ACTION RESEARCH ON

Implementation of an Antibullying Program to reduce Bullying in Alpha Junior High.

by; Active Practitioners
INTRODUCTION
The word bullying should no longer make you instantly think of fights in the classroom
or pushing another in the hallway. The term has been broadly redefined to accommodate
physical, verbal, emotional, sexual and cyber bullying, all of which are ever present in schools.
Bullying in any form can threaten students safety at school, on the way to or from school and
can destructively influence their ability to learn. It is recommended that bullying is addressed
before it starts or before it escalates. At any level, it must be stopped. In order to combat this
issue common in our schools,Active Practitioners 5, being teachers, has steadfastly embarked on
the task to implement an action plan to reduce bullying in our schools. We have taken a close
look at our reality with regards to school prevention and intervention efforts around student
behaviour and violence. We were able to build upon them or integrate realistic bullying
prevention strategies. It is our goal to ultimately create a school culture of acceptance, tolerance
and respect by using staff meetings, assemblies, class and parent meetings and many more to
establish a positive climate at school and to reinforce positive social interactions and allinclusiveness. Through the implementation of bullying prevention material into the curriculum
and school activities it should be understood that bullying is unacceptable and there is need for
transformational change - The process of altering the basic elements of an organizations culture,
including the norms, values, and assumptions under which the organization functions. This
change is necessary for institution growth, greater productivity, safety and most of all the well
being of the students.

TOPIC STATEMENT
Smith et al.( 2002) defines bullying as intentional harm-doing which take a number of
forms including physical, verbal, and indirect victimization and cyberbullying which are carried
out repeatedly over time. Bullying is experienced in several ways which include: Physical;
hitting, pushing and shoving, fighting, tripping, yelling at someone, making rude gestures, taking
or breaking another persons things, spreading malicious rumours and gossipping. Emotional;
name calling, making fun of someone, laughing at someone, leaving someone out on purpose,
starting rumors or telling lies about someone, sending mean messages on a computer or cell
phone and trying to make someone feel bad about who they are,Technological;Cyber Bullying.
These behaviours happen within social relationships and stem from a misuse of power.
Bullying is a common experience among many individuals and is not only characteristic of low
income groups. It is an issue given much concern as it is prevalent in many schools and appears
to be related to changes in social skills and social demands on students. The usual patterns of
bullying which have been identified indicate that younger children are more likely to engage in
physical or verbal abuse and as they grow older resort to social bullying behaviours such as
exclusion and manipulation. Cyber bullying sets in when students gain access to online
communication tools.
In addition to the immediate harmful effects, bullying can have serious psychological and
emotional consequences on individuals. Bullying affects everyone who is involved and
undermines the key values of respect, trust and honesty which schools aim to foster among
students. It also negatively affects how individuals perceive and feel about themselves. The
bullied person may feel miserable and powerless. Research has shown that students academic
performance, self-esteem and coping skills are affected by bullying. Additionally, increased

anxiety and unhappiness are experienced; in extreme cases death can result (Collins, McAleavy
& Adamson, 2004). It becomes necessary for those around (students, staff, parents, community)
to respond appropriately to initiate positive change. Individuals who bully others are also
impacted by their actions as they see it as a normal and acceptable form of behaviour. These
persons need support in learning appropriate behaviours to cope in society.
Dealing with bullying can be very challenging. Our schools need to be responsive to the
needs of students and provide a safe and supportive environment in which positive behaviours
are practised and students are protected from deviant behaviours that affects their well-being
(Squelch, 2000). Effective approaches to bullying include conflict management and social skills
development. The Anti-bullying program will be used by our school to promote a school culture
and climate based on positive values and support relationships which feature respect,
cooperation, belonging and inclusiveness (Whitted & Dupper, 2005).

AIM OF STUDY
The purpose of this research is to address the issue of bullying in our school. Bullying
can be seen in different forms in many schools and it is often ignored or it goes unreported. Our
research seeks to identify the forms of bullying at our school and use an anti-bullying
programme to eradicate it from our school. The Principal, Deputy Principal, Guidance
Counsellor, Teachers, Parents and the Community will work along with trained personnel; the
police to rid bullying from our school. The police however will be appropriately attired so as not
to reveal to the students that they are officers. The Anti-bullying program is the implementation
of some preventative measures to reduce bullying in the school; inclusive of placement of health
and safety officers, training of school personnel in alternative methods to settle disputes,
ensuring that the school has its full complement of teacher so that students are always being

supervised; encouraging extra and co-curricular activities, using CCT cameras to monitor halls,
cafeterias, etc. and bathroom attendants as we often hear of bullying taking place in bathroom
and it is not appropriate to put cameras in bathrooms. Hall passes will also be used to control the
movement of students and they will be heavily monitored during break and lunch sessions, Use
of motivational speakers, Signing of Behavioural Contracts would be included in our program.
Other preventative activities described by Rigby (2002, p. 47) activities that were undertaken as
part of the program are; improved supervision of students during recess and lunch times,
provision of playground equipment that would encourage students to become more engaged in
play activities rather than bullying.
LITERATURE REVIEW
In the past few years, we have heard lots of talk from the media on bullying; particularly
the outcomes of bullying. Bullying has become an issue that affects school achievement, prosocial skills, and the psychological well-being of both bullies and their victims (Uba, Yaacob,
Juhari, & Talib, 2010). Teachers, administrators, counsellors, and even students have the greatest
access to the most students through a school system. It is here that school staff can intervene,
support and educate students about ending bullying behaviours directly and indirectly; breaking
the bullying-cycle. This paper will address bullying in general at all grade level. This research is
a result of the increase of school violence and the media coverage it has received. On one hand,
the sensationalism of school violence has very much been needed to wake up generations of
educators, parents, and students to say the behaviours leading to this violence are not okay in
my school, they are a problem and we need to find a way to fix it. However, on the other hand,
reacting out of fear for the worst is not the best approach either, because it gives a message of
fear to staff and students that school violence will be the end result if these behaviours are not

taken care of. While this violence is a real threat that schools have been facing and educators do
need to be aware of it, prepared for it, and actively working towards ending it; the fear of school
violence should not be the sole reason that schools need to watch more closely for bullying
behaviours.
In defining what bullying is, many researchers have quoted Olweus work, which defines
bullying as occurring when a student is exposed to negative actions repeatedly and over time by
one or more students (Ross, 2002, p.106). There can be direct behaviours such as teasing and
taunting, racial, ethnic, and sexual slurs or harassment, threatening, hitting, and stealing (Harris,
Petrie & Willoughby, 2002, p.4), is what most people think of when bullying is mentioned and
can be acted on immediately. But indirect behaviours such as spreading rumours, socially
excluding students, and dirty looks in passing are much harder to catch or prove.
Before schools can effectively put a whole-school plan into place some groundwork must
be securely laid down first. In this groundwork, principals are vital in the success of the program
they implement in their schools (Ballard, Argus & Remley, 1999; Harris & Hathorn, 2002).
Principals must hold students and staff accountable for their roles in changing the climate of the
school and they must allow for the time and manpower implementing a new program will take,
this research lays the ground work for this. All staff must be on board, supervising and
monitoring their hallways and classrooms and acting on any inappropriate behaviours taking
place. It also means that staff members have a responsibility and procedure in place if a student
reports an incident to them. Harris, Petrie & Literature Review of School Bullying 14
Willoughby (2002, p. 7)
RESEARCH QUESTIONS

1.How effective will the implementation of an anti-bullying program be in reducing the effects of
bullying?
2. How will an anti-bullying program benefit the students at Alpha Junior High?
3. What impact will an anti-bullying program have on school culture for the Alpha Junior High?
METHODOLOGY OF THE RESEARCH
The study conducted at Alpha Junior High ,combines quantitative and qualitative
methodology. With a focus to develop a deeper awareness and understanding of bullying that
helps foster prevention and : to find out the extent and the nature of bullying problems in the
school community through structured questionnaires given to a sample of students and teachers.
At the same time focus group interviews were conducted both with students and teachers of the
school.
Instruments
The study focuses on the design of an intervention model aiming at the indication of
effective ways towards the management and prevention of bullying. According to McMurran &
McGuire (2005), intervention aiming to preventing deviant behaviour is easier among primary
school children. It is during childhood and preadolescence period that attitudes are formed;
values are shaped while children are in a level of growth that prevention programmes seem to be
more effective (Moon, 1998).
Questionnaire
Students were instructed to complete the questionnaire anonymously. They were seated to
avoid conferring or copying. It was explained to them that their views would contribute in the
overall discipline of the school. The importance of answering sincerely was stressed to them. The
questionnaires were completed in the classroom within one hour with the teacher of the class

present. The aim of the questionnaire is to assess: 1) peer victimisation, 2) frequency, 3) feelings
provoked and 4) ways of response.
Five questions provide information on the prevalence of different forms of bullying behaviour. It
was based on the definition of bullying, proposed by Olweus (1993;), and consists of 5 other (5
of which are closed while the rest are open ended) questions for the measurement of aspects of
bully/victim problems: physical, verbal, indirect, racial, forms of bullying harassment; initiation
of various forms of bullying other students; where the bullying occurs; pro-bullying and provictim attitudes; and the extent to which teachers, peers, and parents are informed.
Focus Group
Questions mainly focused on the extent and the nature of bullying problems in the school
community through structured question completed by the teachers. There was an exploration of
their views and attitudes concerning the existence of particular school policy as a mean of
effective management of bullying.
see appendices
DEFINED VARIABLES
Bullying - Torfaen definition (2008) states that Bullying behaviour abuses an imbalance of
power to repeatedly and intentionally cause emotional or physical harm to another person or
group of people. Isolated instances of hurtful behaviour,teasing or arguments between
individuals would not be seen as bullying".
Student behaviour- the way in which one acts or conducts oneself, especially toward others
Prevention - To attempt to stop an event from occurring

Program Anti bullying - a campaign that helps to fight and prevent bullying while raising
awareness of its existence through education and discussion.
Intervention- To intervene or step in when an act of bullying is occurring and reduce the
implication of an act occurring (Husbey, 2006).
Physical abuse- using force that may result in bodily injury,bodily pain, or impairment.
Emotional abuse- any act including confinement, isolation, verbal assault, humiliation,
intimidation, infantilization, or any other treatment which may diminish the sense of identity,
dignity, and self-worth.
Cyberbullying - is an action of harming or harassing via information technology networks in a
repeated and deliberate manner
INTERVENTION
A good place to start is to recognize the fact that bullying is a serious problem (Adams,
2001). In the schoolroom setting bullying could be defined in the student handbook, on hallway
posters, in a first day student/staff assembly. It could be defined thoroughly enough in a
discussion with students, staff, and parents that everyone will understand what will or will not be
tolerated (Thompson & Cohen, 2005).
Once bullying has been defined, the next step maybe to inform the parents about bullying
and what it actually is. Parents are their childs role models. The parents can demonstrate through
their actions the coping skills necessary to gain something without bullying. These same parents

can be instrumental in teaching their child how to cope or solve the problem of victimization
(Rocks & OMoore, 2001).
Since school is a large part of their childs life the parents should be involved with their
childs education at all levels and participate in both social and educational activities within the
school (Rocks & OMoore, 2001). They also need to talk to their child to keep up with their
emotional level. By having frequent conversations with their child they can find out how they are
treated at school by classmates and teachers.
The schools could give parents advice and preventive measures that can be used to keep
their child from being a bully or being a victim (Wiseman, 2002). Parents can be encouraged to
model anti-bullying behavior, use positive parenting skills, enhance self-esteem in their children,
and help develop empathy/tolerance in their children (Rocks & OMoore, 2001). It is important
that all information given to parents about bullying/violence that they become aware that their
own behavior is a critical factor in bullying among children (2001). The advice that adults give to
children about dealing with bullying should be sensible, realistic and appropriate. It has to be
based on real experiences rather than untried theories (Mellor, 1993). Parents should also learn
that the more they become emotionally involved or react in a negative way the more they may
inflate the problem or prevent their childs social development.
Children need to learn positive life long skills to keep an act of bullying from becoming a
threat to their academics or mental health. Parents should teach their child social and coping
skills to deal with those forms of bullying (Rocks & OMoore, 2001). A few ways that parents
can teach these social skills are: If your child confides in you that he/she is being bullied,
actively listen to them and let them explore ways they would like to handle the situation
(Dunning, 2004). Teach your child that names do not have to hurt them. If they complain about

being called a name the parent can tell the child it is not true (Kalman, 2006, November). Teach
your child to ignore the insults. This can be done with role-playing. The child may be taught that
the person teasing them may actually like them, but is too shy to tell them, so they are just trying
to get their attention. The child should be taught exit strategies, both physical and verbal.
Parental involvement can only go so far, the teachers are the ones that deal first hand with
bullying instances, so it is just as important, if not more important that teachers learn how to deal
with bullying.
In the school setting the teacher spends more time with the student than any other staff
member. Teachers need more effective and continuous training on dealing with difficult students
and bullying situations. In-service training alone is not the answer, but combining it with followup consultation has shown to be effective in producing significant changes in bullying behavior
(Newman, et al., 2004).
A good relationship between teachers and students is another large factor in reducing
bullying. When teachers are better trained to gain this rapport with students they will gain more
confidence in themselves to intervene during a bullying situation and not worry about making the
situation worse for the victim because they feel secure about what to do (Newman, et al., 2004).
On the same note, teachers need to intervene in bullying situations in order to gain the trust and
improve their relationships with students. Teachers and other adults have to think before they act
just as they expect students to. The way that adults react and conduct communications with
students, fellow teachers, other adults, or parents will be picked up on by children/students very
quickly (Espelage, et al., 2000).
Teaching the students responsibility may be one of the first things that could be done. In
an assembly, or better yet, a series or assemblies the students could be taught the problems that

can arise or grow by the lack of reporting the action or watching it occur with no assistants. In
this assembly or assemblies students could be taught how to intervene without becoming a
victim.
Role playing activities are a good place to start with this.
Communication and problem solving skills along with positive thinking may help
students avoid the act of bullying (Lodge & Frydenberg, 2001).
Changing school policies or atmosphere along with teaching pro-social skills has helped many
school districts lower their bullying rates (Espelage & Asidao, 2001).
As students learn more coping skills and social skills they can learn ways to prevent them from
becoming a victim or learn different strategies to protect them if a bully tries to target them.
Again role-playing lessons can be used to help them learn the different tactics used by bullies.
In the classroom setting with different scenarios set forth students can brain storm different nonaggressive ways to deal with them. This will definitely need guidance from the teacher. If
students find themselves using more aggressive responses in these situations; teachers can then
remind them of the possible consequences of their aggression, such as fighting back (Espelage, et
al., 2000).
From the students perspective, students feel that support groups, individual counseling,
or peer mediation would be helpful for students who bully (Espelage & Asidao, 2001).
Counseling can be very effective if performed properly. In bullying instances an outside
facilitator may be used. If this facilitator is neutral to the issue they can generally calm the bully
and the situation (Caruso & Nicholas, 2006).
In order to be successful, it is important that counselors, working with students who bully their
peers, must be knowledgeable about the environmental factors that may be contributing to

bullying behavior so that prevention and intervention programs can be implemented (Espelage,
et al., 2000).
Secondly, counselors need to pay particular attention to peer group interactions and
efforts aimed at decreasing bullying behavior, which are likely to benefit from comprehensive
group norms (Espelage, et al., 2000). Finally, guidance counselors need to include the rejected,
most at risk students into these groups (Thompson & Cohen, 2005). There is a need to raise the
level of bully awareness among whole school communities. This includes all pupils, teachers,
parents and non-teaching staff (Rocks & O Moore, 2001). It is imperative for teachers to make
their class and schools a safe environment, because this allows students to feel more comfortable
and confident and as a result student learning and personal comfort increases (Newman-Carlson
& Horne, 2004).
Part of a positive school environment is feeling comfortable, not only with going to
school everyday, but comfortable being able to talk to peers and staff knowing that what was said
will not be exposed or violated in anyway. Students often fail to report being bullied (Unnever,
2005). In order to reduce bullying, students need to be able to report bullying and feel safe about
it (Adams, 2006). To accomplish this, it is important that all staff handle bully reports in the same
manner; taking swift action and being consistent each time an incident occurs or is reported.
From the parents perspective it is necessary for them to teach their child to speak up if another
child is being bullied (Nudo, 2004). Also, parents should empower their child to talk to their
teacher or the school principal about the bullying and specifically the bullies who are bullying
them (Dunning, 2004). The single most effective thing that any school can do is to develop a
policy to which everybody is committed. One way of getting commitment is to work with pupils,
teachers and others to find out about the extent of bullying (Mellor, 1993).

Another aspect of effective anti-bullying efforts usually addresses the problems at many
levels (Packman, et al., 2005). Schools need to incorporate several key components commonly
found in violence prevention programs such as teaching anger management and promoting
nonviolent approaches to conflict (Bosworth, et al., 1999). Aggleton et al. (2000), thinks that a
no blame approach could work to solve the problem. A whole school anti-bullying policy in
which those students identified as the bully is given the responsibility for solving the problem
rather than being blamed for it (The bully as a victim, 2005). Schools need to design programs to
educate students about the harmful effects of teasing and harassment and give them the skills to
manage, and potentially change, the pressure to hurt their classmates in order to fit in
(Espelage & Holt, 2001).
School policies can be further established using tactics and methods to strengthen their
purpose. Some methods that were found to be successful were providing better supervision in
hallways and recess, establishing classroom rules against bullying, conferencing between bullies
and victims, and with parents of involved students (Dake, et al., 2003). The introduction of
random seating at lunch can greatly reduce the number of bullying incidents (Roou, 2004).
Teachers can organize classroom grouping so that shy students can get to know other students
and make friends (Thompson & Cohen, 2005).
The key components of the bullying intervention program are increased adult supervision
in all areas of the school, increased consequences for bullying behavior, and clear message that
bullying will not be tolerated (Starr, 2005).
Whatever method schools use to find out about bullying, there is one step which should always
be taken: make sure that the information collected from pupils, parents, or teachers is fed back to
them and discussed with them.

School-based interventions are more successful when they are built around the understanding
of childrens perceptions of and attitudes toward bullying in school and other
environments(Brown, et al., 2005). Olweus (1994) found that a school-wide bullying prevention
program reduced antisocial activities such as vandalism, fighting, theft, and truancy, as well as
bullying (Bosworth, et al., 1999). Another policy that is very common is the zero-tolerance
approach. Zero tolerance disciplinary guidelines are being implemented by administrators across
the nation. The basic message is everyone needs to get involved, especially other students who
passively watch, before this problem will be solved (Orecklin & Winters, 2000). Zero tolerance
is and has been very popular; however, when it is used alone it shows little evidence of
increasing school safety (Packman, et al., 2005).
School policies are not solely built on the reliability of the staff to regulate and enforce,
but they also are reliant on the strength of students and the student body as a whole. Peer group
power is an important way to aid in stopping bullying (Packman, et al., 2005). A studentinitiated solution is the best way to stop bullying (Roou, 2004). If students are incorporated in the
anti-bullying plan, then it is more likely the program will achieve more effective results
(Packman, et al., 2005). Also, students preferred strategies that didnt involve teaching staff but
only involved non-teaching staff (Crothers, Kolbert,
& Barker, 2006).
One student driven approach that had some success followed the three As of the student driven
intervention (Packman, et al., 2005).
Awareness: Developing support amongst faculty and administration (2005).
Avenues: Smaller groups are easy for victims or bullies to express thoughts or feelings (2005).

 Assimilation: Keep the program on-going process, rotating student positions year after year
(2005).
A curriculum based preventative program. There are three steps in curriculum based
preventative and intervention programs that have been shown to have some positive impact
(Salmivalli, Kaukiainen, & Voeten, 2005). The first step is awareness, which is basically
discussing bullying with entire class and let it be known of the problem. Start class with themes
as to what bullying is and how it feels to be the victim. Next discuss the group mechanisms
involved and point out how people behave differently in a group dynamic (2005). The second
step is to encourage self reflection (2005). The final step is to commit to anti-bullying behaviors,
in other words, promote by helping students create ways in which they could act as individuals
or in a group to try to end bullying. One way to do this is by role-playing (2005).
Another program that could be used is a Conflict Management Programs that include the
following: self-monitoring, perspective taking, social-problem solving skills, role-playing on
video and then discussed, analyzed, and negotiated, an anti-gang curriculum, alternative
community involvement, an anti-bias/anti-hate curriculum that focuses on developing skills of
understanding critical thinking and perspective taking, and finally, an anti-drug and alcohol
curriculum that focuses on self-esteem and self worth (Lake, 2004).

Timelin
e

Action to be taken

Responsibilities

Resources

Week 1

Create sub groups to research,

School Based
design and develop amend the
Management
plans so that they specifically
Team ; all
addresses the issues at the
stakeholders
school. Discuss the cost
associated with the
implementation and the benefits
to be derived from its
implementation. Identify the
time frames and the stakeholders
to be involved at each aspect of
the programme. Gather data
from the various stakeholders.
Assess the data and further
amend the programme as
necessary. Formulate specific
policies to address the issue.

Ministry of
Education
Policies; School
Policies;
Anti-bullying
Programme;

Week 2

Installation of Cameras, training of

the relevant safety personnel
inclusive of all teachers,
prefects, class monitors, issuing
of hall passes;

Training Officer;
Resource
Personnel; PTA;

Cameras; Monitors;
Hall Passes; All

Week 3

Engage in mass awareness of the

issue and the policies that have been
formulated to address the issue of
bullying. All additional
stakeholders will be educated at this
time.

School Based
Management
Team ; all
stakeholders

Ministry of
Education
Policies; School
Policies;
Anti-bullying
ProgrammeStud
ents

Week 4

Motivational speaker at general

assembly addressing specific issues
as it relates to Bullying.

Student Services,
Police, PTA, Welfare
Department, School
Personnel. Religious
personnel.

Fliers, Projector,
Laptop
Assembly Hall;
Classrooms

Week 5

Motivational speaker at general

assembly addressing specific issues
as it relates to Bullying.

Student Services,
Police, PTA, Welfare
Department, School
Personnel, Religious
personnel.

Fliers, Projector,
Laptop
Assembly Hall;
Classrooms

Week 6

Motivational speaker at general

assembly addressing specific issues
as it relates to Bullying.

Student Services,
Police, PTA, Welfare
Department, School

Fliers, Projector,
Laptop
Assembly Hall;

Personnel,Religious
personnel.

Classrooms

Week 7

Motivational speaker at general

assembly addressing specific issues
as it relates to Bullying.

Student Services,
Police, PTA, Welfare
Department, School
Personnel, Religious
personnel.

Fliers, Projector,
Laptop
Assembly Hall;
Classrooms

Week 8

Evaluate progress and make

recommendations.

School Based
Management
Team ; all
stakeholders

Students, School
Climate

Analysis
Within the procedure of the programme implementation to groups, slight elements
revealed changes occurring slowly but visibly. All parties took advantage from the opportunities
to make dialogue and interact with each other in alternative ways using the various interventions
provided for school,home ,community. Full use of these strategies allowed participants to
discovered new ways of self-expression and interaction. They took extremely seriously the
conversations about rights, they also wonder openly about the contemporary trends in outfits
and behaviour of peers (trendy emo). They are aware of the current social conditions and
problems, they seek for space and opportunity to share concerns, doubts, and concepts. They
show resistance, hence, they make an effort to listen, interact, express fears, anger, and they try
to attach (relate) taking shy steps towards the others by showing respect and acceptance.
Students described their own view about themselves and how the programme affected them: We
learnt not to call teasing names and cooperate Our goal is not to fight with each other, we
want to be united, be together We need to love our friend, respect the others and talk politely
We want the rules We learnt not to hit each other We want to have fun and co operate We
want to love without hurting others feelings We feel changed (that we have changed)

Teachers expressed positive feedback towards the intervention programme and its
influence to the school community. Furthermore, the relationship and co-operation between
parents and teachers were viewed from a different perspective. The teachers who were present in
the classroom during the sessions were actually trained in dealing with matters within the
classroom with alternative ways. They even attempted to continue the work with children even
after the end of the programme. The school teachers appreciated the presence of a social worker
at school; they eventually showed much less resistance by identifying the positive effects of the
co-operation.

CONCLUSION
Active Practitioners 5 were able to work together to discuss the question for this
assignment, to interpret and plan the way forward. It was a laborious task but we were able to
persevere as we encouraged and supported each other and learnt from each other as we went
along. We learnt how to utilize various forms of technology to enhance our work and our
personal lives. There were moments of grief when our members were ill or stressed but this
strengthened the team as we supported and encouraged each other. We also used the competences
gained from the course activities to mould our readiness for the task. Most of all we applied
theory into practice. From our interpretation we decided that Bullying is a serious problem
within our schools which affects the ability of students to achieve academically and socially. An
Antibullying program was proposed by the team and then each member presented it at the school
where it was accepted for implementation.. Each member had different experiences in relation to
the implementation of the intervention plan at their institution. This is captured in our report

discussed via Facebook. It is envisaged that through continued implementation of this antibullying program, all members will achieve the desired goal to curb bullying and ensure that all
students can operate in a safe and comfortable environment.

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