Persistent Bullying Is One Of The Worst Experiences A Child Can Face. How Can It Be Prevented? — IELTS Reading Answers

Section A

“A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent.”

Section A reports survey figures: up to a quarter of primary pupils bullied, with about one in ten persistent — heading iv.

Section B

“Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare.”

Section B describes bullying's effects: feeling unworthy, depression, suicide risk and later relationship or violence problems — heading vi.

Section C

“Perhaps as a consequence, schools would often deny the problem. 'There is no bullying at this school' has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: 'There is not much bullying here, but when it occurs we have a clear policy for dealing with it.'”

Section C notes schools' common denial, 'There is no bullying at this school', and the shift toward clear policies — heading v.

Section D

“Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain Third, there is evidence that these materials work, and that schools can achieve something”

Section D names three factors behind the change: awareness, available resources and evidence that materials work — heading vii.

A recent survey found that in British secondary schools

1. Athere was more bullying than had previously been the case.
2. Bthere was less bullying than in primary schools.correct
3. Ccases of persistent bullying were very common.
4. Dindirect forms of bullying were particularly difficult to deal with.

“There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant”

The survey found 'less bullying in secondary schools', where about one in twenty-five suffered persistent bullying — option B.

Children who are bullied

1. Aare twice as likely to commit suicide as the average person.
2. Bfind it more difficult to relate to adults.
3. Care less likely to be violent in later life.
4. Dmay have difficulty forming relationships in later life.correct

“Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults”

Victimised pupils 'are more likely to experience difficulties with interpersonal relationships as adults', matching option D.

The writer thinks that the declaration 'There is no bullying at this school'

1. Ais no longer true in many schools.
2. Bwas not in fact made by many schools.
3. Creflected the school's lack of concern.
4. Dreflected a lack of knowledge and resources.correct

“Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. 'There is no bullying at this school' has been a common refrain, almost certainly untrue”

The denial followed a time when 'not much was known' and 'little help was available', so it reflected missing knowledge and resources.

What were the findings of research carried out in Norway?

1. ABullying declined by 50% after an anti-bullying campaign.correct
2. BTwenty-one schools reduced bullying as a result of an anti-bullying campaign.
3. CTwo years is the optimum length for an anti-bullying campaign.
4. DBullying is a less serious problem in Norway than in the UK.

“In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved”

In Norway, after a national campaign, an evaluation of forty-two schools found bullying 'was halved' over two years — option A.

“Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed”

The gap needs the document schools should develop: 'a key step is to develop a policy on bullying', stating definitions and procedures.

“Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed”

The policy must give 'explicit guidelines on what will be done if it occurs', covering records, information and sanctions.

“There are ways of dealing with the topic through the curriculum, using video, drama and literature But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute”

The gap needs where the topic can be taught: 'there are ways of dealing with the topic through the curriculum'.

“Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as 'no blame', can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying”

The gap needs those needing assertiveness training: 'assertiveness training for pupils who are liable to be victims is worthwhile'.

“One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts”

Supervisors must be trained to 'distinguish bullying from playful fighting' and help break up conflicts.

Which of the following is the most suitable title for Reading Passage 3?

1. ABullying: what parents can do
2. BBullying: are the media to blame?
3. CBullying: the link with academic failure
4. DBullying: from crisis management to preventioncorrect

“Perhaps as a consequence, schools would often deny the problem. 'There is no bullying at this school' has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: 'There is not much bullying here, but when it occurs we have a clear policy for dealing with it.' With these developments,”

The passage moves from schools denying the problem to prevention through policy, so 'from crisis management to prevention' fits best.