Bullying and SEN

The most vulnerable children are unlikely to have the resilience to deal with bullying. Schools need clear, targeted interventions, not redundant paperwork, says Sonia Blandford...

Why is it that, despite an established link between pupils’ wellbeing and high achievement in education, bullying continues to be a problem in many schools? While much progress has been made over the past two decades, research indicates that vulnerable pupils, including those with special educational needs or disabilities (SEND), are still disproportionately bullied within the school population.

The Office of the Children’s Commissioner found that disabled children and those with visible medical conditions can be twice as likely as their peers to become targets for bullying behaviour. The National Autistic Society found that 40 per cent of children on the autistic spectrum had been bullied at school. And Mencap found that nearly nine out of 10 people with a learning disability experience some form of bullying, with over two-thirds experiencing it on a regular basis.

Yet bullying and victimisation continues, and while diversity is a source of celebration and opportunity for some, it is a source of threat, blame and hostility for others. 

Many pupils with special educational needs and disabilities will already be vulnerable to a bully because they look, sound or behave differently; because of low self-esteem; because they have a lack of social and communication skills, and so on. These most vulnerable of pupils may not have the resilience or ability to deal with such victimisation; they may already be feeling isolated from their peers and lack the skills necessary to make friendship groups that offer protection and support.

Schools need to look beyond policy statements, however genuinely intentioned, and beyond physical or more obvious signs of bullying, such as the impact of repeated low-level ‘banter’ – manipulative bullying of a young or vulnerable child; conditional friendship; or a pupil with SEND being left without a partner or excluded from a group in class, during PE, or in the playground. 

In response to the 2009 Lamb Inquiry into SEND, the then Department for Children, Schools and Families funded the Anti-Bullying Alliance and the University of Cambridge to research ‘what works’ in the tackling of bullying of children with SEN and/or disabilities. The research called for clear, targeted intervention in schools based on the perceptions of children, their families and professionals.

Against this backdrop, the Department for Education has commissioned a two-year programme aimed specifically at reducing the impact and incidence of bullying on pupils with SEND, and a partnership has been formed to deliver the programme consisting of the Anti-Bullying Alliance, Contact-A-Family and The Council for Disabled Children. Achievement for All 3As (AfA) has been given the responsibility to develop and deliver a training package for the 1600+ schools across the country involved in the AfA programme over the next 18 months, and to any other school that wishes to take up the opportunity.   
 
In the anti-bullying training, schools are encouraged to reflect on their community and acknowledge work done so far, but then to identify where resources need to be focused in order to actively change attitudes, behaviours and practice. Delegates explore a ‘pallet’ of around 40 options and choose the combination of ‘quick win’ changes and medium term strategies most appropriate for their school. Peer review and development is also encouraged and groups of schools are working together to develop local solutions.

Whitmore Park Primary School in Coventry is one of the Achievement for All schools undertaking the anti-bullying programme and is trialling a number of ideas. These include an extra induction evening for pupils with SEND, their parents and the SENCOs; explicit, open discussion and dialogue around bullying; named contacts for parents and pupils to approach if bullying occurs; and further support measures to improve social resilience and help pupils develop friendship skills.

For already vulnerable children and young people, particularly those with SEND, bullying at any level compounds issues of self-esteem and confidence, fuels isolation and withdrawal from social interaction, and for many has a long term impact on their progress, outcomes and life chances. 

Schools need to face up to the challenge of bullying at all levels. They need to look closely at their practice, work jointly with staff, pupils and families to make bullying truly unacceptable. Only then will wellbeing, attendance and academic progress for vulnerable pupils increase.

Further details of the Achievement for All 3As SEND Anti-bullying training package can be found at afa3as.org.uk

About the author

Professor Sonia Blandford is CEO of the charity Achievement for All 3As, which works with schools throughout England to improve progress for disadvantaged young people. To support the delivery of the programme and gain valuable CPD as an Achievement Coach, visit afa3as.org.uk/careers