E Evidence suggest that a key to st

E Evidence suggest that a key to step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time – not just imposed from the head teacher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.

F Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addiction to policy work, not a substitute.

Results (Chinese) 2:

Ë证据表明，一个关键的步骤是制定有关欺凌的政策，说清楚什么是欺凌的意思，就当它发生时，哪些记录将被保留，谁就会被告知，什么样的制裁将要做什么给予明确的指导方针将被使用。该政策应通过协商制定，在一段时间-不只是在班主任老师的办公室征收！学生，家长和工作人员应该觉得他们已经介入政策，需要加以传播，并有效地实施。f 其他可以采取行动来备份策略。有通过课程与专题处理，利用视频，戏剧和文学的方法。这些都是提高认识非常有用，并能最好地绑发展的早期阶段，而学校开始讨论欺凌的问题。他们还更新了新的学生的政策，或修改它的经验，很有用。但课程单独工作可能只具有短期效应; 它应该是一种瘾，以政策工作，而不是替代品。

Results (Chinese) 3:

有证据表明，一个关键的步骤是制定一项政策，对欺凌，说清楚什么是欺负，并给出明确的指导方针，如果发生，什么记录将被保留，谁将被通知，将采用什么制裁。这一政策应该通过协商，在一段时间内进行开发，而不仅仅是由校长办公室强加的！学生家长和工作人员应该感到他们参与了这一政策，需要传播和实施有效的行动。通过课程，运用影视、戏剧、文学等方式处理主题。这些都是有益于提高认识，并可以最好地绑在发展的早期阶段，虽然学校开始讨论欺凌问题。他们也有助于更新新的学生的政策，或修改它在光的经验。但是，课程工作可能只会有短期效应，它应该是一种对政策的依赖，而不是一个替代品。