Copenhagen International School

CIS Bullying Guidelines

CIS Vision: Educating champions of a just and sustainable world

CIS Mission: Learning to build community

CIS will develop the potential of each student by offering educational excellence in a stimulating environment of cultural diversity and mutual respect.

Date adopted: 11 November 2019

Date reviewed:

Date of next review:

CIS Bullying Guidelines


Item                                                                                                                    Page

1. Definition of Bullying        2

1.1 Exploring the Definition Further        3

2. Reporting an Incident        3

3. CIS Response to Reports of Bullying        4

4. Roles that Children Play        4

4.1 Bystanders        4

4.2 Avoid Labeling Students        5

5. Responsibilities of Students, Staff and Parents        5

5.1 Responsibilities of Students        5

5.2 Responsibilities of Staff        5

5.3 Responsibilities of Parents        5

6. Resources        5


1. Definition of Bullying

Bullying is an attempt to harm another person and exclude that person from the community.

As such, CIS is adopting the definition from

Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that results in physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening.  Power is used in a negative way.

Bullying can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated, over time (for example, through sharing of digital records).

1.1 Exploring the Definition Further

Bullying is not only an issue about individuals, it is about community culture. Bullying occurs as a symptom of the state of the community as a result of unhealthy group dynamics. It is a complex issue that involves the whole community.

Behaviours that do not constitute bullying include:

However, these conflicts still need to be addressed and resolved.

Bullying has three main features:

There are four main types of bullying:

2. Reporting an Incident

If you, as a member of the CIS community, are aware of a bullying incident or feel you are a victim of a bullying incident, immediately contact the division counselor or administrator in the appropriate section of the school.

3. CIS Response to Reports of Bullying

Danish law requires these steps when a report of bullying is made:

1. Investigation by school staff

2. Creation of temporary action steps (to ensure safety)

3. A process of writing a specific action plan which includes these steps:

  1. preliminary deliberations to assemble a team and assign tasks to responsible parties
  2. identification of bullying
  3. goals and actions steps identified and documented
  4. on-going follow up

4. Communication to all affected parties

When the parents are involved it is important to remember that the effort to fight bullying is a joint responsibility between the school, the students and the parents. The school is responsible for creating a

sound educational environment free from bullying while the students and/or parents have a joint

responsibility for ensuring well-being in the classroom by supporting the school’s work.

4. Roles that Children Play

Bullying occurs within interpersonal relationships, usually within a peer group. Like all relationships, these can be complex and variable.

Within a group, individual students may take on different roles in bullying on different days, in different circumstances or with different peers.

The roles within bullying are:

4.1 Bystanders

Most of the time bullying takes place with students (and others) present. People who witness bullying are called by​standers. Bystanders can play a number of roles:

Bystanders who are passive (take no action) or behave in ways that give silent approval (watching, nodding, walking away) encourage the behaviour to continue.

When talking to students about ways to be supportive bystanders, parents and teachers need to be aware of (and respect) the reasons that students may not step in. They may:

Promoting safe and supportive bystander responses is a key aspect to preventing bullying.

4.2 Avoid Labeling Students

Using the terms 'bully' and 'victim' to label students is not recommended for schools.

Instead, clearly identifying and labelling the inappropriate behaviour is more constructive,​ achieving positive and lasting solutions for everyone involved.

5. Responsibilities of Students, Staff and Parents

All members of CIS community have a responsibility to support the school wide values and report bullying behaviors when observed.

5.1 Responsibilities of Students

5.2 Responsibilities of Staff

5.3 Responsibilities of Parents

6. Resources