ABSTRACT
First, continuation of some kind of support system, albeit not as intensive as the initial course, has proved helpful especially for pupils with special educational needs. Pupils who were offered opportunities to talk with a teacher or fellow pupils about their bullying experiences after the end of the group, maintained more positive effects of the group over time. It may be that here is a suitable juncture for the combination of different interventions. Could the support role be taken on by other pupils, for example via peer counselling? Could the tenuous group network mentioned earlier in this section be more firmly established so that whilst the formal group ends, an informal one continues? Would occasional ‘booster’ sessions be helpful for these pupils, perhaps on a termly basis? The involvement of parents may also provide an additional support mechanism.
