Avvisati, F., Echazarra, A., Givord, P., & Schwabe, M. (2019). OECD. PISA is a triennial survey of 15-year-old students that assesses the extent to which they have acquired the key knowledge and skills essential for full participation in society. The assessment focuses on proficiency in reading, mathematics, science and an innovative domain (in 2018, the innovative domain was global competence), and on students’ wellbeing. This report presents the data for New Zealand, and includes several wellbeing indicators. “In New Zealand, 32% of students reported being bullied at least a few times a month, compared to 23% on average across OECD countries. At the same time, 93% of students in New Zealand (and 88% of students on average across OECD countries) agreed or strongly agreed that it is a good thing to help students who cannot defend themselves.” (p. 7).

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.

Our Pink Shirt Day waiata, IARERE ĀIO by PERE ft. MOHI, is all about the power of resilience and standing up against bullying. Download the kupu/words and teach it to tauira/students in your next school assembly!