Bullying research in secondary schools is plentiful in the literature but in the
context of private day and boarding schools research is limited. This study
used a Participatory Action Research (PAR) framework embedded in the
philosophy of social constructionism to add to the knowledge in this field.
PAR is quite distinct from traditional research because it includes
participants collaboratively in the research process. To this end a group of
students in a private day and boarding school were recruited and trained
in research methods. We worked together to answer the main research
question: What do young people in this private day and boarding school view as the core issue of bullying in the school and how do they want to
address this?
This study followed three distinct cycles of PAR through inquiry,
action and reflection. Cycle one investigated the bullying definition used
by the school in terms of how it is understood from the viewpoint of
students, teachers, and parents. Cycle two investigated the concept of the
‘snitch’ and how safe students feel to report school bullying. Cycle three
focussed on dissemination. Through these cycles, a school anti-bullying
policy was devised and improvements to how the school deals with bullying
implemented
