Schools are being asked to strengthen their response to bullying, but new research points to a challenge beyond the school gate. Just 22% of Australian parents say they feel very prepared to support their child through bullying, according to Triple P.
Triple P International Country director Carol Markie-Dadds said the issue was significant, given one in four Australian school-aged children experiences bullying.
“One of the hardest things for parents and carers is learning that their child may be struggling, whether it’s related to difficulties at school, within friendships or online, and then wondering whether they’re saying or doing the right thing,” Markie-Dadds said.
“Schools, families and communities all have a role to play in creating cultures of kindness, respect and belonging. When parents and carers are given the confidence and support to help their children navigate life’s challenges, we not only strengthen individual wellbeing, but help create safer and more inclusive environments for all children.”
The findings reinforce the importance of communication between schools and families when concerns emerge. Previous research has also highlighted the value of strong parental engagement in supporting student wellbeing and educational outcomes.
Signs parents may notice first
Parents and carers can sometimes identify changes before a child directly raises concerns about bullying. These changes may provide an opportunity for families to check in and, where necessary, involve the school.
“Parents can sometimes feel like they need to have all the answers when bullying arises, but as this year’s theme, Small Acts, Big Impact, reminds us, it’s often the small things that make the biggest difference,” Markie-Dadds said.
“That can start with simply noticing when something has changed in a child’s behaviour, mood or routines—something parents and carers are often the first to see.”
Those changes can include distress, reluctance to attend school, withdrawal from friends or noticeable shifts in mood. Increased anxiety following time online can also be a sign that further conversation may be needed.
“Signs can include heightened distress, reluctance to attend school, withdrawing from friends, changes in mood or increased anxiety after spending time online. While these signs can have a range of causes, they can be a useful prompt to check in, start a conversation and explore what support may be needed,” Markie-Dadds said.
The eSafety Commissioner’s cyberbullying guidance similarly advises families to watch for behavioural, social and technology-related changes. For schools, identifying those signals can complement existing approaches to student wellbeing and belonging.
Keeping conversations open
Triple P recommends that parents begin by creating an environment where children can talk without feeling judged. Rather than trying to solve the issue right away, parents can ask open questions and work through possible responses with their child.
“Listening without judgement, checking in regularly and helping a child feel understood can go a long way, while also teaching important skills such as kindness, inclusion and speaking up when something isn’t right.”
The organisation also advises parents to stay engaged with their child’s friendships, school experiences and online activity. Regular conversations during meals, walks or car trips can provide opportunities for concerns to emerge more naturally.
Discussions about empathy and respectful behaviour can also help children consider how their actions affect others. Markie-Dadds said adults have a role in modelling the behaviours they expect children to demonstrate.
“Parents and carers play an important role in helping children develop positive social behaviours and the relationship skills needed to navigate challenges and get along with others. When adults model respect, kindness and inclusion, they’re helping shape how children interact with others.”
Schools face stronger national expectations
The findings come as Australian schools prepare to implement stronger national expectations for preventing and responding to bullying. Education ministers agreed in February to an implementation plan for the National Framework for Addressing Bullying in Australian Schools.
The framework calls for a whole-school approach involving students, parents, carers, staff and the wider school community. Education sectors and schools are expected to reflect its requirements in policies and procedures by Term 1, 2027.
For school leaders, that places further emphasis on clear reporting processes, early intervention and communication with families. It also follows growing attention to how schools can use technology to identify bullying risks before harmful behaviour escalates.
“Over time, those skills can help create safer, more respectful and inclusive environments where children feel supported and able to thrive. No child or family should feel they have to navigate these experiences alone,” Markie-Dadds said.