A group of children at West Barns Primary were struggling to maintain positive relationships.

They would show behaviours such as:

•  playing tricks on others
• excluding others
• name calling, both in-person, and on social media platforms
• rumour spreading

Children and their parents would complain to staff about friendship fall-outs and bullying. Problems between the children would take significant staff time to resolve. It was often difficult to find the issue that caused the fall-outs.

What the school did

Staff used a range of strategies to reduce the conflict. This included:

• minimising the time the children spent together
• offering restorative sessions
• ensuring parental involvement

These strategies were successful for a short period of time. Relationship difficulties would often reoccur.   

A staff member researched the issue to learn more. They learned about friendship groups and bullying behaviour and found resources to help. They offered solutions for managing the emotional complications present within female friendship groups. They also promoted positive peer relationships. This led to the development of a well-planned and targeted programme for children.

The sessions included:

• team games
• role-play
• group discussion
• reflective tasks to address the topic of bullying

They ensured that the girls had a clear understanding of what bullying is. They also taught the girls what to do if they see or experience bullying.

The sessions promoted positive and proactive methods of addressing bullying. They encouraged respect, empathy and fostering positive peer relationships. This helped young people to build and maintain effective social skills.   

The impact and what changed for children and young people 

Participating in the programme has helped the children manage their emotions and behaviour. They have learned about positive peer relationships and developed their emotional literacy. They also developed an understanding of the effect of making positive friendship choices.

Children and staff have noticed a reduction in friendship issues. Children now need less adult support in mediating disagreements. They are able to talk to each other and can recognise and respect each other’s feelings. This helps them to find ways to resolve friendship issue should they arise. They now take more responsibility for their own actions and behaviours.    

Children enjoyed the sessions. They felt they had a safe space to talk with others and work through the friendship issues they were facing. They felt that the relaxed approach supported the improvement of their relationships. This has included an improved relationship with their class teacher. They welcome more opportunities to learn about emotional and social wellbeing.