My
primary research is in its final stages in two high schools in the Northwest of
England. My research seeks to address how the eleven young Goths hide or show
their identities in their school space. Additionally the work seeks to
ascertain if their identities as young Goths impact on their health and
well-being especially in relation to issues of emotional wellbeing and positive
body identity. In order to ensure my research offers a holistic analysis I am additionally
interviewing two teachers, two learning support mentors and two pastoral /
behaviour management tutors as well as an anti-bullying support officer.
My
educational doctoral is not specifically addressing bullying within schools
however during the research process all
my participants have highlighted they have been bullied and nine out the eleven
participants have been experienced serious bullying in school. The bullying has
been linked to young participant’s visual identities and also their sexual
identities. Nine of my young participants identify as gay, lesbian or bi -sexual
and homophobic bullying from their peers is a prevailing and worrying issue and
a serious issue for my young participant’s well-being. Moreover all of my
participants have admitted to either being anorexia and self-harming or in some cases both. Nine of
the participants are suffering from anxiety and depression.
Although my research did not
initially set out to move towards the consideration of bullying issues of my
young Goths and how the teachers and mentors caring for my young participants
deal with such issues to ensure the safeguarding of those at risk, it would
seem that bullying forms part of the research agenda. In light of information gained during the
research, the two head teachers of both schools have become part of the
research process granting me the opportunity to work closely with them as
school leaders in ensuring their anti-bullying policies not only ‘fit’
governmental policy drivers but also are able to be used, interpreted and implemented
by those who are dealing with policy reforms on a daily basis. Therefore it is
imperative in my work that I give consideration to how the head teachers in
both schools interpret governmental
anti-bullying and behaviour
policy in their school reforms, what the
reforms mean to teachers and pupils within the school environment and how the expectations of reform affects those
working with my young participants ?
References
Department for Children, Schools and Families (2007a). Homophobic Bullying: Safe to Learn:
Embedding Anti-Bullying Work in Schools. DCSF Publications.
Department for Education (2012). Pupil Behaviour in
Schools in England, RR218. Available from: www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR218.
Department for Education (2013). Guide for Heads and
School Staff on Behaviour and Discipline. Available from: www.education.gov.uk/aboutdfe/advice/f0076803/behaviour-and-discipline-in-schools-a-guide-for-headteachers-and-school-staff.
Department for Education (2014a). Supporting Children and Young People who are Bullied: Advice for
Schools. Department for Education.
Department For Education
(2014b). Preventing and Tackling Bullying: Advice for Headteachers, Staff and
Governing Bodies. Department for Education.
