At Kyle Academy in South Ayrshire, young people were reluctant to report bullying. They feared social isolation and did not want others to see them as a ‘snitch’ or ‘grass’.

Senior leaders and staff recognised that a culture of peer pressure and a desire to fit in with others was prevalent. This had more influence on young people’s behaviours than doing the right thing. This meant that incidents of name calling or other forms of bullying were not reported.

What the school did

Senior leaders wanted the school's vision and values to inform this shift in culture. These values include respect, responsibility, and diversity.

They recognised the importance of using this language to discuss expectations for behaviour. They also used it to discuss relationships and actions that are hurtful.

The school has used the values to encourage young people to report bullying. Young people now understand that this is the responsible thing to do.

Staff have played an important role in helping young people understand their responsibilities. They have explored the ‘bystander’ effect to address the code of silence.

Anti bullying curriculum

Staff have used the Holocaust as a context to discuss what it means to be a bystander. This includes exploring the effects and consequences of keeping silent about unacceptable behaviours.

Young people have reflected on the everyday situations and events unfolding around them. They consider events where they have chosen to ignore situations that are unacceptable.

This work encourages young people to be upstanders in society. It also encourages them to support one another and to be the change they want to see in the world. They feel supported to have the courage and strength to speak out and act.

The wider curriculum also teaches the importance of individual responsibility. Young people learn about social responsibility and respond in a progressive way. For example, all young people in S3 work with local charities. They explore social issues and responsibilities.

Involving children and young people

The message of reporting incidents is aligned with the values-led curriculum delivered in Daily Personal Support and assemblies. This is helping to reinforce the message that Kyle Academy values doing the right thing.

There is an expectation that all senior pupils will make a contribution to the school. This includes:

• leading the ‘Daily Personal Support’ programme in S1 classes
• developing and leading lessons on the Holocaust and climate change with S1 and S2
• volunteering in classes and associated primary schools
• acting as buddies
• leading house events and the school charities committee and equalities group

The impact and what changed for children and young people

These approaches are supporting a strong sense of community. Young people are building positive relationships, care and compassion. This has improved relationships between young people, and between young people and staff.

Young people have a strong understanding of being an active bystander. They accept their role in reporting incidents of bullying. They are more likely to intervene and know there are different ways they can do this. For example:

• not laughing at sexist or racist jokes
• talking to peers about their behaviour in a non-confrontational way
• caring for a friend who’s experienced bullying behaviour

Senior leaders acknowledge that the school is on a journey. The work so far has led to a change in culture. Young people now feel more confident to report incidents of bullying.