The role of the CPE in the face of school bullying : from observation to action

In a school, the Principal Education Advisor occupies a unique position. Neither a teacher nor an administrator, present in all areas of school life, in direct contact with students on a daily basis, recognized as a trusted interlocutor by a large part of them: the CPE is structurally the adult best placed to detect, instruct, and coordinate the institutional response to school bullying.

This is also why official texts most often designate the CPE as the bullying referent of the institution. But between institutional legitimacy and real effectiveness, there is a gap that training alone can fill. Knowing how to recognize bullying, conduct a collection interview, coordinate a multidisciplinary team around a complex situation, manage families in distress or anger: these skills are not improvised.

This guide is designed for CPEs who wish to strengthen their professional practice in the face of bullying, but also for management teams reflecting on structuring the role of the CPE in their institutional framework. It offers a comprehensive framework, from observation to resolution, through all the intermediate steps that make the difference between an effective intervention and a missed opportunity.

1. The unique position of the CPE in the school ecosystem

To understand why the CPE is the central actor in the fight against bullying in an establishment, one must first understand the uniqueness of their position in the school ecosystem. This uniqueness is due to four characteristics that no other adult in the establishment has.

A transversal presence in all school life spaces

The teacher sees their students in their classroom, during their class hours. The nurse sees them in the infirmary, upon referral. The administration often sees them in disciplinary contexts. The CPE, however, is present in the playground, constantly, in the cafeteria, in the hallways, during transitions between classes. They observe group dynamics in their most natural dimension, when students are not in a formal classroom situation. This presence in the interstices of school life gives them access to information that other adults cannot have.

A trust-based relationship built over time

Unlike teachers who change every year in subjects, the CPE is often present for several years in the same establishment and can follow the same students throughout their time in middle or high school. This continuity creates a trust-based relationship that facilitates confidences. Students who would not go to talk about a difficult situation to their main teacher often go to see the CPE — because they know them, because they are not in an evaluative relationship with them, and because they are perceived as a supportive adult in crisis situations.

An institutional legitimacy in managing complex situations

The CPE is statutorily responsible for organizing and facilitating school life, and for the general supervision of students. This mission explicitly includes monitoring students in difficulty, the relationship with families, and the coordination of school life teams. Their legitimacy to manage bullying situations is therefore not an informal extension of their role: it is the very core of their mission.

A natural interface between students, teaching staff, and administration

The CPE is one of the few adults in the establishment to have regular interactions with both students, teachers, administration, and families. This interface position is valuable in managing bullying, which precisely requires coordination among all these actors. The CPE is naturally the hub of the information and action network.

2. Observe: the CPE as a sensor of school life

Observation is the primary skill of the CPE in the face of bullying. Before any interview, before any intervention, there is a careful look at daily school life — a trained eye to spot what should not be there.

Observe risky spaces

Some areas of the institution are structurally more favorable to bullying than others because they combine low adult supervision and high student density. Hallways during transitions between classes, locker rooms and restrooms, remote areas of the playground, little-used staircases, the immediate surroundings of the institution at the end of classes: these are points of vigilance that the CPE and the school life team must systematically cover.

The mapping of these risky spaces is a concrete approach that some institutions have formalized. It involves identifying, on the institution's plan, the areas where supervision is weakest and the incidents most frequently reported, and then organizing enhanced adult presence in these areas during transition times.

Observe group dynamics during free time

The playground is an exceptional observatory of social dynamics among students. The CPE who knows what to observe can read, over the weeks, significant developments: a student who was integrated into a group and is now eating alone, a group whose composition suddenly changes, dynamics of domination among students that manifest in the occupation of space, recurring laughter that seems to always occur around the same student.

Observe available objective data

The CPE has access to objective data that can signal an ongoing bullying situation: attendance records (a sudden increase or targeted absenteeism on certain days), visits to the nurse's office (a high frequency for the same student over a short period), disciplinary incidents (recurring conflicts involving the same students), and academic results (a sharp drop in grades over a term). Cross-referenced, this data forms a picture that can alert well before a victim comes forward.

3. Receiving a Student's Voice: The Initial Interview

The initial interview is the most delicate and decisive moment of the entire process. It is in this interview that the student — victim, witness, or even perpetrator who becomes aware of their actions — decides whether the adult in front of them can help. The first minutes of this exchange can determine the course of the entire intervention.

Creating the Physical and Psychological Conditions for Trust

The space for the interview must be chosen carefully. An office with a closed door, where exchanges cannot be heard from outside and where colleagues' interruptions do not disrupt the conversation. The seating arrangement also matters: strict face-to-face can create an interrogative tension; a slight angle, with two chairs oriented towards a common desk rather than facing each other, creates a more collaborative atmosphere.

Psychologically, the CPE must indicate from the first seconds that they are in a listening posture and not a judgmental one. A simple and non-suggestive opening statement — "I asked you to come because I feel like you are going through something difficult right now. Would you like to tell me about it?" — sets a caring framework without steering the response.

The Principles of Non-Directive Active Listening

Active listening in this context is based on several practical principles. Do not interrupt, even if the narrative is confusing or incomplete — the student needs to tell their story at their own pace. Regularly rephrase to show understanding and to check comprehension — "If I understand correctly, since the start of the school year, you often find yourself alone at recess, is that right?" Avoid suggestive questions that steer the response — instead of "Is it so-and-so who bothers you?" prefer "Are there any particular students involved in this situation?"

One must also resist the urge to reassure too quickly. Phrases like "don't worry, it will get better" or "you are strong, you will get through this" may seem caring but signal to the student that the adult wants to quickly close an uncomfortable conversation. The victim needs to be heard before being reassured.