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During implementation of anti-bullying activities proposed in
ART AGAINST BULLYING project teachers should:

● Encourage students to understand the definition of bullying as well as the
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importance of creating a positive atmosphere in their school community.

● Make sure children are aware of the key purpose of the exercises they
participate in.

● Make sure students are comfortable with proposed exercises.

● ART AGAINST BULLYING materials include various methods of art, make
sure to implement those methods that are the closest to your students interests.

● Use a handbook as a resource if you wish to provide learners with additional
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background on specifics of bullying.

Bibliography
Alsaker, F. (2004). Bermese programme against victimisation in kindergarten and
elementary schools. In P. K. Smith, D. Pepler, & K. Rigby (Eds.), Bullying in Schools:

How successful can interventions be? (pp. 289-306). Cambridge: Cambridge
University Press.

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BRIM Antibullying Software (n.d.). How to Create Effective Anti-Bullying Policies for
Schools. Retrieved August 27, 2020, from https://antibullyingsoftware.com/anti-
bullying-policies-for-schools/

Connell, A. M., & Dishion, T. J. (2006). The contribution of peers to monthly variation
in adolescent depressed mood: A short-term longitudinal study with time-varying

predictors. Development and Psychopathology, 18(1), 139-154.

Banks, R. (1997). Bullying in schools. ERIC Digest. Retrieved from
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http://npin.org/library/pre1998/n00416/n00416.html

Currie, C., Zanotti, C., Morgan, A., Currie, D., De Looze, M., Roberts, C., Samdal, O.,
Smith, O.R.F., Barnekow, V. (2009). Social determinants of health and well-being

among young people. Health Behaviour in School-aged Children (HBSC) study:
international report from the, 2010, 271.

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