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In late 2024, Lesley received a distressing phone call from her eight-year-old son’s primary school informing her that he had been kicked on the head while on the ground. Over the subsequent year, the bullying escalated, involving repeated physical assaults such as kicking, forcing his head against walls, and throwing him to the floor. Despite these incidents, the school’s response was to impose restrictions on her son rather than the perpetrators—he was not allowed to go to the toilet unaccompanied and had to be collected from the school office. Lesley questioned why the bullies did not face similar limitations, expressing frustration that “the rights of the bullies were protected at all costs because of the inclusion policy.”
The principle of inclusion, widely adopted in schools since the early 2000s, emphasizes understanding children’s emotional needs and regulating behavior instead of resorting immediately to punitive discipline. This shift has resulted in a significant decline in permanent exclusions—none were recorded in 2024/25—and a 75% reduction in suspensions over two decades. Scotland’s anti-bullying framework, Respect for All, introduced in 2010, encourages schools to clearly define acceptable behaviour and outline consequences. However, adherence to this guidance is voluntary. Lesley and other parents argue that without legislation making bullying policies mandatory, cases like her son’s are mishandled, leading to prolonged unsafe experiences and drastic measures such as changing schools and adjusting parental work schedules.
Lorraine Glass, director of Respect Me—the national anti-bullying organisation in Scotland—acknowledges the existing legal protections for children but notes that punishments alone are not always effective. She advocates for a relational and inclusive approach that explores the reasons behind bullying behaviours rather than immediate punishment. While exclusions remain a last resort and safety is a priority, Glass admits current guidance struggles to address some of the more extreme violence witnessed in schools. Meanwhile, Stuart Brown from the EIS teaching union warns that introducing new laws might create bureaucratic strain on schools already grappling with staffing shortages and increased support needs, potentially undermining early intervention methods proven to be beneficial.
Parents like Ashley and Kirsty have also voiced concerns about inconsistent approaches to bullying across regions. Ashley’s son was forced to spend break times indoors to avoid a bully, and despite separation at playtime, endured physical attacks in the classroom. She felt inclusion policies limited teachers’ capacity to act, lamenting that anti-bullying policies are only advisory, leaving families uncertain about consequence enforcement. Kirsty’s 14-year-old son, Kyle, was hospitalized after a violent attack involving biting and kicking. Following this, she petitioned the Scottish Parliament to create a legally binding bullying policy, arguing that current guidelines deprive headteachers of authority and leave them unsupported when they try to enforce discipline. She believes a national policy would help safeguard both pupils and school leaders.
Representatives from the local councils involved highlighted their commitment to pupil wellbeing and strict anti-bullying protocols. Renfrewshire Council emphasized strong support systems and safe learning environments, East Ayrshire Council confirmed procedures involving investigations and sanctions, and Glasgow City Council apologized over the isolated incident involving Kirsty’s son, noting appropriate actions had been taken. A Scottish government spokesperson pointed to recently published national guidance for managing violent behaviour and ongoing measures including a ban on personal mobile phones within learning environments as part of their approach to tackling bullying in schools
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