Working with children who are experiencing or engaging in bullying behaviour


The recording of this webinar is being prepared and will be made available in the near future. Please check back soon.

Content type
Event date

10 August 2022, 01:00PM to 02:00PM


Lesley-Anne Ey, Julie Clifton, Vanya, Nicole Rollbusch



About this webinar

Childhood bullying is a complex social issue and our understanding of bullying dynamics has evolved over time. Bullying has significant psychological, physical and socio-economic consequences for children as well as the wider community and these effects can be observed well into adulthood if there is little or no intervention. 

Childhood bullying has long been considered an issue for the education system. However, more recently, childhood bullying has been regarded as a public health concern that needs to be addressed by multiple systems, including primary health care and social services. It is important that practitioners in these sectors understand children’s knowledge and perspectives on childhood bullying in order to better support them. 

This webinar is designed to support practitioners to:

  • understand how childhood bullying affects child mental health  
  • understand the importance of prevention and early intervention in limiting the effects of childhood bullying in adulthood
  • be curious about children’s understanding and perspectives on bullying and why this is important 
  • explore strategies to work with children experiencing bullying or engaging in bullying behaviour.

This webinar will be of interest to practitioners who work with children and families in a broad range of settings, given the wide reach of bullying involvement. It will be of particular interest to those working with children aged 4–12 years.


1. Working with children who are experiencing or engaging in bullying behaviour

Dr Lesley-Anne Ey, Julie Clifton, Vanya, Nicole Rollbusch (Facilitator) 
CFCA Emerging Minds Webinar 10th August 2022

2. Working with children who are experiencing or engaging in bullying behaviour 
Dr Lesley-Anne Ey, Julie Clifton, Vanya, Nicole Rollbusch (Facilitator)

3. Acknowledgements

We recognise and pay respect to Aboriginal and Torres Strait Islander peoples as the Traditional Owners of the Lands we work, play, and walk on throughout this Country. We acknowledge and respect their Traditional connections to their Land and Waters, culture, spirituality, family, and community for the wellbeing of all Aboriginal and Torres Strait Islander children and their families.

4. Learning outcomes

This webinar will support practitioners to:

  • understand how childhood bullying affects child mental health  
  • understand the importance of prevention and early intervention in limiting the effects of childhood bullying in adulthood
  • be curious about children’s understanding and perspectives on bullying and why this is important 
  • explore strategies to work with children experiencing bullying or engaging in bullying behaviour.

5. Webinar series

CFCA and Emerging Minds webinar series: Focus on infant and child mental health

Upcoming webinars include:

  • ·Supporting infant and toddler mental health and wellbeing
  • ·Engaging children
  • ·Engaging fathers to support children’s mental health and wellbeing

Previous webinars include:

  • ·Supporting children who have disclosed trauma
  • ·Approaches to support child mental health in culturally and linguistically diverse communities

6. Related resources

Practice papers

  • Identifying and responding to bullying in the pre-teen years: The role of primary health care practitioners
  • Working with families to prevent bullying
  • Exploring bullying in context: Children’s relationships, friendships, and social functioning
  • Supporting families to navigate school responses to bullying


  • Understanding childhood bullying and mental health

Upcoming - Podcasts

  • Considerations for working in child mental health and bullying – Part 1 and Part 2

7. Housekeeping

  • Send through your questions via the question box at any time during the webinar.
  • All our webinars are recorded.
  • The slides are available in the handout section on the webinar platform.
  • The video, audio, transcript and presenters’ responses to additional questions will be posted on our website and YouTube channel in the coming week.

8. Presenters

  • Dr  Lesley-Anne Ey 
    Senior Researcher and Lecturer, University of South Australia
  • Julie Clifton 
    Social Inclusion Worker, Hallett Cove School & Bully Zero Australia
  • Vanya 
    Child and Family Partner

9. Dr Lesley-Anne Ey, University of South Australia

10. Bullying: Context and Background

  • A significant social problem impacting children and adolescents across all parts of the world (Australian Institute for Teaching and School Leadership, 2017; Bayer et al, 2018; Husky et al 2020).
  • Significant impacts on children’s physical, mental and general wellbeing (Slee, 2016; Spears et al., 2017; United Nations Educational Scientific and Cultural Organization, 2017).
  • 246 million children and adolescents experience school violence in some form every year… and that bullying is the most common form’ (United Nations Educational Scientific and Cultural Organization, 2017, p. 12).
  • Economic costs of bullying: $2.3 billion, whilst children are at school and for 20 years afterwards, for each individual school year group (AMF, 2018)

11. Bullying Basics

  • Aggression
    • Intent to harm
  • Bullying
    • Intent to harm
    • Power Differentials
    • Repeated over time
  • Bullying is a sub-set of aggression, with unique characteristics

12. What is bullying?

Bullying is defined as repeated acts of physical, relational, or verbal violence with the intent to harm or humiliate another person.

Bullying involves a certain level of power imbalance whereby the child experiencing the behaviour perceives the child engaging in the behaviour as having more power than them (Olweus, 1994). 

Overt or Covert

Physical violence (physical assaults e.g. hitting, kicking)

Relational violence (social isolation, spreading rumours)

Verbal violence (name calling and threats)

Sexual bullying (unwanted sexual touching, advances, language, harassment) (Armitage, 2021)

13. Cyberbullying

Cyberbullying is bullying behaviour that is carried out through internet or mobile phone technologies. It is often combined with offline bullying. It may include a combination of behaviours such as prank calls, insulting text messages, publishing someone’s private information, creating hate sites, or implementing social exclusion campaigns in social networking sites (Australian Institute for Teaching and School Leadership, 2017).

14. A snapshot of bullying in Australian schools

Text description: Retrieved from McCrindle (2019) Gen Z 10-24

  • There are 3,893,834 students enrolled in 9,477 schools.
  • There are 4.7 million Gen Z, aged between 10-24, in Australia who are in schools and higher education providers.
  • There are 2 billion Gen Zs globally
  • Today’s Gen Z students will make up one third (33%) of the Australian workforce by 2028.

Bullying in schools is a serious problem in Australia

  • 80% of students say that bullying is a problem in their school
  • 20% of students say bullying is an extremely/very serious problem

Three out of five students (59%) have experienced bullying. That’s 2.3 million students nationally.

One in five students (20%) admitted they had bullied another person.

Of those who have experienced bullying...

  • One in five (20%) experience bullying at least weekly
  • One in twelve (8%) of those who experience bullying suffering it daily
  • Three out of five (57%) say experiencing bullying upsets them a lot/great deal

Types of bullying experienced by those who have been bullied include:

  • 50% Verbal
  • 13% Via social media
  • 20% Physical
  • 11% via text message
  • 6% Other (answers included social exclusion, gossiping, emotional/mental)

One in seven students who are bullied do not speak to anyone (14%). That’s 340,656 students in Australia who stay silent.

Bullied students who do speak up are most likely to talk to parents (27%) and friends (24%).

15. Impact of bullying

For the child engaging in bullying behaviour - externalising disorders: attention deficit/hyperactivity disorder (ADHD), conduct disorder (CD) and oppositional defiant disorder (ODD) (Husky, et. al, 2020), lower self-belief, lower emotional competence (Chrysanthou & Chrysovalantis 2019) lower credibility and trust, self-harm and suicidal thought- more likely to engage in criminal offending and substance abuse, poor educational and employment outcomes, higher risk of depression later in life (AIHW, 2020; 2021; Paulmony, et al, 2022)

16. Impact of bullying part 2

For the child experiencing bullying behaviour - internalizing disorders (including separation anxiety disorder, generalized anxiety disorder, major depressive disorder, and phobia) (Husky, et. al, 2020) poor life satisfaction, hyperactivity/inattention and emotional symptoms, including lower levels of belief-in-self, belief-in-others, emotional competence, and subjective wellbeing (Chrysanthou & Chrysovalantis 2019), low self-esteem, suicidal thoughts or attempts, social isolation, increased stress, and deterioration of physical health, poor academic achievement, financial, emotional, or mental harm (Paulmony, et al, 2022)

17. Impact of bullying (approx. 20%)

For the child both engaging in and experiencing bullying behaviour – externalising and internalising disorders (Husky, et. al, 2020) – mental health impacts (anxiety, depression, eating disorders, separation anxiety, deliberate self-harm behaviours)  and conduct disorders are most severe for children and young people who are bully-victims (Armitage, 2021; Husky et al, 2020; Özdemir & Stattin 2011) lower self-esteem, higher failure anticipation (Özdemir & Stattin 2011).

18. Prevention and early intervention

  • Understanding bullying and bullying roles
  • Education
  • Collaboration – children's ecological systems

19. Education

  • Self-regulation/emotions
  • Defining bullying and not bullying behaviours
  • Bystanders and Defenders
  • Reporting Vs Dobbing
  • Gender Myths
  • Empathy
  • Managing conflict
  • Building resilience
  • Understanding friendship
  • Help Seeking
  • Significant increase in ability to  identify
  • an intent to harm (X2(3) = 11.862; p<0.01; ASR = 3.4)   
  • an imbalance in power (X2(1) = 9.001; p<0.005)
  • repetition (X2(3) = 13.15; p<0.005; ASR = 2.3)

20. Intervention Example: Defining Bullying Activity

  • Repetition - did they hurt someone over and over again?
  • Power - Is there a power difference?
  • Intent to harm - Was it done on purpose?
  • Bullying Checklist
    • Intent to harm - was it done on purpose?
    • Power - was the person bigger, stronger, older, or was there more than one?
    • Repetition - has it happened over and over again?

21. Resources made by children

Text description: Bullying No Way (by JP class 2017)

Not bullying

  • What is not bullying?
    • Hurting someone by accident
    • Developmentally normal fighting, physical, verbal (teasing, insults)
    • Conflict: a disagreement
    • Being mean, nasty, not nice, hurting others
  • Treat people the way you want to be treated
  • What can we do? Tools to help us
    • Stop
    • Take a deep breath
    • Use an "I message"
    • Step back
    • Walk away
    • Have a talk
    • Calm your body and mind
    • Share
    • It's ok to disagree
    • Make rules - make an agreement


  • It's about...
    • Power (control)
    • Intent to harm (purpose vs accident)
    • Repetition (again and again)
  • Power - Using your power to create unequal relationships 
    Using your...
    • body
    • age
    • height
    • ability
    • size
    • race
    • knowledge
    • position
  • Intent to harm
    • hurting others on purpose
    • targeting someone to hurt them
  • Repetition
    • Picking on someone again and again

22. Thank you

23. Julie Clifton, Social Inclusion Worker in Hallett Cove School R-12, Bully Zero Australia Foundation

24. How might children and adults view or define bullying differently?

25. Different meanings

  • Somethings which the adults view as minor can be major to children, e.g., name-calling
  • Some children believe that those they consider as friends do not bully, but their parents think their children are bullied.
  • Difficult to distinguish if the power imbalance is a bullying situation

26. Why is it important for practitioners to understand children’s perspectives on bullying?

  • When a child’s perspective is heard in matters regarding bullying, person-centred support can be designed that specifically addresses what they want and need rather than what we may interpret to be supportive of them (O’Brien, 2019).
  • This way, the child will be able to communicate openly and feel heard and supported in a safe space.

27. How can practitioners best do this?

  • Build rapport: For the child to be able to openly communicate, the practitioner needs to be intentional about building a meaningful engagement and relationship with them so that they are assured of being in a safe space.
  • Create a safe environment: Practitioners should create a safe space in which children experiencing bullying will not feel self-blame and in which children engaging in bullying are not shamed for their behaviour.
  • Listen without judgement: Children feel understood and supported when their teacher or adult takes the time to listen and understand what the children are saying without forming or including their own biases.

28. How can practitioners best do this part 2

  • Explore underlying issues: According to Moore, et al. ( 2017) studies found strong associations between victimization and mental health problems including depression, anxiety, poor general health, suicidal ideation, and behavior. The child’s family can provide perspective on how best to help them. A meeting with them could provide insight into how the child has reacted to the situation at home and help to come up with solutions that will help both at school and at home.
  • Offer strategies, tools, and skills: Practitioners need to be on the lookout for the children’s well-being, support and mentor them and teach them valuable skills that will help them be assertive and stand up for each other.
  • Further support: Reassuring the child that they did the right thing by talking. Explaining to them that they are not to blame will go a long way in assuring the child that their feelings are valid, and they are not alone in dealing with the situation.

29. How can practitioners best do this – part 3

  • Ask questions: The only way for the practitioner to gain information from the child is by asking relevant questions in way that will make them comfortable enough to share their experience.
  • Gain trust: Children need to be able to trust that the practitioner will acknowledge and act on the information shared and not dismiss their concerns and act like it did not happen.
  • Ongoing check-ins: It is important that the child’s feedback, contributions, and experiences are taken seriously, and that the child engaging in bullying behaviour understands the child experiencing the behaviours feelings and the consequences of bullying. The practitioner may do constant follow up with the child to ensure that they are responding to their intervention methods.

30. Why is it important that practitioners are mindful of their own attitudes to bullying?

  • A practitioner’s attitude towards bullying will determine how they view bullying, whether they consider it to be a problematic behaviour, and their ability to offer support to targets of bullying.
  • It’s therefore important that they remain objective and put aside their personal perceptions/preferences to avoid projecting the same onto the child.

31. How can practitioners be mindful of their own attitudes and how these may impact their practice?

  • Practitioners can practice some self-reflection in order to recognize their attitudes and possible biases toward bullying.
  • The aim would be to be non-judgmental and to develop a trust within themselves and their feelings to realise when their personal differences and history around the subject of bullying are affecting the execution of their role as practitioners.

32. How could labelling children a ‘bully’ or a ‘victim’ impact their mental health?

  • The term ‘bully’ can be described as a behaviour that can’t be changed, while the term ‘victim’ is a label on an individual that is disempowering and may leave the person feeling helpless.
  • A label that sticks can lead parents, teachers, and peers to treat a child differently from how they treat other children, which may have effects on the psyche of the child.
  • The child may internalise the label as part of their identity and in turn, increase their likelihood of behaving in a manner that identifies with the label in the future making change more difficult.
  • The social stigma associated with the labels of ‘bully’ and ‘victim’ give more negative impacts to psychosocial functioning of children than those who have not been labelled, especially for those who perceived themselves as a victim.

33. How might practitioners support a movement away from these labels to support child mental health?

  • Practitioners may adopt a strength-based approach that focuses on the child’s unique qualities and teaches the child to acknowledge and adopt these qualities in an effort to further develop them.
  • If we change the narrative about the child, we will encourage change in them.
  • Cognitive restructuring may help that we may remind the child experiencing bullying that it is not their fault, it is not about them but about the other person who may not be feeling good about themselves.

34. Thank You!

35. Vanya, Child and Family Partner

  • Impacts on Mental Health
  • Troubles with sleep
  • Loss/increase in appetite
  • Troubles with self-regulation
  • Increased meltdowns
  • Fight/flight/freeze - adrenalin
  • School avoidance due to fear
  • Low self-esteem and confidence
  • Feelings of rejection, isolation and powerlessness
  • Lack of trust
  • Withdrawal
  • Poor performance/concentration
  • Self-harming behaviours
  • Acting out with aggression
  • Anti-social behaviours

The Biopsychosocial Model of Mental Health

  • Biological - genetics, disease, injury, hormones, diet, exercise, drugs, alcohol, toxins, stressors
  • Social - Upbringing, family/peer relationships, poverty, school, media, culture, work, stresses, traumas, discrimination
  • Psychological - Beliefs, emotions, resilience, coping skills, emotional intelligence, cognitive biases, behaviour, IQ
  • Mental Health

Retrieved from Image:

37. Early Intervention and Prevention

  • Teachers have so many children to support, we can’t rely on teachers alone
  • Encourage parents and families to:
    • Build rapport with school staff and the well-being team
    • Speak to the school if they have any concerns that their child may be experiencing or engaging in bullying behaviours
    • Understand the ever-evolving forms of bullying
    • Be aware of changes in their child’s demeanour, no matter how small
    • Talk to their children about what bullying is and how to speak up and respond
    • Promote resilience in their children and explain how to do so
    • Seize the moment, be completely present and listen to what their child is saying
    • Be open, honest, understanding and thankful when their child comes to them for help
    • Allow access to safe online and in-person support services
  • Number One: support parents/care givers to trust their instincts. The parent is the expert on their child!

38. Bullying from a Child’s Point of View

  • From the mouths of babes:
    • “Bullies do mean things to me”
    • “They say yucky things about me”
    • “Bullies hurt my feelings”
    • “My body hurts where the they hit me”
    • “Everyday I am scared that they are going to do something bad to me”
    • “Why won’t they leave me alone?”
    • “I don’t want to use social media because I know they can get to me”
    • “They keep hurting me, not just physically but emotionally too”
    • “What did I do to make them hate me so much?”
    • “I thought I could trust my friends”
  • Comments unfortunately but kindly provided by my two children

39. Children with Medical Conditions and Different Abilities – Advocating Against Bullying as a Parent

As a parent I’ve found that educating myself about bullying has been vital.

It’s been important for me to:

  • Educate myself so I can educate others
  • Gather age-appropriate information and resources to share
  • Understand that rare conditions exist and need to be acknowledged
  • Know that hidden conditions need to be recognised, spoken about and supported
  • Understand that every condition presents differently in each individual

Being a carer of children with medical needs and different abilities is far from easy.

Help families to:

  • Find alternative ways to interact with children if they are unable to communicate what they are going through
  • Speak up and ask questions
  • Actively engage with specialist/s
  • Reach out to the little known associations and not-for-profit organisations, they have lived experience and an understanding of the challenges their family may be encountering

Seeking support to assist my children has made a difference.

40. Q & A Discussion

41. Feedback survey

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Related resources

Related resources

Books and Papers

Armitage, R. (2021). Bullying in children: impact on child health. BMJ Paediatrics Open, 5(1), e000939.

Arslan, G., Allen, K.-A., & Tanhan, A. (2021). School Bullying, Mental Health, and Wellbeing in Adolescents: Mediating Impact of Positive Psychological Orientations. Child Indicators Research, 14(3), 1007-1026.

Australian Institute for Teaching and School Leadership. (2017). Spotlight: Bullying in Australian Schools. Australian Institute for Teaching and School Leadership.

Australian Institute of Health and Welfare. (2020). Australia's children.

Australian Institute of Health and Welfare. (2021). Bullying and negative online experiences.

Bayer, J. K., Mundy, L., Stokes, I., Hearps, S., Allen, N., & Patton, G. (2018). Bullying, mental health and friendship in Australian primary school children. Child and Adolescent Mental Health, 23(4), 334-340.   

Becker, H. S. (1963) Outsiders; studies in the sociology of deviance. London: Free Press of Glencoe.

Carlisle E, Fildes J, Hall S, Perrens B, Perdriau A & Plummer J 2019. Youth Survey Report 2019. Sydney: Mission Australia.

Chrysanthou, Georgios and Vasilakis, Chrysovalantis, 2019, The Impact of Bullying Victimisation on Mental Wellbeing. IZA Discussion Paper No. 12206, Available at SSRN: or 

Ey, L., & Campbell, M. (2020). Do Australian parents of young children understand what bullying means? Children and Youth Services Review.

Ey, L.-a., & Campbell, M. (2021). Australian Early Childhood Teachers’ Understanding of Bullying. Journal of Interpersonal Violence, 08862605211006355.

Ey, L., & Spears, B. A. (2018). Supporting early childhood educators to address bullying in junior primary classes report: Co-creating anti-bullying interventions with early childhood educators (CABI-ECE): A report for the Organisation Mondiale pour l’Education Préscolaire (OMEP) (World Organisation for Early Childhood Education).

Gates, A. (2022). Working with families to prevent bullying.

Gates, A. (2022). Exploring bullying in context: children’s relationships, friendships, and social functioning.

Gates, A. (2022). Supporting families to navigate school responses to bullying.

Husky, M. M., Delbasty, E., Bitfoi, A., Carta, M. G., Goelitz, D., Koç, C., Lesinskiene, S., Mihova, Z., Otten, R., & Kovess-Masfety, V. (2020). Bullying involvement and self-reported mental health in elementary school children across Europe. Child Abuse & Neglect, 107, 104601.

Kshirsagar, V. Y., Agarwal, R., & Bavdekar, S. B. (2007). Bullying in Schools: Prevalence and Short-term Impact. Indian Pediatrics, 44(1), 25–28.

Losey, B. (2011) Effective school prevention: in Bullying, Suicide, and Homicide : Understanding, Assessing, and Preventing Threats to Self and Others for Victims of Bullying.1st ed. London : Taylor & Francis Group.

McCrindle. (2019). Make bullying history. McCrindle.

Mishna, F. (2004). A Qualitative Study of Bullying from Multiple Perspectives. Children & Schools, 26(4), 234–247.

Mishna, F., Birze, A., & Greenblatt, A. (2022). Understanding Bullying and Cyberbullying Through an Ecological Systems Framework: the Value of Qualitative Interviewing in a Mixed Methods Approach. International Journal of Bullying Prevention.  

Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimisation in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60.

Murray, J. (2014). Labeling Theory: Empirical Tests. 1st ed. Piscataway: Taylor & Francis Group.

Moreland-Capuia, A. (2019) Training for Change Transforming Systems to be Trauma-Informed, Culturally Responsive, and Neuroscientifically Focused. 1st ed. Cham: Springer International Publishing: Imprint: Springer.

O’Brien, N. (2019). Understanding Alternative Bullying Perspectives through Research Engagement with Young People. Frontiers in Psychology 10(10), 10.

Özdemir, M., & Stattin, H. (2011). Bullies, victims, and bully-victims: A longitudinal examination of the effects of bullying-victimization experiences on youth well-being. Journal of Aggression, Conflict and Peace Research, 3, 97-102.   

Paulmony, R., Vasanthakumari, S., Singh, B., Almashaqbeh, H. A., Kumar, T., & Ramesh, P. (2022). The impact of bullying on academic performance of students in the case of parent communication. International Journal of Early Childhood Special Education, 14(1), 2325-2334.  

Robinson, E. (2020). Identifying and responding to bullying in the pre-teen years: The role of primary health care practitioners.

Sharkey, J. D., Ruderman, M. A., Mayworm, A. M., Green, J. G., Furlong, M. J., Rivera, N., & Purisch, L. (2015). Psychosocial functioning of bullied youth who adopt versus deny the bully-victim label. School Psychology Quarterly, 30(1), 91–104.

Vanderbilt, D., & Augustyn, M. (2010). The effects of bullying. Paediatrics and Child Health, 20(7), 315–320.

Wolke, D., & Lereya, S. T. (2015). Long-term effects of bullying. Archives of Disease in Childhood, 100(9), 879–885.


Emerging Minds. (2022). Understanding childhood bullying and mental health.

Practitioner resources

Bully Zero Australia Foundation. Handouts.

Bully Zero Australia Foundation. Resources.


Bully Zero Foundation Australia. (2022).

Bullying. No Way! (2022).


Dr Lesley-Anne Ey

Senior Lecturer and Researcher, The University of South Australia

Dr Lesley-Anne Ey is a senior lecturer and researcher at Education Futures and the Australian Centre for Child Protection at the University of South Australia. She has two research strands: (1) Harmful Sexual Behaviour and (2) Bullying in Early Childhood. Dr Ey’s research is child-centric and aims to support the wellbeing of children. Her research on bullying explores and seeks to promote an understanding of bullying amongst young children, their parents and early childhood teachers. She was the lead researcher on ‘Co-creating anti-bullying interventions with early childhood educators (CABI-ECE): Supporting early childhood educators to address bullying in junior primary classes’. She is a full member of the Research in Educational and Social Inclusion Concentration (RESI) and an affiliate member of the Australian Centre for Child Protection (ACCP).

Julie Clifton

Social Inclusion Worker / Bully Zero

Julie Clifton is currently working as a Social Inclusion Worker at the South Australia Department of Education and Child Development (DECD). Julie spent 15 years with the South Australia Police and has 20 years’ experience educating on Cybersafety. She is a registered trainer for the e-safety Commissioner on internet safety as well as a qualified trainer for the Common Sense Media Digital Citizenship Program. Julie was also the South Australian State Manager for Bully Zero Australia from 2013 to 2016.


Vanya is a single mother to two children, both of whom have medical issues, present from birth. Her 12-year-old daughter was born with bilateral talipes (clubfoot), which required extensive medical intervention, operations and physio. At 7 she required further treatment that left her wheelchair bound for 3 months. Vanya’s son was born with eosinophilic oesophagitis, a rare condition that causes the oesophagus to close over due to food allergies. This led to her son needing to be fed via a feeding tube, from the age of 14 months to 8 years of age. At 5 he was diagnosed as being on the autism spectrum. Unfortunately, these conditions have led to her children being severely bullied at school, but thankfully this is now under control. 

Vanya is passionate about advocating for the prevention of bullying, for her own children and those with disabilities. She recently provided her family’s lived experience of bullying in an interview with Emerging Minds for the new e-learning course ‘Understanding Child Mental Health and Childhood Bullying’. Vanya is currently a third year Bachelor of Psychology student and volunteers her time for the Women’s Information Services SA, providing referrals to women and children who have or are experiencing domestic violence.

Nicole Rollbusch

Content Development Officer, Emerging Minds. Facilitator

Nicole is a Content Development Officer with Emerging Minds. With a background in psychology and social work, Nicole has worked in both government and non-government organisations providing therapeutic support to children and families. Nicole’s particular areas of work have been in child and adolescent mental health, domestic violence and homelessness, and post-separation support for both children and parents. Moving into content development in child mental health has provided Nicole with a different perspective on the work and she enjoys the challenge of translating knowledge from research and practitioners, along with the expertise of those with lived experience, to support the learning of health and social service practitioners.


This webinar is co-produced by CFCA and Emerging Minds: National Workforce Centre for Child Mental Health in a series focusing on children’s mental health. The work is funded by the Australian Government Department of Health under the National Support for Child and Youth Mental Health Program.

Featured image: © GettyImages/Juanmonino