Bullying on the Bus: What are our Responsibilities?

1. Bullying on the Bus: What are our Responsibilities? Training Presentation 2012 - 2013

2. Jeffrey Johnston

3. State Perspective The Law S. 1006.147, F.S.

4. The Law – S. 1006.147, F.S. • Signed into law in 2008, “Jeffrey Johnston Stand Up for All Students Act” • Prohibits Bullying and/or Harassment of any student or employee of a public K-12 educational institution

5. The Law – S. 1006.147, F.S. • Prohibits Bullying and/or Harassment: • During any education program or activity conducted by a public K-12 educational institution; • During any school-related or school-sponsored program or activity or on a school bus of a public K-12 educational institution; or • Through the use of data or computer software that is accessed through a computer, computer system, or computer network of a public K-12 educational institution.

6. Bullying Typical attributes for bullying: • Repeated • Imbalance of power (either real or perceived – physical, social, authoritative, . . . ) • Purposeful - Intent of harm • **Perspective of the victim

7. Harassment • Harassment and how it differs from bullying . . . • Can be a single or a repeated event • 1. Places a student or school employee in reasonable fear of harm to his or her person or damage to his or her property; • 2. Has the effect of substantially interfering with a student’s educational performance, opportunities, or benefits; or • 3. Has the effect of substantially disrupting the orderly operation of a school. • Federal focus - on the basis of race, color, national origin, sex, disability, or age

8. The Law – S. 1006.147, F.S. Requires school districts to adopt a policy with 14 specific components (basically the who, what, & how)

9. The Law – S. 1006.147, F.S. Specific components– • (f) A procedure for reporting an act of bullying or harassment, including provisions that permit a person to anonymously report such an act. However, this paragraph does not permit formal disciplinary action to be based solely on an anonymous report.

10. The Law – S. 1006.147, F.S. Specific components– • (g) A procedure for the prompt investigation of a report of bullying or harassment and the persons responsible for the investigation. Incidents that require a reasonable investigation when reported to appropriate school authorities shall include alleged incidents of bullying or harassment allegedly committed against a child while the child is en route to school aboard a school bus or at a school bus stop.

11. The Law – S. 1006.147, F.S. Specific components– • (l) A procedure for providing instruction to students, parents, teachers, school administrators, counseling staff, and school volunteers on identifying, preventing, and responding to bullying or harassment.

12. The Law – S. 1006.147, F.S. Specific components– • (n) A procedure for publicizing the policy, which must include its publication in the code of student conduct required under s. 1006.07(2) and in all employee handbooks.

13. The Law – S. 1006.147, F.S. • (8) Distribution of safe schools funds provided to a school district in fiscal year 2010-2011 and thereafter shall be contingent upon and payable to the school district upon the school district’s compliance with all reporting procedures contained in this section.

14. 2012-13 Safe Schools Appropriation The Department of Education shall monitor compliance with reporting procedures contained in section 1006.147, Florida Statutes. If a district does not comply with these procedures, the district's funds from the Safe Schools allocation shall be withheld and reallocated to the other school districts.

15. First Impressions For many students, the ride to school sets the tone for the rest of their day. If they start their day by being embarrassed or put down by bullying behaviors, that student is not able to come to school ready to learn.

16. It is the district’s responsibility to not only train the bus drivers, but also provide you with the tools and support you need to ensure everyone’s safety and well-being to and from school.

17. Ideally, bullying behaviors are best addressed with a whole school approach, not just a “bus” approach.

18. Federal Perspective Guidance & Expectations

19. Federal Perspective • OCR • Dear Colleague Letters • Expectations . . .

20. Federal Perspective : OCR A complaint of discrimination can be filed by anyone who believes that an education institution that receives Federal financial assistance has discriminated against someone on the basis of race, color, national origin, sex, disability, or age. The person or organization filing the complaint need not be a victim of the alleged discrimination, but may complain on behalf of another person or group.

21. Federal Perspective : Dear Colleague Letters • October 26, 2010 from Russlynn Ali, Assistant Secretary for Civil Rights “A school is responsible for addressing harassment incidents about which it knows or reasonably should have known.” • December 16, 2010 from Arne Duncan, United States Secretary of Education http://www.fldoe.org/safeschools/bullying.asp

22. Federal Perspective : Expectations • Once a school knows or reasonably should know of (bullying or) harassment, it must take immediate and appropriate action to investigate or otherwise determine what occurred. 

23. Federal Perspective : Expectations • School personnel have a legal obligation to address (bullying or) harassment when the behavior is sufficiently serious enough to create a hostile environment and when the behavior is encouraged, tolerated, not adequately addressed, or ignored by school employees.

24. General Expectations Are you doing enough?

25. What do the statistics tell us? • According to an American Public Health Association’s bullying survey, school buses rank as the number two place for bullying, second only to the playground. • As well, the bus is identified by nearly 25% as the place for serious incidents of bullying.

26. Why does bullying occur on the bus? • Less supervision • Access (closer proximity) – no place to go • Hectic activity (makes it harder to notice)

27. Expectations for Bus Drivers • What is the expectation of bus drivers when students (or parents) inform of bullying situations (or when they are witness to it)? • What should bus drivers do and to whom are they expected to inform or relay the information?

28. Expectations for All Adults It is the responsibility of adults to address and stop bullying behaviors for the protection of all students and for maintaining a positive learning environment. • Recognize signs • Address negative behaviors • Report it & document it

29. What do you need to know . . . (Half the knowledge is knowing where to find it!) Each Florida school district has a: • Policy prohibiting bullying and harassment (**Required in all employee handbooks and Student Code of Conduct. Many districts also have a procedural document.) • Bullying Prevention Contact (designated by the Superintendent) • Means of Reporting (including anonymously)

30. Expectations for Transportation Staff • Have you received training? • Recognizing the signs of bullying • Addressing bullying behaviors (please do not put victim/offender next to each other and tell them to “work it out”!) • How to file a report • Establishing a positive and supportive bus climate, free from bullying behaviors

31. Signs to Look For • Fear of riding the bus (may also include fear of waiting at bus stop, getting off the bus, etc.) • Change in behavior or mood • Aggressors trying to manipulate a situation to get the target in trouble

32. What can we do? 1.Establish consistent expectations for all, with consequences for misbehavior well-known and enforced 2. Teach about bullying behaviors

33. What can we do? 3. Maintain strong lines of communication – Bus driver to school School to parents/students * Report daily to the school contact – a bad experience can affect the whole day for some kids!

34. What can we do? 4. Bus drivers need to be prepared to de-escalate the aggression. * If we handle the low-level aggression promptly we can usually prevent it from becoming more serious!

35. What can we do? Build positive relationships and communicate with our students and their parents.

36. Other Considerations • Have assigned seats (change them when bullying is suspected) • Add another adult/monitor (either a paid staff or possibly a volunteer) • Pull over and intervene immediately

37. What about cameras? • May serve as a deterrent • Won’t work alone • Could possibly serve to document the incident

38. Additional Considerations • Additional considerations when special needs students are involved: • How do you report? • Do they understand? • Are they being set up or encouraged to bully?

39. Resources Available

40. Resources Available • http://www.fldoe.org/safeschools/bullying.asp • http://www.stopbullying.gov/ • http://safesupportiveschools.ed.gov/

41. Tips for Bus Drivers To Intervene in Bullying ✔ Learn about bullying so you know what you’re looking for. ✔ When you see something, do something—be assertive and calm. ✔ Start with verbal warnings. Use the name of the student who is bullying. ✔ Call your school or dispatcher according to policy. Sometimes the call will stop the behavior. ✔ If the behavior escalates, stop the bus in a safe place if you have to. ✔ Maintain control of yourself. ✔ Stand up and speak, clearly and calmly, to the involved students. ✔ Do not argue with or try to convince the student who is bullying. ✔ Move affected students to new, safe seats. ✔ Report incidents as required by your district’s policy. ✔ Talk to other school staff about what you’ve witnessed. Share your concerns about the students you drive, since they interact with the same students during the rest of the day. Source: US Department of Education Safe and Supportive Schools Center

42. Tips for Bus Drivers (cont’d.) To Prevent Bullying ✔ Establish a positive atmosphere on the bus. Be clear, fair, and consistent about rules. ✔ Treat students the way you want to be treated and the way you want them to treat each other. ✔ Learn and use their names. Introduce yourself. ✔ Get to know all of the students on your bus—including the students who bully. ✔ Use positive, non-verbal interactions—a smile, a nod, a thumbs up, a high five, a pat on the back. ✔ Notice something positive the students do and say something about it to them or someone else where they can hear it. ✔ If you regularly drive for a group like a sports team or club, get to know what they do. Go watch them in action and say something to them about it. ✔ Submit positive bus referrals. Source: US Department of Education Safe and Supportive Schools Center

43. Training Modules

44. Training Modules Two modules jointly created by NAPT, the USED’s Office of Safe and Drug-Free Schools and the Safe and Supportive Schools Technical Assistance Center Both modules include a step-by-step trainer’s guide, a PowerPoint presentation (in PDF format), handouts for driver activities, palm cards for drivers and posters that can be displayed in the transportation department or throughout the school system to reinforce the messages. http://safesupportiveschools.ed.gov/index.php?id=9&eid=436

45. Child Abuse What are our responsibilities in reporting?

46. Child Abuse Who must report abuse? • Doctors • Nurses • Social Workers • Police officers • Child Care Workers • Any witnesses • Any/All School Personnel Call or Report it online at: http://www.dcf.state.fl.us/abuse/report/ 1-800-96-ABUSE

47. Child Abuse: Signs of Physical Abuse The child may have unexplained: • bruises, welts, cuts, or other injuries • broken bones • burns A child experiencing physical abuse may: • seem withdrawn or depressed • seem afraid to go home or may run away • shy away from physical contact • be aggressive • wear inappropriate clothing to hide injuries

48. Child Abuse: Signs of Sexual Abuse The child may have: • torn, stained, or bloody underwear • trouble walking or sitting • pain or itching in genital area • a sexually transmitted disease A child experiencing sexual abuse may: • have unusual knowledge of sex or act seductively • fear a particular person • seem withdrawn or depressed • gain or lose weight suddenly • shy away from physical contact • run away from home

49. Child Abuse: Signs of Neglect The child may have: • unattended medical needs • little or no supervision at home • poor hygiene • appear underweight A child experiencing neglect may: • be frequently tired or hungry • steal food • appear overly needy for adult attention

50. Child Abuse: Look for Patterns Serious abuse usually involves a combination of factors. While a single sign may not be significant, a pattern of physical or behavioral signs is a serious indicator and should be reported.