
{"id":708489,"date":"2026-06-18T08:39:34","date_gmt":"2026-06-18T06:39:34","guid":{"rendered":"https:\/\/www.dynseo.com\/harcelement-scolaire-comment-impliquer-les-parents-dans-la-prevention-dynseo\/"},"modified":"2026-06-18T08:43:05","modified_gmt":"2026-06-18T06:43:05","slug":"school-bullying-how-to-involve-parents-in-prevention","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/school-bullying-how-to-involve-parents-in-prevention\/","title":{"rendered":"School Bullying: How to Involve Parents in Prevention"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; 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l'implication des parents dans la pr\u00e9vention du harc\u00e8lement scolaire : signaux \u00e0 observer \u00e0 la maison, communication avec les familles, entretiens parents de victimes et d'auteurs. Formation certifi\u00e9e Qualiopi DYNSEO.\",\n  \"image\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/harcelementscolaire.jpg\",\n  \"author\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"url\":\"https:\/\/www.dynseo.com\"},\n  \"publisher\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2021\/03\/logo-dynseo.png\"}},\n  \"datePublished\":\"2026-03-06\",\n  \"dateModified\":\"2026-03-06\",\n  \"mainEntityOfPage\":\"https:\/\/www.dynseo.com\/harcelement-scolaire-impliquer-parents-prevention\/\"\n}\n<\/script><\/p>\n<div class=\"dbi-art-7b86e6\">\n<header class=\"article-hero\">\n<div class=\"article-hero-inner\">\n<nav class=\"article-breadcrumb\">\n      <a href=\"https:\/\/www.dynseo.com\/en\/\">Home<\/a> &rsaquo;<br \/>\n      <a href=\"https:\/\/www.dynseo.com\/formations\/\">Training<\/a> &rsaquo;<br \/>\n      Involving parents in the prevention of bullying<br \/>\n    <\/nav>\n<p>    <span class=\"article-category\">&#x1F46A; FAMILIES &amp; PREVENTION<\/span><\/p>\n<h1>School bullying&nbsp;: how to <span class=\"hl\">involve parents<\/span> in prevention<\/h1>\n<div class=\"article-meta\">\n      <span>&#x1F4C5; March 2026<\/span><br \/>\n      <span>&#x23F1; 20 min read<\/span><br \/>\n      <span>&#x1F3EB; By the DYNSEO team<\/span>\n    <\/div>\n<\/p><\/div>\n<div class=\"article-hero-curve\"><\/div>\n<\/header>\n<div class=\"container\">\n<p><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/harcelementscolaire.jpg\" alt=\"Training to prevent and act against school bullying and cyberbullying \u2014 DYNSEO\" style=\"width:100%;border-radius:20px;margin:30px 0 10px;box-shadow:0 6px 25px rgba(0,0,0,.08);\"><\/p>\n<article class=\"article-body\">\n<div class=\"toc\">\n<h4>&#x1F4D1; Summary<\/h4>\n<ol>\n<li><a href=\"#pourquoi\">Why parents are essential actors in prevention<\/a><\/li>\n<li><a href=\"#obstacles\">Obstacles to parental involvement: understanding to act better<\/a><\/li>\n<li><a href=\"#signaux-maison\">What parents can observe at home: warning signs<\/a><\/li>\n<li><a href=\"#parler\">How to talk about bullying with your child: a guide for parents<\/a><\/li>\n<li><a href=\"#numerique\">The role of parents in the face of cyberbullying<\/a><\/li>\n<li><a href=\"#informer\">Informing and raising awareness among parents: the school&#8217;s actions<\/a><\/li>\n<li><a href=\"#parents-victimes\">When the child is a victim: supporting parents in crisis<\/a><\/li>\n<li><a href=\"#parents-auteurs\">When the child is the perpetrator: conducting the interview with parents<\/a><\/li>\n<li><a href=\"#partenariat\">Building a true school-family partnership around bullying<\/a><\/li>\n<li><a href=\"#erreurs\">Common mistakes in the relationship with parents<\/a><\/li>\n<li><a href=\"#cas-pratiques\">Practical cases: families and schools facing bullying<\/a><\/li>\n<\/ol>\n<\/div>\n<pee>In most school bullying situations, parents are the first to notice changes in their child \u2014 long before the school detects anything. The child who no longer wants to go to school on Monday morning, who eats less, who isolates themselves in their room, who cries without explanation: it is the parents who experience these signals daily. And yet, in the majority of cases, they do not make the connection with school bullying \u2014 either because they do not know what to look for, or because their child says nothing, or because they do not know who to turn to.<\/pee>\n<pee>From the school&#8217;s perspective, the relationship with parents in bullying situations is often experienced as an additional burden, even a source of complications. Parents in distress or anger, families in denial, conflicts between families spilling into the school space: these realities sometimes push educational teams to keep parents at a distance rather than involve them.<\/pee>\n<pee>This is a strategic mistake. Research is clear: <strong>schools that actively involve parents in their anti-bullying approach achieve better results<\/strong> \u2014 earlier detection, faster resolution, reduced recidivism. This guide offers a concrete framework to transform the relationship with parents \u2014 often tense in these situations \u2014 into a true partnership for prevention.<\/pee>\n<h2 id=\"pourquoi\">1. Why parents are essential actors in prevention<\/h2>\n<pee>The prevention of school bullying cannot be solely a school matter. It must be part of an educational continuity that spans the two main living spaces of the child: school and family. Parents are not spectators of what happens at school \u2014 they are actors in their child&#8217;s identity, emotional, and social development, and therefore direct actors in their vulnerability or resilience to bullying.<\/pee>\n<h3>Parents as primary observers<\/h3>\n<pee>The child spends an average of 6 to 7 hours a day at school, and 17 to 18 hours in their family environment (including sleep and evenings). Parents thus have access to a much broader observation volume than education professionals. They see their child when defenses are down \u2014 in the evening, in pajamas, at the table \u2014 and it is often in these moments that signs of distress are most visible.<\/pee>\n<pee>A child who eats in silence when they used to be talkative, who receives messages on their phone with visible anxiety, who invents reasons not to go to school in the morning: the attentive parent sees these signals. But without a framework to interpret them, without a channel to communicate them to the school, and without conviction that the school will take them seriously, these observations remain private and never reach those who could act.<\/pee>\n<h3>Parents as relays of prevention at home<\/h3>\n<pee>Prevention messages delivered at school only have their full effect when they are relayed and reinforced at home. A child who has been told at school that &#8220;bullying is bad&#8221; without any conversation about it taking place at home internalizes the message much less deeply than a child whose parents regularly discuss these issues, create a space for dialogue about social life at school, and clearly indicate that they can come to them if there is a problem.<\/pee>\n<h3>Parents as agents of change in the behavior of bullies<\/h3>\n<pee>In situations of proven bullying, the parents of the perpetrators are key actors in the resolution. A parent who understands what their child has done, who is genuinely concerned, and who commits to working with them on their behavior is a valuable ally for the school. Conversely, a parent in complete denial significantly hinders any possibility of lasting change in the child. Knowing how to engage the parents of perpetrators is therefore a key skill in responding to bullying.<\/pee>\n<div class=\"info-box\">\n  <pee><strong>&#x1F4CA; What studies say about parental involvement.<\/strong> Research on school bullying prevention programs consistently shows that programs that include a &#8220;parents&#8221; component achieve better results than those that are limited to the school environment. An international meta-analysis (Ttofi &amp; Farrington) identifies parental involvement as one of the five variables most associated with the reduction of bullying. In practice, institutions that organize information meetings for parents and maintain open communication channels detect situations earlier and resolve them more quickly.<\/pee>\n<\/div>\n<h2 id=\"obstacles\">2. The obstacles to parental involvement: understanding to act better<\/h2>\n<pee>Before seeking to involve parents, educational teams must understand why this involvement does not occur naturally. The obstacles are real, on both sides.<\/pee>\n<h3>On the parents&#8217; side<\/h3>\n<pee>The first obstacle is <strong>lack of awareness of the phenomenon<\/strong>. Many parents have an image of school bullying that corresponds to the most visible and extreme forms \u2014 group beatings, spectacular daily harassment. They do not recognize the more subtle forms (social exclusion, cyberbullying, repeated mockery) as bullying, either in their victim child or in their potential perpetrator child.<\/pee>\n<pee>The second obstacle is <strong>shame and guilt<\/strong>. For parents of victimized children, admitting that their child is being bullied can be experienced as social shame or as an admission of parental failure. For the parents of perpetrators, recognizing that their child is behaving as a bully is even harder to accept. These emotions lead to minimizing, denying, or blaming the other party rather than cooperating.<\/pee>\n<pee>The third obstacle is <strong>mistrust of the institution<\/strong>. In some families, especially in difficult socio-economic contexts or in families that have had negative experiences with the school institution, the reflex is not to approach the school but to protect themselves from it. These parents will not spontaneously report their concerns to the institution.<\/pee>\n<h3>On the educational teams&#8217; side<\/h3>\n<pee>Education professionals sometimes tend to see parents as a problem rather than a resource in bullying situations. Parents who &#8220;stir up trouble,&#8221; who directly contact the institution with accusations, who threaten to file complaints: these behaviors, while understandable, create a defensive reaction that pushes teams to communicate as little as possible and as late as possible. This is exactly the opposite of what allows for effective resolution.<\/pee>\n<div class=\"article-quote\">\n  <pee>For two months, I searched for what was wrong with my daughter. She was sleeping poorly, she was no longer eating, she stayed in her room. I thought about puberty, about a broken heart. The idea that it was bullying at school never crossed my mind once. If the school had given me a list of signals to observe, I would have made the connection much earlier.<\/pee>\n<\/div>\n<div class=\"quote-author\">\u2014 Mother of a bullied middle school student, testimony collected during a DYNSEO post-training parents&#8217; meeting<\/div>\n<\/div>\n<h2 id=\"signaux-maison\">3. What parents can observe at home: warning signs<\/h2>\n<pee>One of the most concrete contributions that schools can make to parental involvement is to provide families with a list of observable warning signs at home. This information \u2014 simple, accessible, non-alarmist \u2014 allows parents to play their role as first-hand observers.<\/pee>\n<h3>Behavioral signals at home<\/h3>\n<pee>A child who refuses to talk about their day at school when they used to do so spontaneously, who avoids questions about their friends, who makes excuses to avoid going to school (recurring stomach aches on Sunday evenings or Monday mornings), who consistently comes home from school in a bad mood or in tears, or who seems relieved on Fridays and anxious on Sunday evenings: these behaviors deserve attention.<\/pee>\n<h3>Digital signals<\/h3>\n<pee>A child who becomes anxious or agitated after checking their phone, who hides their screen from adults, who suddenly stops using apps or social media they used intensely, who receives messages outside of usual hours with a visible emotional reaction: these behaviors may indicate a situation of cyberbullying.<\/pee>\n<h3>Physical and somatic signals<\/h3>\n<pee>Recurring stomach or head aches without an identified medical cause, persistent sleep disturbances, loss of appetite, chronic fatigue, unexplained injuries or damaged clothing, school supplies regularly &#8220;lost&#8221; or degraded: these physical manifestations are often the first to appear when a child is suffering from a bullying situation.<\/pee>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>Domain<\/th>\n<th>Signs to watch for at home<\/th>\n<th>When to really worry<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Attitude towards school<\/td>\n<td>Refusal, excuses, anxiety in the morning<\/td>\n<td>If it lasts more than 2 weeks and intensifies<\/td>\n<\/tr>\n<tr>\n<td>Communication<\/td>\n<td>Silence about the day, evasion of questions about friends<\/td>\n<td>If the change is sudden and unexplained<\/td>\n<\/tr>\n<tr>\n<td>General mood<\/td>\n<td>Sadness, irritability, withdrawal<\/td>\n<td>If persistent and associated with other signs<\/td>\n<\/tr>\n<tr>\n<td>Digital<\/td>\n<td>Post-phone anxiety, sudden stop of social media, nighttime notifications<\/td>\n<td>At the first repeated occurrences<\/td>\n<\/tr>\n<tr>\n<td>Physical<\/td>\n<td>Recurring stomach\/head aches, sleep disturbances, fatigue<\/td>\n<td>If recurring without an identified medical cause<\/td>\n<\/tr>\n<tr>\n<td>School supplies<\/td>\n<td>Lost or damaged materials, &#8220;disappeared&#8221; money<\/td>\n<td>If it repeats without a credible explanation<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"parler\">4. How to talk about bullying with your child: guide for parents<\/h2>\n<pee>The school can play a valuable role in equipping parents for difficult conversations at home. Many parents do not know how to approach the subject of bullying with their child without putting them on the defensive, nor how to react if their child confides in them about a difficult situation.<\/pee>\n<h3>Create a regular space for discussion about social life at school<\/h3>\n<pee>The best prevention starts long before bullying exists: it is the quality of the parent-child bond and the culture of dialogue about social life at school. Parents who regularly ask open-ended questions \u2014 &#8220;how was your lunch today?&#8221; rather than &#8220;is everything okay?&#8221; \u2014 create a space for discussion in which the child can naturally mention what is happening, including difficult situations.<\/pee>\n<h3>React without dramatizing or minimizing when the child speaks<\/h3>\n<pee>The parents&#8217; reaction when a child confides in them about a difficult situation determines whether the child will continue to talk or shut down. Two symmetrical mistakes should be avoided. Minimization \u2014 &#8220;oh, it&#8217;s nothing, it happens to everyone, you&#8217;re too sensitive&#8221; \u2014 shuts down the conversation and leaves the child alone. Excessive dramatization \u2014 &#8220;this is outrageous, I will call the administration right away, these kids are monsters&#8221; \u2014 frightens the child who fears retaliation and makes them regret having spoken.<\/pee>\n<pee>The right posture is active and non-reactive listening: allowing the child to tell their story without interruption, rephrasing to show understanding, thanking the child for speaking up, clearly telling them they did well and that the adults will take care of the situation \u2014 without promising spectacular reactions.<\/pee>\n<div class=\"key-points\">\n<h3>&#x1F4AC; Key phrases for parents \u2014 when the child speaks<\/h3>\n<ul>\n<li>&#8220;I&#8217;m glad you talked to me about it. You were right to do so.&#8221;<\/li>\n<li>&#8220;Tell me what&#8217;s happening. I&#8217;m listening without interrupting you.&#8221;<\/li>\n<li>&#8220;It&#8217;s not your fault. You didn&#8217;t do anything wrong.&#8221;<\/li>\n<li>&#8220;We&#8217;re going to find a solution together. You&#8217;re not alone.&#8221;<\/li>\n<li>&#8220;Before doing anything, I&#8217;m going to talk to you about it. We&#8217;ll decide together on the next steps.&#8221;<\/li>\n<li>&#8220;Are there any adults at school you trust and could talk to about this?&#8221;<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"numerique\">5. The role of parents in the face of cyberbullying<\/h2>\n<pee>Cyberbullying poses specific challenges for parents, who often find themselves in the uncomfortable position of being expected to protect their child in a digital space they poorly understand. Schools can help parents find a balanced approach \u2014 neither in total control that deprives the child of their digital social space, nor in total laissez-faire that exposes them without protection.<\/pee>\n<h3>Supervision without intrusive monitoring<\/h3>\n<pee>Parental supervision of digital use is one of the most effective protective factors against cyberbullying. It does not involve reading all of your child&#8217;s messages or demanding access to all their accounts \u2014 this type of intrusive control undermines the trust relationship and pushes teenagers to circumvent monitoring devices. Instead, it involves maintaining an open dialogue about the use of digital tools, establishing clear rules about usage times and spaces (no phones in the bedroom at night, for example), and being available to discuss difficult online situations.<\/pee>\n<h3>What parents need to know how to do concretely<\/h3>\n<pee>Schools can train parents on some concrete actions in case cyberbullying is detected: do not delete evidence (capture screenshots before reporting), report content on platforms using dedicated buttons, contact 3018 for support and help with content removal, and do not directly contact the parents of the alleged perpetrator (which can worsen the situation) but go through the school.<\/pee>\n<h2 id=\"informer\">6. Informing and raising awareness among parents: the school&#8217;s actions<\/h2>\n<pee>Parental involvement cannot be decreed \u2014 it is built through regular and diverse actions by the school to inform, raise awareness, and equip families.<\/pee>\n<h3>The back-to-school meeting dedicated to bullying<\/h3>\n<pee>The back-to-school meeting is the ideal time to address the issue of bullying with parents, in a preventive and non-alarmist framework. The school can present its anti-bullying policy, the available resources (referent, numbers 3018 and 3020), the warning signs to observe at home, and the reporting channels available to families. This communication at the beginning of the year lays the groundwork for a trusting relationship and informs parents of the tools at their disposal before a situation arises.<\/pee>\n<h3>Written communication materials<\/h3>\n<pee>An information brochure on school bullying \u2014 distributed to parents at the beginning of the year or accessible on the school&#8217;s website \u2014 can cover essential points: definition, forms, warning signs, what to do if a situation is suspected, available resources. This reference document can be reviewed at any time by parents, including long after the back-to-school meeting.<\/pee>\n<h3>Thematic workshops for parents<\/h3>\n<pee>Specific workshops \u2014 &#8220;understanding cyberbullying,&#8221; &#8220;how to talk about bullying with my child,&#8221; &#8220;what to do if my child is a victim or perpetrator?&#8221; \u2014 can be organized in the evening or late afternoon. These short formats (1.5 to 2 hours) allow for deeper exploration of topics that the back-to-school meeting does not have time to address and create a real dialogue between parents and the educational team.<\/pee>\n<ul class=\"numbered-list\">\n<li><strong>Back-to-school meeting.<\/strong> Presentation of the anti-bullying policy, the referent, help numbers, reporting channels for parents.<\/li>\n<li><strong>Information brochure.<\/strong> Reference document covering definition, warning signs, procedures, resources. Available in paper version and on the school&#8217;s website.<\/li>\n<li><strong>Newsletter or quarterly communication.<\/strong> Reminder of available resources, possibly a short article on a specific aspect (cyberbullying, role of bystanders, etc.).<\/li>\n<li><strong>Annual thematic workshop.<\/strong> Interactive format of 1.5 to 2 hours on a specific topic (cyberbullying, digital use, parent-child communication about bullying).<\/li>\n<li><strong>Dedicated digital space.<\/strong> Page on the school&#8217;s website or space on the ENT gathering all useful resources for parents on bullying.<\/li>\n<li><strong>Accessible reporting channel.<\/strong> Dedicated email address, online form, or direct phone number allowing parents to report their concerns without waiting for a meeting or appointment.<\/li>\n<\/ul>\n<h2 id=\"parents-victimes\">7. When the child is a victim: supporting parents in crisis<\/h2>\n<pee>When a parent discovers that their child is a victim of bullying \u2014 often after weeks or months of suffering that the child has kept silent about \u2014 the emotional reaction is intense and legitimate: guilt for not having seen it, anger towards the bullies and sometimes towards the school, a feeling of helplessness in the face of their child&#8217;s suffering. This emotional reaction must be met with empathy by professionals, who can only act effectively by first addressing the emotional state of the parents.<\/pee>\n<h3>The educational team&#8217;s posture towards distressed parents<\/h3>\n<pee>The first meeting with the parents of a victimized child is crucial. It sets the foundation for the trust or mistrust relationship that conditions everything that follows. A few principles are essential: <strong>welcome emotions<\/strong> without minimizing or amplifying them; <strong>present established facts<\/strong> clearly and without euphemisms; <strong>explain what has already been done<\/strong> and what will be done; <strong>involve the parents<\/strong> in the process by asking for their perception and wishes.<\/pee>\n<pee>What parents of a victim need to hear: that their child is not responsible for what is happening to them, that the school takes the situation seriously, that concrete measures will be taken, and that they will be kept informed at every step.<\/pee>\n<h3>Directing parents to support resources<\/h3>\n<pee>Beyond school support, parents may need external resources: associations supporting victims of bullying, helplines, psychological resources for their child. The educational team should know these resources and be able to direct them \u2014 without substituting for mental health professionals in assessing needs.<\/pee>\n<div class=\"key-points\">\n<h3>&#x1F4DE; Resources to pass on to parents of child victims<\/h3>\n<ul>\n<li><strong>3018 :<\/strong> national cyberbullying number \u2014 help with content removal, listening, guidance<\/li>\n<li><strong>3020 :<\/strong> national school bullying number \u2014 listening and guidance for victims and their families<\/li>\n<li><strong>Capdroits :<\/strong> national association for helping victims of school bullying<\/li>\n<li><strong>National Education psychologist :<\/strong> available on request at the institution or via RASED (primary)<\/li>\n<li><strong>Doctor or child psychiatrist :<\/strong> for psychological support if necessary<\/li>\n<li><strong>National Education mediator :<\/strong> in case of persistent disagreement with the institution regarding the management of the situation<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"parents-auteurs\">8. When the child is the perpetrator: conducting the interview with the parents<\/h2>\n<pee>The interview with the parents of a child who is a perpetrator of bullying is often the most delicate moment of the entire process. Informing a parent that their child is a bully activates powerful defense mechanisms \u2014 denial, counterattack, minimization \u2014 that can quickly turn the interview into an unproductive confrontation.<\/pee>\n<h3>Preparing for the interview<\/h3>\n<pee>This interview must be carefully prepared. The team must have precise documentation of the facts (dates, actions, witnesses), formulated in a factual and non-emotional manner. The objective must be clear: to obtain the cooperation of the parents for a change in their child&#8217;s behavior, not to condemn them. The interview should be conducted by the CPE or the head of the institution, never alone if possible.<\/pee>\n<h3>The stance: neither accusation nor complacency<\/h3>\n<pee>The recommended stance is neither frontal accusation (&#8220;your child is a bully&#8221;) nor complacency (&#8220;your child may have crossed the line a bit&#8221;). It is a factual and concerned presentation: &#8220;We have observed repeated behaviors that seriously affect another student. We are discussing this with you because we want to find a solution together, and because your role as parents is essential in this process.&#8221;<\/pee>\n<pee>This stance has several advantages. It does not force parents to &#8220;plead guilty,&#8221; which reduces defensiveness. It gives them an active and positive role \u2014 contributing to the solution \u2014 rather than a passive and negative one \u2014 facing the sanction. And it signals that the institution is not in a punishment mindset but in a resolution mindset.<\/pee>\n<div class=\"error-box\">\n<div class=\"error-box-title\">\u274c What turns the interview into a confrontation<\/div>\n<pee>Directly accusing the child at the beginning of the interview, using moral qualifiers (&#8220;your son is mean,&#8221; &#8220;your daughter is manipulative&#8221;), presenting a list of facts without allowing the parents to react, or announcing a sanction without prior discussion: all these approaches generate a defensive reaction that closes off any possibility of cooperation.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">\u2705 The recommended sequence<\/div>\n<pee>1. Welcome and build trust. 2. Present the observed facts, without moral qualification. 3. Let the parents react and express their point of view. 4. Express concern for all affected students, including their child. 5. Ask the parents what they think they can do on their side. 6. Propose the measures of the establishment. 7. Define together the next steps and follow-up.<\/pee>\n<\/div>\n<h2 id=\"partenariat\">9. Build a true school-family partnership around bullying<\/h2>\n<pee>Beyond managing individual situations, the fight against school bullying benefits from a structural partnership between the establishment and families. This partnership is not built overnight \u2014 it requires time, consistency, and a clear institutional will.<\/pee>\n<h3>Involve parents in the establishment&#8217;s anti-bullying policy<\/h3>\n<pee>Parent associations (FCPE, PEEP) can be valuable partners in implementing and communicating the anti-bullying policy. Including them in reflections, consulting them on communication tools intended for families, involving them in organizing thematic workshops: these approaches strengthen the sense of co-responsibility and improve the quality of the produced tools.<\/pee>\n<h3>Maintain regular communication, not just in times of crisis<\/h3>\n<pee>The school-family relationship regarding bullying should not be limited to times of crisis. An establishment that regularly communicates with parents about its anti-bullying policy \u2014 at the start of the school year, during the year, on national days \u2014 creates a climate of trust that will greatly facilitate communication when a difficult situation arises.<\/pee>\n<h2 id=\"erreurs\">10. Classic mistakes in the relationship with parents<\/h2>\n<div class=\"error-box\">\n<div class=\"error-box-title\">\u274c Error n\u00b01 \u2014 Only inform parents once the situation is &#8220;certain&#8221;<\/div>\n<pee>Waiting to have absolute certainty before informing parents delays intervention and deprives the establishment of valuable information that parents could provide. Parents can often confirm or complement what the internal investigation has established.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">\u2705 To do<\/div>\n<pee>Inform the parents of the victim as soon as a concerning situation is identified, even if not all elements are yet established. Clearly state: &#8220;We have signals that concern us and we want to work with you to understand what is happening.&#8221;<\/pee>\n<\/div>\n<div class=\"error-box\">\n<div class=\"error-box-title\">\u274c Error n\u00b02 \u2014 Inform the parents of the victim and the perpetrators at the same time<\/div>\n<pee>Organizing a joint meeting or informing both families on the same day creates a risk of direct confrontation between parents, which can worsen the situation and expose the victim to retaliation.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">\u2705 To do<\/div>\n<pee>Always inform the parents of the victim first, involve them in the process, and only contact the parents of the perpetrators afterward, with their agreement if possible on the communication methods.<\/pee>\n<\/div>\n<div class=\"error-box\">\n<div class=\"error-box-title\">\u274c Error n\u00b03 \u2014 Only give parents minimal information &#8220;to avoid worrying them&#8221;<\/div>\n<pee>Minimizing the information conveyed to parents to manage their emotional reaction is a strategy that systematically backfires on the establishment. Parents who later learn that the situation was more serious than they were told lose trust and become accusatory.<\/pee>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">\u2705 To do<\/div>\n<pee>Transmit complete, factual, and calibrated information \u2014 neither minimized nor amplified. Parents can manage the truth if it is presented with empathy and accompanied by a clear action plan.<\/pee>\n<\/div>\n<h2 id=\"cas-pratiques\">11. Case studies: families and institutions facing bullying<\/h2>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F46A;<\/div>\n<div>\n<div class=\"case-study-label\">Case study \u2014 Primary school, CM2<\/div>\n<div class=\"case-study-title\">Parents who see the first signals before school<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee>In October, Sylvie notices that her CM2 son has been refusing to eat in the morning for three weeks and complains of stomach aches on Mondays and Thursdays. She does not associate these symptoms with school because her son does not mention anything specific. She consults the doctor, who rules out a physical cause. During the back-to-school meeting, the principal had distributed a brochure listing the warning signs of bullying. Sylvie finds it in a drawer and recognizes her son&#8217;s signals.<\/pee>\n  <pee>She contacts the school via the reporting email address indicated on the brochure. The CPE contacts her within 24 hours and opens an investigation. The bullying situation that has been ongoing since the start of the school year is identified and addressed within two weeks.<\/pee>\n<div class=\"case-study-result\">\n    <pee>&#x2705; <strong>Impact:<\/strong> Without the brochure distributed at the beginning of the year, Sylvie probably would not have made the connection with the school and the situation would have continued. The preventive communication from the institution was the trigger for detection. Sylvie&#8217;s son was able to resume a peaceful schooling starting in November.<\/pee>\n  <\/div>\n<\/div>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F91D;<\/div>\n<div>\n<div class=\"case-study-label\">Case study \u2014 Middle school, 6th grade<\/div>\n<div class=\"case-study-title\">Parents of the perpetrator who become allies<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee>The CPE of a middle school summons the parents of a 6th grade student who has been repeatedly mocking a classmate. The parents arrive on the defensive, convinced that their son is &#8220;just being a clown&#8221; and that the situation is exaggerated. The CPE presents them with documented facts (observations from supervisors, testimonies from other students) without directly accusing their son, and expresses concern for the victim but also for their son: &#8220;This type of behavior, if not addressed now, can have serious consequences for your son himself in the future.&#8221;<\/pee>\n  <pee>The parents, touched by this non-punitive and concerned approach, commit to talking with their son that evening. They return three days later to inform the CPE that their son has acknowledged his behaviors and agreed to apologize. A joint school-family follow-up is set up for the next two months.<\/pee>\n<div class=\"case-study-result\">\n    <pee>&#x2705; <strong>Result:<\/strong> The situation is resolved in less than three weeks, without formal disciplinary sanction. The perpetrator&#8217;s son spontaneously apologized to the victim. The parents remained in contact with the CPE for the rest of the school year. The non-punitive and cooperative posture of the meeting was key to this outcome.<\/pee>\n  <\/div>\n<\/div>\n<div class=\"case-study\">\n<div class=\"case-study-header\">\n<div class=\"case-study-emoji\">&#x1F4F1;<\/div>\n<div>\n<div class=\"case-study-label\">Case study \u2014 High school, 1st grade<\/div>\n<div class=\"case-study-title\">Parents&#8217; workshop on cyberbullying: an unexpected investment<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<pee>A high school is organizing a 2-hour evening workshop for parents on cyberbullying in November. Thirty parents participate. At the end of the workshop, two parents separately report concerning situations regarding their child that they would not have identified as cyberbullying before. One describes insulting messages received on Instagram. The other talks about his son who &#8220;hasn&#8217;t slept since he joined an online gaming group.&#8221;<\/pee>\n  <pee>The two situations are investigated by the school counselor in the following days. The first reveals confirmed cyberbullying involving several students from the high school. The second reveals a less serious situation but deserving attention and follow-up.<\/pee>\n<div class=\"case-study-result\">\n    <pee>&#x26A0;&#xFE0F; <strong>Lesson:<\/strong> A two-hour workshop allowed for the detection of two situations that would have had no chance of being identified by the school without the involvement of families. The investment \u2014 preparation and facilitation by the trained school counselor, available room \u2014 is incomparable to the value of the detections made. The school has since included this workshop in its annual program.<\/pee>\n  <\/div>\n<\/div>\n<pee>Parents are not the enemies of educational teams in the face of school bullying. When they are well-informed, well-equipped, and well-supported, they are the most valuable allies \u2014 the first observers at home, the first supporters of their child, and potential agents of change for the children who are perpetrators. Building this partnership takes time, method, and often specific training for the educational teams conducting these interviews and awareness actions.<\/pee>\n<div class=\"cta-box\">\n<h3>&#x1F393; Train your team on family involvement<\/h3>\n<pee>The DYNSEO training &#8220;Preventing and acting against school bullying and cyberbullying&#8221; includes a complete module on the relationship with families: preventive communication, interviews with the parents of victims and perpetrators, managing tensions. Qualiopi certified \u2014 eligible for funding.<\/pee>\n<div class=\"cta-buttons\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/preventing-and-acting-against-school-bullying-and-cyberbullying-en\/\" class=\"btn-cta-white\">&#x1F4CB; View the program<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/formations\/\" class=\"btn-cta-outline\">All trainings &#x2192;<\/a>\n  <\/div>\n<\/div>\n<p><a href=\"https:\/\/www.dynseo.com\/en\/courses\/preventing-and-acting-against-school-bullying-and-cyberbullying-en\/\" class=\"internal-link\"><\/p>\n<div class=\"internal-link-icon\">&#x1F46A;<\/div>\n<div class=\"internal-link-content\">\n<div class=\"internal-link-label\">Qualiopi certified training<\/div>\n<div class=\"internal-link-title\">Preventing and acting against school bullying and cyberbullying<\/div>\n<div class=\"internal-link-desc\">Involving families, conducting interviews, building the school-family partnership \u2014 the complete training for your team.<\/div>\n<\/p><\/div>\n<div class=\"internal-link-arrow\">&#x2192;<\/div>\n<p><\/a><\/p>\n<div class=\"article-tags\">\n  <a href=\"#\" class=\"article-tag\">parents school bullying prevention<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">involve families school bullying<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">signals bullying home parents<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">interview parents victims perpetrators<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">cyberbullying role of parents<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">school family partnership bullying<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">bullying training Qualiopi<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">DYNSEO training<\/a>\n<\/div>\n<\/article>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":412655,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n:root{\n  --bleu:#5e5ed7;--bleu-soft:#eeeeff;--bleu2:#5268c9;--bleu2-soft:#e8ecfa;\n  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type=\"application\/ld+json\">\n{\n  \"@context\":\"https:\/\/schema.org\",\n  \"@type\":\"Article\",\n  \"headline\":\"Harc\u00e8lement scolaire : comment impliquer les parents dans la pr\u00e9vention\",\n  \"description\":\"Guide complet pour les \u00e9quipes \u00e9ducatives sur l'implication des parents dans la pr\u00e9vention du harc\u00e8lement scolaire : signaux \u00e0 observer \u00e0 la maison, communication avec les familles, entretiens parents de victimes et d'auteurs. Formation certifi\u00e9e Qualiopi DYNSEO.\",\n  \"image\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/harcelementscolaire.jpg\",\n  \"author\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"url\":\"https:\/\/www.dynseo.com\"},\n  \"publisher\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2021\/03\/logo-dynseo.png\"}},\n  \"datePublished\":\"2026-03-06\",\n  \"dateModified\":\"2026-03-06\",\n  \"mainEntityOfPage\":\"https:\/\/www.dynseo.com\/harcelement-scolaire-impliquer-parents-prevention\/\"\n}\n<\/script>\n<div class=\"dbi-art-7b86e6\">\n<header class=\"article-hero\">\n  <div class=\"article-hero-inner\">\n    <nav class=\"article-breadcrumb\">\n      <a href=\"https:\/\/www.dynseo.com\/\">Home<\/a> &rsaquo;\n      <a href=\"https:\/\/www.dynseo.com\/formations\/\">Training<\/a> &rsaquo;\n      Involving parents in the prevention of bullying\n    <\/nav>\n    <span class=\"article-category\">&#x1F46A; FAMILIES &amp; PREVENTION<\/span>\n    <h1>School bullying&nbsp;: how to <span class=\"hl\">involve parents<\/span> in prevention<\/h1>\n    <div class=\"article-meta\">\n      <span>&#x1F4C5; March 2026<\/span>\n      <span>&#x23F1; 20 min read<\/span>\n      <span>&#x1F3EB; By the DYNSEO team<\/span>\n    <\/div>\n  <\/div>\n  <div class=\"article-hero-curve\"><\/div>\n<\/header>\n\n<div class=\"container\">\n\n<img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/harcelementscolaire.jpg\" alt=\"Training to prevent and act against school bullying and cyberbullying \u2014 DYNSEO\" style=\"width:100%;border-radius:20px;margin:30px 0 10px;box-shadow:0 6px 25px rgba(0,0,0,.08);\">\n\n<article class=\"article-body\">\n\n<div class=\"toc\">\n  <h4>&#x1F4D1; Summary<\/h4>\n  <ol>\n    <li><a href=\"#pourquoi\">Why parents are essential actors in prevention<\/a><\/li>\n    <li><a href=\"#obstacles\">Obstacles to parental involvement: understanding to act better<\/a><\/li>\n    <li><a href=\"#signaux-maison\">What parents can observe at home: warning signs<\/a><\/li>\n    <li><a href=\"#parler\">How to talk about bullying with your child: a guide for parents<\/a><\/li>\n    <li><a href=\"#numerique\">The role of parents in the face of cyberbullying<\/a><\/li>\n    <li><a href=\"#informer\">Informing and raising awareness among parents: the school's actions<\/a><\/li>\n    <li><a href=\"#parents-victimes\">When the child is a victim: supporting parents in crisis<\/a><\/li>\n    <li><a href=\"#parents-auteurs\">When the child is the perpetrator: conducting the interview with parents<\/a><\/li>\n    <li><a href=\"#partenariat\">Building a true school-family partnership around bullying<\/a><\/li>\n    <li><a href=\"#erreurs\">Common mistakes in the relationship with parents<\/a><\/li>\n    <li><a href=\"#cas-pratiques\">Practical cases: families and schools facing bullying<\/a><\/li>\n  <\/ol>\n<\/div>\n\n<p>In most school bullying situations, parents are the first to notice changes in their child \u2014 long before the school detects anything. The child who no longer wants to go to school on Monday morning, who eats less, who isolates themselves in their room, who cries without explanation: it is the parents who experience these signals daily. And yet, in the majority of cases, they do not make the connection with school bullying \u2014 either because they do not know what to look for, or because their child says nothing, or because they do not know who to turn to.<\/p>\n\n<p>From the school's perspective, the relationship with parents in bullying situations is often experienced as an additional burden, even a source of complications. Parents in distress or anger, families in denial, conflicts between families spilling into the school space: these realities sometimes push educational teams to keep parents at a distance rather than involve them.<\/p>\n\n<p>This is a strategic mistake. Research is clear: <strong>schools that actively involve parents in their anti-bullying approach achieve better results<\/strong> \u2014 earlier detection, faster resolution, reduced recidivism. This guide offers a concrete framework to transform the relationship with parents \u2014 often tense in these situations \u2014 into a true partnership for prevention.<\/p>\n\n<h2 id=\"pourquoi\">1. Why parents are essential actors in prevention<\/h2>\n\n<p>The prevention of school bullying cannot be solely a school matter. It must be part of an educational continuity that spans the two main living spaces of the child: school and family. Parents are not spectators of what happens at school \u2014 they are actors in their child's identity, emotional, and social development, and therefore direct actors in their vulnerability or resilience to bullying.<\/p>\n\n<h3>Parents as primary observers<\/h3>\n\n<p>The child spends an average of 6 to 7 hours a day at school, and 17 to 18 hours in their family environment (including sleep and evenings). Parents thus have access to a much broader observation volume than education professionals. They see their child when defenses are down \u2014 in the evening, in pajamas, at the table \u2014 and it is often in these moments that signs of distress are most visible.<\/p>\n\n<p>A child who eats in silence when they used to be talkative, who receives messages on their phone with visible anxiety, who invents reasons not to go to school in the morning: the attentive parent sees these signals. But without a framework to interpret them, without a channel to communicate them to the school, and without conviction that the school will take them seriously, these observations remain private and never reach those who could act.<\/p>\n\n<h3>Parents as relays of prevention at home<\/h3>\n\n<p>Prevention messages delivered at school only have their full effect when they are relayed and reinforced at home. A child who has been told at school that \"bullying is bad\" without any conversation about it taking place at home internalizes the message much less deeply than a child whose parents regularly discuss these issues, create a space for dialogue about social life at school, and clearly indicate that they can come to them if there is a problem.<\/p>\n\n<h3>Parents as agents of change in the behavior of bullies<\/h3>\n\n<p>In situations of proven bullying, the parents of the perpetrators are key actors in the resolution. A parent who understands what their child has done, who is genuinely concerned, and who commits to working with them on their behavior is a valuable ally for the school. Conversely, a parent in complete denial significantly hinders any possibility of lasting change in the child. Knowing how to engage the parents of perpetrators is therefore a key skill in responding to bullying.<\/p>\n<div class=\"info-box\">\n  <p><strong>&#x1F4CA; What studies say about parental involvement.<\/strong> Research on school bullying prevention programs consistently shows that programs that include a \"parents\" component achieve better results than those that are limited to the school environment. An international meta-analysis (Ttofi &amp; Farrington) identifies parental involvement as one of the five variables most associated with the reduction of bullying. In practice, institutions that organize information meetings for parents and maintain open communication channels detect situations earlier and resolve them more quickly.<\/p>\n<\/div>\n\n<h2 id=\"obstacles\">2. The obstacles to parental involvement: understanding to act better<\/h2>\n\n<p>Before seeking to involve parents, educational teams must understand why this involvement does not occur naturally. The obstacles are real, on both sides.<\/p>\n\n<h3>On the parents' side<\/h3>\n\n<p>The first obstacle is <strong>lack of awareness of the phenomenon<\/strong>. Many parents have an image of school bullying that corresponds to the most visible and extreme forms \u2014 group beatings, spectacular daily harassment. They do not recognize the more subtle forms (social exclusion, cyberbullying, repeated mockery) as bullying, either in their victim child or in their potential perpetrator child.<\/p>\n\n<p>The second obstacle is <strong>shame and guilt<\/strong>. For parents of victimized children, admitting that their child is being bullied can be experienced as social shame or as an admission of parental failure. For the parents of perpetrators, recognizing that their child is behaving as a bully is even harder to accept. These emotions lead to minimizing, denying, or blaming the other party rather than cooperating.<\/p>\n\n<p>The third obstacle is <strong>mistrust of the institution<\/strong>. In some families, especially in difficult socio-economic contexts or in families that have had negative experiences with the school institution, the reflex is not to approach the school but to protect themselves from it. These parents will not spontaneously report their concerns to the institution.<\/p>\n\n<h3>On the educational teams' side<\/h3>\n\n<p>Education professionals sometimes tend to see parents as a problem rather than a resource in bullying situations. Parents who \"stir up trouble,\" who directly contact the institution with accusations, who threaten to file complaints: these behaviors, while understandable, create a defensive reaction that pushes teams to communicate as little as possible and as late as possible. This is exactly the opposite of what allows for effective resolution.<\/p>\n\n<div class=\"article-quote\">\n  <p>For two months, I searched for what was wrong with my daughter. She was sleeping poorly, she was no longer eating, she stayed in her room. I thought about puberty, about a broken heart. The idea that it was bullying at school never crossed my mind once. If the school had given me a list of signals to observe, I would have made the connection much earlier.<\/p>\n<\/div>\n<div class=\"quote-author\">\u2014 Mother of a bullied middle school student, testimony collected during a DYNSEO post-training parents' meeting<\/div>\n<\/div>\n\n<h2 id=\"signaux-maison\">3. What parents can observe at home: warning signs<\/h2>\n\n<p>One of the most concrete contributions that schools can make to parental involvement is to provide families with a list of observable warning signs at home. This information \u2014 simple, accessible, non-alarmist \u2014 allows parents to play their role as first-hand observers.<\/p>\n\n<h3>Behavioral signals at home<\/h3>\n\n<p>A child who refuses to talk about their day at school when they used to do so spontaneously, who avoids questions about their friends, who makes excuses to avoid going to school (recurring stomach aches on Sunday evenings or Monday mornings), who consistently comes home from school in a bad mood or in tears, or who seems relieved on Fridays and anxious on Sunday evenings: these behaviors deserve attention.<\/p>\n\n<h3>Digital signals<\/h3>\n\n<p>A child who becomes anxious or agitated after checking their phone, who hides their screen from adults, who suddenly stops using apps or social media they used intensely, who receives messages outside of usual hours with a visible emotional reaction: these behaviors may indicate a situation of cyberbullying.<\/p>\n\n<h3>Physical and somatic signals<\/h3>\n\n<p>Recurring stomach or head aches without an identified medical cause, persistent sleep disturbances, loss of appetite, chronic fatigue, unexplained injuries or damaged clothing, school supplies regularly \"lost\" or degraded: these physical manifestations are often the first to appear when a child is suffering from a bullying situation.<\/p>\n\n<table class=\"comparison-table\">\n  <thead>\n    <tr>\n      <th>Domain<\/th>\n      <th>Signs to watch for at home<\/th>\n      <th>When to really worry<\/th>\n    <\/tr>\n  <\/thead>\n  <tbody>\n    <tr>\n      <td>Attitude towards school<\/td>\n      <td>Refusal, excuses, anxiety in the morning<\/td>\n      <td>If it lasts more than 2 weeks and intensifies<\/td>\n    <\/tr>\n    <tr>\n      <td>Communication<\/td>\n      <td>Silence about the day, evasion of questions about friends<\/td>\n      <td>If the change is sudden and unexplained<\/td>\n    <\/tr>\n    <tr>\n      <td>General mood<\/td>\n      <td>Sadness, irritability, withdrawal<\/td>\n      <td>If persistent and associated with other signs<\/td>\n    <\/tr>\n    <tr>\n      <td>Digital<\/td>\n      <td>Post-phone anxiety, sudden stop of social media, nighttime notifications<\/td>\n      <td>At the first repeated occurrences<\/td>\n    <\/tr>\n    <tr>\n      <td>Physical<\/td>\n      <td>Recurring stomach\/head aches, sleep disturbances, fatigue<\/td>\n      <td>If recurring without an identified medical cause<\/td>\n    <\/tr>\n    <tr>\n      <td>School supplies<\/td>\n      <td>Lost or damaged materials, \"disappeared\" money<\/td>\n      <td>If it repeats without a credible explanation<\/td>\n    <\/tr>\n  <\/tbody>\n<\/table>\n\n<h2 id=\"parler\">4. How to talk about bullying with your child: guide for parents<\/h2>\n\n<p>The school can play a valuable role in equipping parents for difficult conversations at home. Many parents do not know how to approach the subject of bullying with their child without putting them on the defensive, nor how to react if their child confides in them about a difficult situation.<\/p>\n\n<h3>Create a regular space for discussion about social life at school<\/h3>\n\n<p>The best prevention starts long before bullying exists: it is the quality of the parent-child bond and the culture of dialogue about social life at school. Parents who regularly ask open-ended questions \u2014 \"how was your lunch today?\" rather than \"is everything okay?\" \u2014 create a space for discussion in which the child can naturally mention what is happening, including difficult situations.<\/p>\n\n<h3>React without dramatizing or minimizing when the child speaks<\/h3>\n\n<p>The parents' reaction when a child confides in them about a difficult situation determines whether the child will continue to talk or shut down. Two symmetrical mistakes should be avoided. Minimization \u2014 \"oh, it's nothing, it happens to everyone, you're too sensitive\" \u2014 shuts down the conversation and leaves the child alone. Excessive dramatization \u2014 \"this is outrageous, I will call the administration right away, these kids are monsters\" \u2014 frightens the child who fears retaliation and makes them regret having spoken.<\/p>\n\n<p>The right posture is active and non-reactive listening: allowing the child to tell their story without interruption, rephrasing to show understanding, thanking the child for speaking up, clearly telling them they did well and that the adults will take care of the situation \u2014 without promising spectacular reactions.<\/p>\n<div class=\"key-points\">\n  <h3>&#x1F4AC; Key phrases for parents \u2014 when the child speaks<\/h3>\n  <ul>\n    <li>\"I'm glad you talked to me about it. You were right to do so.\"<\/li>\n    <li>\"Tell me what's happening. I'm listening without interrupting you.\"<\/li>\n    <li>\"It's not your fault. You didn't do anything wrong.\"<\/li>\n    <li>\"We're going to find a solution together. You're not alone.\"<\/li>\n    <li>\"Before doing anything, I'm going to talk to you about it. We'll decide together on the next steps.\"<\/li>\n    <li>\"Are there any adults at school you trust and could talk to about this?\"<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"numerique\">5. The role of parents in the face of cyberbullying<\/h2>\n\n<p>Cyberbullying poses specific challenges for parents, who often find themselves in the uncomfortable position of being expected to protect their child in a digital space they poorly understand. Schools can help parents find a balanced approach \u2014 neither in total control that deprives the child of their digital social space, nor in total laissez-faire that exposes them without protection.<\/p>\n\n<h3>Supervision without intrusive monitoring<\/h3>\n\n<p>Parental supervision of digital use is one of the most effective protective factors against cyberbullying. It does not involve reading all of your child's messages or demanding access to all their accounts \u2014 this type of intrusive control undermines the trust relationship and pushes teenagers to circumvent monitoring devices. Instead, it involves maintaining an open dialogue about the use of digital tools, establishing clear rules about usage times and spaces (no phones in the bedroom at night, for example), and being available to discuss difficult online situations.<\/p>\n\n<h3>What parents need to know how to do concretely<\/h3>\n\n<p>Schools can train parents on some concrete actions in case cyberbullying is detected: do not delete evidence (capture screenshots before reporting), report content on platforms using dedicated buttons, contact 3018 for support and help with content removal, and do not directly contact the parents of the alleged perpetrator (which can worsen the situation) but go through the school.<\/p>\n\n<h2 id=\"informer\">6. Informing and raising awareness among parents: the school's actions<\/h2>\n\n<p>Parental involvement cannot be decreed \u2014 it is built through regular and diverse actions by the school to inform, raise awareness, and equip families.<\/p>\n\n<h3>The back-to-school meeting dedicated to bullying<\/h3>\n\n<p>The back-to-school meeting is the ideal time to address the issue of bullying with parents, in a preventive and non-alarmist framework. The school can present its anti-bullying policy, the available resources (referent, numbers 3018 and 3020), the warning signs to observe at home, and the reporting channels available to families. This communication at the beginning of the year lays the groundwork for a trusting relationship and informs parents of the tools at their disposal before a situation arises.<\/p>\n\n<h3>Written communication materials<\/h3>\n\n<p>An information brochure on school bullying \u2014 distributed to parents at the beginning of the year or accessible on the school's website \u2014 can cover essential points: definition, forms, warning signs, what to do if a situation is suspected, available resources. This reference document can be reviewed at any time by parents, including long after the back-to-school meeting.<\/p>\n\n<h3>Thematic workshops for parents<\/h3>\n\n<p>Specific workshops \u2014 \"understanding cyberbullying,\" \"how to talk about bullying with my child,\" \"what to do if my child is a victim or perpetrator?\" \u2014 can be organized in the evening or late afternoon. These short formats (1.5 to 2 hours) allow for deeper exploration of topics that the back-to-school meeting does not have time to address and create a real dialogue between parents and the educational team.<\/p>\n\n<ul class=\"numbered-list\">\n  <li><strong>Back-to-school meeting.<\/strong> Presentation of the anti-bullying policy, the referent, help numbers, reporting channels for parents.<\/li>\n  <li><strong>Information brochure.<\/strong> Reference document covering definition, warning signs, procedures, resources. Available in paper version and on the school's website.<\/li>\n  <li><strong>Newsletter or quarterly communication.<\/strong> Reminder of available resources, possibly a short article on a specific aspect (cyberbullying, role of bystanders, etc.).<\/li>\n  <li><strong>Annual thematic workshop.<\/strong> Interactive format of 1.5 to 2 hours on a specific topic (cyberbullying, digital use, parent-child communication about bullying).<\/li>\n  <li><strong>Dedicated digital space.<\/strong> Page on the school's website or space on the ENT gathering all useful resources for parents on bullying.<\/li>\n  <li><strong>Accessible reporting channel.<\/strong> Dedicated email address, online form, or direct phone number allowing parents to report their concerns without waiting for a meeting or appointment.<\/li>\n<\/ul>\n\n<h2 id=\"parents-victimes\">7. When the child is a victim: supporting parents in crisis<\/h2>\n\n<p>When a parent discovers that their child is a victim of bullying \u2014 often after weeks or months of suffering that the child has kept silent about \u2014 the emotional reaction is intense and legitimate: guilt for not having seen it, anger towards the bullies and sometimes towards the school, a feeling of helplessness in the face of their child's suffering. This emotional reaction must be met with empathy by professionals, who can only act effectively by first addressing the emotional state of the parents.<\/p>\n\n<h3>The educational team's posture towards distressed parents<\/h3>\n\n<p>The first meeting with the parents of a victimized child is crucial. It sets the foundation for the trust or mistrust relationship that conditions everything that follows. A few principles are essential: <strong>welcome emotions<\/strong> without minimizing or amplifying them; <strong>present established facts<\/strong> clearly and without euphemisms; <strong>explain what has already been done<\/strong> and what will be done; <strong>involve the parents<\/strong> in the process by asking for their perception and wishes.<\/p>\n\n<p>What parents of a victim need to hear: that their child is not responsible for what is happening to them, that the school takes the situation seriously, that concrete measures will be taken, and that they will be kept informed at every step.<\/p>\n\n<h3>Directing parents to support resources<\/h3>\n\n<p>Beyond school support, parents may need external resources: associations supporting victims of bullying, helplines, psychological resources for their child. The educational team should know these resources and be able to direct them \u2014 without substituting for mental health professionals in assessing needs.<\/p>\n<div class=\"key-points\">\n  <h3>&#x1F4DE; Resources to pass on to parents of child victims<\/h3>\n  <ul>\n    <li><strong>3018 :<\/strong> national cyberbullying number \u2014 help with content removal, listening, guidance<\/li>\n    <li><strong>3020 :<\/strong> national school bullying number \u2014 listening and guidance for victims and their families<\/li>\n    <li><strong>Capdroits :<\/strong> national association for helping victims of school bullying<\/li>\n    <li><strong>National Education psychologist :<\/strong> available on request at the institution or via RASED (primary)<\/li>\n    <li><strong>Doctor or child psychiatrist :<\/strong> for psychological support if necessary<\/li>\n    <li><strong>National Education mediator :<\/strong> in case of persistent disagreement with the institution regarding the management of the situation<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"parents-auteurs\">8. When the child is the perpetrator: conducting the interview with the parents<\/h2>\n\n<p>The interview with the parents of a child who is a perpetrator of bullying is often the most delicate moment of the entire process. Informing a parent that their child is a bully activates powerful defense mechanisms \u2014 denial, counterattack, minimization \u2014 that can quickly turn the interview into an unproductive confrontation.<\/p>\n\n<h3>Preparing for the interview<\/h3>\n\n<p>This interview must be carefully prepared. The team must have precise documentation of the facts (dates, actions, witnesses), formulated in a factual and non-emotional manner. The objective must be clear: to obtain the cooperation of the parents for a change in their child's behavior, not to condemn them. The interview should be conducted by the CPE or the head of the institution, never alone if possible.<\/p>\n\n<h3>The stance: neither accusation nor complacency<\/h3>\n\n<p>The recommended stance is neither frontal accusation (\"your child is a bully\") nor complacency (\"your child may have crossed the line a bit\"). It is a factual and concerned presentation: \"We have observed repeated behaviors that seriously affect another student. We are discussing this with you because we want to find a solution together, and because your role as parents is essential in this process.\"<\/p>\n\n<p>This stance has several advantages. It does not force parents to \"plead guilty,\" which reduces defensiveness. It gives them an active and positive role \u2014 contributing to the solution \u2014 rather than a passive and negative one \u2014 facing the sanction. And it signals that the institution is not in a punishment mindset but in a resolution mindset.<\/p>\n\n<div class=\"error-box\">\n  <div class=\"error-box-title\">\u274c What turns the interview into a confrontation<\/div>\n  <p>Directly accusing the child at the beginning of the interview, using moral qualifiers (\"your son is mean,\" \"your daughter is manipulative\"), presenting a list of facts without allowing the parents to react, or announcing a sanction without prior discussion: all these approaches generate a defensive reaction that closes off any possibility of cooperation.<\/p>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">\u2705 The recommended sequence<\/div>\n  <p>1. Welcome and build trust. 2. Present the observed facts, without moral qualification. 3. Let the parents react and express their point of view. 4. Express concern for all affected students, including their child. 5. Ask the parents what they think they can do on their side. 6. Propose the measures of the establishment. 7. Define together the next steps and follow-up.<\/p>\n<\/div>\n\n<h2 id=\"partenariat\">9. Build a true school-family partnership around bullying<\/h2>\n\n<p>Beyond managing individual situations, the fight against school bullying benefits from a structural partnership between the establishment and families. This partnership is not built overnight \u2014 it requires time, consistency, and a clear institutional will.<\/p>\n\n<h3>Involve parents in the establishment's anti-bullying policy<\/h3>\n\n<p>Parent associations (FCPE, PEEP) can be valuable partners in implementing and communicating the anti-bullying policy. Including them in reflections, consulting them on communication tools intended for families, involving them in organizing thematic workshops: these approaches strengthen the sense of co-responsibility and improve the quality of the produced tools.<\/p>\n\n<h3>Maintain regular communication, not just in times of crisis<\/h3>\n\n<p>The school-family relationship regarding bullying should not be limited to times of crisis. An establishment that regularly communicates with parents about its anti-bullying policy \u2014 at the start of the school year, during the year, on national days \u2014 creates a climate of trust that will greatly facilitate communication when a difficult situation arises.<\/p>\n\n<h2 id=\"erreurs\">10. Classic mistakes in the relationship with parents<\/h2>\n\n<div class=\"error-box\">\n  <div class=\"error-box-title\">\u274c Error n\u00b01 \u2014 Only inform parents once the situation is \"certain\"<\/div>\n  <p>Waiting to have absolute certainty before informing parents delays intervention and deprives the establishment of valuable information that parents could provide. Parents can often confirm or complement what the internal investigation has established.<\/p>\n<\/div>\n<div class=\"error-fix\">\n  <div class=\"error-fix-title\">\u2705 To do<\/div>\n  <p>Inform the parents of the victim as soon as a concerning situation is identified, even if not all elements are yet established. Clearly state: \"We have signals that concern us and we want to work with you to understand what is happening.\"<\/p>\n<\/div>\n\n<div class=\"error-box\">\n  <div class=\"error-box-title\">\u274c Error n\u00b02 \u2014 Inform the parents of the victim and the perpetrators at the same time<\/div>\n  <p>Organizing a joint meeting or informing both families on the same day creates a risk of direct confrontation between parents, which can worsen the situation and expose the victim to retaliation.<\/p>\n<\/div>\n<div class=\"error-fix\">\n  <div class=\"error-fix-title\">\u2705 To do<\/div>\n  <p>Always inform the parents of the victim first, involve them in the process, and only contact the parents of the perpetrators afterward, with their agreement if possible on the communication methods.<\/p>\n<\/div>\n\n<div class=\"error-box\">\n  <div class=\"error-box-title\">\u274c Error n\u00b03 \u2014 Only give parents minimal information \"to avoid worrying them\"<\/div>\n  <p>Minimizing the information conveyed to parents to manage their emotional reaction is a strategy that systematically backfires on the establishment. Parents who later learn that the situation was more serious than they were told lose trust and become accusatory.<\/p>\n<\/div>\n<div class=\"error-fix\">\n<div class=\"error-fix-title\">\u2705 To do<\/div>\n  <p>Transmit complete, factual, and calibrated information \u2014 neither minimized nor amplified. Parents can manage the truth if it is presented with empathy and accompanied by a clear action plan.<\/p>\n<\/div>\n\n<h2 id=\"cas-pratiques\">11. Case studies: families and institutions facing bullying<\/h2>\n\n<div class=\"case-study\">\n  <div class=\"case-study-header\">\n    <div class=\"case-study-emoji\">&#x1F46A;<\/div>\n    <div>\n      <div class=\"case-study-label\">Case study \u2014 Primary school, CM2<\/div>\n      <div class=\"case-study-title\">Parents who see the first signals before school<\/div>\n    <\/div>\n  <\/div>\n  <p>In October, Sylvie notices that her CM2 son has been refusing to eat in the morning for three weeks and complains of stomach aches on Mondays and Thursdays. She does not associate these symptoms with school because her son does not mention anything specific. She consults the doctor, who rules out a physical cause. During the back-to-school meeting, the principal had distributed a brochure listing the warning signs of bullying. Sylvie finds it in a drawer and recognizes her son's signals.<\/p>\n  <p>She contacts the school via the reporting email address indicated on the brochure. The CPE contacts her within 24 hours and opens an investigation. The bullying situation that has been ongoing since the start of the school year is identified and addressed within two weeks.<\/p>\n  <div class=\"case-study-result\">\n    <p>&#x2705; <strong>Impact:<\/strong> Without the brochure distributed at the beginning of the year, Sylvie probably would not have made the connection with the school and the situation would have continued. The preventive communication from the institution was the trigger for detection. Sylvie's son was able to resume a peaceful schooling starting in November.<\/p>\n  <\/div>\n<\/div>\n\n<div class=\"case-study\">\n  <div class=\"case-study-header\">\n    <div class=\"case-study-emoji\">&#x1F91D;<\/div>\n    <div>\n      <div class=\"case-study-label\">Case study \u2014 Middle school, 6th grade<\/div>\n      <div class=\"case-study-title\">Parents of the perpetrator who become allies<\/div>\n    <\/div>\n  <\/div>\n  <p>The CPE of a middle school summons the parents of a 6th grade student who has been repeatedly mocking a classmate. The parents arrive on the defensive, convinced that their son is \"just being a clown\" and that the situation is exaggerated. The CPE presents them with documented facts (observations from supervisors, testimonies from other students) without directly accusing their son, and expresses concern for the victim but also for their son: \"This type of behavior, if not addressed now, can have serious consequences for your son himself in the future.\"<\/p>\n  <p>The parents, touched by this non-punitive and concerned approach, commit to talking with their son that evening. They return three days later to inform the CPE that their son has acknowledged his behaviors and agreed to apologize. A joint school-family follow-up is set up for the next two months.<\/p>\n  <div class=\"case-study-result\">\n    <p>&#x2705; <strong>Result:<\/strong> The situation is resolved in less than three weeks, without formal disciplinary sanction. The perpetrator's son spontaneously apologized to the victim. The parents remained in contact with the CPE for the rest of the school year. The non-punitive and cooperative posture of the meeting was key to this outcome.<\/p>\n  <\/div>\n<\/div>\n\n<div class=\"case-study\">\n  <div class=\"case-study-header\">\n    <div class=\"case-study-emoji\">&#x1F4F1;<\/div>\n    <div>\n      <div class=\"case-study-label\">Case study \u2014 High school, 1st grade<\/div>\n<div class=\"case-study-title\">Parents' workshop on cyberbullying: an unexpected investment<\/div>\n    <\/div>\n  <\/div>\n  <p>A high school is organizing a 2-hour evening workshop for parents on cyberbullying in November. Thirty parents participate. At the end of the workshop, two parents separately report concerning situations regarding their child that they would not have identified as cyberbullying before. One describes insulting messages received on Instagram. The other talks about his son who \"hasn't slept since he joined an online gaming group.\"<\/p>\n  <p>The two situations are investigated by the school counselor in the following days. The first reveals confirmed cyberbullying involving several students from the high school. The second reveals a less serious situation but deserving attention and follow-up.<\/p>\n  <div class=\"case-study-result\">\n    <p>&#x26A0;&#xFE0F; <strong>Lesson:<\/strong> A two-hour workshop allowed for the detection of two situations that would have had no chance of being identified by the school without the involvement of families. The investment \u2014 preparation and facilitation by the trained school counselor, available room \u2014 is incomparable to the value of the detections made. The school has since included this workshop in its annual program.<\/p>\n  <\/div>\n<\/div>\n\n<p>Parents are not the enemies of educational teams in the face of school bullying. When they are well-informed, well-equipped, and well-supported, they are the most valuable allies \u2014 the first observers at home, the first supporters of their child, and potential agents of change for the children who are perpetrators. Building this partnership takes time, method, and often specific training for the educational teams conducting these interviews and awareness actions.<\/p>\n\n<div class=\"cta-box\">\n  <h3>&#x1F393; Train your team on family involvement<\/h3>\n  <p>The DYNSEO training \"Preventing and acting against school bullying and cyberbullying\" includes a complete module on the relationship with families: preventive communication, interviews with the parents of victims and perpetrators, managing tensions. Qualiopi certified \u2014 eligible for funding.<\/p>\n  <div class=\"cta-buttons\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/prevenir-et-agir-face-au-harcelement-scolaire-et-au-cyberharcelement\/\" class=\"btn-cta-white\">&#x1F4CB; View the program<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/formations\/\" class=\"btn-cta-outline\">All trainings &#x2192;<\/a>\n  <\/div>\n<\/div>\n\n<a href=\"https:\/\/www.dynseo.com\/courses\/prevenir-et-agir-face-au-harcelement-scolaire-et-au-cyberharcelement\/\" class=\"internal-link\">\n  <div class=\"internal-link-icon\">&#x1F46A;<\/div>\n  <div class=\"internal-link-content\">\n    <div class=\"internal-link-label\">Qualiopi certified training<\/div>\n    <div class=\"internal-link-title\">Preventing and acting against school bullying and cyberbullying<\/div>\n    <div class=\"internal-link-desc\">Involving families, conducting interviews, building the school-family partnership \u2014 the complete training for your team.<\/div>\n  <\/div>\n  <div class=\"internal-link-arrow\">&#x2192;<\/div>\n<\/a>\n\n<div class=\"article-tags\">\n  <a href=\"#\" class=\"article-tag\">parents school bullying prevention<\/a>\n  <a href=\"#\" class=\"article-tag\">involve families school bullying<\/a>\n  <a href=\"#\" class=\"article-tag\">signals bullying home parents<\/a>\n  <a href=\"#\" class=\"article-tag\">interview parents victims perpetrators<\/a>\n  <a href=\"#\" class=\"article-tag\">cyberbullying role of parents<\/a>\n  <a href=\"#\" class=\"article-tag\">school family partnership bullying<\/a>\n  <a href=\"#\" class=\"article-tag\">bullying training Qualiopi<\/a>\n  <a href=\"#\" class=\"article-tag\">DYNSEO training<\/a>\n<\/div>\n\n<\/article>\n<\/div>\n\n\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2118],"tags":[],"class_list":["post-708489","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>School Bullying: How to Involve Parents in Prevention - DYNSEO - Educational apps &amp; 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