School leaders, teachers and non-teaching staff play an important role in preventing and responding to bullying and other harmful behaviours in school communities.
The resources below are the first in a suite designed to support the school workforce in creating safe, inclusive and respectful learning environments. Additional resources will be added from late 2026.
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Understanding bullying and other harmful behaviours
This resource helps school staff understand different forms of bullying and other harmful behaviours, their impacts, and what may be influencing them, so they can build a more complete picture of the situation and support student safety and wellbeing.
Preventing cyberbullying, image-based abuse and online harm: supporting student safety
This resource helps school staff strengthen the skills, relationships and supports that help prevent cyberbullying, image-based abuse and other online harms, so they can support student safety, wellbeing and belonging.
Responding to cyberbullying, image-based abuse and online harm among students
This resource helps school staff respond when cyberbullying, image-based abuse or online harm is observed or reported, so they can support students, report concerns and follow appropriate response pathways.
Supporting your wellbeing following incidents of bullying and other harmful behaviours
This resource helps school staff reflect, regulate and debrief following incidents of bullying and other harmful behaviours, so they can manage stress and seek support when needed.
Understanding Multi-Tiered Systems of Support
This resource helps school staff understand how to use Multi-Tiered Systems of Support to prevent and respond to bullying and other harmful behaviours by building a strong school culture and providing the right level of support for students’ strengths, needs and circumstances.
The Department commissioned the University of Technology Sydney to develop new anti-bullying resources for the school workforce.
The information in these resources is provided as guidance only and should not be relied upon as an assessment of a child's wellbeing, experiences or needs or as specific instructions on what to do. The resources provide information and general advice which may be useful and should be applied as relevant to individual circumstances and local school contexts.