Action to be taken when a child and young person is being bullied
This subtopic provides learners with the practical skills and knowledge required to effectively respond when a child or young person is being bullied. It covers supportive strategies for the victim, including active listening and safety planning, as well as constructive approaches to address the bully's behaviour within the framework of safeguarding policies.
Assessment criteria
Topic Overview
This unit explores the nature and impact of bullying on children and young people, covering definitions, types (physical, verbal, cyber, emotional), and the legal and organisational frameworks that address it. Students learn to recognise signs of bullying, understand the roles of perpetrators, targets, and bystanders, and evaluate strategies for prevention and intervention in educational and care settings.
Understanding bullying is crucial for anyone working with children, as it affects mental health, academic performance, and social development. The TQUK Level 2 Certificate provides foundational knowledge for roles in schools, youth work, and childcare, aligning with UK safeguarding legislation like the Children Act 1989 and Keeping Children Safe in Education. This unit equips students to create safer environments and support affected individuals effectively.
Within the broader Health & Social Care curriculum, this unit links to safeguarding, child development, and communication skills. It emphasises the importance of early intervention and multi-agency working, preparing students for real-world responsibilities in protecting young people's wellbeing.
Key Concepts
Core ideas you must understand for this topic
- →Definition of bullying: repeated, intentional, and harmful behaviour involving an imbalance of power (e.g., physical, verbal, cyber, emotional).
- →The bullying triangle: perpetrator, target, and bystander – each plays a role that can be addressed in interventions.
- →Legal and policy frameworks: Equality Act 2010, Children Act 1989, and school anti-bullying policies (required by law in England).
- →Impact of bullying: short-term (anxiety, low self-esteem) and long-term (depression, self-harm, academic underachievement).
- →Prevention strategies: whole-school approaches, restorative justice, peer support schemes, and promoting a positive ethos.
Learning Objectives
What you need to know and understand
- Identify indicators that a child may be experiencing bullying.
- Explain the immediate steps to ensure the safety and well-being of a bullied child.
- Demonstrate empathetic listening techniques to encourage disclosure.
- Outline a structured approach to discussing bullying incidents with the perpetrator.
- Describe the role of school policies in managing bullying cases.
- Evaluate the importance of involving parents or carers in the resolution process.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for correctly detailing how to reassure the victim and avoid blame.
- Credit responses that reference official anti-bullying policies and procedures.
- Look for evidence of understanding the need to record incidents accurately.
- Expect clear differentiation between supportive dialogue with the victim and firm, non-confrontational discussion with the bully.
- Credit demonstration of knowledge about when to escalate to safeguarding leads.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always prioritize the safety of the child being bullied in your responses.
- 💡Reference specific school or organizational policies when outlining actions.
- 💡Use person-first language that separates the behaviour from the child (e.g., 'child who used bullying behaviours').
- 💡Show understanding of the need to work collaboratively with parents, staff, and external agencies.
- 💡Ensure answers reflect a non-judgemental, empathic approach to both parties.
- 💡Use specific examples from case studies to illustrate different types of bullying and their effects – this shows application of knowledge.
- 💡Link your answers to relevant legislation (e.g., Equality Act 2010) and school policies to demonstrate understanding of the legal context.
- 💡When discussing prevention, mention evidence-based strategies like the Olweus Bullying Prevention Program or restorative justice – this adds depth and shows wider reading.
Common Mistakes
Common errors to avoid in your coursework
- Assuming the bully should be immediately punished without understanding the underlying causes.
- Believing that children can simply 'ignore' bullying and it will stop.
- Confronting the bully in a group setting, which may escalate the situation.
- Failing to maintain confidentiality by discussing the case with uninvolved colleagues or pupils.
- Misconception: Bullying is always physical. Correction: Bullying can be verbal (name-calling), emotional (exclusion), or cyber (online harassment), which are equally harmful and often harder to detect.
- Misconception: Only the target is affected. Correction: Bullying negatively impacts all involved – perpetrators may develop antisocial behaviour, and bystanders can feel guilt or fear.
- Misconception: Cyberbullying is less serious than face-to-face bullying. Correction: Cyberbullying can be relentless (24/7), anonymous, and reach a wide audience, causing severe psychological harm.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for TRAINING QUALIFICATIONS UK LTD Action to be taken when a child and young person is being bullied
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of child development stages (e.g., from a Level 2 Child Development unit).
- •Familiarity with safeguarding principles and the concept of 'significant harm' (covered in introductory safeguarding units).
- •Knowledge of communication skills, especially active listening and non-judgmental approaches.
Coursework AI Review
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Key Terminology
Essential terms to know
- Support strategies for bullied children
- Constructive engagement with bullies
- Safeguarding and child protection
- Communication and disclosure techniques
- Policy and procedure implementation
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