Professor Carmel Cefai:

I would start with an inclusive approach where children at risk of bullying or already bullied would also benefit from general socio-emotional skills such as self-regulation and developing a positive self-concept. That is an important point. We are trying to create a context where bullying cannot thrive. However, until we reach the ideal situation where bullying does not exist, we need to provide additional targeted supports for those at risk of being bullied in terms of gender, disability, ethnicity - we know who these are - while providing as much classroom and whole-school context as possible where the children are protected.

At the same time, there is the concept of multifinality and that is where the concept of resilience is important. Research shows and we have seen how harmful to mental health bullying is. However, the relationship between bullying and mental health problems is not linear. It can be mediated and that is where resilience comes in by a number of processes that promote the resilience of the person.

We know what the factors are to deal with the trauma and to prevent further exacerbation of the problem and of the bullying. Research has shown that, where children are at risk of being or already being bullied and are therefore at risk of mental health difficulties, they benefit from the support of peers. There could be peer support schemes or mentoring. An important point can be having a stable, close relationship with a teacher at the school, a sort of mentor. That will be a scaffold of support. It is also of importance that they have understanding parental support. A further important factor can be their work, as Professor Hymel and Dr. Downes were saying, on developing a more positive self-concept, believing more in themselves and self-efficacy. Socio-emotional learning can work in that way. There are also social skills such as learning to say “No” in certain situations, how not to exacerbate a problem such that it becomes more violent, for example, and how to make the best decision in a difficult situation.

When it comes to the concept of resilience, I agree we should not put the onus on the victim or expect them to be resilient in tough situations. The idea is to remove the unjust structures and tough situations. While we work to provide a context at school, at home and in the community where bullying does not thrive, we have to give at the same time a resilience vaccine to children at risk so they are strengthened when they face a bullying situation, first, in how they deal with it and, second, so it does not have so much psychological impact on their well-being.