Mr. Ben Holmes:

On the buddy system specifically, such programmes are beneficial in primary schools. A similar programme in secondary schools would be very beneficial in first year when students might not feel comfortable going to a teacher, guidance counsellor or adult when issues arise. If a student had the benefit of having the support of another student that he or she knew, that would be beneficial. In terms of the buddy system, it is for much younger children. It is important to not to mash all students together and to put in place blanket policies. I am a sixth year student and I am very different from a first year student and extremely different from a primary school student. If a buddy system without a level of maturity to it was implemented, it might be pushed away by students and seen as ridiculous and so on. It would be useful to implement a programme which would provide students with an opportunity to talk to other students about problems or a time in the school week when students would be able to specifically talk to each other about their relationships with other students in their class and, also, any bullying they might be experiencing. I had reached third year before anyone asked me about my mental health or if I was being bullied and so on. It is important bullying is identified in first year, because that is when it happens most. If it is not identified in first year, and there is no one-on-one between students and teachers at an early stage, bullying could continue all the way to third year and as students mature.