Reducing bullying is a whole-school responsibility, but pupils could play the most powerful role

Bullying is a public health priority with approximately a third of children and young people being exposed to it during their school years, a figure that can rise to up to over two thirds of children and young people with special educational needs and disabilities (SEND). Bullying may also be one of the most tractable risk factors for mental health problems including depression, anxiety, and self-harm and its impact on those involved can last into adulthood. This paper will outline what we know about bullying at school, including the definitions used, the varying roles involved, the social structure of positive and negative interactions, and the effectiveness of anti-bullying programmes. These points will be discussed in relation to both mainstream schools and special education schools. It will explore the next steps we need to take including evidence-based anti-bullying programmes for secondary schools and special schools, including more pupil voice in the development of resources and ensuring our programmes reflect the ethnicity and diversity of our young people. Throughout, it will highlight the importance and power of pupils in reducing bullying: researchers and school staff alone cannot reduce bullying, the drive must also come from the pupils.