bullying prevention (act 861): bullying = peer abuse · what is bullying? bullying is unwanted,...
TRANSCRIPT
Bullying Prevention (Act 861): Bullying = Peer Abuse
Barzanna White, Ph.D.
District School Psychologist,
Prevention Coordinator, and SCTG
Director – Caddo Parish Schools
Participants will be able to:
Define bullying
Recognize the types of bullying
Intervene appropriately
Implement strategies to prevent bullying
Model good strategies
Understand best practices and use them daily
Report incidents of bullying and complete the appropriate, mandated paperwork
Participation in this workshop indicates that you have been trained and understand your responsibility regarding bullying prevention, intervention, and mandated reporting!
Objectives
If so, how would you address bullying?
Would You Recognize All Forms of Bullying?
Recent Findings: Why is this Important? Taking into account indicators such as dropout rate, math and reading scores,
ACT and SAT scores, pupil-teacher ratio, percentage of students threatened orinjured in high schools, and bullying incidents, wallethub research ( https://wallethub.com/edu/states-with-the-best-schools) revealed the following as reported in USA today:
Louisiana has the 5th lowest pupil to teacher ratio and spends more on education than some states, however, rankings are still low. According to this poll, Louisiana ranks 50 out of 51 school systems, only ahead of New Mexico.
Louisiana is worst in the nation in math and 48th in reading.
Louisiana is the worst in the nation regarding safety and has the third highest rate in bullying.
See the connection? Students MUST feel safe and have a school climate that is conducive to academic learning!
What is Bullying?
Bullying is unwanted, aggressive behavior among people that involves a real or perceived
power of imbalance. The behavior is repeated or has the potential to be repeated, over
time.
In order to be considered bullying, the behavior must include:
An Imbalance of Power: Children who bully use their power-such as physical
strength, access to embarrassing information, or popularity-to control or harm
others. Power imbalances can change over time and in different situations, even
if they involve the same people.
Aggressive Behavior: It is behavior that involves unwanted, negative actions.
Repetition: Bullying behaviors happen more than once or have the potential to
happen more than once. Note: If the event is so heinous, a one time event
can constitute bullying.
Bullying includes actions such as making threats, spreading rumors, attacking
someone physically or verbally, and excluding someone from a group on purpose.
It’s PEER ABUSE!!!!
Definition of Bullying: As Provided in ACT 861 of 2012
A pattern of one or more of the following:
• Gestures, including but not limited to obscene gestures and making faces
• Written, electronic, or verbal communications, including but not limited to calling names,
threatening harm, taunting, malicious teasing, or spreading untrue rumors
• Electronic communication including but not limited to a communication or image
transmitted by email, instant message, text message, blog, or social networking website
through the use of a telephone, mobile phone, pager, computer, or other electronic device
• Physical acts, including but not limited to hitting, kicking, pushing, tripping, choking,
damaging personal property, or unauthorized use of personal property
• Repeated and purposefully shunning or excluding from activities
Louisiana Believes
Types of BullyingThe four types of bullying are verbal, social, physical, and cyber
Verbal bullying is saying or writing mean things. Verbal bullying includes:
• Teasing
• Name-calling
• Inappropriate sexual comments
• Taunting
• Threatening to cause harm
StopBullying.gov
Do You Remember What Names You Were Called in School or How Someone Treated You?
Social bullying, sometimes referred to as
relational bullying, involves hurting someone’s
reputation or relationships. Social bullying
includes:
• Leaving someone out on purpose
• Telling other children not to be friends
with someone
• Spreading rumors about someone
• Embarrassing someone in public
StopBullying.gov
How would you want someone to respond if it was happening to your own child?
Physical bullying involves hurting a person’s
body or possessions. Physical bullying includes:
• Hitting/kicking/pinching
• Spitting
• Tripping/pushing
• Talking or breaking someone’s things
• Making mean or rude hand gestures
StopBullying.gov
Cyber-bullying is……...
1) The act of using the Internet, cell
phones, video games, or other
technology gadgets to send, text, or
post images intended to hurt or
embarrass another person.
2) It is also defined as acts of aggression
through computers, cell phones, and
other electronic devices
Some Examples of Cyber Bullying
• Harassment
• Stalking
• Rumor spreading
• Disclosure (sharing of personal information of
others without their consent).
• Exclusion/Ostracism
• Heated exchanges
• Defaming, belittling, or mocking
• Impersonating
• Many of the aforementioned are illegal and
could result in law enforcement involvement.
Bullying Statistics 25% to 33% of students in the United States report being bullied at school.
Most bullying happens in middle school.
Although rates of bullying may be declining slightly, it still remains a serious, prevalent problem in today’s schools.
There is no federal anti-bullying law. Although most states have anti-bullying legislation, bullying is not illegal unless it crosses a line….
Bullying Behavior May Violate Civil or Criminal Law• Physical bullying - assault; stalking
• Gender bullying - sexual harassment or assault, dating abuse, domestic violence
• Intimidating for gain – extortion
• Rumors/Lies - defamation of character
• Bullying based on race, national origin, sex, or disability (civil rights violations)
• Cyber bullying - harassment by communication; stalking
• Sexting - child pornography
(Olweus, 2012)
A Few Reasons Why Children Cyber Bully• Their friends are doing it.
• They want to look cute and fit in.
• They are rebelling against their parents.
• They want to act like adults.
• They are bullies by nature.
• They are seeking attention.
• They want to gain more popularity.
• These behaviors often continue because no one stops them
and/or they are not effectively supervised or corrected.
School personnel have a duty to intervene and supervise at
school and school sponsored events.
The Most Likely Targets of Cyber Bullying?
Children who are perceived as physically different from their peers, such as being overweight or
underweight, wearing glasses or wearing cultural symbols.
New students who have not yet adapted to the school system and guidelines.
Children who are physical weak; those suffering from a disability or a chronic disease like asthma or
diabetes.
Children who are depressed, anxious, or have low self esteem.
Children with few friends (no social skills) and who are viewed as vulnerable.
Children who do not get along well with others
Those who showcase aggressiveness or hostility to other students.
Children from poor income families.
LGBTQ children.
Bullying & Harassment
30% of youth in the United States are estimated to be involved in bullying as either a perpetrator or a recipient.
Staff often underestimate the extent of harassment and bullying.
One study showed:
58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.
Only 25% of teachers perceived these behaviors to be problems.
-Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA
Children who are bullied
Children who bully others
Children who are bystanders
Everyone involved may have serious and lasting effects as a result of the bullying!
StopBullying.gov
Effects of Bullying On…
Children Who Are BulliedAre more likely to experience:
• Depression and anxiety, increased feelings of sadness and loneliness, changes in
sleeping and eating patterns, and loss of interest in activities they used to enjoy.
These issues may persist into adulthood.
• Health complications
• Decreased academic achievement / grade point average (GPA), lower
standardized test scores, and poor school participation. They are also more likely
to miss, skip, or drop out of school.
A very small number or bullied children might retaliate through extremely violent
measures. All kittens become tigers if they are provoked enough!!!
StopBully.gov
Children Who Are Bullied Shy, less socially experienced
Submissive
Have difficulty making friends/joining social groups
Lack assertiveness skills
Not skilled with responding in general
They may become:
Distressed
Anxious
Vulnerable to victimization
Perform poorly/Underachievement
Children Who Bully OthersAre more likely to:
• Abuse alcohol and other drugs in adolescence and as adults
• Get into fights, vandalize property, and drop out of school
• Engage in early sexual activity
• Have criminal convictions and traffic citations as adults
• Be abusive toward their romantic partners, spouses, or children as adults
Children Who Are BystandersAre more likely to:
• Have increased use of tobacco, alcohol, or other drugs
• Have increased mental health problems, including depression and anxiety
• Be absent or skip school
Children Who Bully Others… Tend to choose more aggressive peers
Often have poor social skills:
Inability to self-regulate
Inability to problem-solve/problems making good decisions
Poor social awareness
Poor self-awareness
Difficulty with relationships
Have more disruptive behavior/fights (frequent flyers)
Bystanders Often feel powerless
Fearful
Observe and learn / model / may eventually join in to protect themselves from becoming a victim
Desensitized
Passive
Often feel guilty
May become bullies themselves
They desperately need problem-solving skills and assertiveness training
Aggression in Young Children May Mean… They lack effective communication or effective problem-solving skills
They have difficulty with social and behavioral expectations as early as 17 months of age. Some dealt with trauma or disorganized attachment styles.
Foreseeable challenges in preschool/kindergarten:
Routine class behavior
Language and communication skills
Cooperative activities
Play
Aggression in Young Children Ages 2-4: Defensiveness of possessions, territory, or friends
Ages 4-6: Threatens or Intimidates
Males: Physical and verbal aggression Is related to power and dominance
Females: Aggression is based on affiliation and exclusion, manipulating relationships, spreading rumors, and threatening not to play
The submission of the targeted child may become reinforcing. And others may see this and do the same (modeling).
Pre-bullying Behavior in Children Threats
Grabbing objects
Making mean faces
Pushing
False accusations
Refusal to play
Note: Young children will usually change this behavior based on an adult response.
Four Attachment Styles and How They Impact Personality, Discipline, and Parenting Secure
Avoidant
Ambivalent
Disorganized
Secure Attachment In early childhood, children often cry when separated from their parent.
When the parent returns, they immediately seek the parent.
When in the presence of a stranger, they seek approval from the parent that it’s okay to engage with the stranger.
50% of children (not impacted by trauma) have a secure attachment style.
Avoidant Attachment Style When the parent leaves the room, the child is not distressed. They continue to
play with toys and often interact with the stranger.
When the parent returns, they often keep playing with toys, often masking their emotions.
Their style is organized and insecurely attached; they avoid parents.
As adults, they are dismissing:
Preferring things over people
There is disconnection between cognition and emotions
They are often aloof, distant, and controlling
They mask their emotions
This style is in the functional range but these individuals find it difficult to truly engage emotionally with their children.
Ambivalent Attachment Style When the parent leaves the room, the child is distressed.
Although the child goes to the parent upon their return, the child gives mixed signals (they are not comfortable so they kick, push away, squirm)
Parents are inconsistently available and intrusive.
As adults, they are entangled:
Nervous
Socially awkward
Anxious
Insecure
This attachment style is within the functional range.
Disorganized Attachment Style No clear strategy used.
They often do things that don’t make sense.
Children with out trauma (3-10% have this attachment style)
Children from trauma (80 – 85% of children have this attachment style)
As adults, they are unresolved:
Have difficulty in relationships
Often confused/chaotic lifestyles
Have higher rates of addiction/substance use
Psychiatric disorders: Dissociation, Emotional Disturbance, Behavior Disoders
Healthy Attachment Children are:
Safe
Seen
Secure
Self-Regulation goes hand-in-hand with secure attachment!
Research from Jude Cassidy Ability to give care
Ability to receive care
Ability to know the autonomous self
Capacity to negotiate our needs
All four are predictive of satisfying relationships.
Karyn Purvis Institute - TCU Strategies to build healthy attachment:
As adults, we must own own history and let go of what has happened.
This leads us from self-blame/shame to responsibility/connecting.
Give undivided attention and listen
Read cues
Admit your mistakes
(Connection, Rupture, Repair) – produces dopamine (low dopamine symptoms: low motivation, feeling helpless, anhedonia)
Be mindful
Mindfulness improves immune function, attention, emotional clarity, and better understanding)
Inspire
• They…
• Get into physical fights or verbal altercations
• Have friends who bully others
• Are increasingly aggressive
• Get sent to the principal’s office or to detention frequently
• Have unexplained extra money or new belongings
• Blame others for their problems
• Don’t accept responsibility for their actions
• Are competitive and worry about their reputation or popularity
Possible Signs a Student is Bullying
Others
Caddo Parish Public Schools Policy on Bullying
No form of bullying shall be permitted or condoned by the Caddo Parish
School Board. All students, teachers, and other school employees shall take
reasonable measures within the scope of their individual authority to prevent
violations of this policy.
Reports of bullying should start at the school level. All
complaints should be documented using the mandated
State Department of Education forms!
When You See or Hear Bullying• Immediately stop the bullying: Stand between the child or
children, preferably blocking eye contact between them. Don’t
send any students away-especially bystanders. Don’t immediately
ask about or discuss the reason for the bullying or try to sort out
the facts. Don’t put yourself in harms way if it’s a serious
physical altercation! Follow school protocol!
• Refer to the bullying behavior and to the school rules against
bullying. Use a matter-of-fact tone of voice to state what
behaviors you saw/heard. Let the students know that bullying is
unacceptable and against school rules (e.g., “Calling someone
names is bullying and is against school rules,” or “That was
bullying. I won’t allow students to push or hurt each other that
way”). Stop Bullying Now
• Support the bullied child in a way that allows him/her to regain
self-control, to “save face,” and to feel supported and safe from
retaliation. Make a point to see the child later in private, but don’t ask
what happened at the time of the incident. Let his/her teacher know
what happened. Increase supervision to assure that the bullying is not
repeated and does not escalate.
• Include bystanders in the conversations and give them guidance
about how they might appropriately intervene or get help next
time. Don’t put them on the spot to explain publicly what they
observed. Let them know that you noticed their inactions or that you
are pleased with they way they tried to help-even if they weren’t
successful. Encourage them to take a active or prosocial role next time
(e.g., “Maybe you weren’t sure what to do. Next time, please tell the
person to stop or get an adult to help if you feel you can’t work
together to handle the situation”).
If appropriate, impose immediate consequences for students who bully
others. Do not require students to apologize or make amends during the heat of
the moment (everyone should have time to cool off). As a first step, you might
take away social opportunities (e.g., recess, lunch in the cafeteria). Let students
who bully know that you will be watching them and their friends closely to be
sure that there is no retaliation. Notification of colleagues is important so they
can be aware of students who bully others and watch out for inappropriate
behavior.
Do not require the students to meet and “work things out.” Unlike conflicts,
bullying involves an imbalance of power, which means this strategy will not work.
Trying to find a way to “work things out” can re-traumatize the student who was
bullied and does not generally improve relationships between the parties.
Instead, encourage the student who bullied to make amends in a way (after
follow-up with an adult) that would be meaningful for the child who was bullied.
Provide follow-up interventions, as needed, for the
students who were bullied and for those who
bullied. Even if you make good use of the “teachable
moment” when bullying occurs, you will still encounter
situations in which staff members will need to provide
follow-up interventions. Staff members who provide
follow-up are likely to need specialized skills or training.
Provide counseling when appropriate!
B
C
D
H
G
E
F
AStart the bullying
and take an
active part
Take an active
part, but do not
start the bullying
Support the
bullying, but do not
take an active part
Like the bullying,
but do not display
open support
Dislike the bullying
and think they ought
to help, but don’t do it
Dislike the bullying,
help or try to help
the bullied student
The one who is being
bullied
Student Who
Is Bullied
Students Who Bully
Followers
Supporters
Passive
Supporters
Disengaged
Onlookers
Possible
Defenders
Defenders
Olweus,
2012,TG, p. 24
What Roles Do Students Play In
Bullying Situations?
Investigating Bullying
• The principal/designee of the school must initiate the investigation the next business day during which school is in
session after the report is received by a school official. The investigation must be completed no later than ten school days
after the date the written report was submitted.
• The investigation must include an interview of the reporter, victim, alleged bully, and any witnesses, and include
obtaining copies of photographs of any audio-visual evidence.
• The principal/designee must notify the parent or legal guardian of a student under the age of eighteen of the allegation of
bullying before the student can be interviewed and inform them of the right to attend the interview with the student. If
they choose not to participate…you still have the obligation to investigate!
• Document interviews of the victim, alleged offender, and witnesses. Interviews must be conducted privately, separately,
and confidentially. At no time will the alleged offender and victim be interviewed together.
• The investigator will collect and evaluate the facts using the form developed by the LDOE.
• If the parent or legal guardian refuses to attend a conference or meeting regarding the student’s behavior, the
principal/designee may (in accordance with ACT 861 of 2012) file a complaint with the court of juvenile jurisdiction pursuant
to Children’s Code Article 730(8), or Children’s Code Article 730(1).
Louisiana Believes
Reporting: It’s Your Responsibility and DutyThe reporting of incidents of bullying or similar behaviors shall be made on the Bullying Report form
developed by the Louisiana Department of Education which shall include an affirmation of truth. However,
additional information may be provided.
Any school employee, whether full or part-time, and any
parent/volunteer chaperoning or supervising a school
function or activity, who witnesses or learns of bullying, or
similar behavior from a student or parent, shall report the
incident to the principal or his/her designee. Verbal
reports shall be submitted by the employee of
parent/volunteer on the same day as the incident, and a
written report shall be filed no later than two (2) days
thereafter.
Bullying Investigation Form
Bullying Investigation Form Directions: In accordance with Act 861 of the 2012 Legislative Session, this form is to be used to investigate and document the details of each reported incident of bullying that occurred on school property; at a school-sponsored activity or event off school property; on a school bus; or on the way to or from school.
Date of Report: School Name:
District: Date of incident: Time of incident (if known):
Interviews Conducted: (Check all that apply and attach a separate sheet if necessary.)
Interviewed Reporter Name: Date:
Description of alleged bullying:
Interviewed Alleged Victim(s) Name(s): Date:
Description of alleged bullying:
Interviewed Alleged Offender(s) Name(s): Date: Description of alleged bullying:
Interviewed Witness(es) Name: Date:
Name: Date:
Name: Date:
Description of alleged bullying:
1
Louisiana Department of Education POST OFFICE BOX 94064 | Baton Rouge, LA 70804-9064 | 1.877.453.2721 | www.louisianaBelieves.com
Bullying Investigation Form
Interviewed Parent(s)/Guardian(s) of Alleged Victim: Name(s): Date:
Summary of the interview:
Interviewed Parent(s)/Guardian(s) of Alleged Offender: Name(s): Date:
Summary of the interview:
Any prior documented incidents by the alleged offender? Yes No
Documentation and Notification Requirements
Date of incident report: Date investigation began: Date investigation completed:
INVESTIGATION DETERMINATION
Name(s) of alleged victim(s) Age Sex Grade
Name(s) of alleged offender(s) Age Sex Grade
Name(s) of witness(es), if applicable
2
Louisiana Department of Education POST OFFICE BOX 94064 | Baton Rouge, LA 70804-9064 | 1.877.453.2721 | www.louisianaBelieves.com
Bullying Investigation Form
Where did the incident happen (choose all that apply)?
Classroom Lunchroom School Bus Locker Room/Area Restroom Hallway Bus Stop Parking Lot
On the way to/from school Playground Internet Cell Phone At a school sponsored activity or event off school property
Other (Please Specify)
Check all items below that apply:
Verbal
Name-calling Taunting/ridiculing Mocking Making offensive comments Teasing Demeaning comments
Other (please state)
Physical
Kicking Hitting/punching Pushing Pinching Stalking Inappropriate touching
Other (please state)
Emotional
Offensive graffiti Excluding from group Spreading rumors Being forced to do something against his/her will
Taking possessions/money Other (please state)
Electronic aggression
Offensive text messages Offensive e-mails Sending degrading images Posting rumors or lies about someone
Assuming a person’s electronic identity with the intent of causing harm Other (please state)
Physical evidence, if available: Graffiti Notes E-mail Websites Video/Audio
Incident reported to parent/guardian of alleged victim within one school day of receipt of bullying complaint?
Yes No Initials of school official:
Incident reported to parent/guardian of alleged offender within one school day of receipt of bullying complaint?
Yes No Initials of school official:
Additional pertinent information gained during investigation: (attach a separate sheet if necessary)
3
Louisiana Department of Education POST OFFICE BOX 94064 | Baton Rouge, LA 70804-9064 | 1.877.453.2721 | www.louisianaBelieves.com
Bullying Investigation Form
Based on this investigation, the school administration determines the following: There was a determination of bullying? Yes No
Yes – Take prompt and appropriate disciplinary actions pursuant to R.S. 17:416 and 416.2
No – If a violation of the another provision in the student code of conduct, take appropriate action.
Upon completion of an investigation, the principal/designee will notify the reporter and parents/legal guardian of the students
involved of the findings and the result of the investigation.
Student Parent/Guardian Date of Method of
Notes
Notification Notification
Summary of Investigation:
Principal/Designee Signature: Date:
4
Louisiana Department of Education POST OFFICE BOX 94064 | Baton Rouge, LA 70804-9064 | 1.877.453.2721 | www.louisianaBelieves.com
Bullying Investigation Forms Continued
Social Emotional Learning (SEL)
SEL is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy to others, establish and maintain positive relationships, and make responsible decisions.
SEL
Self-awareness: Know your strengths and limitations, with a well-grounded sense of
confidence, optimism, and a “growth mindset.”
Self-management: Effectively manage stress, control impulses, and motivate yourself to set
and achieve goals.
Social awareness: Understand the perspectives of others and empathize with them,
including those from diverse backgrounds and cultures.
Relationship skills: Communicate clearly, listen well, cooperate with others, resist
inappropriate social pressure, negotiate conflict constructively, and seek and offer help when
needed.
Responsible decision-making: Make constructive choices about personal behavior and
social interactions based on ethical standards, safety, and social norms.
Prevention Prepare the environment
Develop appropriate play materials
Activities should be organized for group work
Provide visual cues
Teach and practice routine behavior
Explicit instruction
Practice
Positive reinforcement
Supervise hot spots
Provide adequate supervision
Provide extra attention during creative and social activities
Prevention Limit labels and teach acceptable and non-acceptable behavior
Teaching feelings, empathy, and problem-solving skills
Expose children to an emotional vocabulary
Insist they use their words rather than actions
Model the use of feeling words
Use stories and discussions
Best Practices in Bullying Prevention and Intervention
Focus on the social environment of the school.
To reduce bullying, it is important to change the climate of the school and the
social norms regarding bullying. It must become “uncool” to bully and “cool”
to help students who are bullied. Staff and students should recognize
students who are bullied, notice when a child is bullied or left out, and intervene!
This requires everyone to participate (i.e., teachers, administrators, counselors,
other non-teaching staff such as bus drivers, nurses, school resource officers,
custodians, cafeteria workers, school librarians, parents and students) in order
to change the school climate!
Friendship Benches: A Great Idea!
Best Practices in Bullying Prevention and Intervention
Assess bullying at your school.
Adults are not always good at estimating the nature and extent of bullying at their school. Research indicates
that adults underestimate bullying by up to 50%. It is often quite useful to assess bullying by administering an
anonymous questionnaire to students about bullying.
Possible benefits of conducting a surveys:
• Findings can help motivate adults to take action against bullying.
• Data can help administrators and other educators tailor a bullying
prevention program/strategy to the particular needs of their school.
• Data can serve as a baseline from which administrators and other
educators can measure their progress in reducing bullying.
Best Practices in Bullying Prevention and Intervention
Garner staff and parent support for bullying prevention.
Bullying prevention should not be the sole responsibility of an administrator, counselor, teacher, or any single
individual at a school. It’s a whole school, whole child, and whole community (WSCC) initiative!
To be most effective, bullying prevention efforts require buy-in from the majority of the staff and parents.
Celebrate Diversity! Everyone Contributes and Everyone is Needed!
Best Practices in Bullying Prevention and Intervention
Form a group to coordinate the school’s bullying prevention
activities.
The coordinating team should include an administrator, a teacher from each grade, a member of the non-
teaching staff, a counselor or other school-based mental health professional, a school nurse, and a parent.
The group should meet regularly to:
• Digest and analyze data from the school survey.
• Plan bullying prevention rules, policies, and activities.
• Motivate staff, students, and parents.
• Ensure that the efforts continue over time.
Best Practices in Bullying Prevention and Intervention
Train your staff in bullying prevention.
All administrators, faculty, and staff at your school should be trained in bullying prevention and intervention
yearly.
Training can:
• Help staff to better understand the nature of bullying and its effects.
• Teach staff how to respond if they observe bullying and how to work with others to help prevent bullying from
occurring.
Administrators should make every effort to educate all adults including counselors, media specialists, school
resource officers, nurses, lunchroom and recess aides, bus drivers, parent volunteers, custodians, and
cafeteria workers.
Best Practices in Bullying Prevention and Intervention
Establish and enforce school rules and policies related to bullying.
It is important to make clear and emphasize that the school not only expects students to not bully, but that is also
expects them to be good citizens, not passive bystanders.
Develop simple, clear rules about bullying to ensure that students are aware of adults’ expectations that they
refrain from bullying and help students who are bullied.
Olweus Bullying Prevention Program (OBPP) recommends that schools adopt four straightforward rules about
bullying:
• We will not bully others.
• We will try to help students who are bullied.
• We will make it a point to include students who are easily left out.
• If we know someone is being bullied, we will tell an adult at school and an adult at home.
Best Practices in Bullying Prevention and Intervention
Increase adult supervision in hot spots where bullying occurs.
Bullying tends to thrive in locations where adults are not present or are not vigilant. Where does your
school stand?
Once school personnel have identified hot spots for bullying from the student questionnaires and
monitoring, look for creative ways to increase adults’ presence in these locations.
Best Practices in Bullying Prevention and Intervention
Intervene consistently and appropriately in bullying situations.
All staff should be able to intervene effectively on the spot to stop bullying.
Designated staff should also hold sensitive follow-up meetings with children who are bullied and (separately)
with children who bully.
Staff should involve parents of affected students whenever possible.
Best Practices in Bullying Prevention and Intervention
Focus some class time on bullying prevention.Teachers (with the support of administrators) should set aside 20-30 minutes each week (or every
other week) to discuss bullying and peer relations with students. See research on “class meetings”.
You’ll be surprised the positive impact class meetings have on academics, climate, bullying, etc.
These meetings also help teachers to:
• Keep their fingers on the pulse of students’ concerns.
• Allow time for candid discussions about bullying and the harm that it can cause.
• Provide tools for students to address bullying problems.
Continue these efforts over time.There should be no “end date” for bullying prevention activities. Bullying prevention should be
woven into the entire school environment and school curriculum.
References
Louisiana Department of Education. Louisiana Believes 2012.
https://www.louisianabelieves.com
NoBullying.com
http://nobullying.com/school-bullying
http://nobullying.com/common-causes-of-bullying/
Olweus, 2018.
Stop Bullying Now Resource Kit. Take a Stand. Lend a Hand.
www.stopbullyingnow.hrsa.gov
Stopbullying.gov.
https://www.stopbullying.gov/what-is-bullying/index.html
https://wwww.stopbullying.gov/cyberbully/what-is-it/index.html
https://www.stopbullying.gov/warning-signs/index.html
https://www.stopbullying.gov/ar-risk/effects/index.html