ABSTRACT
This chapter describes a range of practical approaches to bullying in one part of the country. Although this initiative is in its infancy, one way forward seems to be to arrange opportunities for teachers to reflect upon their work and share good practice. There is considerable anecdotal evidence from talking with teachers and children which suggests that children's anxiety about bullying peaks immediately prior to a change of school, phase or site. In a different context a pupil-survey was used as part of the response of a pastoral team in a local secondary school to a specific allegation of bullying. The parallels between bullying and child abuse are all too obvious, both of which phenomena rely for their potency to cause misery on secrecy and powerlessness. The descriptive terms were selected cognisant of the dangers of 'labelling' and do not seek to marginalize children involved in bullying or present them as 'deviant'.
