Beyond the bullies: New tools to build safer communities
The impacts of school bullying can be deadly. But it doesn’t have to be that way. These strategies show how we can help our children stay safe, have healthy relationships and thrive in the school environment.
The Australian Government statistics on school bullying are frightening.
- One in four Year 4 to Year 9 students report being bullied every few weeks or more often.
- Students 10 to 15 years of age are the most likely to be involved in online bullying.
- Eighty-three per cent of students who bully others online also bully others in person.
- In 85 per cent of bullying interactions, peers are present as onlookers and play a central role in the bullying process.
As schools across the country grapple with this ongoing issue, the strategies are often the same. Bullying is often treated as a problem with a simple fix: identify the bully, discipline them and hope that’s enough to resolve the issue. But that approach is being challenged, with evidence highlighting different methods to keep our kids safe and happy at school.
Rethinking bullying: Why the whole school system matters
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When it comes to how we address the behaviour of a bully, Flinders University Emeritus Professor Phillip Slee says we must prioritise prevention and not simply react to incidents of bullying.
“Bullying at school is like a mirror which reflects a great deal about us as a society, and effective intervention must also look beyond the school gate,” says Slee, who has developed anti-bullying programs including the P.E.A.C.E. Pack.
The P.E.A.C.E Pack, which has been used in schools across Australia and translated into multiple languages, advocates for a system-wide approach to bullying prevention. Comprising eight lessons developed in collaboration with classroom teachers and school counsellors, it has been widely and positively evaluated, including by the South Australian Department for Education.
To really understand the behaviour of a bully, research from Flinders suggests we need to look at the whole system surrounding that person.
This new approach to school bullying is called “systems thinking” and looks at how different parts of a school, from the classroom to friendship groups, families and communities, all interact and influence each other. Instead of blaming one child, systems thinking asks: What’s going on around this student that might be encouraging this behaviour?
“A systems approach can help us think ‘outside the box’ and be better prepared for the unexpected, such as when an intervention does not ‘work’ or has unintended consequences because of the complexity involved,” says Adjunct Professor Rosalyn Shute, whose work includes clinical child psychology.
This shift in thinking has the potential to transform how schools address bullying. Rather than relying solely on punishment, it encourages the nurturing of positive relationships, fostering inclusive communities and creating environments where every student feels safe and valued.
Making schools safer for autistic kids
Neurodivergent children face distinct challenges at school – and bullying can deal a blow to their development.
Already having to navigate social hurdles, bullying can drive these children further into isolation, stalling crucial social growth and deepening emotional scars.
Now, key findings from Flinders research show that when schools provide staff with autism-specific training, actively involve autistic students in decision-making and foster strong peer relationships, bullying rates drop significantly.
The research, led by the Flinders Disability, Community and Inclusion team, demonstrates that focusing on what autistic students say they need – rather than assuming a one-size-fits-all solution – empowers schools to make meaningful change.
For families and educators, this research offers a clear message: With the right tools and mindset, schools can become places where autistic students thrive, free from fear and exclusion.
Mental health program helping kids speak up and feel stronger
Helping kids manage their mental health can in turn enable them to have healthier friendships at school. And now a new program called “Big Talks for Little People”, initially funded by Breakthrough Mental Health Research Foundation and Little Heroes, is making a real difference in how young children understand and care for their mental health and wellbeing.
Developed by Flinders University researchers, the program, linked to the Australian Curriculum, uses fun digital animations, games and activities to help kids learn about emotions, relationships and wellbeing. Each of the six lessons focuses on an aspect of social and emotional learning – teaching children how to understand their own feelings, respect others and build healthy friendships.
“The first program trial showed reduced bullying incidents by 25 per cent and improved self-reported mental health of children,” Professor Shane Pill says.
In the first semester of 2025, more than 260 South Australian government primary schools asked for access to the program. The program is now being developed for use in sporting clubs and Out of School Hours Care.
Following its remarkable success in Australia, researchers at Flinders University are collaborating with the University of Thessally in Greece to roll out a translated, culturally appropriate, adapted schools program. At the Middle East Technical University in Ankara, Turkey, researchers are collaborating with Turkish colleagues to use a translated version of the program with children traumatised by earthquakes in the region.
At Flinders University, we are dedicated to finding solutions to complex challenges with research that matters. In the spirit of co-designing our research with community, we asked 30,000 Australians from across the nation to voice the problems that matter to them the most in their local communities, resulting in The Flinders Wicked Problems Report.
