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.

This paper summarises what we know about bullying in the education system. Bullying has widespread implications not only for the students exposed to it (those who are bullied, those doing the bullying and the observers), but to their family wellbeing and the culture of schools and communities. We provide a setting for further discussion and research into bullying by examining the trends and forms of bullying that are currently known in New Zealand. Notes: This paper notes all the NZ surveys and studies asking about bullying in the school setting. It pulls together statistics from several studies and is a good review of the NZ situation.

Wu, L. (2020). Thesis, Auckland University of Technology.   The definition, causes, effects and influential factors on workplace bullying have been investigated by many scholars. However, research objectives until now, have mainly focused on victims and perpetrators, with little attention given to the bystanders, the individuals who witness the bullying. This small-scale qualitative interpretivist study aimed to investigate factors that affect bystanders’ attitudes and behaviours by conducting eight semi-structured interviews to explore the experiences of witnessing workplace bullying incidents in Auckland hospitality organisations in New Zealand. The findings suggest that the bystander effect does occur in the New Zealand hospitality industry; as bystanders, participants’ attitudes and behaviours were affected in a variety of ways: the industry working conditions, their witnessing experiences, their personality and home-country culture, their organisation’s culture, and their managerial position and visa status.