Is Bullying Worse When Our Curriculums Aren’t Diverse and Inclusive?

In recent years, there has been increasing discussion about the role that a diverse and inclusive curriculum plays in shaping school culture. One significant concern is whether a lack of diversity, representation and inclusion in the curriculum might exacerbate bullying in schools. This article explores how a narrow, non-inclusive curriculum can contribute to a school climate where bullying thrives and why diversity is crucial for creating a safer, more supportive educational environment.

The Link Between Curriculum and School Culture

A school’s curriculum is more than just a collection of subject areas; it’s also a reflection of the values and priorities of the education system. When a curriculum lacks diversity, it often fails to represent the experiences and identities of all students, sometimes leading to a sense of exclusion and marginalization for those who don’t see themselves reflected in the material. This exclusion may also contribute to a school culture where certain groups are seen as “other,” potentially making these groups more vulnerable to bullying.

Research indicates that children and young people who feel marginalized or different from their peers are more likely to be targets of bullying (Espelage & Swearer, 2004). For example, if a curriculum predominantly focuses on the achievements and perspectives of one cultural group while ignoring others, students from underrepresented backgrounds may feel devalued, invisible or uninspired. This can lead to a power imbalance where students who identify with the dominant group may feel justified in bullying those who are different.

The Role of Inclusive Education in Reducing Bullying

In contrast, a diverse and inclusive curriculum can play a significant role in reducing bullying by promoting understanding, empathy, and respect among students. When students are exposed to a wide range of perspectives, cultures, and histories, they are more likely to appreciate and celebrate differences rather than fear or mock them. This aligns with the principles of inclusive education, which aim to create an environment where every student feels valued and supported, regardless of their background or identity. An inclusive curriculum also has close links to an improved sense of belonging and personal well-being.

Inclusive curriculums often incorporate discussions on social justice, equity, and the importance of understanding and respecting different cultures and identities. These discussions can help students develop the social and emotional skills needed to build positive relationships with their peers. When embedding a relational approach to behaviour,  we also should consider that an inclusive curriculum also seeks to teach and revisit inclusive practices such as kindness, curiosity, empathy and respect.

Moreover, inclusive curriculums can help address specific issues related to identity-based bullying. For example, incorporating LGBTQ+ history and literature into the curriculum can help reduce homophobic bullying by normalizing and validating the experiences of LGBTQ+ students. Similarly, including the histories and contributions of various ethnic and cultural groups can combat racism and xenophobia, which are often at the root of bullying in schools (Kosciw et al., 2020).

The Importance of Leadership and CPD

For a curriculum to be truly inclusive, school leadership must prioritize diversity and inclusion in their educational policies and practices. School and subject leaders play a crucial role in shaping the curriculum and ensuring that it reflects the diversity of the student body. Senior leaders can also support teachers by providing Continuing Professional Development (CPD) opportunities focused on inclusive education and effective representation within curriculum mapping.

CPD programs that equip teachers with the skills to deliver a diverse curriculum and manage bullying effectively are essential. Teachers need to be prepared to handle discussions on sensitive topics related to race, gender, sexuality, and other aspects of identity. They also need to be able to identify and intervene in cases of bullying, particularly when it is related to a student’s identity. 

The Impact of Representation on Student Wellbeing

Representation within the curriculum is not just about preventing bullying; it’s also about promoting overall student well-being. When students see themselves reflected in the curriculum, they are more likely to feel a sense of belonging and self-worth. This, in turn, can lead to better academic outcomes and a more positive school experience overall (Durlak et al., 2011).

For instance, students from minority ethnic backgrounds who see their cultures and histories represented in the curriculum may feel more connected to their school community and more engaged in their learning. Similarly, LGBTQ+ students who are exposed to positive representations of LGBTQ+ individuals in their studies may feel more confident in their identity and more supported by their peers and teachers.

Conclusion

The link between a non-inclusive curriculum and bullying in schools is clear. When curriculums fail to reflect the diversity of the student body, they can contribute to a culture of exclusion and marginalization, where bullying is more likely to occur. On the other hand, a diverse and inclusive curriculum can help create a school environment where all students feel valued and respected, reducing the incidence of bullying and promoting better outcomes for everyone.

To build a truly inclusive school culture, it’s essential that schools prioritize diversity in their curriculums, support their teachers through CPD, and lead with a commitment to equity and inclusion. By doing so, we can create educational environments where bullying is minimized, and every student has the opportunity to thrive.

References

1. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
2. Espelage, D. L., & Swearer, S. M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Mahwah, NJ: Lawrence Erlbaum Associates.
3. Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., & Truong, N. L. (2020). The 2019 National School Climate Survey: The experiences of LGBTQ youth in our nation’s schools. New York: GLSEN.