An independent community survey to complement the school's wellbeing data and support a shared, evidence-based picture of pupil experience at Morna.
Our instruments describe specific observable behaviours rather than asking pupils whether they have "been bullied". This reflects two well-evidenced principles: self-reporting is unreliable, and some forms of unkind behaviour are so common in school settings that pupils no longer recognise them as unusual — meaning they would not be captured by a yes/no self-label question.
Ages 7–11 · 23 items · 4-point scale · Adult read-aloud. OBVQ-R + MPVS + PRQ bystander.
Ages 11–18 · 45 items · 5 sections including sexual harassment (PSH-C) and definitional T/F.
Prevalence + school confidence + community views on how incidents are handled. Plus standalone VbE awareness survey (2 min).
| Target population | Survey | Key measures | Admin model |
|---|---|---|---|
| Primary pupils (7–11) | Instrument 1A | Physical, verbal, possessions, social exclusion, discriminatory targeting, online | Parent completes on behalf of child at home |
| Secondary pupils (11–18) | Instrument 1B | All of the above + sexual harassment, perpetration, bystander roles, reporting trust, definitional comprehension | Parent forwards link; child self-completes |
| All parent households | Instrument 2 | Child experience (proxy), school confidence, trust in school data, VbE readiness | Direct to all parent households via PTA channels |
| All parent households | Instrument 3 (VbE) | VbE awareness, community readiness, participation willingness | Direct — runs alongside or independently of Instrument 2 |
Four instruments built on validated behavioural itemisation methodology. Each survey describes specific behaviours in plain, age-appropriate language — no leading questions, no use of the words "bullying" or "bully". Designed to complement the school's own wellbeing data. Click any instrument to explore the full item bank.
Research consistently shows that asking children "have you been bullied?" produces lower prevalence estimates than behavioural itemisation. Children do not share a uniform understanding of the word, and adolescents are less likely to self-identify as victims. Behavioural itemisation — describing specific acts and letting researchers classify them — is the established best-practice approach in peer victimisation research.
Our instruments use behavioural itemisation — describing specific observable behaviours and letting the researcher classify bullying analytically after data collection.
Designed for younger children. Every question describes a specific behaviour in plain language — no "bullying" or "bully" wording, no leading questions, no emotionally loaded phrasing. The child simply says how often something has happened. Read aloud by a trusted adult at home, not administered in school.
Self-completed survey using validated item banks. Each question describes a specific behaviour — pupils are never asked to label their experience as "bullying". Includes a section on sexual harassment (PSH-C), bystander roles (PRQ), and definitional comprehension (True/False items to assess awareness of what constitutes a problem behaviour).
Covers child experience (proxy reporting), parents' confidence in how the school handles incidents, and community views on Values-Based Education. Q13 invites parents to reflect on the school's communication about wellbeing data.
Lightweight standalone survey on Values-Based Education community readiness. Analytically separate from the prevalence data — keeps a safeguarding investigation distinct from a strategic initiative. Can run simultaneously with Instrument 2 or independently.
Enter the number of responses received to see what confidence interval and representativeness claim you can make.
Use this framing in the final report when the school objects that our prevalence findings are higher than their own data:
All four instruments are built on peer-reviewed, validated measurement tools. This page documents the source instruments and key methodological references.
| Instrument | What it covers | Used in |
|---|---|---|
| OBVQ-R (Revised Olweus) | Verbal, physical, social exclusion, property, racial, sexual, cyber | 1A & 1B (core) |
| MPVS (Mynard & Joseph) | Physical, verbal, social manipulation, property attacks | 1A (primary) |
| PRQ (KiVa Bystander) | Bystander roles — defender, outsider, reinforcer, assistant | 1A & 1B Section C |
| PSH-C (Valik et al.) | Peer sexual harassment, ages 10–12, validated | 1B sexual harassment items |
| MDS3 School Safety | Reporting culture, school climate, bystander behaviour | 1B & 2 reporting/trust |
| NCSSLE Compendium | Parent school safety, communication, confidence | Instrument 2 |
| BVF-K | Primary age (4–10), validated | 1A age-appropriate language reference |
All survey instruments and supporting documents produced by the PTA Wellness and Safeguarding Team. Survey instruments are print-ready Word documents.
Primary Pupil Survey · Ages 7–11 · 23 items · Adult read-aloud. No "bullying/bully" wording. OBVQ-R + MPVS adapted items.
Secondary Pupil Survey · Ages 11–18 · 45 items · 5 sections. Includes PSH-C sexual harassment items and definitional T/F.
Parent Survey · 24 items + open text · Child experience, school confidence, VbE community readiness.
VbE Awareness Survey · 8 items · 2 minutes. Community readiness for Values-Based Education adoption.
Vision, mission, five values, behaviours table, and workshop proposal. The foundational document of the initiative.
School-facing policy aligned to LOPIVI. Covers the Coordinator obligation, digital bullying, 4 behaviour categories, and annual review.
Child and family-facing policy. Covers definitions, expected conduct, and a 5-step graduated response framework.
Step-by-step pathway for school adoption of Values-Based Education. Six foundational documents in preparation.
Legally binding annex to the enrolment agreement. Sets expectations for parents and covers process for breaches.
Legal analysis of enforceability mechanisms for the Code of Conduct under Spanish and international law.