Acceptance
of issues in schools and addressing issues that hinder this acceptance in
schools are two sides of the same coin. When it comes to special
education schools, this idea of acceptance takes on a whole new
meaning. There are added layers to the process of tackling these issues in a
special education setting.
Bullying
is a social evil that has spread its roots deep into the schooling system. A
dictionary
defines
bullying as “using your strength or power to hurt or frighten somebody weaker
or
to make him/her do something.” Special needs students face extra challenges.
Bullying must therefore be taken seriously in schools, more so in special
education settings.
Bullying
is often termed as a harmless rite of passage that school children go through.
This
notion
could not be further from the truth. Children with difficulties or disabilities are
often
bullied.
Several factors add to this - such as physical health challenges, reservations
in social settings, as well as underlying mental health concerns.
Needs
owing to mental, neurological, physical, or mental abilities put special needs students in a difficult position
to navigate their social lives - which is often the main cause for bullying and
harassment. These students may even have difficulty communicating that they need help,
or identifying the bullying for what it is.
Bullying
can even be the line between life and death in extreme cases. It is a serious
phenomenon,
and must be treated as such, especially in special education schools, where
students
are at a higher risk.
Beyond
the evident signs of bullying in terms of any wounds on the body or tears on
the
clothes,
bullying can show up in the following ways -
●
Sudden shifts in mood, becoming withdrawn, anxious, or depressed
●
Unexplained outbursts of anger or sadness
●
Decreased interest in activities they used to enjoy
●
Changes in eating or sleeping patterns
●
A sudden drop in academic performance
●
Loss of interest in schoolwork or reluctance to attend school
●
Difficulty making or maintaining friendships
●
Spending excessive time alone during recess or social activities
●
Difficulty expressing emotions or thoughts
●
Sudden reluctance to communicate about their day or experiences at
school
Avoiding
specific places, people, or activities, especially if it's out of the ordinary
for
the
student educators, parents, and peers must understand the challenges faced by
special needs students. It is also important to recognise signs that someone
might be struggling and offer them support.
●
Developing and integrating age-appropriate inclusive education programs that
promote
understanding, acceptance, and empathy among students.
●
Enhancing the school curriculum to include lessons on diversity, tolerance, and
respecting
differences.
●
Conducting regular classroom discussions and activities focusing on kindness,
empathy,
and anti-bullying strategies.
The
Minds Matter curriculum followed at the school targets all of these goals
amongst
other
mental health topics.
●
Providing specialised training sessions for teachers and staff members to
recognize
signs
of bullying and address them promptly.
●
Educating staff on how to create an inclusive classroom environment where every
student
feels valued and respected.
●
Implementing workshops on conflict resolution and effective communication
skills to
empower
teachers in handling bullying incidents.
●
Establishing peer mentoring programs where older students can support and guide
younger
students, fostering a sense of community and mutual respect.
●
Encouraging student-led initiatives to raise awareness and promote a culture of
kindness
within the school.
●
Organising regular workshops and seminars for parents and guardians to educate
them
about bullying, its signs, and ways to support their children.
●
Fostering open communication channels between parents, teachers, and school
administration
to address concerns promptly and collaboratively.
●
Implementing strict anti-bullying policies and procedures, clearly outlining
consequences
for bullying behaviour.
●
Foster a safe and inclusive school environment by promoting tolerance,
understanding,
and acceptance of all students, regardless of their abilities or
backgrounds.
●
Ensuring adequate supervision in common areas such as hallways, cafeteria, and
playgrounds
to prevent bullying incidents.
●
Providing access to counselling services for both victims and perpetrators of
bullying,
addressing
their emotional needs and teaching coping
mechanisms.
●
Establishing a system for reporting and documenting bullying incidents,
ensuring
confidentiality
and anonymity for those reporting.
●
Regularly assessing the effectiveness of prevention strategies through surveys,
feedback
from students, parents, and staff, and adjusting the programs accordingly.
A
paper titled “Reducing the Effectiveness of Bullying Behaviour in Schools” was
presented in a collection of materials at the former-President Barack Obama’s
conference a few years ago. George Sugai and the paper’s co-authors advise how
“rather than react to bullying incidents in schools with heavily punitive
policies, a systemic, preventive approach that avoids demonising students and
strengthens the overall climate in classrooms is the way to go.” This paper is
posted on the PBIS Website with other bullying prevention strategies and could
serve as an educational resource.
In
recent years, most schools have adopted a zero-tolerance bullying policy. It is
important to
address
and root out this practice completely. In doing so, we will create a safer
space for our students - a space free of judgement, fear, and aggression.
The
schooling stage creates a foundation for mentally and emotionally healthy
individuals.
They
are equipped with the social skills needed to thrive in an inclusive
and diverse society.
Addressing
bullying and promoting acceptance isn't just for the students' happiness. It
also
helps
build a more tolerant, accepting, and compassionate society. A positive
environment in
schools
result in important values that benefit everyone in the community.
