That's not me!

In 2016 my school launched BYOD for the Intermediate students. This was a big step taken after careful consideration of the students learning needs. The huge majority of these students also have smart phones - maybe for the first time as they are now at 'big school' and might be taking buses home, or partaking in a wide choice of after-school activities. The influx of so many digital devices amongst our student body unfortunately mean that situations of cyber-bullying can occur without the (often less 'digital-savvy') teachers being aware. 

AN ISSUE ARISING

During 2016 the relationship between two Intermediate girls deteriorated. Teachers were involved but it appeared to be low-level friendship issue,  mainly around 'bad looks' and ignoring each other. Parents may have been aware of the social changes between the girls, but the school did not contact them directly about the relationship.

As one girl moved into Year 9, teachers were unaware that the situation hadn't resolved itself through time. Now the younger student has been circulating digital images of a naked young girl with comments saying it was the older student, and that the picture had been taken for her boyfriend, with whom she was having sex (all untrue).

Fortunately, another student who received the image reported it to a teacher and the matter swiftly passed into the hands of the school's pastoral team. 

CRITIQUING THE ETHICAL ISSUES

1. The primary obligation of teachers is to their learners (Code of Ethics), and one of the four fundamental principles is that of Autonomy - to defend peoples' rights. Undeniably the Year 9 student was the victim of cyber-bullying and her rights to feel safe at school, and the promotion of her well-being was a priority. 
2. According to the Harmful Digital Communications Act (2015), the perpetrator had 'caused harm (serious emotional distress) by posting digital communication' (Article 22). It is not simply the leader of the school who could bring proceedings, but also the parent or guardian of the victim on their behalf. Thus the matter could develop into a legal matter without the need to involve the school at all. It is obvious from this that the Act is intended to safeguard children as well as adults.
3. Teachers also have a commitment to parents/carers and whanau. In this instance the parents of both students were invited in for confidential meetings with the Assistant Principal (Pastoral) at the very earliest opportunity. Honest and open discussions took place around the care of the two students and the appropriate actions to be taken.
4. Schools have an obligation to prepare students for life in society. By reinforcing the behaviours which are acceptable, and challenging unacceptable behaviours, the students are able to learn what is appropriate. Howe (1986, quoted in Hall 2001, p1) reminds us that teachers have always been considered 'moral educators' by society. Our school has developed a school-wide approach to bullying issues and our curriculum includes opportunities for the students to learn about and discuss openly, issues around the development of social and emotional competencies (Netsafe). We have a strong pastoral setup where students interact with different year groups (7 - 13) regularly, and have Heads of House to whom they can take pastoral concerns. Our school also has a full-time consellor who is available to deal with any issue of well-being. 
5. It is essential for all teachers to uphold professional standards and deal with issues such as this swiftly, fairly and with the appropriate level of confidentiality. The students and their families should always be treated with respect. 

POSSIBLE COURSES OF ACTION

• Early Intervention. Dealt with the friendship issue more rigorously last year. Possibly involve the school counsellor, parents or Heads of House.
• Do nothing. This would reinforce the idea that this bullying behaviour is acceptable, and affect the ability of the girl to become an acceptable member of society. Other students, aware of the situation, may also feel this is acceptable behaviour and the school could quickly become an unsafe place,  and positive student outcomes would drop. The older student may become one of many victims, who become emotionally damaged and could truant, become depressed or even contemplate suicide. 
• Punish the perpetrator. She is dealt with unfairly and dismissed from the school with no opportunity given for restorative action, No respect given to her reasoning or the feelings of her parents and whanau. This could result in long-term damage to the student which may damage her learning outcomes. these could manifest themselves through truancy, depression or even suicide. 
• Deal fairly with the perpetrator. The parents of the younger student did meet with a member of the Senior Leadership team, and as a result of that meeting she was stood down from school for a day, and her phone confiscated by her parents. An apology was given to the older student.
• Mediation. A Restorative Justice format is followed, where the students meet in a safe environment and discuss their feelings around the incident and negotiate a plan moving forward. Neutral party, such as the school counsellor to mediate.

REFERENCES:

Hall, A. (2001) What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers

Harmful Digital Communications Act (2015) Retrieved from http://www.legislation.govt.nz/act/public/2015/0063/latest/whole.html (4/3/17)

Netsafe.org.nz

Education Council NZ 'Code of Ethics for Certified Teachers' Retrieved from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0 (4/3/17)