Ms Ann Piggott:

"Easy access to the internet on her phone meant that she was exposed to potentially upsetting communications 24 hours a day; and she was able to return to, and re-read, the upsetting messages at a later time, and therefore appears to have continued to ruminate about them." This extract is from a coroner’s report in America about a girl who was described in a newspaper as "a beautiful sensitive and capable teenager". I thank the committee for the opportunity to speak about bullying, which is potentially devastating for its victims and can have fatal consequences.

Many definitions of bullying abound. The Department of Education defines it as "unwanted negative behaviour, verbal, psychological, or physical, conducted by an individual or group against another person (or persons) which is repeated over time". Clinical definitions do not capture the impact of the relentless, emotional and painful torture caused by bullying, or the loss of self-esteem, hindered opportunities, feelings of uselessness and lifelong implications of persecuting behaviour. This often occurs where there is a power imbalance.

The stereotype of the schoolyard bully taking lunch money fails to encompass the wider reality. Bullies are often charismatic and charming. They please and impress superiors and demand the respect of others for whom they show little regard. Definitions often omit how subtle bullying can be. It is often the case that the victim wonders if they imagined or even deserved it. Bystanders witnessing events stay quiet out of fear or perhaps for personal gain.

Cyberbullying is a significant concern. It is intrusive and constantly on. Digital devices delve into worlds where just one abusive comment or a displayed photograph may always exist to the victim's utter dismay. Perpetrators can be anonymous and the distress of the sufferer may be unknown to anyone. Victims are often fearful of further reprisals or may not want others to know about their embarrassing online abuse. They can lose concentration and become withdrawn, isolated and depressed.

Schools have a duty of care and, although they are required to have policies and procedures, it is difficult to know who is being targeted and how much victimisation occurs, particularly with regard to cyberbullying. Several improvements need to be made in order to control intimidation in school environments. Measures must include more guidance counsellors, restoration of middle management positions, prioritisation of well-being, relevant training for teachers and smaller classes. A reduction in work overload would allow time for extra-curricular activities and room to foster school connectivity.