Abstract
This paper considers data obtained in thirty-one schools by using the ‘Life in School’ checklist. It discusses the issues arising from using the Bullying Index as a measurement of bullying. These include the extent of the variation found between schools and the much-reduced range found on follow-up in the same school. The possible use of the checklist for benchmarking within groups of similar schools is discussed as well as its prime use: self-monitoring by schools over successive years of the effectiveness of anti-bullying policies. Criteria for success are suggested, which emphasize a focus on groups within the school as a prime target for intervention.
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