Establishing positive attachment to reduce bullying in schools

With bullying occurring more frequently in the school environment it is imperative to reflect and review what interventions better address the issue. This article examines the importance of attachment in understanding the dimensions of antisocial behaviour. A qualitative case study including student and teacher participants from a country secondary college in northern Victoria, revealed that a connection exists between school attachment and antisocial behaviour. Drawing on the theoretical principles associated with control theory, if students do not feel connected to school, they do not value the same rules as that institution, but rather appreciate the benefits that are associated with bullying. Thus interventions such as detention, suspension and expulsion are not effective when dealing with bullying as they remove the student from a structured environment and further decrease their attachment to school. Conversely interventions such as sporting activities, house systems and buddy systems are beneficial for reducing antisocial behaviour within schools. Such programs can assist in the development of personal and social growth; allow different year levels to work together and promote strong school values and attachment, which aid in creating a safe school environment. The importance of positive attachment in developing interventions provides a more proactive and hands on approach to dealing with antisocial behaviour.