Australia’s culture has long harboured a disdain for dobbing. From the playground to the workplace, the idea of keeping quiet, even in the face of wrongdoings, is ingrained early. For many, there’s an unspoken code that being a dobber is somehow weak or untrustworthy. But this mindset can be damaging, particularly in situations where silence enables harm.
It is best summed up by Edmund Burke who said more than 100 years ago,
“The only thing necessary for the triumph of evil was that good men should do nothing.”
If you are looking for a more modern statement that I’m sure we can all relate to then Kate Miller-Heidke’s Caught in The Crowd, explores how easy it is to stand by and do nothing with the painful consequences for the victim.
The disdain for dobbing in a school context can create a barrier to addressing issues such as bullying, unsafe behaviour, or even mental health concerns. When students fear being labelled as a dobber, they may hesitate to report situations that genuinely need intervention, which can perpetuate cycles of harm or violence. It’s essential to break this stigma by educating students, staff, parents and the broader community about the critical role that reporting plays in keeping everyone safe.
Understanding the Difference: Reporting vs. Dobbing
“Dobbing” typically refers to telling on someone with the intent to get them in trouble, often over minor, trivial issues. It can also be an attempt to seek personal gain or revenge. Parents of young children and teachers of lower primary school probably experience this the most. Complaints like, “He looked at me the wrong way” or “She sat where I wanted to sit” are constant and draining. The easy automatic response of, “Don’t be a dobber” hopes to stop the complaints but is not long-term helpful and can cause the child to feel unnecessary shame.
A better way forward is to explore their motives. Ask questions like, “Why are you telling me this; are you worried that they are in danger or do you just want to see them in trouble?” Responding like this will help it be clear in the child’s mind the difference between reporting and dobbing. The child may feel bad when they own up that they wanted someone else to be in trouble but will understand that it is a natural response and hopefully think twice before doing the same thing again.
Another reason our children ‘dob’ on others to us is to see our reaction. If we react dramatically, that will fuel their desire to keep ‘dobbing’ rather than reporting when that is the appropriate response. They want you to say that the other child is bad and they are good (to put it simply). It is better to respond calmly and once again explore the motives for the ‘dobbing’.
However, when it comes to reporting, the motive is entirely different. Reporting involves bringing attention to serious or dangerous behaviour for the purpose of protecting others and maintaining a safe and respectful environment. It’s about being proactive, showing responsibility, and caring for the well-being of those around us.
Our reaction should still be calm but also involve helping our children with the appropriate action which is usually reporting the behaviour that is bringing the child or others into harm’s way.
For example, if a student sees someone being unkind to another or engaging in unsafe behaviour, reporting this is not about “dobbing them in.” Instead, it’s a necessary action that can prevent further harm and foster a safe and inclusive College community. It’s an act of courage and compassion, especially when it comes to behaviours that could have long-term negative impacts.
Why Reporting is Essential for a Healthy College Environment
A safe and thriving College community relies on trust, respect, and mutual responsibility. Reporting dangerous or harmful behaviour helps to uphold these values. By encouraging your children to report, rather than “dob in,” we create an environment where:
Safety is prioritised: Dangerous behaviour, whether physical or emotional, can quickly escalate if left unchecked. Reporting it early can prevent serious harm.
Accountability is fostered: Those who engage in harmful behaviours are held accountable for their actions, which helps build a culture of responsibility and fairness.
Support systems are activated: Reporting can help educators and support staff intervene early, offering guidance or help to those who may need it, whether they are perpetrators or victims.
Trust is built: When students and staff know that they can rely on others to report unsafe or unfair behaviour, it strengthens the community’s trust in one another.
Encouraging the Right Attitude Towards Reporting
As educators and parents, we must reshape the conversation around reporting bad behaviour. Here are some steps we can take to encourage a culture of responsibility:
1. Reframe the narrative: Help your children understand that reporting is not tattling or dobbing—it’s about ensuring safety and fairness for all.
2. Teach empathy and courage: Emphasise that it takes bravery to speak up and that doing so is an act of kindness towards others.
3. Use the GCC reporting system: GCC makes it easy for students to report issues and to do so anonymously (if desired) and ensures that they know what steps to take if they witness harmful behaviour.
4. Recognise positive behaviour: Publicly acknowledge and reward those who act responsibly by reporting dangerous situations, reinforcing that it’s a valued part of our community.
Building a Culture of Care
At Glasshouse Christian College, we aim to create a community where students feel safe, respected, and supported. By breaking away from the damaging “dobber” stigma and encouraging students to report bad and dangerous behaviour, we nurture a culture of care, responsibility, and integrity. Reporting is not about getting someone in trouble; it’s about safeguarding the well-being of our College community.
Let’s work together to empower our students to be active participants in keeping our College a safe and welcoming place for everyone.
Mike Curtis, Principal