ABSTRACT
Another of the intriguing findings of previous research is that some schools appear to be much better than others at instituting and maintaining effective anti-bullying procedures as part of effective behaviour policies. Why? What are the differences, and how can schools be encouraged to adopt the most efficient procedures? One interesting corollary of this is the general tensions between ‘topdown’ management systems in anti-bullying work and the feelings and reactions of those working directly with the children. These are similar to those tensions often felt in other parts of the educational system from similar sources. When the effective procedures can be described, will it be sufficient for school managers and the Office for Standards in Education (OFSTED) to say, ‘Do this’ for the procedures to be effective, or will the whole process need to be worked through as a social priority inside the school? Again, there are some clues in existing research, and these are explored further in Chapter 5.
