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Following a number of recent high profile incidents and ongoing complaints about bullying and violence to our advice lines, the Children’s Commissioner decided to undertake an inquiry into the safety of students at school. The United Nations Convention on the Rights of the Child recognises a child’s right to a safe environment and protection from all forms of physical and emotional harm, including bullying on the way to and from school and while on the school’s premises during school hours. In accordance with the Government’s National Administration Guidelines (NAGs), New Zealand school boards of trustees are legally required to: Provide a safe physical and emotional environment for students – NAG 5(i) • comply in full with any legislation currently in force or that may be developed to • ensure the safety of students and employees –NAG 5(iv). While most schools endeavour to provide a safe learning environment, indications are that school is not always a safe place for students. Violence and bullying-related incidents are a major threat to student wellbeing and contribute to a significant number of school suspensions in New Zealand. For some children and young people in New Zealand, bullying is part of their childhood. Research studies reveal high levels of physical and emotional bullying compared to other countries. For example, the Trends in International Mathematics and Science Study (TIMSS 2006/07) rated New Zealand schools among the worst category in the world for bullying, with rates more than 50 percent above the international average (International Association for the Evaluation of Educational Achievement, 2008). Severe school violence is rare in most parts of the world. Of all forms of youth violence, emotional violence (bullying) is the most common. Technological advances have introduced the added dangers of text-bullying. Besides the negative messages, mobile phones can be used to gather a large number of students in a very short time, for example, to the ‘top field’ to witness a fight. Furthermore mobile phones can film the fight 1 The Office of the Children’s Commissioner has a child rights advice line and contracts the Wellington Community Law Centre to provide free legal advice to parents on education matters (PLINFO). Page viii so victims can potentially be re-victimised over and over when the video footage is circulated among a wide network of ‘spectators’. There is consensus among researchers that bullying is a deliberate misuse of power that makes the victim feel afraid and uncomfortable. Bullying causes harm, whatever form it takes, whether it be physical abuse, stand over tactics or less obvious behaviours such as text bullying, gossip, suggestive comments, practical jokes, name calling, humiliation, or exclusion from groups and games. Studies indicate that victims of bullying have higher than normal absenteeism (school avoidance) and early school exit (dropout rates) among older students. This evidence provides further justification for the need to ensure time and resources are focused on this area. The objectives of this inquiry were to: 1. Examine the nature of violence and bullying on students attending New Zealand primary and secondary schools; 2. Determine the extent to which anti-violence policies, procedures, and practices facilitate the safety and security of students at school; 3. Identify barriers and enablers to school safety; 4. Build teacher capability and capacity in developing a positive school culture and ethos by exploring elements of effectiveness; 5. Identify guidelines for effective responses to issues of violence and bullying; and 6. Provide a range of strategies and guidelines for the development of future policy and practice around school culture and safety. The inquiry included several elements: (1) a review of the literature; (2) consultation with children and young people; (3) document analysis; (4) identification of success case study criteria and schools that met those criteria; (5) visits to success case study schools; and (6) analysis and integration of data collected to identify elements of best practice.