and a mechanism for monitoring and reviewing their effectiveness.

2. a) Definition of Bullying

Bullying can be defined in a number of ways. We follow DfES guidance which defines bullying as:

Bullying is deliberately hurtful behaviour repeated often over a period of time or on isolated occasions, where somebody deliberately intimidates or harasses another”.

Bullying has been described by pupils as:

  • name calling
  • teasing
  • physical abuse eg hitting, pushing, pinching or kicking
  • having personal possessions taken eg bag or mobile phone
  • receiving abusive text messages or e-mails
  • being forced to hand over money
  • being forced to do things they don’t want to do
  • being ignored or left out
  • being attacked in any way due to religion, gender, sexuality, disability, appearance or racial or ethnic origin.

b) Specific Examples of Bullying

Racist bullying – an incident which is perceived to be racist by the victim or any other person. This can be in the form of:

  • verbal abuse, name calling, racist jokes, offensive mimicry
  • physical threats or attacks
  • wearing of provocative badges or insignia
  • bringing racist leaflets, comics or magazines
  • inciting others to behave in a racist way
  • racist graffiti or other written insults, even against food, music, dress or customs,
  • refusing to co-operate in work or play.

Sexual bullying – this is generally characterised by:

  • abusive name calling
  • looks and comments about appearance, attractiveness, emerging puberty
  • inappropriate and uninvited touching
  • sexual innuendos and propositions
  • pornographic material, graffiti with sexual content
  • in its most extreme form, sexual assault or rape.

Sexual orientation – this can happen even if the pupils are not lesbian, gay or bisexual. Just being different may be enough. This can be in the form of:

  • use of homophobic language
  • looks and comments about sexual orientation or appearance.

SEN or disability – These pupils are often at greater risk of bullying. This can be characterised by:

  • name calling
  • comments on appearance
  • comments with regard to perceived ability and achievement levels.

The need for adult sensitivity should be taken into account in a number of instances, e.g. when grouping children, marking children’s work, sharing of results and assessment arrangements as well as an awareness of appropriate language being used when addressing pupils.

Text/Cyber bullying – this is on the increase and can involve pupils receiving threatening or disturbing messages from possibly anonymous callers. Pupils’ phones are placed in the form phone boxes, which are stored in the office until the end of the school day.


3. School Statement of Intent (with regard to its position on bullying)

This school believes that:

  • Bullying is undesirable and unacceptable.
  • Bullying is a problem to which solutions can be found.
  • Seeking help and openness are regarded as signs of strength not weakness.
  • All members of the school community will be listened to and taken seriously.
  • Everyone has the right to work and learn in an atmosphere that is free from fear.
  • All of us have a responsibility to ensure that we do not abuse or bully others.
  • Young people should talk to an adult if they are worried about bullying and have a right to expect that their concerns will be listened to and treated seriously.
  • Young people should be involved in decision making about matters that concern them.
  • We all have a duty to work together to protect vulnerable individuals from bullying and other forms of abuse.


4. Aims of the Policy

  • To assist in creating an ethos in which attending school is a positive experience for all members of the school community.
  • To make it clear that all forms of bullying are unacceptable at school.
  • To enable everyone to feel safe while at school and encourage pupils to report incidences of bullying.
  • To deal effectively with bullying.
  • To support and protect victims of bullying and ensure they are listened to.
  • To help and support bullies to change their attitudes as well as their behaviour and understand why it needs to change.
  • To liaise with parents and other appropriate members of the school community.
  • To ensure all members of the school community feel responsible for combating bullying.


5. Objectives

  • To ensure all parents and pupils have received and had opportunity to comment upon the school anti-bullying policy.
  • To maintain and develop effective listening systems for pupils and staff within the school.
  • To involve all staff in dealing with incidents of bullying effectively and promptly.
  • To equip all staff with the skills necessary to deal with bullying.
  • To involve the wider school community in dealing effectively with, and if necessary referring, bullying incidents.
  • To communicate with parents and the wider school community effectively on the subject of bullying.
  • To acknowledge the key role of the class teacher/ form tutor in dealing with incidents of bullying.
  • To ensure that all incidents of bullying are recorded and appropriate use is made of the information and where appropriate shared with relevant organisations.


6. Specific School Targets

Our school targets are as follows:

  • To ensure all parents, pupils, teaching and non-teaching staff have seen this policy.
  • To ensure all staff are familiar with reporting incidents procedures and to ensure all incidents of bullying are recorded.
  • To ensure every pupil receives regular opportunities to discuss the policy in PSME, citizenship lessons and School Council meetings.
  • To continue to develop peer mediation strategies.


7. Code of Conduct (with regard to school behaviour and relationships within the school community)


We recognise that all adults in the school are, in effect, role models for the students. The way in which we behave towards each other and to students is particularly important in terms of providing positive role models. Therefore, as adults we must:

  • show respect for every student and other colleagues within the school

community as individuals

  • be aware of vulnerable students
  • criticise the behaviour rather than the student
  • avoid favouritism
  • be seen to be fair
  • avoid labelling
  • have high expectations of students
  • never give students ammunition to use against each other
  • actively seek to develop a praise culture within the school.


Young people also have a responsibility to role model appropriate behaviour for their peers. We, therefore, believe that all students must:

  • show respect for their fellow students and adults working within the school
  • support and be sensitive to others when they may be feeling vulnerable
  • actively seek to develop a praise culture within the school
  • actively support the school anti-bullying policy
  • take responsibility for their own behaviour.


8. Equal Opportunities

Every member of the school community is entitled to expect equality of protection from bullying as well as protection and support from school policies and procedures designed to ensure that the school remains a safe environment in which to teach and learn.


9. Procedures and Dealing with Incidents – A Whole School Approach

a) Role of pupils in recording a bullying incident

Follow the school guide to reporting and dealing with bullying incidents

b) Guidance for parents

If your child has been bullied:

  • Calmly talk with your child about his/ her experiences.
  • Make a note of what your child says including who was involved, how often the
    bullying has occurred, where it happened and what happened.
  • Reassure your child that he/ she has done the right thing to tell you about the
  • Explain to your child that should any further incidents occur he/she should report
    them to a teacher immediately.
  • Make an appointment to see your child’s teacher.
  • Explain to the teacher the problems your child is experiencing.

When talking with teachers about bullying:

  • Try to stay calm and bear in mind that the teacher may have no idea that your

child is being bullied or may have heard conflicting accounts of an incident.

  • Be as specific as possible about what your child says has happened, give dates,
    places and names of other children involved.
  • Make a note of what action the school intends to take.
  • Ask if there is anything you can do to help your child or the school.
  • Stay in touch with the school and let them know if things improve as well as if
    problems continue.


If you are not satisfied:

  • Check with the school anti-bullying policy to see if agreed procedures are being
  • Make an appointment to discuss the matter with the Head teacher and keep a
    record of the meeting.
  • If this does not help follow the complaints procedure set out in the School
    Handbook, which all parents are given a copy of when joining the school and

also regular updates as required.


If your child is bullying others:

  • Talk with your child and explain that what s/he is doing is unacceptable and

makes other children unhappy.

  • Discourage other members of your family from bullying behaviour or from using
    aggression or force to get what they want.
  • Show your child how he/ she can join in with other children without bullying.
  • Make an appointment to see your child’s teacher and explain the problems your
    child is experiencing as well as discussing how you can work together to stop

him/her bullying others.

  • Regularly check with your child how things are going at school.
  • Give your child lots of praise and encouragement when s/ he is co-operative or

kind to other people.


If your child is experiencing any form of electronic bullying:

  • Ensure your child is careful whom they give their mobile phone number and

e-mail address to.

  • Check exactly when a threatening message was sent.
  • Where necessary report incidents to the police.


c) Role of staff

  • Talk privately with the offending individual(s)
  • Attempt to include an excluded pupil in lessons, perhaps by controlling the
  • Intervene to diffuse a blatant act of bullying.
  • On discovering the details, deal sympathetically with all the pupils involved.
  • Do not bully the bully or humiliate him/her. Try to look objectively at the


  • Listen to what is being said and take notes if necessary.
  • Reassure the pupil but do not promise confidentiality. (Refer to child protection
    policy procedures)
  • Follow the school guide to reporting and dealing with bullying incidents.


10. Strategies to Reduce Bullying

The school will adopt a range of strategies to prevent and reduce bullying, to raise awareness of bullying and support victims and bullies. Including:

  • Co-operative group work.
  • The support group approach/No Blame Approach.
  • Peer mediation.
  • Peer counselling.
  • Buddy systems.
  • PSME programmes.
  • Restorative justice.


11. Confidentiality

School staff cannot promise absolute confidentiality if approached by a pupil for help. Staff must make this clear to pupils. Child protection procedures must be followed when any disclosures are made.

It is very rare for a pupil to request absolute confidentiality. If they do, in situations other than those involving child protection issues, staff must make a careful judgement whether or not a third party needs to be informed. This judgement will be based upon:

  • The seriousness of the situation and the degree of harm that the pupil may be
  • The pupil’s age, maturity and competence to make their own decisions.

Where it is clear that a pupil would benefit from the involvement of a third party, staff should seek consent of the pupil to do so. If appropriate, staff might inform the third party together with the pupil. Unless clearly inappropriate, pupils will always be encouraged to talk to their parent/ guardian.


An underlying principle in supporting pupils in our school is that all children are listened to sensitively and objectively and all incidences of bullying will be taken seriously.


Although the school cannot guarantee confidentiality pupils will be informed of national and local help lines, if appropriate, where confidentiality can be maintained.


12. Support for Pupils who Experience Bullying

If you are being bullied

  • Tell an adult or somebody you trust what has happened straight away.
  • Get away from the situation as quickly as possible.
  • Try to stay calm and look as confident as you can.
  • Be firm and clear – look them in the eye and, if possible, tell them to stop and

tell them how you feel.

After you have been bullied

  • Tell a teacher or another adult you trust within school.
  • Tell your family.
  • If you are scared to tell a teacher or adult on your own, ask a friend to go with you.
  • Keep on speaking until someone listens and does something to stop the bullying.
  • Don’t blame yourself for what has happened

When you are talking to an adult about bullying be clear about

  • What has happened to you.
  • How often it has happened.
  • Who was involved.
  • Who saw what was happening.
  • Where it happened.
  • What you have done about it already.

If you experience bullying by mobile phone text messages or e-mail

  • Tell a friend, parent or teacher.
  • Be careful who you give your mobile phone number or e-mail address to.
  • Make a note of exactly when a threatening message was sent.

For contacts and details of where to seek help outside school see appendix.


13. Policy Review

This policy will be evaluated and updated where necessary annually by the whole school. The views of pupils and staff will be used to make changes and improvements to the policy on an ongoing basis.

All parents are given a copy of the School Handbook, which contains several policies including Anti-Bullying. Updated reviews are sent as required. Copies of the policy are posted in every form room for pupils’ attention. Copies of all policies are also available from the School office.


August 2013.




Childline Telephone number 0800 1111 (Open 24 hours a day)

For children who are deaf or hard of hearing textphone service 0800 400222


NSPCC Telephone number 0808 800 5000

A registered charity dedicated to stopping cruelty to children


Kidscape Telephone number 020 7730 3300

(Bullying councillor available Monday – Friday 10.00am-4.00pm)


Anti Bullying Campaign Telephone number 0207 378 1446

(Advice line for parents and children 9.30am-5.00pm)


Advisory Centre for Education Telephone number 0207 354 8321

(Advice line for parents on all school matters open Monday – Friday 2.00pm-5.00pm)


Ofsted Telephone number 07002 637833



Parentline Plus Telephone number 0808 800 2222

(National helpline for parents Monday – Friday 9.00am-9.00pm, Saturday 9.30am-5.00pm, Sunday 10.00am-3.00pm)


Useful websites regarding bullying in schools:


BBC Bullying Survival Guide

Provides information, guidelines for dealing with all aspects of bullying, a help and resources list and accounts of celebrities who were bullied when they were at school



Gives details on the CHIPS initiative and other information regarding bullying



Gives advice and support for victims, schools and parents


Bullying Online

A registered charity, which contains advice for both parents and pupils



A registered charity dedicated to stopping cruelty to children


A research site with links to other sites on bullying


Peer Support Networker
Newsletter linked to Peer Support Forum


Preventing and tackling bullying
Advice for headteachers, staff and governing bodies
March 2014

About this advice
This document has been produced to help schools prevent and respond to bullying as part of their overall behaviour policy. It outlines, in one place, the Government’s approach to bullying, legal obligations and the powers schools have to tackle bullying, and the principles which underpin the most effective anti-bullying strategies in schools. It also lists further resources through which school staff can access specialist information on the specific issues that they face.
Review date
This advice will next be reviewed in December 2014.
Who is this advice for?
School leaders and school staff in all schools in England.
 For the purposes of this advice references to “maintained school” means a community, foundation or voluntary school, community or foundation special school. It also means Pupil Referral Units and non-maintained special schools.
 For the purpose of this advice references to “Academy” means Academy schools (including mainstream free schools) and AP Academies (including AP Free Schools).
 Where particular provisions do not apply to a particular type of school we make this clear.
It may also be useful for:
 FE and community settings.

What does the law say and what do I have to do?
Every school must have measures in place to prevent all forms of bullying.
The Education and Inspections 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. These measures should be part of the school’s behaviour policy which must be communicated to all pupils, school staff and parents.
Independent School Standard Regulations 2010
The Independent School Standards Regulations 2010 provide that the proprietor of an Academy or other independent school is required to ensure that an effective anti-bullying strategy is drawn up and implemented.
The Equality Act 2010
The Equality Act 2010 replaces previous anti-discrimination laws with a single Act. A key provision is a new public sector Equality Duty, which came into force on 5 April 2011. It replaces the three previous public sector equality duties for race, disability and gender, and covers age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation. The Duty has three aims. It requires public bodies to have due regard to the need to:
 eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the act
 advance equality of opportunity between people who share a protected characteristic and people who do not share it
 foster good relations between people who share a protected characteristic and people who do not share it.
Maintained schools and Academies are required to comply with the new Equality Duty. Part 6 of the Act makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil or potential pupil in relation to admissions, the way it provides education for pupils, provision of pupil access to any benefit, facility or service, or by excluding a pupil or subjecting them to any other detriment. In England and Wales Part 6 of the Act applies to maintained schools and Academies and to other independent schools.
Safeguarding children and young people
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’. Where this is the case, the school staff should report their concerns to their local authority children’s social care. Even where safeguarding is not considered to be an issue, schools may need to draw on a range of external services to support the pupil who is experiencing bullying, or to tackle any underlying issue which has contributed to a child engaging in bullying.
Criminal law
Although bullying in itself is not a specific criminal offence in the UK, it is important to bear in mind that some types of harassing or threatening behaviour – or communications – could be a criminal offence, for example under the Protection from Harassment Act 1997, the Malicious Communications Act 1988, the Communications Act 2003, and the Public Order Act 1986.
If school staff feel that an offence may have been committed they should seek assistance from the police. For example, under the Malicious Communications Act 1988, it is an offence for a person to send an electronic communication to another person with the intent to cause distress or anxiety or to send an electronic communication which conveys a message which is indecent or grossly offensive, a threat, or information which is false and known or believed to be false by the sender.
Bullying outside school premises
Teachers have the power to discipline pupils for misbehaving outside the school premises “to such an extent as is reasonable”. This can relate to any bullying incidents occurring anywhere off the school premises, such as on school or public transport, outside the local shops, or in a town or village centre.
Where bullying outside school is reported to school staff, it should be investigated and acted on. The headteacher should also consider whether it is appropriate to notify the police or anti-social behaviour coordinator in their local authority of the action taken against a pupil. If the misbehaviour could be criminal or poses a serious threat to a member of the public, the police should always be informed.
In all cases of misbehaviour or bullying the teacher can only discipline the pupil on school premises or elsewhere when the pupil is under the lawful control of the staff member.
More detailed advice on teachers’ powers to discipline, including their power to punish pupils for misbehaviour that occurs outside school, is included in ‘Behaviour and discipline in schools – advice for headteachers and school staff’ – see further sources of information on page 10.

What is bullying?
Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages or the internet), and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Stopping violence and ensuring immediate physical safety is obviously a school’s first priority but emotional bullying can be more damaging than physical; teachers and schools have to make their own judgements about each specific case.
Many experts say that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways. It may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online.
The rapid development of, and widespread access to, technology has provided a new medium for ‘virtual’ bullying, which can occur in or outside school. Cyber-bullying is a different form of bullying and can happen at all times of the day, with a potentially bigger audience, and more accessories as people forward on content at a click.
The wider search powers included in the Education Act 2011 give teachers stronger powers to tackle cyber-bullying by providing a specific power to search for and, if necessary, delete inappropriate images (or files) on electronic devices, including mobile phones. Separate advice on teachers’ powers to search (including statutory guidance on dealing with electronic devices) is available – see below for a link to this document.
For more information on how to respond to cyber-bullying and how pupils can keep themselves safe, please refer to the Childnet International link under ‘further resources’ on page 10.

Dealing with bullying
Successful schools have policies in place to deal with bullying and poor behaviour which are
clear to parents, pupils and staff so that, when incidents do occur, they are dealt with quickly. However a school chooses to define bullying for the purposes of its own behaviour policy, it should be clearly communicated and understood by pupils, parents, and staff. Successful schools create an environment that prevents bullying from being a serious problem in the first place. School staff, headteachers and governors are best placed to decide how best to respond to the particular issues that affect their pupils. There is no single solution to bullying which will suit all schools.
A school’s response to bullying should not start at the point at which a child has been bullied. The best schools develop a more sophisticated approach in which school staff proactively gather intelligence about issues between pupils which might provoke conflict and develop strategies to prevent bullying occurring in the first place. This might involve talking to pupils about issues of difference, perhaps in lessons, through dedicated events or projects, or through assemblies. Staff themselves will be able to determine what will work best for their pupils, depending on the particular issues they need to address.
Schools which excel at tackling bullying have created an ethos of good behaviour where pupils treat one another and the school staff with respect because they know that this is the right way to behave. Values of respect for staff and other pupils, an understanding of the value of education, and a clear understanding of how our actions affect others permeate the whole school environment and are reinforced by staff and older pupils who set a good example to the rest.
Schools should apply disciplinary measures to pupils who bully in order to show clearly that their behaviour is wrong. Disciplinary measures must be applied fairly, consistently, and reasonably taking account of any special educational needs or disabilities that the pupils may have and taking into account the needs of vulnerable pupils. It is also important to consider the motivations behind bullying behaviour and whether it reveals any concerns for the safety of the perpetrator. Where this is the case the child engaging in bullying may need support themselves.
The organisations listed in the ‘further resources’ section provide a range of practical resources for schools to help staff develop their own approaches to different issues which might motivate bullying and conflict.
Successful schools also:
 involve parents to ensure that they are clear that the school does not tolerate bullying and are aware of the procedures to follow if they believe that their child is being bullied. Parents feel confident that the school will take any complaint about bullying seriously and resolve the issue in a way that protects the child, and they reinforce the value of good behaviour at home
 involve pupils. All pupils understand the school’s approach and are clear about the part they can play to prevent bullying, including when they find themselves as bystanders
 regularly evaluate and update their approach to take account of developments in technology, for instance updating ‘acceptable use’ policies for computers
 implement disciplinary sanctions. The consequences of bullying reflect the seriousness of the incident so that others see that bullying is unacceptable
 openly discuss differences between people that could motivate bullying, such as religion, ethnicity, disability, gender or sexuality. Also children with different family situations, such as looked after children or those with caring responsibilities. Schools can also teach children that using any prejudice based language is unacceptable
 use specific organisations or resources for help with particular problems. Schools can draw on the experience and expertise of anti-bullying organisations with a proven track record and/or specialised expertise in dealing with certain forms of bullying
 provide effective staff training. Anti-bullying policies are most effective when all school staff understand the principles and purpose of the school’s policy, its legal responsibilities regarding bullying, how to resolve problems, and where to seek support. Schools can invest in specialised skills to help their staff understand the needs of their pupils, including those with special educational needs and/or disability (SEND) and lesbian, gay, bisexual and transgender (LGB&T) pupils
 work with the wider community such as the police and children’s services where bullying is particularly serious or persistent and where a criminal offence may have been committed. Successful schools also work with other agencies and the wider community to tackle bullying that is happening outside school
 make it easy for pupils to report bullying so that they are assured that they will be listened to and incidents acted on. Pupils should feel that they can report bullying which may have occurred outside school including cyber-bullying
 create an inclusive environment. Schools should create a safe environment where pupils can openly discuss the cause of their bullying, without fear of further bullying or discrimination
 celebrate success. Celebrating success is an important way of creating a positive school ethos around the issue.
School’s accountability
Pupils will learn best in a safe and calm environment that is free from disruption and in which education is the primary focus. The revised Ofsted framework which came into force in January 2012 includes ‘behaviour and safety’ as one of its key criteria for inspections. Schools should be able to demonstrate the impact of anti-bullying policies.

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: provides 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.
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.
Mencap: Represents people with learning disabilities, with specific advice and information for people who work with children and young people. Changing Faces: Provide online resources and training to schools on bullying because of physical difference.
Cyberbullying and children and young people with SEN and disabilities: Advice provided by the Anti-Bullying Alliance on developing effective anti-bullying practice.
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 schools 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