We are a small 'country-politan' secondary school close to a large inland city. We are mainly Anglo-Saxon with only a small Indigenous component and an even smaller non-English speaking community. We have developed a culture of "No-hands-on" and introduced a strong anti-harassment policy where all students have their own anti-bullying cards.

Where It Began... We were concerned about the behaviour of students in the playground during lunchtime and recess. The classrooms had not been a problem as there was a successful time-out system in place. It was felt that students needed to also take control of their own lives and behaviours, especially in the playground where suspensions had increased over the previous few years. It was also felt that bullying was a problem for the community as well as the school.

How We Went About It... Students completed a number of surveys on bullying and the general ethos in the school. As with a great number of surveys, the results were conflicting. One survey in 1999 indicated that the school did not have a bullying problem. Another one in 2000 painted a totally opposite picture. A task force was put in place to find a solution. To support students in taking control of their own lives - as they will outside of school - a four step program was introduced:

1. Ask the person who is harassing you to stop
2. Formalise this with a written request to the Year Adviser or Deputy Principal
3. Invite parents of bullying students in to discuss the matter
4. Apply sanctions if needed.

At this stage (after 2 years) we have not had to go past Step 2.

The task force felt that even though we were combating the problem in the school, we needed to go to the community as well. In 2000 a committee was established incorporating people from all walks of life. In 2001 community awareness was developed about the bullying problem. We posted a slogan throughout the business district - "Bullying - Not You Not Me - No Way". We also surveyed the community and the schools and one of our members did independent research into girls and bullying. Her results were published in her masters thesis at Canberra University. Further, we took the awareness program to the streets. We marched in the annual parade and had a stall to show students' anti-bullying posters. We went on community radio and approached Council.

What We Are Learning... The atmosphere in the school is much more positive and friendly. Researchers, HSC examiners, and other people who come into the school comment on the positive feeling. Suspensions have fallen so much that the Superintendent wants to know what miracles we have invoked. The way to success in creating a positive anti-bullying ethos, is simplicity and consistency. Identify staff who are "people-people" and have them sell the message.

What's Next... The community committee has gone into a state of flux as the chairperson has taken up another position outside of town. There is a need to reinstate it. This has reinforced the notion that the anti-bullying program is both a community problem and a community issue and not simply one found in the school.

The school is reinforcing the policy of having students take responsibility control of their own destinies. To further support the program, the Welfare Committee is currently looking at the possibility of introducing a mentor system, not only for the victims of bullying, but also for the identified perpetrators of bullying.

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