Responding to bullying holistically
When bullying happens, there is an understandable urge to focus solely on the specific children and young people involved and the incidents that have happened. But evidence shows that the most effective way to respond to bullying is to address underlying social and emotional factors.1 This is known as a holistic response.
A holistic approach to bullying considers the emotional, psychological, social and physical needs of children or young people being bullied or bullying others. The aim is to help them build wellbeing, emotional regulation, positive relationships, a sense of belonging and resilience. This supports positive coping strategies, meaningful behavioural change and a reduction in the long-term impacts of bullying.2
A holistic approach to bullying includes addressing the underlying social and emotional factors.
The school environment
Because bullying is a product of the social environment, effective school responses to bullying must involve the whole school community, including students, educators and families. All schools are required to have policies that address bullying behaviour and promote safe, inclusive environments for all students.
School-wide intervention strategies are most effective when they:
- reinforce respectful relationships
- prioritise student wellbeing
- educate students on bullying and its impacts
- outline clear reporting procedures.
Collaboration between schools, parents and students is crucial in addressing bullying and preventing its recurrence by promoting a culture of safety, respect and support.3
Considerations
Holistic approaches aim to address risk factors and strengthen protective and preventative factors to help stop the bullying from happening again.4 It benefits children and young people who bully others, those who are being bullied and the broader school community.
Supporting emotional wellbeing helps children and young people who are bullied to build self-esteem and resilience, find positive coping strategies and seek support. It helps children and young people who bully others to learn emotional regulation, empathy and healthier social behaviours. Emotional wellbeing can act as a buffer for all children and young people against the negative impacts of bullying. It can be supported through:
- having open, supportive conversations about how children and young people are feeling
- learning and practising healthy coping strategies
- using things like mindfulness to manage stress and help emotional regulation
- building self-esteem and confidence through activities that children and young people enjoy.
The emotional toll caused by bullying can lead to anxiety, depression and behavioural issues. Professional counselling or therapy (in person, by phone or online via school, or private, public or free services) can help children and young people process their experiences and responses.
Learning to challenge negative thoughts and practise positive self-talk, self-reflection and resilience strategies can also help to improve psychological health and support positive coping strategies and behavioural change
Positive, supportive social relationships increase resilience, belonging, self-confidence and self-esteem.
Children and young people who have prosocial peers are also less likely to bully.5 Prosocial friends or classmates have a positive influence on those around them through behaviours like sharing, helping, cooperating and showing kindness and respect to others.
In contrast, children and young people who have antisocial peers or friendships – that are high in conflict (with poor conflict resolution) and promote risky or antisocial behaviours – have a much higher risk of bullying others.6
Stress from bullying can impact sleep, eating and exercise habits. Healthy sleep, eating and physical activity routines can improve physical wellbeing and support mental health, and this helps children and young people to cope with difficult situations better.
Cyberbullying can make digital and online activity feel risky and unsafe. Rather than avoiding technology altogether, the best strategy is to teach children and young people the skills they need to navigate the online world safely. This includes:
- learning safe online behaviours and responsible digital citizenship
- learning about the risk and protective factors associated with information and communication technology (ICT)
- having open, non-judgemental conversations about online experiences with parents, carers and teachers
- establishing mutually agreed rules for screen time and technology use
- having enjoyable offline activities to maintain overall wellbeing
- understanding how to seek help and how to respond to cyberbullying or online harassment.7
Parents and carers play a crucial role in supporting children and young people who have bullied others. A supportive family member or trusted adult offers a safe space for children and young people to express themselves, understand the reasons behind their behaviour and work through those issues. Positive relationships with family members or trusted adults provide a nurturing environment where children and young people feel understood and supported, which can help them change harmful behaviours and grow into more empathetic individuals.
Bullying others doesn’t mean someone is a bad person. There are many things that influence the behaviour of children and young people, including personal histories, social influences and their understanding of what’s acceptable. By recognising that bullying is a behaviour and not a part of someone’s personality, we open a door to meaningful behavioural change.
- Gaffney, H., Ttofi, M.M., & Farrington, D.P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. doi.org/10.1016/j.jsp.2020.12.002; UNESCO & French Ministry of Education, Youth and Sports (2020). International Conference for on School Bullying: Recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying. UNESCO Digital Library.
- Bradshaw, C.P. (2015). Translating research to practice in bullying prevention. The American Psychologist, 70(4), 322–332. doi.org/10.1037/a0039114; Cefai, C., Simões, C., & Caravita, S. (2021). A systemic, whole-school approach to mental health and wellbeing in schools in the EU. NESET report. Luxembourg: Publications Office of the European Union. doi.org/10.2766/50546; Nickerson, A.B., Fredrick, S.S., Allen, K.P., & Jenkins, L.N. (2019). Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization. Journal of School Psychology, 73, 74–88. doi.org/10.1016/j.jsp.2019.03.002; Dorol-Beauroy-Eustache, O., & Mishara, B.L. (2021). Systematic review of risk and protective factors for suicidal and self-harm behaviors among children and adolescents involved with cyberbullying. Preventive Medicine, 152, 12. doi.org/10.1016/j.ypmed.2021.106684.
- UNESCO & French Ministry of Education, Youth and Sports (2020). International Conference for on School Bullying: Recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying. UNESCO Digital Library.
- Sae-Koew, J., Gonsalkorale, K., & Cross, D. (2024). Protecting children and adolescents from cyberbullying: An evidence review of risk and protective factors and effective interventions. NSW Government.; Downes, P., & Cefai, C. (2016). How to prevent and tackle bullying and school violence: Evidence and practices for strategies for inclusive and safe schools, NESET II report. Luxembourg: Publications Office of the European Union. doi: 10.2766/0799
- Zych, I., Farrington, D.P., & Ttofi, M.M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4–19. doi.org/10.1016/j.avb.2018.06.008
- Lester, L., & Mander, D. (2015). The role of social, emotional and mental wellbeing on bullying victimisation and perpetration of secondary school boarders. Journal of Psychologists and Counsellors in Schools, 25(2), 152–169. doi.org/10.1017/jgc.2014.28; Shin, H.H., Braithwaite, V., & Ahmed, E. (2016). Cyber- and face-to-face bullying: who crosses over? Social Psychology of Education, 19(3), 537–567. doi.org/10.1007/s11218-016-9336-z
- Sae-Koew, J., Gonsalkorale, K., & Cross, D. (2024). Protecting children and adolescents from cyberbullying: An evidence review of risk and protective factors and effective interventions. NSW Government.