With Term 1 underway, reports show Australian students are feeling less safe at school than their peers worldwide.
According to a study by The Australian Council for Educational Research (ACER), one in six Australian students reported experiencing bullying, a rate higher than in countries such as the United States, England, New Zealand, Ireland, and Canada.
Findings like these highlight the urgent need for schools to develop more effective anti-bullying strategies and support systems, but in the meantime, many families are wondering: does going back to school mean going back to bullying?
Matt Purcell, an anti-bullying advocate and founder of Social Kung Fu, Australia’s first fully digital anti-bullying training program, helps equip young people with practical tools to navigate and combat bullying.
Below, Purcell tells The Educator how his transformative approach has helped thousands of young Australians protect themselves through education and self-empowerment.
TE: The research shows Australian school students are feeling less safe at school than their peers worldwide. How can school leaders create a safe space for open conversations about bullying?
It all starts with leaders being open and willing to share. From what I’ve seen in schools, bullying often happens in silence. And that’s where the problem starts. Whether it’s name-calling in the halls or online, it’s still bullying, and it has a huge impact. I’ve seen firsthand how words can affect someone – a comment or a post can stick with them for much longer than people realise.
The first step is to speak up. When leaders show vulnerability and share how bullying impacts them personally, it sends a powerful message. For example, if a student leader posts something on social media about how hurtful name-calling is, it can start a conversation that others may feel more comfortable joining. And once those conversations start, it’s about being a listening ear, offering support, and directing them to the right help.
There’s a huge need for school leaders to stand against bullying. A stat from the Australian Bureau of Statistics revealed that 1 in 5 Australian children are bullied at school. So, we have to encourage kids to speak up, create space for them to do so, and show them that they’re not alone. Conversations build trust, and when students trust their leaders, they’ll be more likely to reach out. That connection is the first step in breaking the silence.
TE: Can you tell us about the genesis of Social Kung Fu and how it is empowering kids with self-awareness and self-acceptance?
We all know about physical self-defence techniques like boxing and karate, but they don’t always address what kids deal with daily – verbal abuse. Verbal bullying is more common than physical bullying, yet it’s something that’s often ignored in traditional self-defence programs. The stats show that 1 in 4 Australian students experience some form of verbal bullying, so it’s a real issue.
What Social Kung Fu does differently is focus on mental and emotional self-defence. We teach kids to be aware of their emotions, strengths, and weaknesses. When you’re emotionally attacked – whether it’s a nasty text or an online insult – it’s a sign that there’s something worth defending in you. The goal is for kids to realise their own value and worth, which is the foundation of self-acceptance.
Our approach is all about helping kids figure out who they are. We take them through a series of questions and exercises to build their self-awareness. When you know your own worth, you’re able to defend it. And that’s where the real power lies – we beat bullies to the punch by teaching kids to be strong mentally, not just physically. Social Kung Fu helps them build that confidence and self-acceptance, so they can be defenders and achievers, not victims.
TE: Drawing from your research and your own experience, what are the greatest benefits of role-playing bullying scenarios with children?
Role-playing is like sparring in the dojo. We create a safe space where kids can practice handling bullying situations before they actually happen. The beauty of role-playing is that it builds confidence, because when you’re under pressure, that’s when your real training comes out.
You don’t rise to the occasion – you default to the level of your training. So, when we practice in a controlled environment, like a role-play, kids become more prepared for real-life situations. They have scripts and tools to use when they face a bully, and that confidence can often help de-escalate the situation before it gets out of hand.
It also teaches resilience – the more you practice, the more you feel ready to handle whatever comes your way. Role-playing isn’t just about acting out a scenario; it’s about learning how to stay calm, think clearly, and respond effectively.
TE: As schools ease into Term 1, what do you consider to be the most important messages for leaders when it comes to mitigating disruptive behaviours in their schools?
The biggest message for leaders is simple: defend yourself and defend others. If we tolerate disruptive behaviour, it will only escalate. As leaders, we have to set the tone for what’s acceptable and what’s not. One of the most important things I tell kids is, You get what you tolerate. If you let bad behaviour slide, it becomes the norm. But if you defend what’s right, others will follow.
Another message I always emphasize is, You are valuable. Your self-judgment matters. So often, we judge ourselves and others unfairly – but fair judgment is key. We need leaders who don’t rush to conclusions but instead seek context before making decisions. That’s what will help create an environment where everyone feels safe, respected, and ready to succeed.