ResourcBoyd, S. (2019). Set: Research Information for Teachers 1, 54. The article is about the Wellbeing@school kit and discusses the evidence for social and emotional learning, including a focus on wellbeing and fostering a strong sense of belonging in students. Good social and emotional learning is shown to lead to less bullying and other negative behaviours, contributing to better student outcomes. A whole school approach is advocated with a range of actions in 5 areas - leadership, culture, policies and practices, support for students, prioritising professional development.e summary...

Fenaughty, J. (2019). A framework incorporating co-design, critical pedagogies, and bullying research.  In 2016, UNESCO developed recommendations to address homophobic and transphobic violence and bullying, including guidance for the development of classroom resources. According to UNESCO, the effectiveness of interventions depends on inclusive, if not affirming, representations of sexual and gender diversity in learning materials, as well as age-appropriate, culturally sensitive, evidenced-based resources. UNESCO advocates that such resources be produced in partnerships with key stakeholders, including civil society and youth and student organisations. The high-level scope of the document however limits detail on how these elements may practically be realised. The purpose of this article is to critique and build on this guidance to extend its scope and offer further recommendations to achieve the changes it seeks.

Lucassen, M.F. & Burford, J. (2015, October 23). Australas Psychiatry, 23(5),544-9. Sexuality-based bullying is commonplace in secondary schools. This form of bullying is associated with depression and suicide attempts. Reducing sexuality-based bullying is very likely to have a positive impact on the mental health of young people. Brief workshops, as a part of a wider suite of interventions, have some potential to create safer school environments.