A recent report reveals that about a third of students in secondary education settings feel unable to be themselves in school. The study, conducted by the Department of Education inspectors, investigates bullying tactics in both primary and secondary educational settings. Survey responses were gathered from teachers, school heads, parents, those employed within schools, and 2,346 students and young individuals. It was discovered that around a tenth of primary and special school attendees infrequently, or even never, experienced a sense of belonging or a safe environment to express their authentic selves.
The investigation noted a noticeable hesitation amongst students in disclosing bullying. Even though it’s unanimously agreed that bullying is not accepted in schools, there’s a perceived lack of assurance in the teachers’ consistent ability to recognise bullying signs, particularly among secondary school students. More than a third of pupils in both primary and secondary schools mentioned judgement on their appearance as the primary cause for negative remarks from peers. Criticism regarding their hobbies, skills or lifestyles were additional reasons for them being targeted. High school students also cited background, lifestyle and interests as other principal factors.
The chief inspector, Yvonne Keating, emphasised that the responses from secondary school students demonstrated a necessity for more direct measures. The investigators suggested an enhancement in schools’ procedures for relating concerns about bullying to ensure students feel comfortable to disclose such incidents. The study also recommended extensive audits of school settings and thorough introduction of syllabi that bolster Social, Personal and Health Education (SPHE), predominantly in secondary schools. It was found that a majority of primary and special school students found the classroom-based learning about bullying beneficial. However, a substantial fraction of secondary school respondents did not share this viewpoint.