"To be really effective in dealing with bullying and other forms of violence, we need to create a safe and supportive climate
where students can raise issues, talk about things like
race and gender and class, and be supported
in finding their own solutions."

...Administration staff member

We are a large urban school in Brisbane with more than 900 students from different socioeconomic and cultural backgrounds. We used action research and integrated curriculum planning to increase acceptance of difference.

Where It Began... More students were getting into trouble and being sent to the office. We found that the problem was often caused by issues relating to race, gender or class - and that the school's approach to bullying was inconsistent.

Getting Started... We gathered data within the school, consulted the local university and discussed the issues in the school community. We decided to follow a long-term, proactive solution based on the principles of early years education, middle schooling and inclusive curriculum. We wanted our curriculum to challenge, engage and include all members of the community.

How We Went About It... A 'critical friend' from a local university helped us set up a staff Action Research Group, and we worked towards understandings and skills that would make the need for 'behaviour management' almost nonexistent.

Our group developed an integrated curriculum planning framework that incorporates critical analysis; knowledge and understandings of gender, race and class; investigation of cultural contexts; negotiation; active citizenship; and investigative processes such as action research.

Students and teachers used action research to investigate questions about violence and justice in their lives. These questions were raised in class meetings, in journal writing and in surveys.

Teachers cooperatively planned integrated units across year levels to introduce and progressively build on skills and understandings from the framework. Teachers have time each term to plan together.

Year 7 students and teachers were involved in a year-long active citizens project, supported by outdoor education leaders. These students have since worked with younger students in classrooms and in the playground, teaching and facilitating activities and working on issues of bullying and harassment.

Year 5 students researched bullying issues. They discovered that they needed to investigate and discuss their ideas of 'dobbing' if they were to feel comfortable about reporting bullying.

Students used drama and dance, and particularly Forum Theatre, to work through unjust and violent situations and to consider points of view different from their own.

A tracking system records who is responsible for bullying and other behaviours in the playground, and what individuals have done. This allows for specific action to be taken with individual students if necessary.

What We Are Learning... This year, the playground is a lot calmer. There has been a significant drop in the number of students being sent to the office for bullying. Parents who attend parent representative sessions at the school have been positive and support the actions taken. Students are far more proactive and able to use their skills and understandings to prevent or stand up to bullying.

What's Next... We still have a long way to go. We are about to review and reflect upon the steps we have taken to date. Sharing good practices about how to and not just what to teach and continuing professional development for staff are essential for the future.