School Policies & Procedures

At Green Meadows School we aim to treat every pupil as unique.

We believe that all children should have the opportunity to enjoy their learning and experience success, free from harm.

We believe it is important to create an environment where everyone is valued, where children consider the needs of other; and develop positive attitudes and skills (including right from wrong).

AIMS

The aim of this Anti-Bullying Policy is to ensure that the pupils at GMS learn in a supportive, caring and safe environment without fear of being bullied. Bullying is anti-social behaviour and affectseveryone: it is unacceptable and will not be tolerated. The staff at Green Meadows appreciate that we are not immune from the various forms of bullying and are therefore active in their efforts to prevent patterns of aggressive behaviour. We believe that only when all issues of bullying are addressed will the pupils be able to fully benefit from the opportunities available at school.

It is essential that all concerned have a clear understanding of the policy aims and content if the policy is to form the basis for developing effective strategies for dealing with the problem. The main aims of anti-bullying policy are as follows:

  1. To create a positive school culture and climate that is inclusive and welcoming of difference; To create a school climate which is open, supportive and encourages pupils to disclose and discuss bullying behaviour
  2. To raise awareness amongst the entire school community (including school management, teachers, pupils, parents, volunteers etc.) that bullying is unacceptable behaviour;
  3. To ensure comprehensive supervision and monitoring through which all aspects of school activity are kept under observation;
  4. To provide procedures for investigating and dealing with bullying behaviour;
  5. To provide procedures for noting and reporting bullying behaviour;
  6. To develop a program of support for those affected by bullying behaviour and for those involved in bullying behaviour;
  7. To facilitate ongoing evaluation of the effectiveness of the school’s anti-bullying policy.

Summary of Main Elements

The following is a summary of the main elements of these procedures:

  1. The school’s anti-bullying policy will be made available to school personnel published on the school website and provided to the Class Representatives. A copy of the school’s anti-bullying policy will be provided to the parents on request.
  2. Bullying is defined as unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons) and which is repeated over time. These procedures make clear that this definition includes cyber-bullying and identity-based bullying.
  3. These procedures outline key principles of best practice for both preventing and tackling bullying and GMS is committed to these principles in their anti-bullying policy. The key principles are:
    • Effective leadership;A school-wide approach;
    • A shared understanding of what bullying is and its impact;
    • Implementation of education and prevention strategies (including awareness raising measures);
    • Effective supervision and monitoring of pupils;
    • Support for the staff;
    • Consistent recording, investigation and follow up of bullying behaviour.
    • On-going evaluation of the effectiveness of the anti-bullying policy.
  4. These procedures recognize that a cornerstone in the prevention of bullying is a positive school culture and climate that is welcoming of difference and diversity and is based on inclusivity and respect. These procedures outline key elements of a positive school culture and climate.
  5. These procedures highlight the importance of a school-wide (management, staff, pupils and parents) approach. In addition to the role of management and staff, parents and pupils have a role and responsibility in helping the school to prevent and address school-based bullying behaviour and to deal with any negative impact within school of bullying behaviour that occurs elsewhere.
  6. The education and prevention strategies that the school has implemented will be documented in the formal anti-bullying policy register.
  7. These procedures emphasize that the primary aim in investigating and dealing with bullying is to resolve any issues and restore as far as is practicable the relationships of the parties involved (rather than to apportion blame).
  8. The education and prevention strategies that the school has implemented will be documented in the formal anti-bullying policy register.
  9. These procedures emphasize that the primary aim in investigating and dealing with bullying is to resolve any issues and restore as far as is practicable the relationships of the parties involved (rather than to apportion blame).
  10. In any case where it has been determined by the relevant teacher that bullying behaviour has occurred-
    • the parents of the parties involved will be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy); and
    • the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
  11. The relevant teacher must record the bullying behaviour in the 'ANTI-BULLYING INCIDENT FORM'.
    • The Teachers of GMS, as part of its anti-bullying policy,  must  record and report immediately to the Principal or the Manager.
  12. The procedures include oversight arrangements which require that, at least once in every school term, the Principal will provide a report to the Manager and Management Committee setting out:
    • the overall number of bullying cases reported (by means of the bullying recorded in the “Bullying Incident Form ' ) to the Manager / Management Committee.
    • confirmation that all of these cases have been, or are being, dealt with in accordance with the school’s anti-bullying policy and procedures.

Impacts of bullying behaviour

Pupils who are being bullied may develop feelings of insecurity, humiliation and extreme anxiety and thus may become more vulnerable. Self-confidence may be damaged with a consequent lowering of self-esteem. While they may not talk about what is happening to them, their suffering is indicated through changes in mood and behaviour. Extreme cases of bullying may result in suicide. It is, therefore, essential to be alert to changes in behaviour as early intervention can be very effective.

Pupils who witness bullying may also be affected and may suffer in similar ways to those who are bullied. For example, pupils who witness identity-based bullying and share that identity can experience anxiety and feel under threat themselves. Pupils can also feel guilt or distress at not being able to help the person being bullied.

There are also consequences for individuals who engage in bullying behaviour. Pupils who become involved in such behaviour can be at higher risk of depression. Other possible long-term consequences may include an increased risk of developing an anti-social personality, anxiety disorders, a likelihood of substance abuse and law-breaking behaviour in adulthood and decreased educational and occupational attainment.

Indicators of bullying behaviour

The following signs and symptoms may suggest that a pupil is being bullied:

  1. Anxiety about travelling to and from school e.g. requesting parents to drive or collect him/her, changing travel routes, avoiding regular times for travelling to and from school;
  2. Unwillingness to go to school, refusal to attend, truancy;
  3. Deterioration in educational performance, loss of concentration and loss of enthusiasm and interest in school;
  4. Pattern of physical illnesses e.g. headaches, stomach aches;
  5. Unexplained changes either in mood or behaviour which may be particularly noticeable before returning to school after weekends or more especially after longer school holidays;
  6. Visible signs of anxiety or distress e.g. stammering, withdrawing, nightmares, difficulty in sleeping, crying, not eating, vomiting, bedwetting;
  7. Spontaneous out-of-character comments about either pupils or teachers;
  8. Possessions missing or damaged;
  9. Increased requests for money or stealing money;
  10. Unexplained bruising or cuts or damaged clothing; and
  11. Reluctance and/or refusal to say what is troubling him/her.

There may be other signs depending on the individual and his/her circumstances. The above signs do not necessarily mean that a pupil is being bullied but if repeated or occurring in combination, these signs do warrant investigation in order to establish what is affecting the pupil.

CHARACTERISTICS ASSOCIATED WITH BULLYING

It is important to recognize that any pupil can be bullied or can engage in bullying behaviour.

The pupil who engages in bullying behaviour

A significant proportion of bullying is not merely behavioral but is rooted in a lack of respect for diversity and in social inequalities. 'Prejudice-based' or 'identity-based' bullying can be a significant factor in bullying behaviour.

Pupils who engage in bullying behaviour tend to display aggressive attitudes combined with a low level of self-discipline. They may lack any sense of remorse convincing themselves that the other person deserves the treatment they are receiving.

Pupils who engage in bullying behaviour can be attention seeking: setting out to impress bystanders and responding to the reaction their behaviour provokes. They can lack the ability to empathize. They can appear unaware or indifferent to the other person's feelings. It is of note that pupils who exhibit bullying behaviour often suffer from a lack of confidence and have low self-esteem.

However, it must also be recognized that pupils who engage in bullying behaviour do not always intend to bully or may not recognize the potential negative impact of their words and actions on others.

It is not uncommon to find that pupils who engage in bullying behaviour may also have been bullied themselves.

The pupil who is bullied

Any pupil through no fault of their own may be a target of bullying. It is common in the course of normal interaction for pupils to tease or taunt each other. However, at a certain point, teasing and taunting may become forms of bullying behaviour. As pupils can be particularly quick to notice differences in others, pupils who are perceived as different in some way can be more prone to encounter such behaviour. However, the pupils who are most at risk of being bullied are those who react in a vulnerable and distressed manner. The seriousness and duration of the bullying behaviour can be related to the pupil's continuing response to the verbal, physical or psychological aggression.

Pupils who are bullied often experience difficulties in speaking up about bullying. The difficulties include:

  1. Fear of reprisals;
  2. Concerns about being perceived as a 'tell-tale' for reporting bullying;
  3. Concerns about 'getting into trouble' with the principal or teacher for reporting bullying;
  4. Not having evidence to back up a bullying allegation;
  5. Not knowing how the matter will be dealt with by the school; and
  6. Not feeling fully confident of being believed.

Where does bullying happen?

Bullying can happen anywhere at any time but there are certain times and places which particularly facilitate bullying.

Cyber-bullying: Access to technology means that cyber-bullying can happen around the clock and the pupil's home may not even be a safe haven from such bullying. 

Areas of unstructured activity: Bullying in schools frequently takes place in the playground/school-yard. School grounds with hidden or obscured parts may provide an environment conducive to bullying. 

Toilets, corridors, cloakrooms, locker areas, changing rooms, showers, the gym and assembly hall may be the scene of verbal, psychological and physical bullying. The behaviour of pupils in those areas needs careful monitoring.

Bullying in the classroom: Bullying may also take place in class. It may occur subtly through glances, looks and sniggers but may take the more overt form of physical intimidation. Bullying may also occur between class periods irrespective of whether the class or the teacher moves.

Coming to and from school: The area immediately outside the school, tthe local shops and local neighbourhood are often the scenes of bullying. Bullying can also take place at the bus-stop or on the journey to and from school whether the individuals are walking, cycling or on school buses.

 

About Green Meadows School

“We strive to empower our students with the academic and social skills necessary to become responsible, respectful and dignified citizens wherever they may choose to live, for after all, we are preparing them for life”.

- Green Meadows School

 
 
 

Contact Us

Address:
165/166 Arrias Vaddo,
Nagoa, Bardez, Goa
India - 403518

Telephone:
(+91)9975024675/(+91)9890073311

Office hours:
Monday to Friday: 9.00am to 3.00pm

School operating time:
8.30am to 3.30pm

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