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the victims.
Teachers make a considerable difference to pupil attitudes by modelling a caring
attitude, valuing each child as an individual and listening carefully to explanations. They
can also promote opportunities for children who have been bullying others to become
involved in positive, supportive activities that are more worthwhile than the bullying. The
victims, as well as the perpetrators, need to be monitored, as there is a tendency for those
who have been bullied to bully others in turn. Consequently some children are victims,
some are bullies and some are both victims and bullies.
One of the problems facing teachers is that bullying becomes a habit that eventually
acts like a stimulant, such that the act of bullying becomes enjoyable for the perpetrator.
If bullying is not dealt with sooner rather than later, it becomes habit forming and
intervention to stop it being repeated becomes more difficult. Although pernicious
bullying that brings distress to other pupils cannot be tolerated, the children concerned
must also be shown that there are benefits attached to kindness, consideration and self-
sacrifice that cannot be matched by tormenting a weaker child. The involvement of
parents at an early stage normally falls under the head teacher s remit, supported by the
Special Educational Needs Coordinator (SENCO) and, where appropriate, advice from
A-Z 23
external bodies, including the DfES web site on bullying, Don t suffer in silence
(http://www.dfes.gov.uk/bullying).
Further reading
Beane, A.L. (1999) Bully Free Classroom, Minnesota: Free Spirit.
DfES web site: http://www.parentcentre.gov.uk/
Lawson, S. (1994) Helping Children Cope With Bullying, London: Sheldon Press.
OFSTED (1993) Achieving Good Behaviour in Schools, London: HMSO.
Rigby, K. (2001) Stop the Bullying, London: Jessica Kingsley.
Sharp, S., Thompson, D. and Arora, T. (2002) Bullying, London: Routledge.
Varnava, G. (2002) How to Stop Bullying: Towards a non-violent school, London: David Fulton.
Primary education 24
CARING
All adults with responsibility for children have a duty of care placed upon them to ensure
that, within their means, they do not suffer physical, emotional or psychological hardship
that is incompatible with their age and maturity. The exact nature of this accountability
is defined in law but can broadly be thought of as teachers exercising judgements in
respect of a child s welfare that could be expected from a responsible parent. Primary
schools are havens from the uncertainty of the world and offer a settled environment for
young lives to be nurtured and developed.
Teaching assistants often have a designated caring role in dealing with personal and
social needs and the majority are skilled at getting alongside children, advising them
about decisions, comforting them in times of distress and offering an encouraging word.
Their nonofficial status allows pupils to feel easier about approaching them and gaining a
sympathetic hearing about issues that affect them.
Care is an approach that goes beyond a tender emotion or sympathy. It reflects a desire
to seek the emotional and academic good of pupils and other adults in school and to
behave in such a way that they are able to learn and develop without undue hindrance.
This process requires that teachers explain their decisions (but do not try to justify them)
and persevere to promote equality of opportunity and affirm children s genuine efforts. In
turn, pupils can be helped to develop a sense of compassion through taking care of a
younger child in the school, helping in charity fund-raising events or befriending elderly
members of the community.
One of the reasons that people elect to become primary teachers is that they value the
caring dimension of their work, which makes them feel positive about their teaching and
sustains them during periods of difficulty. It is important for pupils to know that adults
are considerate and want the best for them. Care lubricates adult-child relationships and
enhances both pupils and teachers feelings of selfworth and respect. This form of caring
is different from pampering the children or smothering them and restricting their
independence or hindering them from making their own decisions. Premature
intervention and high levels of support to pupils brings great satisfaction to adults but
may stifle initiative and make children overly dependent on assistance. Intervening in
such a way that pupils have insufficient time and opportunity to grapple with problems
does not help children to become self-sufficient or foster perseverance in them. Schools
are social settings and although teachers are not social workers they work within a social
climate that is created through the agreed priorities of the staff. Teachers have a
professional responsibility to intervene in such a way that children s problems are
lessened or solved and to intercede to resolve conflicts.
Unless teachers distance themselves from the children and become mere agents for
delivering lessons, they cannot avoid being influential and significant. A school world in
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