{"id":{"repo_id":"vu-aus","oai_identifier":"oai:eprints.vu.edu.au:1510"},"canonical_url":"https://search.dev.ndltd.org/etd/vu-aus/oai:eprints.vu.edu.au:1510","repository":{"repo_id":"vu-aus","name":"Victoria University (Australia)","base_url":"https://vuir.vu.edu.au/cgi/oai2"},"display":{"title":"Deadly playgrounds: relief teachers and reporting of bullying incidents in Victorian primary schools","abstract":"By 2006, all schools in Australia had implemented anti-bullying programs under the National Safe School Framework (NSSF). This research focuses on Casual Relief Teachers (CRTs), their reporting of bullying in primary school playgrounds in Victoria, and the impact of anti-bullying programs. While CRTs possessed a personal definition and understanding of bullying, they lacked an understanding of school policy and procedures at the schools in which they were employed. Many CRTs, especially those educated outside Australia, did not have the training or experience needed to identify and address bullying behaviour. The CRTs in many cases did not recognise, or chose not to respond to, non-physical forms of bullying. The schools in the study used a ‘whole school’ approach, though the focus ranged from ‘Zero Tolerance’ to ‘No Blame’ or ‘Method of Shared Concern’. CRTs were normally not informed about the schools’ programs and procedures on bullying, especially with respect to yard duty. In this situation, principals and permanent staff need to look at how they interact with and include CRTs as members of the school community and provide them with clear expectations and training regarding programs being utilised to combat bullying.","abstract_html":"By 2006, all schools in Australia had implemented anti-bullying programs under the National Safe School Framework (NSSF). This research focuses on Casual Relief Teachers (CRTs), their reporting of bullying in primary school playgrounds in Victoria, and the impact of anti-bullying programs. While CRTs possessed a personal definition and understanding of bullying, they lacked an understanding of school policy and procedures at the schools in which they were employed. Many CRTs, especially those educated outside Australia, did not have the training or experience needed to identify and address bullying behaviour. The CRTs in many cases did not recognise, or chose not to respond to, non-physical forms of bullying. The schools in the study used a ‘whole school’ approach, though the focus ranged from ‘Zero Tolerance’ to ‘No Blame’ or ‘Method of Shared Concern’. CRTs were normally not informed about the schools’ programs and procedures on bullying, especially with respect to yard duty. In this situation, principals and permanent staff need to look at how they interact with and include CRTs as members of the school community and provide them with clear expectations and training regarding programs being utilised to combat bullying.","abstract_has_math":false,"creators":["Hallgarten, Kathleen F"],"institution":"Victoria University","degree_name":null,"degree_level":"rmaster","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007","date_published":"2007","updated_at":"2026-07-24T06:33:03Z","subjects":["330000 Education","School of Education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hallgarten, Kathleen F"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2007"]},{"key":"dc:date.issued","label":"Date","values":["2007"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculty of Arts, Education and Human Development"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Victoria University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://vuir.vu.edu.au/1510/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["rmaster"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["330000 Education","School of Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://vuir.vu.edu.au/1510/1/Hallgarten.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["By 2006, all schools in Australia had implemented anti-bullying programs under the National Safe School Framework (NSSF). This research focuses on Casual Relief Teachers (CRTs), their reporting of bullying in primary school playgrounds in Victoria, and the impact of anti-bullying programs. While CRTs possessed a personal definition and understanding of bullying, they lacked an understanding of school policy and procedures at the schools in which they were employed. Many CRTs, especially those educated outside Australia, did not have the training or experience needed to identify and address bullying behaviour. The CRTs in many cases did not recognise, or chose not to respond to, non-physical forms of bullying. The schools in the study used a ‘whole school’ approach, though the focus ranged from ‘Zero Tolerance’ to ‘No Blame’ or ‘Method of Shared Concern’. CRTs were normally not informed about the schools’ programs and procedures on bullying, especially with respect to yard duty. In this situation, principals and permanent staff need to look at how they interact with and include CRTs as members of the school community and provide them with clear expectations and training regarding programs being utilised to combat bullying."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Deadly playgrounds: relief teachers and reporting of bullying incidents in Victorian primary schools"]}]}],"canonical_facts":{"dc:creator":["Hallgarten, Kathleen F"],"dc:date":["2007"],"dc:date.issued":["2007"],"dc:description.abstract":["By 2006, all schools in Australia had implemented anti-bullying programs under the National Safe School Framework (NSSF). This research focuses on Casual Relief Teachers (CRTs), their reporting of bullying in primary school playgrounds in Victoria, and the impact of anti-bullying programs. While CRTs possessed a personal definition and understanding of bullying, they lacked an understanding of school policy and procedures at the schools in which they were employed. Many CRTs, especially those educated outside Australia, did not have the training or experience needed to identify and address bullying behaviour. The CRTs in many cases did not recognise, or chose not to respond to, non-physical forms of bullying. The schools in the study used a ‘whole school’ approach, though the focus ranged from ‘Zero Tolerance’ to ‘No Blame’ or ‘Method of Shared Concern’. CRTs were normally not informed about the schools’ programs and procedures on bullying, especially with respect to yard duty. In this situation, principals and permanent staff need to look at how they interact with and include CRTs as members of the school community and provide them with clear expectations and training regarding programs being utilised to combat bullying."],"dc:format":["text"],"dc:identifier.uri":["https://vuir.vu.edu.au/1510/1/Hallgarten.pdf"],"dc:language":["en"],"dc:publisher.department":["Faculty of Arts, Education and Human Development"],"dc:publisher.institution":["Victoria University"],"dc:relation.isreferencedby":["https://vuir.vu.edu.au/1510/"],"dc:subject":["330000 Education","School of Education"],"dc:title":["Deadly playgrounds: relief teachers and reporting of bullying incidents in Victorian primary schools"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["rmaster"]},"updated_at":"2026-07-24T06:33:03Z"}