Comparison of the three case studies
These schools were not in privileged positions. Schools 1 and 3 had many pupils from disadvantaged backgrounds. All three schools took bullying seriously and brought in outside help early on - getting strong support from the head teacher or senior management, and consultation on how to proceed. Responsibilities were also clearly assigned.

In all three schools the approach has centred around a whole school policy; but the emphasis of the work has varied. School 1, a primary school, put a lot of emphasis on the playground, training of lunchtime supervisors, and curriculum work. Schools 2 and 3 both used peer support or helper schemes as a central approach. In each case these methods were carefully planned and integrated with the policy and other methods.

These schools also faced difficulties, such as changes in key staff, resentments, and sometimes scepticism from parents, governors or even teaching staff that bullying needed to be addressed seriously, or that a proposed method was appropriate. It is likely that in any sustained initiative difficulties will be encountered, but these schools persevered in their efforts.

Each school has successes to report, sometimes immediate, sometimes after a short-term rise in reporting (school 3) as the topic is 'opened up', followed by a fall. Bullying is far from being eliminated in these schools but the planned and concerted efforts are clearly having a positive impact.