Looking Away is Never a Solution

The brochure Mobbing und Cybermobbing (Bullying and Cyberbullying), written by Christine Laude for the Bund der Freien Waldorfschulen (Association of Waldorf Schools Germany), is available free of charge as a PDF on the BdFWS website. The QR code takes you directly there.

Erziehungskunst | Ms. Laude, how did you come to write the brochure for the Bund der Freien Waldorfschulen (BdFWS)?

Christine Laude | As a former teacher, I have a strong connection to Waldorf education and have helped many schools break through bullying dynamics and establish intervention approaches. In 2021, I published my book on bullying, in which I also examine the topic from an anthroposophical and Waldorf educational perspective.

EK | Could you elaborate on this view?

CL | Rudolf Steiner describes, for example, that children reach a turning point at the age of nine, when they finally recognize and experience that they themselves and the world are not one. For many children, this triggers irritation or even deep alarm, accompanied by fundamental questions such as «Who am I?» and «Where do I belong?» At this age, children also become increasingly aware of the inner attitudes of adults, and their peer group also comes into focus. Emotional skills can now be developed with each other and by following role models. One could say that this is the most vulnerable age in adolescent development, which is why the way adults act during this time is so important.

EK | How is this phase related to bullying?

CL | In this phase of uncertainty and vulnerability, children have a particular need for recognition and self-efficacy. If this need is not met, they may try to compensate for it through power and dominance. This can lead to situations in which another child is excluded or laughed at. Within a very short time, other students join in. A group dynamic develops that persists over a longer period of time. This is referred to as bullying.

EK | When you talk about group dynamics, do you mean that there are different roles and not just a perpetrator and a victim?

CL | This is precisely what distinguishes it from a conflict. It begins with one or two actors, who are joined by assistants, reinforcers, and supporters. At first, the child affected still has defenders, but they give up this role over time. In addition, there is a large group of bystanders who know exactly what is happening but cannot intervene and thus endure and contribute to the bullying, but ultimately also suffer from it.

EK | Given such complex dynamics, how can bullying be stopped?

CL | We now know that punishing the perpetrators does not change anything. Even if they are removed from school, the dynamic in the class continues. What is needed, therefore, is an impulse that reverses the negative dynamic. This can be achieved, for example, with the «No Blame Approach». Here, the focus is on finding solutions without assigning blame.

EK | How exactly does that work?

CL | The class teacher selects a group of about eight students, who work together to come up with small actions to help the person concerned. For example, they wait for them at the bus stop and accompany them to school, sit next to them in class, or invite them for ice cream.

EK | And that's enough to break down the established structure?

CL | In 80 percent of cases, yes. Research shows that eight percent of a group is enough to change the dynamic. After that, the teacher must of course continue to work on the class atmosphere, for example with experiential education, projects, or student mediators.

EK | In your brochure, you write that teachers have the greatest influence on whether bullying occurs in their classes or not. How can they prevent it?

CL | First and foremost, it is essential that teachers are aware of the criteria for bullying. It is also important to understand that not only physical attacks, but also social ones, such as exclusion, are a form of violence. With this knowledge, teachers can observe much more closely, which is at the core of Waldorf education anyway. It is also crucial to take a clear stance when you perceive disrespectful behavior: «I do not want this kind of behavior here.» The lesson should only continue once the message has been understood. Looking away and ignoring the behavior are not solutions.

EK | What should teachers do if they observe that a child is repeatedly being attacked?

CL | It is crucial not to single out a child in a developing bullying situation, which should never be done in any case. In some schools, it is still common practice for children to have to do calculations at the blackboard. Even if this is done in a friendly and approachable manner, it can reinforce the dynamics of bullying. Ironical or sarcastic comments, for example because a child is often late, should also be avoided. If you notice that a child is suddenly spending a lot of time alone or changing their behavior, you should definitely seek a conversation—and do so in a way that their classmates do not notice. The teacher can first describe their observations and then ask if the child has something on their mind. If necessary, a conversation with the parents should also be sought.

EK | For several years now, reports by former Waldorf students have been circulating on the internet, alleging that teachers participated in bullying or failed to provide any help, arguing that this was necessary for the children's karmic development. Are you aware of any such cases?

CL | Not personally, but I have heard about it. From my personal point of view, such behavior would be a gross misunderstanding of what karma means. Of course, it is important for children to experience failure and conflict from time to time. But teachers must not withdraw; on the contrary, they need to maintain a strong presence, engage in conversations, send clear stop signals, and offer solutions, always in dialogue with the children.

EK | How can a positive classroom atmosphere be fostered in the individual grade levels?

CL | It is important to enable children to learn intrinsic self-regulation. This can begin as early as first grade with weekly reflection sessions: How am I doing, how do I feel in class? From third or fourth grade onwards, a class council should be introduced in which children practice respectful interaction with each other. As part of media literacy training, a code of conduct for class chats should also be developed to prevent cyberbullying. In higher grades, student mediation is also possible so that young people learn to resolve conflicts on their own. In general, it is helpful to allow students as much participation as possible within a framework maintained by adults.

EK | Can schools also take preventive measures against bullying?

CL | School rules should clearly state that bullying is a form of violence and will not be tolerated. They should also specify how to intervene in cases of bullying. It is also important to appoint trustworthy contact persons from the teaching staff or school social services each school year so that children and parents know who to turn to.

EK | What role do parents play in all this?

CL | First and foremost, it is important to be there for your child, regardless of their role in the bullying dynamic. Parents should support their child during the healing process. If the bullying has already progressed, trauma may well develop. In this case, it is important for parents to seek therapy for their child. Nevertheless, since the bullying originated at school, it must also be stopped there. This teaches children that they do not have to resort to violence to be loved. They are seen, they are helped, and affected children can be reintegrated into the community. It is therefore also important for parents to maintain good contact with teachers.

EK | As self-governing organizations, are Waldorf schools particularly at risk for bullying?

CL |  What I have experienced is that there is widespread bullying among staff at some Waldorf schools, which is often protected by informal power structures and difficult to detect. Individual teachers are pushed out and burnout is becoming increasingly common. Here, too, it is crucial that the bullying is recognized, a clear stop signal is sent, and a joint solution process is initiated. To this end, the «No Blame Approach» for adults has been adapted, for example.

EK | Thank you very much for talking to us! 

The interview was conducted by Ann-Katrin Neundorf.