Professor Carmel Cefai:

I think we can do both. As a starting point, we need to begin with a universal preventative approach. When we talk about socio-emotional education, which includes things like developing empathy, building relationships, perspective-taking and constructive conflict resolution, that is for the whole class. Alongside that, it is important to include examples that relate to particular types of bullying. We do not keep it at a general level. The approach should include all children, including those who are at risk and those who are not. In this way, we are being inclusive.

Within this inclusive approach, however, there is a need for what we call proportionate universality. We address the whole group inclusively but we give examples, within the activities for the whole classroom, that relate to particular students who may be more at risk because of, for instance, gender or disability. I would start from there. We need to focus more, to begin with, on a universal preventative approach. However, research shows this may not be enough because children who are at risk or already victims of bullying may need additional support, including at a preventative level. There are programmes that are tailored to particular needs, with activities targeted at particular groups. I would go for a universal approach, complemented by a targeted intervention.