Interventions, Tips, & Strategies for Bully Prevention in our Schools

1. Interventions, Tips, & Strategies for Bully Prevention in our Schools Presented by: Ellen Dulas, HS Counselor Tanya Schroyer, MS Counselor Paige Thompson, Elementary School Social Worker

2. Statistics According to the National Association of School Psychologists, 160,000 students per day stay home from school because of bullying. (Fried & Fried, 2003) According to the 2010 MN Student Survey, 27% of students experienced bullying. Bully Box data

3. Statistics • Been Bullied • 28% of U.S. students in grades 6–12 experienced bullying. • 20% of U.S. students in grades 9–12 experienced bullying. • Bullied Others • Approximately 30% of young people admit to bullying others in surveys. • Seen Bullying • 70.6% of young people say they have seen bullying in their schools. • 70.4% of school staff have seen bullying. 62% witnessed bullying two or more times in the last month and 41% witness bullying once a week or more. • Been Cyberbullied • 6% of students in grades 6–12 experienced cyberbullying. • 16% of high school students (grades 9–12) were electronically bullied in the past year. • However, 55.2% of LGBT students experienced cyberbullying. “Facts About Bullying.” (2014)

4. Statistics • How Often Bullied • In one large study, about 49% of children in grades 4–12 reported being bullied by other students at school at least once during the past month • Defining "frequent" involvement in bullying as occurring two or more times within the past month, 40.6% of students reported some type of frequent involvement in bullying, 23.2% being the youth frequently bullied, 8.0% being the youth who frequently bullied others, 9.4% playing both roles frequently. • Types of Bullying • According to one large study, the following percentages of middle schools students had experienced these various types of bullying: name calling (44.2 %); teasing (43.3 %); spreading rumors or lies (36.3%); pushing or shoving (32.4%); hitting, slapping, or kicking (29.2%); leaving out (28.5%); threatening (27.4%); stealing belongings (27.3%); sexual comments or gestures (23.7%); e-mail or blogging (9.9%) “Facts About Bullying.” (2014)

5. Statistics • Where Bullying Occurs • Most bullying takes place in school, outside on school grounds, and on the school bus. Bullying also happens wherever kids gather in the community. And of course, cyberbullying occurs on cell phones and online. • According to one large study, the following percentages of middle schools students had experienced bullying in these various places at school: classroom (29.3%); hallway or lockers (29.0%); cafeteria (23.4%); gym or PE class (19.5%); bathroom (12.2%); playground or recess (6.2%).20 • How Often Adults Notified • Only about 20 to 30% of students who are bullied notify adults about the bullying. “Facts About Bullying.” (2014)

6. Possible Characteristics of Aggressor Aggressive or easily frustrated Have less parental involvement or family history Experiencing issues at home Think badly of others Development of adolescent brain Have difficulty following rules View violence positively Lacks empathy for others Group mentality

7. Common Myths about Students who Bully Students who bully are loners. Students who bully have low self-esteem and are insecure. Studentsbully others because they want attention. Bullying behavior is a normal part of children being children. Only boys bully others.

8. Effects of Bullying Behavior • Can also engage in violent & other risky behaviors into adulthood. • Kids who bully are more likely to: • Abuse alcohol & other drugs in adolescence & as adults. • Get into fights, vandalize property, & drop out of school. • Engage in early sexual activity. • Have criminal convictions & traffic situations as adults. • Be abusive toward their romantic partners, spouse, or children as adults.

9. Risk Factors of the Target Perceived as “being different” from others Perceived sexual orientation Perceived ability/disability level Perceived socioeconomic status Poor social skills Socially isolated/few friends Overweight/underweight Many more… basic premises of “perceived difference”

10. Warning Signs that Student May be Targeted Unexplainable injuries Lost or destroyed clothing, books, possessions Frequent headaches, stomachaches, or illnesses Changes in eating habits Difficulty sleeping Not wanting to go to school & truancy Sudden loss of friends Avoidance of social situations Decreased self-esteem Self-destructive behavior

11. Kids who are Bullied… • Can experience negative physical, school, and mental health issues. • Are more likely to experience: • depression & anxiety • increased feelings of sadness & loneliness • changes in sleep & eating patterns • loss of interest in activities they used to enjoy. • These issues may persist into adulthood.

12. Kids who are Bullied… Could experience decreased academic achievement, lower GPA & standardized test scores & school participation. More likely to miss, skip, or drop out of school.

13. Profile of a Bystander When asked in a survey, “how do you usually react if you see or learn that student your age is being bullied? Kids responded: - 24-30% haven’t noticed students my age being bullied - 1-3% take part in the bullying - 1-2% don’t do anything but think it’s ok. - 9-14% I just watch what is going on - 22-30% do nothing but think I ought to help bullied students - 29-35% try to help the bullied student

14. Effects of Witnessing Bullying • Kids who witness bullying are more likely to: • Have increased use of tobacco, alcohol, or other drugs. • Have increased mental health problems, including depression & anxiety. • Miss or skip school.

15. Types of Bullying • Physical • Verbal/Emotional • Relational Aggression – use relationships to harm others with dirty looks, cliques, rumors, etc. • Often seen more with girls • Cyber-bullying: cell phones, Facebook, Twitter, Instagram, Snapchat, Tumblr, Google +, Vine • Over half of adolescents and teens have been bullied online & about the same number of engaged in cyber bullying. • More than 1 in3 young people have experienced cyber-threats online. • Well over half of young people do not tell their parents or another adult when it happens. • (www.bullyingstatistics.org 2014)

16. What can we do? • School Administrators are now required to hold their staff accountable for recognizing & reporting bullying. • All staff all need to be aware of: • The definitions of bullying • How to recognize bullying when we see it • School protocols for reporting incidents to a main contact • How we can contribute to creating a safe school environment. • Every one needs to work to contribute to a positive school climate.

17. Training ALL School Staff Bullying is everyone’s problem. It will only be controlled through a TOTAL school effort by the following: Teachers, Paras, Substitute Teachers Administrators, Counselors Cafeteria Staff Bus Drivers Custodians Parent volunteers Coaches Being united is key.

18. Looking at Solutions • Bullying is primarily a relationship problem among students, and long-term strategies are needed to create a safe school climate through building supportive and caring relationships. • Conflict Resolution: need to teach skills without further victimizing students • Have to be careful with this depending on needs of students • Zero Tolerance: this strategy fails to recognize that bullying behavior is not a permanent characteristic of the student who did the bullying. • Instead replace with pro-social behavior & teaching

19. Downfall of Discipline Alone Discipline: students who are involved in bullying behavior are suspended or expelled when they are the students who may benefit most from continued exposure to positive pro-social role models and a caring school climate. Does not teach the student; only reprimands

20. Interventions at the School Level All Staff Trainings (at least once every 3 years) Increased supervision in the cafeteria, hallways, bathrooms, playground, locker rooms Activities to increase social emotional learning such as peer helpers, social skill groups, student council, peer helpers, character education, etc. Activities to increase and contribute to a positive school climate

21. Responding to Bullying Maintain control of your emotions. Appear calm and self-assured. Be aware of your tone of voice and be respectful. Call on help from a colleague if needed. Communicate effectively. Use non-verbal indicators to demonstrate empathy to students. De-escalate the discussion. Trust your instincts and empathize with feelings but not behavior. Ask solution-focused questions. It helps students to consider alternatives on their own. Help them get to an appropriate answer. Separate students for conversations. Do not re-traumatize the target of bullying by forcing students to talk together. Always get permission of students ahead of time.

22. Responding to Bullying • Use active listening skills when students have conflict. • Words to use: • This took courage to tell me. • I’m so glad you told me. • There are some policies in place here at school to help. I'd like to hear how you would want this handled. • I don't know exactly how you feel, but I can see that you are upset (mad, sad, etc). • Above all else, show the student(s) you care.

23. Cafeteria Conversations School food service professionals can have a big impact on anti-bullying efforts. The less structured nature of most school cafeterias makes them environments with increased opportunities for bullying behaviors. Listen and look for students who may be struggling. Staff do such a nice job here for remembering students names, joking with them, and caring about them. This has a huge impact!

24. How can you help prevent bullying in the cafeteria? Create positive environment by treating students the way you’d like to be treated. Use positive non-verbal interactions – a smile, nod, or thumbs up. Notice something positive about the students and do or say something about it to them. Don’t expect students to solve bullying incidents themselves. They may not always have the skills necessary. Encourage students to report incidents of bullying to you or other adults. Encourage students to reach out to others (especially at Middle School level).

25. How can I intervene when I observe bullying in the cafeteria? • Watch for all kinds of bullying. • Verbal and social exclusion are most likely in lunch room. • When you see something, do something – be assertive & calm. • Report incidents as required by your school’s policy. • Be mindful of the “quiet” bullying that often occurs in lunchroom (disallowing students to sit, “survivor,” verbal assaults, etc). • Always, follow through. Don’t downplay what someone else feels or discount it as “tattling.”

26. Cafeteria & Bullying For the cafeteria staff and paraprofessionals who staff the lunchroom, what common issues do you run into in the lunchroom? What questions do you have? Are there changes or suggestions that could assist with this?

27. On the Bus The bus is a place where bullying can occur on a frequent basis. Bus drivers can make a big difference in reducing these behaviors & creating an environment that sets the students up for success once they arrive at school.

28. How can I help prevent bullying on the bus? • Explain that you expect for students to follow the rules on the bus. Remind that name calling & put downs are bullying behavior & are strictly forbidden on your bus. • Model respect for each child. • Create a caring, respectful, & cooperative climate on the bus by: • Greeting students daily • Ask students how their day went. • Know the names of students on your bus. • Encourage parents to stand at bus stops.

29. How can I intervene on the bus? Speak Up – Stop the Action! Pull over and stop the bus. Support the victim. Name the bullying behavior. Refer to the school & bus rules. Impose immediate consequences (at least move the student who is bullying near you). At the same time, be careful to assume fault.

30. How Can I Intervene on the Bus? Report the incident immediately to the administration (now required by law). Consider having student advocates on your bus; leaders to help make the bus a positive place or “bus buddies” for students who may benefit from a friendly face. Do not punish a student for reporting to you. It is not an easy thing to do. Keep the school and parents informed of recurring issues.

31. Bus Drivers & Bullying For the bus drivers, common issues do you run into? What questions do you have? Are there changes or suggestions that could assist with this?

32. How can I prevent bullying in the halls? • Establish a culture of inclusion & respect & welcome all students. • Maintain adequate supervision in the hallways & common areas at all times. • Role model a positive & respectful attitude when interacting with students. • Be aware of “hot spots”. Bullying may be more likely to occur in areas with little or no adult supervision. • Coming in from outside, around gym, any less structured areas

33. How can I intervene when I observe bullying in the halls? Calmly intervene. If the situation warrants it, get another adult to help. Do not publically criticize the students involved. Follow your school’s incident reporting protocols. Provide support for the victim if necessary.

34. In the classroom By design, students spend the majority of their day in the classrooms. Teachers, Paras, & Substitute Teachers have considerable interaction with the students & therefore have a considerable impact on bullying prevention.

35. Preventing bullying in the classroom • Create a safe & supportive environment in your classroom. • Don't confront in front of the class or group: This leads to more shame for the student being bullied. • Give the student being bullied an “out.” • Example: Have them run a note to the office, another teacher or other staff member • Develop rules with your students so they set their own climate of respect & responsibility. • Use positive terms like what to do rather than what not to do. • Manage student behavior. Overall, well-managed classrooms are less likely to have bullying. • Model the behavior you seek & expect.

36. A note to Substitute Teachers You may be more likely to see bullying than the full-time teacher. Students sometimes feel classroom rules don’t apply when the classroom teacher is gone. Things you can do:1 Learn the teachers classroom rules & be consistent.2 Know ahead of time how to report any behaviors that require disciplinary action.3 Learn about bullying definitions & descriptions.

37. How can I intervene in the classroom? Learn about bullying so you can effectively identify bullying behaviors. Intervene immediately. It’s okay to get another adult to help if necessary. Separate the students involved. Stay calm. Reassure the students involved including bystanders. Model respectful behavior when you intervene. Follow your school’s incident reporting protocols. Refer the victim to medical or counseling support if necessary.

38. Classroom Bullying For teachers, substitute teachers, and paraprofessionals: What questions, concerns, or common issues do you run into with bullying? Are there changes or suggestions that could assist with this?

39. Paraprofessionals & Bullying Paraprofessionals often see bullying at the elementary level on the playground, working closely with students throughout the day, or working in the classroom. If bullying is seen or alleged, make a report to building principal and/or SSW/Counselor. It is really important that every report is followed up on. Be positive with the student(s). Even if the student repeatedly makes claims or is easily emotional, he/she is still reaching out for help so we need to find the right way to meet those needs. If someone comes you to one time and they feel you did not do anything to help, they never forget it.

40. On the Playground • Listen with a nonjudgmental ear. • Never assume who is at fault. • Get to know the students and care about how their day is going. • Take notice of students who are often playing alone. Consider referral for “lunch buddy” or mentor. • Take reports seriously (from students, parents and staff). • Handle reports immediately. Communication is key. If teachers, counseling staff, and administration can work together, we will be more effective in creating the positive school climate. • Enforce logical consequences if needed (refer to the office if necessary). • Make it a point to talk about positive skills daily. • Be a positive role model by modeling appropriate skills.

41. Paraprofessionals & Bullying What questions, concerns, or common issues do you run into with bullying? Are there changes or suggestions that could assist with this?

42. Office Staff & Bullying Office staff are often the eyes & ears of the school. Many times, secretaries or office managers will hear of a bullying incident, notice unusual absences, or hear from parents about a student concern. Be supportive of students. Take time to greet them and ask them about their day. If students or parents share an issue, refer to the building principal and/or School Social Worker/Counselor.

43. Custodians & Bullying –You may witness an incident in the hallway, classroom, etc. Make sure you take it seriously. –Respond to reports immediately. –Listen and be empathetic. –Communicate the report.

44. Coaches Sports teams & school activities provide a wealth of hands-on leadership learning for students. Define the role of coach, participant, athlete, team chemistry, & sportsmanship. Build team chemistry by setting goals, expect high team & personal expectations. Constructive criticism & praise should be balanced. Foster team bonding with dinners, activities, and partners, etc.

45. Remember… When you see something, do something. Intervene by separating students involved. Get their names, but do not question students in front of other students. Report the incident the building principal and/or School Social Worker/Counselor. The students should be questioned individually. Don’t try to resolve the incident on the spot. Don’t assume that students can work it out without adult help. Don’t judge or belittle the students for reporting.

46. Building a Safe and Supportive PAS It takes everyone working together to make our school a safe & supportive environment where every student feels welcome & ready to learn. PEP TALK